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524A

Unit 7 Resources

Use the following tools to easily assess student learning in a variety of ways:

• Performance Assessment •Activities and Rubrics • Interactive Tutor

• Chapter and Unit Tests Self-Assessment CD-ROM• Section Quizzes • MindJogger Videoquiz• Standardized Test Practice Workbook • ExamView® Pro Testmaker CD-ROM

•The American Republic to 1877Visit The American Republic to 1877 Web site for historyoverviews, activities, assessments, and updated charts and graphs.• www.socialstudies.glencoe.comGlencoe Social StudiesVisit the Glencoe Web site for social studies activities,updates, and links to other sites.• www.teachingtoday.glencoe.comGlencoe Teaching TodayVisit the new Glencoe Web site for teacher developmentinformation, teaching tips, Web resources, and educationalnews.• www.time.comTIME OnlineVisit the TIME Web site for up-to-date news and specialreports.

SUGGESTED PACING CHARTSUGGESTED PACING CHARTUnit 7(1 Day)

Day 1Introduction

Chapter 18 (6 Days)

Day 1Chapter 18 Intro, Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Chapter 18ReviewDay 6Chapter 18Assessment

Chapter 19 (6 Days)

Day 1Chapter 19 Intro, Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Chapter 19ReviewDay 6Chapter 19Assessment

Unit 7 (2 Days)

Day 1Wrap-Up/ProjectDay 2Unit 7 Assessment

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESUnit 7 Map Overlay Transparencies Cause-and-Effect Transparency 7

CAUSE-AND-EFFECT TRANSPARENCY 9

Copyright © by The McGraw-Hill Companies, Inc.

A Time of Turmoil

Economybooms

Stock marketcrash

New Deal

Pearl Harborattack

Atomic bombdevelopment

People investin stocks

GreatDepression

Improvedeconomy

U.S. enters war

Nuclear Age

CAUSES EFFECTSThe Cold War in Europe, 1955

BaseMap


Map Transparency 1100

ATLANTIC OCEAN

Mediterranean Sea

NorthSea

Bal

tic

Sea

N

E

S

W

2500

0 250

500 mi.

500 km

Iron Curtain

ALBANIA

AUSTRIA

BELGIUM

BULGARIA

CZECHOSLOVAKIA

EAST GERMANY

FINLAND

UNITEDKINGDOM

GREECE

HUNGARY

IRELAND

ITALY

LUXEMBOURG

NETHERLANDS

NORWAY

POLAND

PORTUGAL

ROMANIA

SOVIET UNION

SPAIN

SWEDEN

SWITZERLAND

TURKEY

WEST GERMANY

YUGOSLAVIA

DENMARK

ICELAND

FRANCE

Black Sea

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http://www.tx.tarvol1.glencoe.com

http://www.socialstudies.glencoe.com

http://www.teachingtoday.glencoe.com

http://www.time.com

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Unit 7 ResourcesASSESSMENT INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

B I B L I O G R A P H Y

Readings for the StudentRuthven, Malise. Islam: A Very ShortIntroduction. Oxford University Press, 2000.

Stolley, Richard B. and Amy E. Skalnsky.Life: Our Century in Pictures for YoungPeople. Little Brown & Co., 2000.

Readings for the TeacherBrown, Dee Alexander. Bury My Heart atWounded Knee: An Indian History of theAmerican West, Thirtieth AnniversaryEdition. Henry Holt & Company, Inc., 2001.

Coan, Peter Morton. Ellis IslandInterviews. Checkmark Books, 1998.

Multimedia ResourcesDVD. Adventures of the Old West:Cowboys & Trail Drives. Madacy Records,2000 (50 minutes).

DVD. World War II in Color. Produced byTransworld International: Carlton Televisionand Champion Television for A&E Television,1999 (171 minutes).

Cooperative Learning Activity 7

Citizenship Activity 7 Hands-On History Activity 7 History Simulations and Problem Solving 7

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★ Cooperative Learning Activity 7 ★★

(continued)

Speaking on Vietnam

BACKGROUNDLike the Civil War and the Revolutionary War, the war in Vietnam tore

families apart and divided friends. Some people believed they best servedtheir country by fighting in the war. Others believed the best way to serve the country was to refuse to serve in a war they could not support.

GROUP DIRECTIONS1. Many people alive today took part on one side or the other of the con-

troversy surrounding the Vietnam War. Invite one or two of them tospeak to the class and participate in a class discussion. If possible,invite one Vietnam veteran and one person who protested the war.

2. Identify the resources inyour area for findingVietnam veterans and peo-ple who protested the warwho are willing to speakabout their experiences.Ask parents, friends, andyour teacher if they knowof someone who mightspeak to your class. Talk to the Veterans of ForeignWars and ask them torecommend a speaker.

3. Make a list of people whoare available and decidewho to invite to speak.

4. Work with your teacherand your guest(s) toorganize the visit.

★

★

Cooperative GroupProcess1. Assign group members resources to check to find possible people to speak

to the class.

2. Visit, phone, write letters to, or contact via e-mail local resources to get informa-tion on possible speakers.

★

Planning for Outside Speakers

Coordinate with the speakers

• Issue invitations to the speakers and arrange datesand times.

• Assign a student to meet the speakers and makesure they know where to go. Make sure speakershave everything they need for their presentations.

• After the visit, send thank-you notes to the speakers.

Coordinate with school authorities

• Agree with your teacher on dates and times for thespeakers.

• Find out school procedures for outside visitors andmake sure these procedures are followed.

Coordinate the event

• Act as the moderator: introduce the speaker in thebeginning, moderate the class discussion, andthank the speaker at the end.

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Recycling—It’s Everyone’s Job

WHY IT’S IMPORTANTWhat is recycling? Why is it important to recycle? How can recycling

help to improve your community? How have the practices of the past ledto the need for recycling today? How is recycling beneficial to both theenvironment and the economy?

BACKGROUNDThe early 1900s saw an effort to help people. Those individuals in social

reform led the campaign for improved working conditions, regulation of childlabor, improved health care, and better quality food and medicine. There wasa sense of working together to make a better life for everyone.

During World War I and World War II, people collected and turned in metaland rubber for the war effort. Women used flour and sugar sacks to makeclothing and quilts. Clothes were handed down to family members. Through-out the first half of the 1900s, people saved, reused, and recycled as part oftheir way of life.

Peacetime and an improved economy brought about a new way of living.For many years, few people thought about what happened to cans, empty TV dinner trays, or food boxes that they tossed into the trash. On the edge of many cities were towering landfills crammed with old clothes, furniture,boxes, appliances, and other trash. People began to notice that the landfillswere not only unsightly but an environmental problem as well. Somethinghad to be done to reduce the amount of trash that was produced. Recyclingwas the answer.

Look at the graphs below that show the amount of waste produced andmaterials recycled in 1997.

Citizenship Activity 7

(continued)

Paper 38.6% 83.8 mt

Paper & Paperboard

57% 34.9 mt

Yard waste 12.8% 27.7 mtPlastics 9.9%

21.5 mt

Metals 7.7% 16.6 mt

Wood 5.3% 11.6 mt

Food waste 10.2% 21.9 mt

Glass 5.5% 12.0 mt

Other 10.0% 21.8 mt

Compost 20% 12.1 mt

Glass 5% 2.9 mt

Metals 11% 6.5 mt

Plastics 2% 1.1 mt

Other 5%3.2 mt

mt = million tons

Waste Produced 1997: Materials Recycled 1997:217 million tons 60.7 million tons

SOURCE: U. S. Environmental Protection Agency. Characterization of MSW in the United States: 1998 Update, Washington, D.C.

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Hands-On History Activity 7

(continued)

Making and Using a Barometer The weather is important. We try to predict the weather for reasons as sim-

ple as knowing if we need to wear a coat to school or as complex as decidingwhether to launch a space shuttle. One instrument used to predict the weatheris the barometer. You can make a barometer and try your luck at predictingthe weather.

BACKGROUNDThe Italian physicist Evangelista Torricelli invented the barometer, an

instrument for measuring the air pressure. Barometer comes from the Greekwords baros meaning “heaviness or weight” and metron meaning “to meas-ure.” Observers saw that the rise and fall of the air pressure coincided withchanges in the weather. Areas of high pressure brought good weather; lowpressure brought clouds and rain.

World War II planes were sensitive to the weather because they could not flyabove it as today’s jets can. Watching the barometer helped the Army AirCorps predict if the weather would be suitable for bombing runs. If the AirCorps predicted a storm, a bombing run could be postponed.

★

The highest air pres-sure ever recorded was32.01inches at Agata, in the former SovietUnion. The lowest read-ing was 25.90 inchesduring a typhoon in thePhilippine Sea in 1979.

FASCINATINGFACTS

MATERIALS• wide mouth

quart-sized jar• large balloon• scissors

• string• drinking straw• tape• manila file folder

• marker• note paper• journal

★

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★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

History Simulations and Problem Solving 7—Teaching Strategy

Arguing Brown v. Board of Education of Topeka, Kansas★

TopicIn its May 17, 1954, decision in the case of

Brown v. Board of Education of Topeka,Kansas the United States Supreme Courtruled that segregated schools areunconstitutional.

ObjectiveActing as lawyers and justices in a mock

oral argument before the Supreme Court,students will explore the civil rights issuesin Brown v. Board of Education of Topeka,Kansas.

Materials

• Reproduce the preparation sheets onpages 16 and 17 (one copy of the appro-priate preparation sheet per attorney;one copy of both sheets to justices).

• Reproduce the opinion form on page 18(one copy per justice).

• Reproduce the decision sheet on page19 (for all students to use as follow-upto the trial).

Procedure1. Organize the class into three groups: the

the NAACP lawyers representing LindaBrown and the other students appealingthe lower court decisions; the lawyersrepresenting the various boards of edu-cation (who want the lower court deci-sions to be affirmed); and nineSupreme Court justices.

2. Present the basic facts of the Brown v.Board of Education of Topeka, Kansascase. Give each lawyer a copy of theappropriate preparation sheet (pages 16 and 17). Give teams two weeks toresearch the case. In the week beforethe trial, allow students 10 minutes at

the start of each class to meet with theirgroups and discuss their findings.

3. Ask the nine justices to choose onestudent to act as chief justice.Encourage the justices to review bothsides of the case to evaluate the infor-mation presented during the trial.Explain that the job of Supreme Courtjustices is to decide the meaning of theConstitution, our highest law—not todecide questions of right or wrong.Student justices will need to decide ifthe Constitution permits or prohibitssegregation.

4. Explain that Supreme Court cases haveno witnesses. Lawyers do all of the talk-ing. They often spend months or yearspreparing their cases before presentingtheir arguments. Invite each team of attor-neys to select a lead lawyer (take therole of Thurgood Marshall or John W.Davis) who will present the group’s case.

Allow both teams time to formulatetheir arguments and prepare written state-ments. These persuasive arguments shouldinclude references to the specific stu-dents’ cases being argued, and take nolonger than five minutes to read aloud.Lead attorneys should rehearse theirstatements before the entire team andencourage input of all group members.

5. On the day of the simulation, have thenine justices sit in a row at the front ofthe classroom. After the chief justiceintroduces the case, the lead lawyer forthe Brown’s case stands and reads hisor her statement. Then the lead lawyerfor the Board of Education stands andreads his or her statement.

(continued)

Economics and History Activity 7

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Paying for Government

BACKGROUNDEvery year the president of the United States must submit a national

budget, or spending plan, for Congress to approve. This national budgetmust show how money is spent and where the money comes from.Congress tries to create a national budget where the amount of governmentmoney spent is equal to the amount of money the government takes in.

INCOME SOURCES AND EXPENSESThe federal government receives its tax income from several sources.

Individual income taxes are the greatest source of revenue, or income thegovernment receives. Federal income is divided into many expense areas.Though the largest area of the budget supports United States armed forcesand other defense-related areas such as the space program, services to citi-zens also make up a large part of the revenue total.

Entitlement programs, such as food stamps, veterans’ benefits, unem-ployment insurance, payment to farmers, and environment protection,cost $111 billion in 2001. Medicare (health insurance for the elderly) andMedicaid (health insurance for the needy) cost the government $342 bil-lion. The federal budget for 2001 came to $1.835 trillion. The governmentcollected $2.019 trillion through taxes, leaving the 2001 budget with a $184 billion surplus, or additional money, for the government to spend.

DIRECTIONS: Use the graphs to answer the following questions.

Sources of Federal Income 2001 Federal Expenses

Economics and History Activity 7

Defense 35%

Social Security 23%

Medicaid 7%Medicare 12%

Interest on public debt 11%

Entitlement programs 6%

Other programs 6%

Individual income taxes

48%

Social Security taxes 34%

Gasoline, tobacco, alcohol,

and other excise taxes

4%

Other income (estate taxes

and gift taxes) 4%

Corporate income taxes

10%

(continued)

SOURCE: Office of Management and Budget, United States Treasury Department, 2001.

Interdisciplinary Connection 7

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★ ★ ★ ★ ★ ★ ★ ★ ★ ★Interdisciplinary Connection 7

(continued)

THE SHORT CARTOONMovie audiences during the 1930s,

1940s, and 1950s, saw short animated car-toons preceding the main feature. Even ifthe average moviegoer did not enjoy everymovie, there was always a good chancethat the cartoon would be entertaining.

ANIMATIONAnimation produces the illusion of

movement from a series of drawings. Thecinematographer, or movie photographer,takes a series of pictures called frames. Oneach frame is one part of a sequence ofdrawings or paintings. In each illustration,the position of the figures or objects isvery slightly different. When the framesare projected in order at 24 frames a sec-ond, the figures appear to move.

A frame from Walt Disney’s Steamboat Willie

STEAMBOAT WILLIECartoons were made before 1910, but

the first cartoon with sound, SteamboatWillie, was not produced until 1928. Thecreator of the cartoon was Walt Disney.During the 1920s Disney had producedshort animated commercials and humor-ous animated cartoons with Ub Iwerks.Iwerks was the primary artist, whileDisney provided the ideas and businessskills. In 1927 Disney had an idea for anew character based on a mouse he had

befriended. He named the characterMortimer Mouse. The next year, Mortimerwas renamed Mickey Mouse. Mickey wasthe star of Steamboat Willie, and WaltDisney himself provided Mickey’s voice.In Steamboat Willie the audience heard awide range of zany sounds as Mickeyturned the cargo of a steamboat into anorchestra. The “music” combined thevoices of the livestock and notes onmakeshift instruments fashioned fromother cargo items.

WALT DISNEY AND MICKEY MOUSE Following Steamboat Willie, Mickey

Mouse starred in dozens of short cartoons.He became a celebrity, perhaps the mostfamous animated cartoon character in history.

Disney’s progressive ideas contributedto the success of his films. In 1929 he madeSkeleton Dance. One of the first soundmovies, the music and movements of thedrawings in the film were extremely wellsynchronized. The technique used to coor-dinate sound and image, which involvedmeticulous attention to timing, is knowntoday as “Mickey Mousing.” Always look-ing forward, Disney created the first colorcartoon in 1932, Flowers and Trees.

During the 1930s many critics gaveDisney’s cartoons credit for helping people forget their despair over the GreatDepression. Disney, they said, transportedaudiences from gloom and drudgery to aworld of childhood fantasy, dreams, andwishes fulfilled. Many critics hailedDisney’s work, represented by Mickey, as a new art form.

While Disney created many cartooncharacters, including Donald Duck,Dumbo, and Minnie Mouse, only MickeyMouse has become an American icon.

History and the Arts

American Literature Reading 7

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★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★American Literature Reading 7

Immigrant Life

GUIDED READING As you read, try to picture the author’s kitchen in your mind.

“The Kitchen” from A Walker in the Cityby Alfred Kazin

In Brownsville tenements the kitchen is always the largest room and thecenter of the household. As a child I felt that we lived in a kitchen to whichfour other rooms were annexed. My mother, a “home” dressmaker, had herworkshop in the kitchen. . . . For three or four dollars she would study thefashion magazines with a customer, go with the customer to the remnantsstore on Belmont Avenue to pick out the material, argue the owner down . . .and then for days would patiently fit and baste and sew and fit again. . . .

The kitchen held our lives together. My mother worked in it all day long,we ate in it almost all meals except the Passover seder, I did my homeworkand first writing at the kitchentable, and in winter I often had a bed made up for me on threekitchen chairs near the stove. . . .The walls were a fiercely stip-pled whitewash, . . . A large electric bulb hung down the center of the kitchen at the endof a chain that had been hookedinto the ceiling; . . .

The kitchen gave a specialcharacter to our lives; my moth-er’s character. All my memoriesof that kitchen are dominated by the nearness of my mothersitting all day long at hersewing machine, by the clackingof the treadle against thelinoleum floor, by the patienttwist of her right shoulder as

About the Selection In A Walker in the City, Alfred Kazin (born in 1915)fondly reflects on his experiences growing up in the tenements of Brooklyn, NewYork. The following selection, “The Kitchen,” focuses on the author’s impressionsof his mother, a Polish immigrant. In this moving account, Kazin reveals hismother’s strength of spirit as she works to keep her family together despitepoverty and her own intense loneliness.

★

Unit 7 PosttestsUnit 7 Pretests

★

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Modern America Emerges, 1877–presentDIRECTIONS: Matching Match the items in Column A with the items in ColumnB. Write the correct letters in the blanks. (4 points each)

Column A

�� 1. Sioux chief who resisted resettlement

�� 2. communist forces in South Vietnam

�� 3. powerful new weapon used in World War II

�� 4. peace agreement to end a war

�� 5. leader who controls a nation by force

�� 6. terrorist organization founded in 1988

�� 7. laws prohibiting the making or selling of alcohol

�� 8. a way to take large herds to railway shipping points

�� 9. to formally accuse a president of abusing power

�� 10. created a corporate empire in oil

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement or answers the question. (4 points)

�� 11. What form of transportation was important in American economic growthjust after the Civil War? A. automobiles C. railroadsB. ships D. airplanes

�� 12. What was the purpose of Ellis Island in New York in 1892? A. tourist attraction C. vacation resortB. immigrant processing center D. base of the Statue of Liberty

�� 13. Which incident led to Congress’s declaring war on Spain?A. explosion of the Maine C. Spanish ships on SantiagoB. arrest of José Martí D. capture of San Juan Hill

�� 14. Where was the defeat that ended Spanish resistance in Cuba?A. Havana C. San Juan HillB. Manila D. Santiago

Name �� Date �� Class ��

ScoreUnit 7 Pretest, Form A

(continued)

Column B

A. ProhibitionB. cattle driveC. dictatorD. Crazy HorseE. impeachF. armisticeG. VietcongH. al-QaedaI. John D.

RockefellerJ. atomic bomb

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Modern America Emerges, 1877–present

DIRECTIONS: Matching Match the items in Column A with the items in Column B. Write the correct letters in the blanks. (4 points each)

Column A

�� 1. describes the late 1800s

�� 2. president elected in 1948

�� 3. December 7, 1941

�� 4. allowed women to vote

�� 5. sparked Operation Desert Storm

�� 6. John F. Kennedy, Martin Luther King, Jr.

�� 7. captured San Juan Hill

�� 8. established Hull House

�� 9. 1992 third-party presidential candidate

�� 10. German dictator


�� 11. What gave 160 acres to people willing to settle the Plains?A. Dawes Act C. Farmers’ AlliancesB. National Grange D. Homestead Act

�� 12. European immigrants coming to the East Coast entered throughA. Ellis Island. C. Angel Island.B. San Francisco Harbor. D. Washington, D.C.

�� 13. Many immigrants lived inA. the suburbs. C. rural areas.B. settlement houses. D. tenements.

�� 14. The country that was part of the war but never signed the Treaty of Versailles wasA. Germany. C. Britain.B. the United States. D. France.


ScoreUnit 7 Posttest, Form A

(continued)

Column B

A. Harry S TrumanB. Rough RidersC. assassinated leadersD. The Gilded AgeE. Pearl HarborF. Nineteenth AmendmentG. Adolf HitlerH. Iraq’s invasion of KuwaitI. Jane AddamsJ. Ross Perot

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENT HANDS-ON ACTIVITIESHANDS-ON ACTIVITIES

Additional Glencoe Resources for This Unit:

Glencoe Skillbuilder InteractiveWorkbook CD-ROM, Level 1Reading in the Content AreaSupreme Court Case StudiesInterpreting Political CartoonsAmerican BiographiesAmerican Art and MusicAmerican Art Prints Strategies and Activities

CHAPTER XX Chapter Title524

Why It Matters

Modern AmericaEmerges

1877–Present

Decorative flag, computer art

The International

Space Station

As you study Unit 7, you will learn

how new technology and industries

thrust the United States into the mod-

ern era. America’s role in two world

wars during the twentieth century

made the nation a superpower. Today,

the United States continues as a lead-

ing nation that strives to meet chal-

lenges at home and abroad.

Primary Sources LibrarySee pages 604–605 for primary source

readings to accompany Unit 7.

Use the American history

Primary Source Document LibraryCD-ROM for primary sources about

Modern America.

Unit OverviewUnit 7 describes the growth thattook place that propelled the Uni-ted States into the modern era. Itshows how two world wars trans-formed the United States into asuperpower. Chapter 18 describesthe continuing growth andexpansion during the latter part of the nineteenth century.Chapter 19 focuses on the emergence of modern Americathrough the twentieth century.

Unit ObjectivesAfter studying this unit, studentswill be able to:1. Discuss the development of

the United States from 1877 tothe present.

2. Explain how inventions andtechnology influenced thedevelopment of modernAmerica.

3. Describe the impact of immi-gration, city growth, anddevelopments in educationfrom 1877 to the present.

4. Identify key events and turn-ing points in the evolution ofUnited States foreign policy.

Why It Matters Activity

Have students think about howtechnology influences theireveryday lives. Ask students to predict what advancementsmight be made to improve people’s lives in the twenty-firstcentury. SS: 8.29A, 8.30B

If time does not permit teaching eachchapter in this unit, you may want touse the Reading Essentials andStudy Guide summaries.

Out of Time?

TEAM TEACHING ACTIVITYLanguage Arts Ask a Language Arts teacher to help students collect and read a series of poems orsong lyrics written about America or various American cities from 1877 to the present. Encouragestudents to collect poems from different decades and regions of the country. Have them discusshow the poems reveal changes over time. L1 SS: 8.30A; ELA: 8.8C

IntroducingUNIT 7

IntroducingUNIT 7

524

“America, at its best,is compassionate.”

—President George W. Bush, 2001 Inaugural Address

SERVICE-LEARNING PROJECTSERVICE-LEARNING PROJECTEncourage students to work in groups and research the services available in your area to help victims of disasters in the United States and around the world. In particular, have them seek outorganizations that try to fill needs that are not addressed by other relief efforts. Ask what kind ofhelp or donations the organizations need. For example, do they need funds, food, clothing, or vol-unteers? Have students choose a need and create a project to fill that need. Once they choose aspecific project, help the group work toward its objectives. Students should divide tasks accordingto interest and abilities. L1, SS: 8.32ARefer to Building Bridges: Connecting Classroom and Community through Service-Learning inSocial Studies from the National Council for the Social Studies for information about service-learning.

ELL

CD-ROMAmerican History Primary Source Document Library CD-ROM

Use the American History PrimarySource Document Library CD-ROMto access primary source documentsrelated to the emergence of ModernAmerica.

IntroducingUNIT 7

IntroducingUNIT 7

The United States National Aero-nautics and Space Administration(NASA) announced a new programin 1984. Its goal was to establish apermanent space station as the nextstep forward after the space shuttleentered service in April 1981. The sta-tion was to create jobs, benefit spaceresearch, and increase foreign policyprestige for the United States. In 1994NASA combined its project with a Russian project to produce the International Space Station (ISS).Other countries were also involvedwith the project, including Japan,Canada, Brazil, and the WesternEuropean countries of the EuropeanSpace Agency. The estimated date forcompletion of the space station is2006, though the first crew exchangetook place in March 2001.

More About the Photo

525

Glencoe LiteratureLibrary

The Middle School American History Literature Library from Glencoe consists of novels and available related readings. Study Guides offer instructional support and student activities.

Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

Timesaving Tools

Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

™

••

Geography and HistoryActivity 18

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GEOGRAPHY AND HISTORY ACTIVITY 18★

DIRECTIONS: Write your answers to questions 1–4 on the map. You mayabbreviate if you wish.1. Use red to trace the route a traveler would have used on a railroad trip from

Chicago, Illinois, to San Francisco, California.2. Use yellow to color the two states that had no railroads. Then write “None” on

each state.3. Use blue to color the state where all of the cattle trails shown on the map

began. Write “Cattle trail origin” on it.4. Use green to trace the cattle trail that ended in Kansas at the railroad. Then use black

to trace the cattle trail that brought cattle to miners in Colorado and Wyoming.

5. Explain why so many railroad lines ran to and from Chicago, Illinois. ��

��

��

NORTHERN PACIFIC R.R.

ATCHISON, TOPEKAAND SANTA FE R.R.

GREAT NORTHERN R.R.

UNION PACIFIC R.R.CENTRAL PACIFIC R.R.

SOUTHERNPACIFIC R.R.

SOUTHERN PACIFIC R.R.

SOUT

HERN

PACI

FIC

R.R.

Goodnight-Goodnight-Loving TrailLoving TrailGoodnight-Loving Trail

Wes

tern

Tra

il

Chis

holm

Tra

ilSh

awne

e Tr

ail

Ark.

Ala.

La.

Texas

Okla.Terr.

N. Mex.Terr.

Ariz.Terr.

Calif.

Nev. Colo.Colo.

CheyenneCheyenne

Colo.

Kans.

Mo.

Miss.

Ill. Ind.

IowaNebr.

Wyo.

Idaho

Utah

Oreg.

Wash.

Mont. N. Dak.

S. Dak.Minn. Wis.

Mich.

Tenn.

Ky.

Cheyenne

Santa Fe

New Orleans

Seattle

SanFrancisco

San AntonioSan AntonioSan Antonio

Chicago

Abilene

Wichita

Denver

PACIFICOCEAN

L. Superior

Great Salt Lake

L.M

ichiga

n

N

E

S

W

RailroadsCattle trails

0 300 miles150

300 kilometers1500

Western Railroads and Cattle Trails, 1860–1896

GEOGRAPHYGEOGRAPHYCritical Thinking SkillsActivity 18

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SOCIAL STUDIES OBJECTIVE: Analyze social studies information by making predictions

LEARNING THE SKILLWhen you look at historical maps or books, you can sometimes predict consequencesbased on certain facts or conditions. For example, you might look at a map that showsthe first transcontinental railroad route. As a result, you might predict that many citiesand towns would someday grow along this route. As you learn how to predict consequences, you begin to see how events or decisions affect historical events.

APPLYING THE SKILLDIRECTIONS: Use the map to answer the following questions.

1. When Americans moved west during the 1800s, they killed millions ofbuffalo. From the map showing the range of buffalo in North Americain 1500, how would that range change by 1850 as a result?

��

��

2. The Native Americans of the grasslands depended on the buffalo for food,clothing, and shelter. What impact would the killing of millions of buffaloin the 1800s have on the Native American population and way of life?

��

��

Critical Thinking Skills Activity 18 Predicting Consequences

• In 1500, there were 60–125 million buffalo in North America.• By 1892, just 85 buffalo were left. The U.S. government gave them protection in Yellowstone National Park.• By the late 1990s, there were about 15,000 buffalo on protected reserves in the U.S.

• Grasslands once covered one-third of North America.• There is 20–99.9 percent less grassland today in specific states and Canadian provinces than there was before Eoropean settlement.

Map A Map B

Range of Buffalo in North America (1500) North American Grassland Before European Settlement

SOURCE: G. Tyler Miller. Living in the Environment.Brooks/Cole Publishing. Pacific Grove, California, 1999, p. 611.

SOURCE: Status and Trends of the Nation’s Biological Resources(vol. 2), U.S. Dept. of the Interior, U.S. Geological Survey,Washington, D.C., 1998, p. 439.

Take-Home ReviewActivity 18

RESHAPING THE NATIONThe United States changed dramatically inthe late 1800s and early 1900s. The Westwas settled, and America had changedfrom a rural to an industrial nation readyto become a world leader.

Reviewing Chapter 18

Take-Home Review Activity 18

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?DID YOU KNOW?New types of literature developed in the early 1900s. Jack London was one of the writers who helpedreshape the ideas of literary expres-sion in early twentieth-centuryAmerica. Jack London began life as a poor laborer and became a popularwriter of wilderness adventure fic-tion. His books touch upon some ofthe myths of the Western frontierand the American idea that it wasnecessary to passionately seekadventure and new experiences.

Settling the West1. The transcontinental railline opens the West

to settlers.2. Conflict arises between the settlers and the

Native Americans.3. Most frontier land becomes settled land.4. The election of William McKinley gives urban

areas more political strength than rural areas,changing the United States from a farmingnation into an industrial one.

The Growth of Industry1. New inventions, rich resources, and the rail-

roads lead to the expansion of industry. 2. Americans move to the cities for jobs. This

movement creates many urban problems suchas overcrowding, disease, and crime.

Reform and Expansion1. The Progressive movement leads the way

for many social changes in the United States.Reformers are able to gain voting rights forwomen, improve working conditions for laborers, and curb the power of big businesses.

2. Americans seek to expand trade and power inoverseas markets such as Hawaii.

3. The Spanish-American War further expandsthe power of the United States worldwide.

World War I1. The United States is drawn into World War I

in 1917 after three American ships areattacked by German U-boats.

2. The United States is victorious at the end ofthe war and experiences an economic boom inthe 1920s.

The Reshaping of America

Linking Past andPresent Activity 18

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Linking Past and Present Activity 18

The United Nations United Nations AgencyAgency’s FuncAgency Agency’s Function

1. FAO—Food and Agriculture Organization

2. UNEP—UN Environmental Programme

3. UNICEF—UN Children’s Fund

4. World Bank

5. WHO—World Health Organization

6. WMO—World Meteorological Organization

World Peace

In 1918 near the endof World War I,President Woodrow

Wilson presented his Fourteen Pointpeace plan to Congress. It included theLeague of Nations, an internationalgroup to keep world peace. Althoughthe peace conference at Versaillesaccepted the League of Nations,President Wilson could notpersuade Congress to ratify theLeague Covenant. The UnitedStates was the only major powernot to join the League. In 1920Wilson received the Nobel PeacePrize for his work in foundingthe League of Nations.

When the League of Nationscould not prevent a second world war, itdissolved. The Allies in World War II—China, the United Kingdom, the SovietUnion, and the United States—thenformed a peacekeeping body to replacethe League of Nations. On June 26, 1945,fifty-one countries signed a charter form-ing the United Nations.

Today the UnitedNations (UN) has 189member countries. The

UN still follows its original charter—tokeep worldwide peace and security; todevelop friendly relations among coun-tries; to help countries cooperate in solv-ing economic, social, cultural, andhumanitarian problems; to promote

respect for human rights andbasic freedoms; and to be a center that helps countries toachieve these goals.

The UN is divided into six main parts: the General Assembly, the SecurityCouncil, the Secretariat, the International Court of

Justice, the Trusteeship Council, and the Economic and Social Council.

The UN conducts its business atUnited Nations Headquarters in NewYork City in six official languages:Arabic, Chinese, English, French,Russian, and Spanish.

DIRECTIONS: Completing a Chart The chart below lists six United Nationsagencies. Research to find out what each agency does. Then complete the chart.

T H E N N O W

Primary SourceReading 18

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★ Primary Source Reading 18 ★★

Child Labor

O ur very first Christmas at Hull-House, when we as yetknew nothing of child labor, a number of little girlsrefused the candy which was offered them as part of

the Christmas good cheer, saying simply that they “worked in acandy factory and could not bear the sight of it.” We discoveredthat for six weeks they had worked from seven in the morninguntil nine at night, and they were exhausted as well as satiated[filled to excess]. The sharp consciousness of stern economic con-ditions was thus thrust upon us in the midst of the season ofgood will.

During the same winter three boys from a Hull-House club wereinjured at one machine in a neighboring factory for lack of a guardwhich would have cost but a few dollars. When the injury of one of these boysresulted in his death, we felt quite sure that the owners of the factory would share ourhorror and remorse, and that they would do everything possible to prevent the recur-rence of such a tragedy. To our surprise they did nothing whatever, and I made myfirst acquaintance then with those pathetic documents signed by the parents of work-ing children, that they will make no claim for damages resulting from “carelessness.”

The visits we made in the neighborhood constantly discovered [revealed] womensewing upon sweatshop work, and often they were assisted by incredibly small chil-dren. I remember a little girl of four who pulled out basting threads hour after hour,sitting on a stool at the feet of her Bohemian mother, a little bunch of human misery.But even for that there was no legal redress [correction for wrongdoing], for the onlychild labor law in Illinois, with any provision for enforcement, had been secured bythe coal miners’ unions, and was confined to children employed in mines. . . .SOURCE: “Pioneer Labor Legislation in Illinois,” Chapter X of Twenty Years at Hull-House by Jane Addams. NY: Macmillan, 1911.

DOCUMENT-BASED QUESTIONDIRECTIONS: Answer the following question on a separate sheet of paper.How do you think big businesses felt about the author’s desire to reform labor laws?

DIRECTIONS: Writing a Speech You are a reformer working to changethe conditions Jane Addams wrote about. Write a short speech todeliver to your state lawmakers explaining what you would like themto do and why.

Interpreting the Source The social worker Jane Addams cofoundedone of the first settlement houses in the United States, Hull House inChicago. As you read her account of immigrant children at work, thinkabout why she was inspired to work for legal reforms.

★

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT ENRICHMENTENRICHMENT

526A

Chapter 18 Resources

The following standards are highlighted in Chapter 18:Section 1 III People, Places, & Environments: A, B, D, E, H, I, KSection 2 VIII Science, Technology, & Society: A, B, C, DSection 3 V Individuals, Groups, & Institutions: A, B, C, D, E, F, GSection 4 IX Global Connections: B, F, G

Foldables arethree-dimensional,

interactive graphic organizers that helpstudents practice basic writing skills,review key vocabulary terms, and identify main ideas. Every chapter con-tains a Foldable activity, with additionalchapter activities found in the Readingand Study Skills Foldables booklet.

Meeting NCSS Standards

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIES REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENTWhy It Matters ChapterTransparency 18

Graphic Organizer 2


95%

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W hy It Matters 18Reshaping the Nation Chapter

COMPARING UNITED STATES RURAL AND URBAN POPULATIONS, 1790–1990

Time Line Activity 18

Name Date Class

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Time Line Activity 18★

Native American Battles and Policies

DIRECTIONS: Complete the time line by entering the events concerning NativeAmericans in the appropriate spaces.

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Vocabulary Activity 18

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Vocabulary Activity 18★

DIRECTIONS: Matching Select the term that matches each definition below.Write the correct term in the space provided.

horizontal integration vertical integration collective bargainingvaqueros suffragist muckrakerProhibition boomtown transcontinentaltrust imperialism settlement house

1. negotiation between the union representatives and management to determine

wages, hours, and working conditions ��

2. the combining of competing firms into one corporation ��

3. the practice of combining separate companies to provide needed materials within

an industry ��

4. a person who fought for women’s right to vote ��

5. a place set up to provide education, medical care, playgrounds, nurseries, and

libraries to the poor ��6. a time when Japan and powerful European nations created empires while

searching for markets and raw materials in Asia and Africa ��7. Hispanic ranch hands in the Spanish Southwest who developed many skills

used by cowhands on cattle drives ��

8. settlements that grew almost overnight near mining sites ��

9. something that extends from one end of a continent to another ��

10. a group of companies managed by one board of directors ��

11. journalists who helped progressives by exposing unjust business practices

��

12. The total ban of the manufacture, sale, and transportation of alcohol ��

DIRECTIONS: Using Vocabulary Use each of the following terms correctlyin a complete sentence. Write the sentences on a separate sheet of paper.

reservation yellow journalism nationalism propaganda reparations

Workbook Activity 18

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Reshaping the NationDuring the early 1900s European powers competed with one another for

colonies and markets around the world. To protect their interests, they estab-lished a complicated system of alliances. By 1914 Europe had become a pow-der keg.

DIRECTIONS: Completing a Chart The chart below lists the major participantsin World War I. Use your textbook and write the facts in the appropriate boxes.Then answer the questions that follow.

DIRECTIONS: Essay Answer the questions below in the space provided. 1. World War I involved a struggle between two great alliances—the Allied Powers and

the Central Powers. Identify the countries in each alliance. The Allied Powers

at first consisted of Great Britain, France, and Russia. Japan and Italy were later

added and in 1917 the United States joined. The Central Powers consisted of

Germany, Austria-Hungary, and Turkey (the Ottoman Empire).

Workbook Activity 18★


(continued)

World War IYear of Entry

Country Into War Reason for Entering War

Austria-Hungary 1914 Declares war on Serbia, blaming it for assassination of Austrian archduke

1914 Declares war on Russia, Serbia’s ally

Russia 1914 Obliged by treaty to protect Serbia, its ally; begins to mobilize armed forces in preparation for war

Germany 1914 Declares war on Russia in order to help its ally, Austria-Hungary

1914 Declares war on France because of France’s alliancewith Russia, and begins invasion of Belgium

Great Britain 1914 Declares war on Germany because of treaty obligationto protect Belgium

1914 Declares war on Austria-Hungary, Germany’s ally

France 1914 Declares war on Austria-Hungary, Germany’s ally

Turkey 1914 Joins war as ally of Germany and Austria-Hungary(Ottoman Empire)

United States 1917 Declares war on Germany because German U-boats attacked and sank American merchant ships

What I Know What I Wantto Find Out What I Learned How Can I

Learn More

Graphic Organizer 2:K-W-L-H ChartCopyright © by The McGraw-Hill Companies, Inc.

526B


The following Spanish language materials are available in the Spanish Resources Binder:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activity• Spanish Take-Home Review Activity• Spanish Summaries• The Declaration of Independence and United States Constitution

Spanish Translation

SPANISH RESOURCESSPANISH RESOURCES

HISTORY

Use our Web site for additional resources. All essential content is covered in the Student Edition.

You and your students can visit , the Web sitecompanion to The American Republic to 1877. This innovative inte-gration of electronic and print media offers your students a wealth ofopportunities. The student text directs students to the Web site for thefollowing options:

• Chapter Overviews • Student Web Activities• Self-Check Quizzes • Textbook Updates

Answers to the student Web activities are provided for you in the WebActivity Lesson Plans. Additional Web resources and Interactive TutorPuzzles are also available.

The following videotape programs are available from Glencoe as supplements to Chapter 18:

• The Railroads That Tamed the West (ISBN 0-7670-0033-1)• Ellis Island (3 pack) (ISBN 0-7670-0005-6)• The White House-Great American Monuments (ISBN 1-56501-643-2)

To order, call Glencoe at 1-800-334-7344. To find classroom resources toaccompany many of these videos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

R

R

ASSESSMENT AND EVALUATION

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramAmerican History Primary Source Document Library CD-ROMMindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 1The American Republic to 1877 Video ProgramAmerican Music: Hits Through History

MULTIMEDIAMULTIMEDIA

Chapter 18 Test Form B

Chapter 18 Test Form A

Performance AssessmentActivity 18

ExamView® Pro Testmaker CD-ROM

Standardized Test PracticeWorkbook Activity 18

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Reshaping the Nation

DIRECTIONS: Matching Match the items in Column A with the items inColumn B. Write the correct letters in the blanks. (4 points each)

Column A

�� 1. Plains farmers

�� 2. policy of creating large empires

�� 3. urban apartment slums

�� 4. signed by Allies and Germany

�� 5. women’s right to vote


�� 6. The last Native American to surrender formally to the United States wasA. Sitting Bull. B. Geronimo. C. Crazy Horse. D. Chief Joseph.

�� 7. In 1881 a group of national trade unions formed the A. National Miners Union. C. American Pullman’s Union.B. American Federation of Labor. D. International Ladies’ Garment

Workers Union.

�� 8. What settlement house was founded by Jane Addams?A. Hull House C. Addams HouseB. Settlement Aid House D. Jane’s House

�� 9. Who was the steel company owner who built his company through vertical integration? A. Granville Woods C. Andrew CarnegieB. Gustavus Swift D. Cyrus Field

�� 10. John D. Rockefeller built his oil empire by creating A. horizontal integration. C. labor unions.B. a monopoly. D. dividends.

�� 11. Which incident led to Congress’s declaring war on Spain?A. explosion of the Maine C. Spanish ships on SantiagoB. arrest of José Martí D. capture of San Juan Hill


ScoreChapter 18 Test, Form A

(continued)

Column B

A. imperialismB. tenementsC. Treaty of VersaillesD. Nineteenth AmendmentE. sodbusters

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Reshaping the Nation

DIRECTIONS: Matching Match the items in Column A with the items inColumn B. Write the correct letters in the blanks. (4 points each)

Column A

�� 1. worked for women’s rights to vote

�� 2. muckraker

�� 3. formed the Standard Oil Company of Ohio

�� 4. Bolshevik

�� 5. connected the Atlantic Ocean to the Pacific Ocean


�� 6. Who was the Apache leader who led raids against settlers and the army inArizona during the 1880s? A. Sitting Bull B. Geronimo C. Crazy Horse D. Chief Joseph

�� 7. What proposed to break up the reservations and to encourage NativeAmericans to became farmers? A. Bureau of Indian Affairs C. Dawes ActB. Freedmen’s Bureau D. Native American Act

�� 8. Who invented the telephone?A. George Westinghouse C. Cyrus FieldB. Thomas Edison D. Alexander Graham Bell

�� 9. Who pioneered the assembly line? A. Henry Ford C. Thomas EdisonB. Jan Matzeliger D. Cyrus Field

�� 10. Many immigrants lived in urban apartment slums calledA. high-rises. B. suburbs. C. tenements. D. studios.

�� 11. Which amendment provided for the direct election of senators?A. Fifteenth Amendment C. Seventeenth AmendmentB. Sixteenth Amendment D. Eighteenth Amendment


ScoreChapter 18 Test, Form B

(continued)

Column B

A. Vladimir LeninB. suffragistsC. Lincoln SteffensD. John D. RockefellerE. transcontinental rail line

Name __________________________________ Date ____________________ Class ____________

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Social Studies Objective: The student will support a point of view on a social studies issue or event.

A writer will use persuasion in order to cause readers to agree with and sometimes to takeaction upon a certain opinion. Like other types of writing, persuasive writing consists of a topic, amain idea about the topic, and supporting details. However, your main purpose in persuasivewriting is to influence other people. Therefore, you need to pay special attention to your audience, presenting your supporting ideas in a way that will persuade your audience to acceptyour opinion.

★ Practicing the SkillRead the selection below and complete the activity that follows.

In the early 1900s, progressives backed anumber of reforms designed to increase thepeople’s direct control of the government. Thesereforms changed the nature of Americandemocracy.

Oregon, for example, made changes in thepolitical process to give voters more power andto limit the influence of political parties. Thereforms included a direct primary election, andthe initiative, the referendum, and the recall.

The initiative allowed citizens to place ameasure or issue on the ballot in a state election.The referendum gave voters the opportunity toaccept or reject measures that the state legislatureenacted. The recall enabled voters to removeunsatisfactory elected officials from their jobs.

These reforms were called the Oregon System.Other western states soon adopted the reforms.

Progressives also changed the way UnitedStates senators are elected. The Constitution hadgiven state legislatures the responsibility forchoosing senators, but party bosses and businessinterests often controlled the selection process.Progressives wanted to give the people anopportunity to vote for their senators directly.Support for this idea grew. In 1912 Congresspassed the Seventeenth Amendment to theConstitution to provide for the direct election ofsenators. Ratified in 1912, the amendment gavethe people a voice in selecting theirrepresentatives.

Progressive Reforms

★ Learning to Write PersuasivelyUse the following guidelines to help you write persuasively.

• Direct your argument to a particularaudience.

• Present your viewpoint in a main ideastatement.

• Support your main idea statement with factsand relevant opinion.

• Use supporting evidence that appeals toboth reason and emotion.

• Anticipate and respond to possible opposingviewpoints.

• End by summarizing your ideas and, ifappropriate, give a clear call to action.

ACTIVITY 18Persuasive Writing About an Issue

Standardized Test Practice


Use with Chapter 18

Coming to America

BACKGROUNDMillions of people immigrated to the United States between 1870 and 1900.They came from all parts of the world. Many came in search of good jobs.Others sought to escape oppression. All of them shared a dream. In Americathey would find a land of opportunity. They would earn the rewards of hardwork. They would have their rights as individuals respected.

TASKYou are a songwriter. A producer is making a movie about immigrants comingto the United States in the late 1800s. The producer has asked you to write atheme song. The film audience will hear this song as the immigrants see theAmerican shoreline for the first time.

AUDIENCEYour audience is made up of children, teenagers, and adults who watch the movie.

PURPOSEYour purpose is to write a song that captures the mood and the thoughts of immi-grants who have come to the United States seeking freedom and opportunity.

PROCEDURE1. Consult the Performance Task Assessment List for an Original Song to

assist you in writing your movie theme. 2. Refer to your text and conduct research to discover more about the reasons

people gave for immigrating to the United States in the late 1800s.3. Locate and listen to examples of patriotic songs about the United States. 4. Write lyrics for your song, consulting a rhyming dictionary if necessary.

a. Use words and phrases from your research.b. Create a lively phrase that can be repeated as a chorus.

5. Exchange your work with a partner for review; revise and prepare a finalcopy of your song.

6. Perform your song for your classmates and teacher. Include an instrumentalaccompaniment if you wish.

ASSESSMENT1. Use the Performance Task Assessment List for an Original Song to check

your work. 2. Add or improve elements at each stage as needed.3. Complete a final self-assessment of your song.

★

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★ Performance Assessment Activity 18

tx.tarvol1.glencoe.com

http://tx.tarvol1.glencoe.com

http://www.aande.com

http://www.historychannel.com

526C


SECTION 1The Western Frontier1. Explain why settlers moved west.2. Discuss the reasons why settlers

came into conflict with NativeAmericans.

SECTION 2Invention and Industry1. Analyze how American cities and

industries changed at the turn of the century.

2. Describe the challenges immigrantsto the United States faced.

SECTION 3Reform at Home, Expansion Abroad 1. Examine the ways in which the

Progressive movement changedAmerica.

2. Review the reasons the UnitedStates sought to expand overseas.

SECTION 4World War I and Its Aftermath1. Understand what role the United

States played in World War I.2. Summarize how the nation changed

during the 1920s.

Assign the Chapter 18 Reading Essentials and Study Guide.

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

Daily Objectives Reproducible Resources Multimedia Resources

*Also Available in Spanish

SECTION RESOURCES

Reproducible Lesson Plan 18–1Daily Lecture and Discussion Notes 18–1Guided Reading Activity 18–1*Section Quiz 18–1*Reteaching Activity 18–1*Reading Essentials and Study Guide 18–1Enrichment Activity 18–1




Daily Focus Skills Transparency 18–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM



Daily Focus Skills Transparency 18–4Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

PRE-AP PRE-ADVANCED PLACEMENT activities

526D


Debbie Dumler Lyons Middle SchoolSterling, KS

A Classroom IndustrySet up a small in-class industry. First, have studentsselect a simple product to produce, for example,spirit ribbons to support an athletic team (studentscan wear these or put them on their lockers before abig game or tournament) or bookmarks. Next, helpstudents organize the class into divisions of labor.There will need to be managers, production workers,and a sales force (if you would like to distribute yourproduct throughout the school). You can also sellshares in the company to acquire working capital.Students should set up their industry based on infor-mation in the chapter and what they already knowabout companies and how they work. If you have aschool newsletter or newspaper, some studentscould act as an advertising team, designing ads.Posters and flyers could also be used as advertisingmaterials. Any profits could go toward a classroomparty or be given to a local charity.

From the Classroom of…Teacher’s Corner

The following articles relate to this chapter.

• “Federal Lands,” by Richard Conniff, February 1994.• “The Way West,” by John G. Mitchell, September 2000.• “The American Prairie: Roots of the Sky,” by Douglas H.

Chadwick, October 1993.• “New Life for Ellis Island,” by Alice J. Hall, September 1990.• “Central Park: Oasis in the City,” by Joel L. Swerdlow, May

1993.• “The Bolshevik Revolution,” by Dusko Doder,

October 1992.• “The Okies—Beyond the Dust Bowl,” by William Howarth,

September 1994.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETYPRODUCTS AVAILABLE FROM GLENCOE

To order the following products for use with this chapter, contact your local Glencoe sales representative, or call Glencoe at 1-800-334-7344:

• PictureShow: Story of America Library, Parts 1 and 2 (CD-ROM)

• PictureShow: Native Americans 1 and 2 (CD-ROM)• Picture Show: World War I (CD-ROM)• PicturePack: Story of America Library, Parts 1 and 2

(Transparencies)• PicturePack: Native Americans 1 and 2 (Transparencies)

ADDITIONAL NATIONAL GEOGRAPHICSOCIETY PRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• 111 Years of National Geographic Magazine (CD-ROM)• GeoKit: Eyewitness to the 20th Century (Book)• United States/Territorial Growth (Map)• National Geographic Desk Reference (Book)• Full Steam Ahead: The Race to Build a Transcontinental

Railroad (Book)• American Indians: A Brief History (Video)• Immigration: The Triumph of Hope (Video)• 1914–1918: World War I (Video)

Access National Geographic’s Web site for current events,atlas updates, activities, links, interactive features, andarchives.www.nationalgeographic.com

• American Music: Cultural Traditions• American Art and Architecture• Outline Map Resource Book• U.S. Desk Map• Building Geography Skills for Life• Inclusion for the Middle School Social Studies Classroom

Strategies and Activities• Teaching Strategies for the American History Classroom

(Including Block Scheduling Pacing Guides)• American Crafts Hands-On Activities• American Games Hands-On Activities• American History Flash Cards

ADDITIONAL RESOURCES FROM GLENCOE

Activities that are suited to use within theblock scheduling framework are identified by:

http://www.nationalgeographic.com

526

Why It Matters Activity

Have students brainstorm a list of issuesthat a country might encounter as itexpands, such as the need for betterroads and means of transportation. Asstudents read the chapter, they shouldidentify how the United States govern-ment tried to resolve expansion issuesand evaluate the effectiveness of the resolutions. SS: 8.6A, 8.32A

526

Reshapingthe Nation

1877–1929Why It Matters

Growth has been a constant part of the American experience. Beginning as a small

cluster of colonies on the Atlantic coast, the nation expanded beyond the Mississippi

River to the Pacific Ocean. As it became powerful, the United States moved beyond its

territorial limits in search of new markets and colonies. The United States also began

to take a major role in shaping world affairs.

The Impact TodayThe nation’s responsibilities as an international power demand open attitudes to new

ideas. Americans adjust to these ideas in ways that assure the future of a free and

democratic society.

The American Republic to 1877 Video The chapter 18 video, “TheBuilders of Our Railroads,” examines the life and hardships that immigrants facedas workers on the railroads.

1869• First transcontinental

railroad completed

1886• Statue of Liberty

dedicated

1866• Transatlantic telegraph

line successfully completed

1869• Suez Canal opens 1895

• José Martí leadsrevolt in Cuba

1879• Edison invents

electric light

CHAPTER 18 Reshaping the Nation

1870 1885 1900

Grant1869–1877

Hayes1877–1881

Garfield1881

Arthur1881–1885

Cleveland1885–1889

B. Harrison1889–1893

Cleveland1893–1897

McKinley1897–1901

1898• U.S. goes to war

with Spain

IntroducingCHAPTER 18

IntroducingCHAPTER 18

TWO-MINUTE LESSON LAUNCHERTWO-MINUTE LESSON LAUNCHERTell students that the progressives of the late nineteenth and early twentieth centuries were dedi-cated to changing the way government and business worked in order to make the lives of ordinaryAmericans better. Ask: What problem would you expect a reformer to try solving at this time inAmerican history? Write students’ suggestions on the chalkboard, then return to them at the endof the chapter. Have students compare and contrast the problems they predicted with the prob-lems that progressives tried to solve. SS: 8.25B, 8.30B

Refer to Activity 18 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

MJ

The American Republic to1877 Video ProgramTo learn more about immigrant railroad workers, have students view the Chapter 18 video, “The Builders ofOur Railroads” from The AmericanRepublic to 1877 Video Program.

Available in DVD and VHS

MindJogger VideoquizUse MindJogger Videoquiz to preview the Chapter 18 content.

Available in VHS

ELA: Page 527: 8.7B, 8.10B,8.10L, 8.11B, 8.13E

Student Edition TEKS

527

527

1901• President

McKinley assassinated

1927• Charles Lindbergh

flies across Atlantic

1905• Albert Einstein

announces theoryof relativity

1914• World War I

begins

1918• Treaty of

Versaillessigned

1928• Alexander Fleming

discovers penicillin

1917• U.S. enters

World War I

1920• Nineteenth

Amendmentgrants womansuffrage

HISTORY

Chapter OverviewVisit and click on Chapter 18—Chapter Overviews to pre-view chapter information.


New York City, East Side 1900 New arrivals crowded into America’s

cities and brought with them the cultural heritage of their homelands.

CHAPTER 18 Reshaping the Nation

1915 1930

Taft1909–1913

Wilson1913–1921

Harding1921–1923

Coolidge1923–1929

T. Roosevelt1901–1909

The WesternFrontier after

Civil War

American

Reforms and

Imperialism

American

Industries a

nd

Cities G

row

World

War I

Step 1 Mark the midpoint of a side edge of onesheet of paper. Then fold the outside edges in totouch at the midpoint.

Step 2 Fold in half from side to side.

Step 3 Open and cut along the inside fold linesto form four tabs. Label your foldable as shown.

Cut alongthe fold lineson both sides.

Organizing Information Study FoldableThe content of Chapter 18 covers a large timespan and many important events in Americanhistory. To help you understand a large amountof information, you must first organize it. Makethis foldable to help you.

Reading and Writing As you read the chapter,write down key ideas under each appropriate tab.

Social Studies TAKS tested at Grade 8: Obj 5:8.30BIntroducing

CHAPTER 18Introducing

CHAPTER 18

Many immigrants settled in New York City’s Lower East Side during the wave of immigration thatoccurred during the late 1800s and early 1900s. Italian, Chinese, Irish, Russian, and Jewish neigh-borhoods maintained an ethnic character. Immigrants were drawn to areas where cheap tenementhouses were plentiful and a familiar culture could be found. One such tenement house was builtby German-born Lukas Glockner at 97 Orchard Street in 1863. Over the next 70 years, Glockner’stenement house would be home to 7,000 immigrants from 20 different countries.

More About the Photo

As students read the chapter, have themreview the time line on pages 526–527.Ask students to identify events on thetime line that contributed to improvedcommunication and transportation. SS: 8.1B; ELA: 8.13D

Purpose This foldable will helpstudents organize the large amountof information in Chapter 18 byrequiring students to categorizethat information under four maingroupings. As students create andcomplete this foldable, they mustfirst determine the relevant factsin the chapter text, and thengroup that information under the appropriate category.

Have students completeReading and Study SkillsFoldables Activity 18.

HISTORY

Introduce students to chapter content and key terms by havingthem access Chapter Overview 18at tx.tarvol1.glencoe.com

SOCIAL STUDIES:Page 527: 8.31D


http://www.glencoe.com/sec/socialstudies/ushistory/tar12003/tx/content.php4/648/1


528

1 FOCUSSection OverviewThis section describes how whitesettlers and Native Americanscame into conflict with each otherduring westward expansion.

1869First transcontinentalrailroad completed

1876Battle of LittleBig Horn

1892Populist Partyorganized

1896McKinley electedpresident

Main Idea

Following the Civil War, settlers beganto move west, which led to conflictwith Native Americans.

Key Terms

boomtown, transcontinental,vaqueros, reservation

Reading Strategy

Organizing Information As you readthe section, re-create the diagrambelow and describe the significance ofeach of the following.

Read to Learn

• why settlers moved west.• why settlers came into conflict with

Native Americans.

Section Theme

Geography and History Railroadsled the way west and opened theGreat Plains to settlement.

The WesternFrontier

“We’ll cross the bold Missouri, and we’ll steer for the West,

And we’ll take the road we think is the shortest and the best,

We’ll travel over plains where the wind is blowing bleak,

And the sandy wastes shall echo with—Hurrah for Pikes Peak.”

—“The Gold Seekers’ Song”

Miners sang this hopeful song in 1859 as they headed for Pikes Peak, Colorado,

where gold had been discovered.

There remained one last frontier for Americans to settle—the Trans-Mississippi West. This area lay between the Mississippi River and the SierraNevada Mountains and included the Great Plains, the Rocky Mountains, andthe Great Basin. The first white settlers were fur traders who had started moving into the West in the early 1800s. By the time of the Civil War, however,mineral discoveries had drawn another type of pioneer to the West—the miner.Soon, the whole region was a mining frontier.

Gold nuggets

528 CHAPTER 18 Reshaping the Nation

Preview of Events

Guide to Reading

✦1870 ✦1880 ✦1890 ✦1900

Significance

Promontory Point

Homestead Act

Farmers’ Alliance

Social Studies TAKS tested at Grade 8: Obj 5:8.30CCHAPTER 18Section 1, 528–533CHAPTER 18Section 1, 528–533

Guide to Reading

Answers to Graphic: PromontoryPoint: site in Utah where builderscompleted the first transcontinentalrailroad line in 1869; Homestead Act:passed in 1862 providing free land tosettlers; Farmers’ Alliance: self-helpgroup for farmers, members estab-lished the Populist Party

Preteaching VocabularyHave students look up unfamiliarwords listed under Key Terms andthen use each term in a sentence. Tell students the Latin prefix trans-means “across.” Have them speculate on the meaning of the term transcontinental. SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 18–1• Daily Lecture and Discussion Notes 18–1• Guided Reading Activity 18–1• Section Quiz 18–1• Reteaching Activity 18–1• Reading Essentials and Study Guide 18–1• Enrichment Activity 18–1

Transparencies• Daily Focus Skills Transparency 18–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Project transparency and havestudents answer the question.

Available as a blacklinemaster.

DAILY FOCUS SKILLS TRANSPARENCY 18-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: There was no waste–every part of the bisonwas used.Teacher Tip: Have students speculate as to what each partof the buffalo was used for.

UNIT

7Chapter 18

Drawing Conclusions

Directions: Answer the following question based on the diagram.

How do the parts of the bison used by Native Americans show their belief in theconservation of natural resources?

4

1

35

26

7

8

910

11

1. HORNS

2. SKULL

3. TONGUE

4. HAIR

5. BONES

6. HIDE (raw)

7. TAIL

8. MUSCLES AND SINEW

9. HOOVES

10. PAUNCH

11. DUNG

Parts of American Bison Used by the Plains People

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 18–1

ELA: Page 528: 8.8B, 8.13D,8.13E; Page 529: 8.8B


529

2 TEACH

Settling the WestMiners, ranchers, and farmers settled on the

Great Plains, despite resistance from NativeAmericans. With the closing of this last frontier,the United States fulfilled the dream of ManifestDestiny.

The Mining BoomIn 1858, prospectors found gold in Colorado

and Nevada. The gold strikes created boom-towns—towns that grew up almost overnightnear mining sites—as thousands of prospectorsheaded to the region. The miners soon foundother metals as well, including copper, lead,and zinc.

The discovery of valuable minerals helpedbring the railroads west. Gold, silver, and otherore had little value unless it could be shippedeast to factories. Miners also needed food andsupplies. Wagons and stagecoaches could notmove goods fast enough, but railroads could.

Railroad construction was made possible bylarge government subsidies—loans and landgrants from the government. The first task fac-ing the railroads was to build a transcontinentalrail line—one that would span the continent andconnect the Atlantic and Pacific coasts. TheUnion Pacific Company began laying trackwestward from Nebraska, while the CentralPacific worked eastward from California. OnMay 10, 1869, the two sets of tracks met atPromontory Point, Utah. The railroads broughta wave of new settlers to the West—ranchersand farmers.

The Cattle KingdomWhen the Spanish settled the Southwest, they

brought with them a breed of cattle called long-horns that gradually spread across Texas. At thesame time, the Civil War had caused a shortageof beef in the east, driving prices up. To get thecattle to market, the Texas ranchers organizedcattle drives—herding hundreds of thousandsof cattle north to the railroad.

The sudden increase in the longhorns’ valueset off what became known as the Long Drive—the herding of cattle 1,000 miles or more to meetthe railroads. In the late 1860s, the Chisholm

Trail extended from San Antonio, Texas, to Abi-lene, Kansas. The Goodnight-Loving Trail,named for ranchers Charlie Goodnight andOliver Loving, swung west through New Mex-ico Territory and then turned north. During thepeak years of the “Cattle Kingdom,” from thelate 1860s to the mid-1880s, the trails carriedmillions of cattle north:

“At the end of the trail, cattle crowded thestockyards. Railroad cities—Omaha, Abilene,Kansas City, Chicago—flourished during the 20-year heyday of cattle driving.”

Life on the TrailCattle driving was hard work. Cowhands rode

in the saddle up to 15 hours every day, in drivingrain, dust storms, and blazing sun. The life waslonely, too. Cowhands saw few outsiders.

Many cowhands were veterans ofthe Confederate army. Some, likeNat Love, were African Ameri-cans who moved west in searchof a better life after the CivilWar. Others were Hispanics. Infact, the tradition of cattleherding began with Hispanicranch hands in the SpanishSouthwest. These vaquerosdeveloped many of theskills—riding, roping, andbranding—that cowhandsused on the drives.

CHAPTER 18 Reshaping the Nation 529

Nat Love was one of manyAfrican Americans whorode the cattle trails.

Social Studies TAKS tested at Grade 8: Obj 3:8.28BCHAPTER 18Section 1, 528–533CHAPTER 18Section 1, 528–533

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYMaking a Mural Organize students into small groups to create a mural of the Old West, illustratingscenes applying to this section. Have students use library resources and information from theInternet to find additional information and illustrations for inspiration. Groups should choose differ-ent sections to illustrate: a cross section of a mine, a boomtown, a map showing railroads and thelocations of mines, a diagram showing how mining equipment worked; scenes from the openrange, cattle towns, sod homes; scenes from Native American life, buffalo hunts, tepees, encamp-ments, traveling with families from one site to another, and so on. Have delegates from each groupmeet to make an overall plan for the mural. L1, SS: 8.31D; ELA: 8.24AELL

Outlining Work with students tocreate an outline of the section.Use the main heads for Romannumerals I to III, and have stu-dents provide details to fill in thesubheads. L1 SS: 8.30C; ELA: 8.13E

Daily Lecture and Discussion Notes 18–1

I. Settling the West (Pages 529–530)

A. The discovery of gold in 1858 brought the miners west and created boomtownsovernight. The discovery of other valuable minerals that needed to be shipped to factories in the East also brought the railroads west. The government gave out loans andland grants that helped build the transcontinental rail line, which connected the Atlanticand Pacific coasts. The two sides of the transcontinental rail line met at PromontoryPoint, Utah. The railway led the way for a new wave of settlers to the West.

B. The Civil War had caused a shortage of beef in the East, while in Texas, longhorn cat-tle were found everywhere. The increase in value of the longhorns created the LongDrive, the herding of hundreds of thousands of cattle north to the railroad. This timeperiod in the late 1860s to the mid-1880s was known as the Cattle Kingdom.

1. Trails such as the Chisholm Trail and the Goodnight-Loving Trail were used tocarry millions of cattle north.

2. Cattle driving was very difficult for the cowhands. It was a lonely life. Somecowhands were African Americans in search of a better life after the Civil War.Others were Hispanic cowhands from the Southwest, known as vaqueros.

C. The time of the Cattle Kingdom came to an end when overproduction caused theprice for cattle to go down, and two severe winters in the mid-1880s killed thousandsof animals. The day of the large herds on the open range ended as ranchers raised cat-tle on fenced-in ranches.

D. In the late 1860s, farmers began settling in the Plains. There were several factors thatbrought settlers to the Plains.

1. The journey west was now easier and cheaper because of the railroads. An above-average rainfall made the Plains more suited for farming.

2. In 1862 the Homestead Act was passed. This gave 160 acres of free land to any settler who paid a filing fee and who would live on the land for five years.

3. Thousands of new settlers arrived on the Plains. Some were immigrants, while others were single women and widows who were able to acquire property.

4. Since wood was scarce, the farmers found new ways of doing things. They becameknown as sodbusters, using sod to build houses, windmills to pump water, andbarbed wire to fence in land.


Daily Lecture and Discussion Notes

Chapter 18, Section 1

Did You Know? A fully grown male bison weighs between1,400 and 2,200 pounds, making it one of the heaviest mammals.

turn

Science Many prospectors mis-took pyrite, fool’s gold, for the realthing. Cautious miners could per-form simple experiments to test themalleability, durability, tarnish resist-ance, and density that identifiedgold. Gold does not break when it is hammered, and gold placed on a shovel and thrust into a campfirewill not melt. In addition, heat andacid will not affect gold.

SOCIAL STUDIES:Page 528: 8.1B, 8.30B, 8.30C,8.31A; Page 529: 8.28B


530

Answer: to move cattle to railroadtowns for transport east

GeographyThe Cattle Kingdom Ends

The open-range cattle industry collapsed evenmore quickly than it had risen. Too many ani-mals on open ranges resulted in overgrazing,depriving both livestock and wild animals offood. Overproduction drove prices down, andsheepherders and farmers competed with ranch-ers for land. Finally, two severe winters in themid- and late-1880s killed thousands of animals.The cattle industry survived, but the day of largeherds on the open range ended. From then on,ranchers raised herds on fenced-in ranches. Withthe end of the Cattle Kingdom, another group ofsettlers arrived on the Plains—the farmers.

Farmers Settle the PlainsThe early pioneers who reached the Great

Plains did not believe they could farm the dry,treeless area. In the late 1860s, however, farmersbegan settling there and planting crops. In a shorttime, the Plains changed from “wilderness” tofarmland. In 1872 a Nebraska settler wrote,

“One year ago this was a vast houseless,

uninhabitable prairie. . . . Today I can see more

than thirty dwellings from my door.”Several factors brought settlers to the Plains.

The railroads made the journey west easier andcheaper. Above-average rainfall made thePlains better suited to farming. New lawsoffered free land.

In 1862 Congress passed the Homestead Act,which gave 160 free acres of land to any settlerwho paid a filing fee and lived on the land for5 years.

Homesteading lured thousands of new settlersto the Great Plains. Some were immigrants whohad begun the process of becoming American cit-izens and were eligible to file for land. Otherswere women. Although married women couldnot claim land, single women and widows hadthe same rights as men—and they took advan-tage of the Homestead Act to acquire property.

To survive on the Plains, the farmers—knownas sodbusters—had to find new ways of doingthings. Lacking wood, they cut sod into bricks tobuild houses. They used windmills to pumpwater and barbed wire to fence in their property.

The Oklahoma Land RushThe last part of the Plains to be settled was the

Oklahoma Territory, which Congress had desig-nated as “Indian Territory” in the 1830s. Afteryears of pressure from land dealers and white set-tlers, the federal government opened Oklahomato homesteaders in 1889. Settlement had changedthe Plains dramatically. No one felt these changesmore keenly than the Native Americans who hadlived on the Plains for centuries.

Explaining What was the purpose

of the Long Drive?


On the Great Plains Living on the Plains meant settlers hadto build houses that did not require lumber on this treelessland. A Plains family’s first home was usually made of sod.

Social Studies TAKS tested at Grade 8: Obj 3:8.28ACHAPTER 18Section 1, 528–533CHAPTER 18Section 1, 528–533

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSLogical/Mathematical Have students make a bar graph showing the approximate miles of rail-road track in the United States from 1860 to 1900. Give them the following figures: 1860—40,000miles; 1870–50,000 miles; 1880–80,000 miles; 1890–170,000 miles; 1900–220,000 miles. Havestudents each write three math problems based on their graphs, then exchange papers with a partner to solve each other’s problems. MATH: 8.12C, 8.14A, 8.15A; SS: 8.30H

Refer to Inclusion for the Middle School Social Studies Classroom Strategies and Activities in the TCR.

Guided Reading Activity 18–1

Technology The first public rail-road in the world opened in GreatBritain in 1825 and ran for 20 miles(32 km). The first public railroad inthe United States began operating in 1830. Known as the Baltimore andOhio Railroad, it ran on 13 miles (21 km) of track in Maryland. The firsttranscontinental line was finished in1869. Railroads remained the nation’schief form of long-distance transporta-tion until passenger airplanes tookover in the late twentieth century.

Name Date Class

Guided Reading Activity 18-1★

DIRECTIONS: Recalling the Facts Use the information in your textbook toanswer the questions. Use another sheet of paper if necessary.

1. Where did prospectors first find gold in 1858? ��

What other metals did they soon find? ��

2. Why was the transcontinental rail line needed? ��

��

3. Why did the value of Texas cattle rise suddenly in the 1860s? ��

4. What was the Long Drive? ��

5. What were two of the largest Long Drive routes? ��6. What were three reasons for the end of the Cattle Kingdom on the Plains?

Dogie At roundup time there were usu-ally some motherless calves, who werecalled “dough-guts,” which later became“dogie.” Because the calves were prema-turely weaned, their stomachs could notdigest grass and swelled as a result.

ELA: Page 530: 8.8B, 8.10K,8.22B; Page 531: 8.13D, 8.22B


531

531CHAPTER 18 Reshaping the Nation

tion policy. Some clashed with settlers. Soon,fighting began between the United States Armyand various Native American groups.

Little BighornThe Sioux received lands in the Black Hills of

South Dakota. Yet soon crews and settlers dis-covered gold in the Black Hills, and minersswarmed onto the reservation.

The government reduced the size of mostreservations or moved the Native Americans tolands less desirable. The Sioux decided theyshould not have to honor government policywhen whites did not. Sitting Bull and CrazyHorse led their people off the reservation. Nearthe Little Bighorn River in southern MontanaTerritory, they joined forces with several thou-sand other Sioux and Cheyenne.

About 150 Sioux and 25 soldiers were killed at Wounded Knee.

Sioux warriors ambush U.S.troops on December 21, 1866.

The massacre of thebuffalo changed the livesof the Plains Indians.

Sitting Bull's and Crazy Horse'swarriors defeated Custer and 200U.S. troops at Little Bighorn.

N

SE

W

ROUTEOF NEZPERCE

1877

Battle ofWounded Knee

1890

Sand CreekMassacre 1864

Geronimosurrenders1886

Battle of LittleBighorn 1876

FettermanMassacre 1866

PaCIFic

Ocean

MEXICO

CANADA

WASH.

OREGON

CALIF.NEV.

ID.

MONT.

WYO.

COLO.

N. MEX.TERR.

ARIZ.TERR.

TEXAS

OKLA.TERR. UNORG.

TERR.

KANSAS

NEBR.

S.D.

N.D.

MINN.

WISC.

ILL.

MICH.

KY.

TENN.

IOWA

MO.

ARK.

MISS.

UTAHTERR.

IND.

LA.

ALA. GA.

FLA.

OHIO

Yakima

WallaWalla

Shoshone

Paiute

Spokane

BlackfootNezPerce

Mojave

Ute

ArapahoShoshone

Sioux

Sioux

Sioux

Chippewa

Cherokee

CreekChoctawChickasawComanche

Arapaho

Chippewa

ApacheHopi

Apache

Apache

Navaho

Pueblo

Western Native American Lands, 1860–1890

Indian reservations in 1890

Battle

Native American StrugglesMany Native American groups lived on the

Plains. The buffalo that roamed there providedmost of the essentials the Plains peoples neededfor daily living. As railroads, miners, ranchers,and farmers spread west, however, vast num-bers of buffalo were slaughtered.

The federal government recommended mov-ing the Native Americans to reservations. Reser-vations were tracts of land set aside for NativeAmericans. Many refused to accept the reserva-

Social Studies TAKS tested at Grade 8: Obj 2:8.10B; Obj 5:8.30C

During the late 1800s, Native Americans and the United StatesArmy fought many battles over land.1. Location In what present-day state was the Battle of

Little Bighorn fought?2. Analyzing Information Which Native American

nations resettled in or near the Oklahoma Territory?

CHAPTER 18Section 1, 528–533CHAPTER 18Section 1, 528–533

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYCivics The American Indian Movement, an activist group, was established in 1968 to promoteNative American civil rights. Members of the group briefly occupied the Bureau of Indian Affairsoffices in 1973, then led 200 Sioux in a 71-day takeover of Wounded Knee. The takeover was an effort to demand a review of 300 treaties with the United States government. Have studentsresearch the activities of this group and other Native American efforts to gain an equal footing in the American political structure. Have students present their findings in a written report. L2 SS: 8.30A, 8.31D; ELA: 8.8C

Answers:1. Montana 2. Arapaho, Cherokee, Creek,

Choctaw, Chickasaw, Comanche

For generations thenomadic peoples of the Plains had onlydogs to haul their possessions as theytraveled from one hunting area toanother. Then in the 1600s, horses—eithertraded or stolen from Spanish settlers inthe Southwest—changed the Plains peo-ples’ way of life. By the mid-1700s, almostevery Plains group rode on horseback.

Native American Schools Schoolsoff the reservation were an importantpart of the federal government’sefforts to assimilate Native Americansinto white society in the late 1800s.Many Native American parents werereluctant to send their children awayfrom home. One mother of a 10-year-old girl insisted that she be allowed toaccompany her daughter to school.Education, the mother explained,would make the child regard hermother as a savage. In the end, thewoman was allowed to be with herdaughter.

What?Where?When?Who?

SOCIAL STUDIES:Page 530: 8.28A, 8.28B, 8.30C,8.31A; Page 531: 8.10B, 8.30C,8.31A


532

in their native Northwest. Unused to the climateand terrain, many of them died.

A group of Apache, led by Geronimo, becamethe last Native American nation to resist. By thetime the Americans captured Geronimo in 1886,American troops had confined every NativeAmerican nation to reservations.

Wounded KneeOne final episode of Native American resist-

ance took place in the Dakota Territory. In Decem-ber 1890 United States soldiers tried to disarm alarge band of Plains Native Americans gatheredat Wounded Knee on the Pine Ridge Reservationin South Dakota. The result was a massacre inwhich more than 150 Native Americans and 25soldiers lost their lives. Wounded Knee markedthe end of armed conflict between the UnitedStates government and Native Americans.

New PoliciesDuring the 1880s the plight of Native Amer-

icans led to calls for more humane policies. Sen-timent for reform grew with the publication ofHelen Hunt Jackson’s book, A Century of Dis-honor. Jackson wrote about the broken treatiesand mistreatment Native Americans endured atthe hands of the government and settlers.

Congress changed government policy in theDawes Act in 1887. The act proposed to break upthe reservations and to end individual identifi-cation with a tribal group. Each Native Ameri-can would receive a plot of reservation land. Thegoal was to encourage the Native American peo-ple to become farmers. Eventually, they wouldbecome American citizens. Native Americanchildren would be sent to white-run boardingschools. Some of the reservation lands would besold to support this schooling.

Over the next 50 years, the governmentdivided up the reservations. Speculators acquiredmost of the valuable land. With Native Americanresistance at an end, nothing remained to stopwhite settlers. In 1890 the census report statedthat the Trans-Mississippi West was so broken upby acres of settlement that a frontier line could nolonger be identified. The last frontier, and with itthe Old West, had disappeared.

Identifying Who led the Nez Perce

on their journey of escape?

In June 1876 Lieutenant Colonel GeorgeCuster and more than 200 troops sent to roundup the Sioux faced an unexpected group ofseveral thousand. In the battle, the NativeAmericans killed Custer and all of his troops.The Sioux and Cheyenne won the battle, butwithin months government soldiers had forcedthem to surrender.

The Nez Perce and the ApacheIn the 1870s other Native American people

beside the Sioux and Cheyenne resisted themove to reservations. One of these was the NezPerce of eastern Oregon. In 1877 the governmentordered the Nez Perce to move to a smallerreservation in Idaho. The Nez Perce attemptedto flee, led by Chief Joseph. They evaded cap-ture for nearly two months before surrenderingto United States troops just 40 miles from theCanadian border. In advising his people to giveup, Chief Joseph said:

“….I am tired. My heart is sick and sad. From

where the sun now stands, I will fight no more

forever.”The government forced the Nez Perce onto an

Oklahoma reservation instead of resettling them


“If we mustdie, we diedefendingour rights.”

—Sitting Bull


CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYAnalyzing Information In 1879 Chief Joseph of the Nez Perce, in an appeal to PresidentRutherford B. Hayes, said: “Let me be a freeman—free to travel, free to stop, free to work, free totrade where I choose, free to choose my own teachers, free to follow the religion of my fathers,free to think and talk and act for myself—and I will obey every law or submit to the penalty.” Askstudents which of these requests are guaranteed by the Bill of Rights. (all) Also ask them to tellhow these rights were denied to Native Americans. (They were forced to live on reservations.) L1 SS: 8.20B

Reteaching Activity 18–1

3 ASSESSAssign Section 1 Assessment as homework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Section Quiz 18–1

★

Section Quiz 18-1

DIRECTIONS: Matching Match the items in Column A with the itemsin Column B. Write the correct letters in the blanks. (10 points each)

Column A

�� 1. transcontinental railroad completion site

�� 2. gave 160 acres of free land to a settler

�� 3. led cattle herds to railroads

�� 4. organized Populist Party

�� 5. battle between the Sioux and Cheyenne and Custer

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice that best completes the statement or answers the question. (10 points each)

�� 6. Towns that rose quickly near gold and silver mines were calledA. boomtowns. C. lode towns.B. ghost towns. D. vaqueros.

�� 7. What railroad connected the Atlantic Coast with the Pacific Coast?A. Atlantic Coast Railroad C. Pacific Coast RailroadB. Northern Railroad D. transcontinental railroad

�� 8. Which of the following marked the end of the Cattle Kingdom?A. the start of the Long Drive C. the establishment of reservationsB. the Homestead Act D. severe winters in the 1880s

�� 9. Where was the last great battle between Native Americans and United Statessoldiers?A. Oklahoma Territory C. Wounded KneeB. Tippecanoe D. Sand Creek

�� 10. The Populist Party wanted to replace the country’s gold-based system ofprinted money with a system that was also based onA. nickel. C. diamonds.B. silver. D. copper.


ScoreChapter 18

Column B

A. Homestead ActB. Farmers’ AllianceC. Promontory PointD. Little BighornE. Chisholm Trail

Answer: Chief Joseph

Name Date Class

Reteaching Activity 18-1★

DIRECTIONS: Determining Cause and Effect The discovery of gold in theWest led to the establishment of boomtowns, the expansion of the rail-roads, and many new settlers on the frontier. The items in the Fact Bankdescribe the effects of these changes. Match each effect with its cause.

Cause Effect1. In 1858, prospectors found gold in Colorado

and Nevada. ��

2. Miners needed to ship their minerals to the East,and receive goods and food. ��

3. The transcontinental rail line was built. ��

4. The Civil War caused a shortage of beef in the east. ��

5. There was an overproduction of cattle. ��

ELA: Page 532: 8.8B; Page 533:8.10K, 8.11A, 8.22B, 8.24A


533

Farmers in ProtestAfter the Civil War, farming expanded in the

West and South. The supply of crops grew fasterthan the demand for them, however, and pricesfell steadily. At the same time, farmers’expenses—for transporting their goods, forseed, and for equipment—remained high.

Organizing Farmers blamed their troubles on the high

shipping rates of the railroads. To solve theirproblems, farmers formed self-help groups,such as the Farmers’ Alliance. In 1892, membersof the Alliance established the Populist Party.

The Party urged the federal government tohelp keep prices for farmers’ crops high. It alsocalled on government to nationalize, or takeover, public transportation and communication.Populists hoped that nationalization wouldfinally end the railroads’ high rates.

Most important, the Populists demanded thatthe government expand the money supply by per-mitting silver to become, along with gold, the basisfor money. At that time, American monetary policymaintained the gold standard. This meant that thegovernment did not print paper dollars unless ithad enough gold to back each paper bill. This lim-ited the amount of money available. Meanwhile,the population increased. As each dollar gained invalue, farmers earned less as prices for cropsdropped and the value of their debts increased.

Checking for Understanding

1. Key Terms Use each of these termsin a sentence that will help explain itsmeaning: boomtown, transconti-nental, vaquero, reservation.

2. Reviewing Facts Who was ChiefJoseph?

Reviewing Themes

3. Geography and History What wasthe transcontinental railroad? Howdid it influence settlement?

Critical Thinking

4. Drawing Conclusions In what waysdid the government reservation policyignore the needs of Native Americans?

5. Organizing Information Re-createthe diagram below and list new waysfarmers adapted to life on the Plains.

Analyzing Visuals

6. Geography Skills Study the map ofWestern Native American Lands onpage 531. When did the Battle ofWounded Knee occur? Where werethe Shoshone reservations located?


Art Create a poster that the UnitedStates government might have usedto encourage farmers to movewest. Display your posters in class.

Farming on the Plains

Poster celebratingthe farmer, 1876

Election of 1896In the presidential election of 1896, the major

issue was whether the government shouldaccept silver for making coins. The Democratsnominated William Jennings Bryan, a strongsupporter of silver. The Republicans nominatedWilliam McKinley, a strong supporter of gold.The Populists also endorsed Bryan, but theDemocrat lost. Big business backed the Republi-can McKinley, as did factory workers. UrbanAmerica now had more political strength thanrural America. America was changing from afarming nation to an industrial nation.

Describing What actions did the

Populist Party want government to take regarding the rail-

road industry?


4 CLOSEAsk: If gold was discovered in a remote part of North America,would you leave your homeand family to try to search for it? Why? ELA: 8.10K

Answer: to nationalize, or take overthe railroads

Reading Essentials and Study Guide 18–1

Enrichment Activity 18–1Name Date Class

★ Enrichment Activity 18-1 ★★

Building a HouseWhen Easterners moved west to live on the Great Plains, they left many

things behind, including styles of building homes that did not work on the almost treeless prairie.Because they lacked lumber to build homes,the pioneers built housesof sod—the most abundant material on the Plains. Some carveddugouts in the sides ofhills and covered thedugouts with brick-likerectangles made of packedsoil and grass roots.

For use with textbook pages 528–533

THE WESTERN FRONTIER

DRAWING FROM EXPERIENCEII

Have you and your friends ever had trouble getting along with other people in your school?What caused the conflict? Were you able to settle your differences? How?

This section focuses on how railroads paved the way for the settlement of the Great Plains.

ORGANIZING YOUR THOUGHTSII

Use the chart below to help you take notes as you read the summaries that follow. Think aboutthe conflicts that arose between settlers moving west and the Native Americans already livingthere. After reading the sections, explain how each of the following Native Americans encour-aged others to resist the United States government and white settlers.

Study GuideChapter 18, Section 1

KEY TERMS

boomtown Towns built rapidly near mining sites (page 529)

transcontinental Crossing the continent, connecting the Atlantic and Pacific coasts (page 529)

vaqueros Hispanic ranch hands in the Spanish Southwest (page 529)

reservation Land set aside for Native Americans (page 531)

Conflict Between Settlers and Native Americans

Sitting Bull and Crazy Horse

Chief Joseph

Geronimo

1. Student work should reflect correctuse of terms. SS: 8.31A

2. Nez Perce leader who tried to helphis people flee from forced reloca-tion to a reservation ELA: 8.10K

3. railway built in 1869 connectingAtlantic and Pacific coasts; broughtnew wave of ranchers and farmersto the West SS: 8.28A

4. Answers may include: railroadcrews and miners continued toenter the reservations; the size of the reservations was reduced;undesirable land was given toNative Americans; and the reserva-tion’s climate and terrain wereunfamiliar.

5. used sod to build houses, wind-mills to pump water, and barbedwire for fencing SS: 8.30C

6. 1890; Oregon and Wyoming SS: 8.10B

Interdisciplinary Activity Postersshould give vivid descriptions andencourage people to move west. SS: 8.31D; ELA: 8.24A

SOCIAL STUDIES:Page 532: 8.27A; Page 533:8.28A, 8.30B, 8.30C, 8.31A, 8.31D


534

1 FOCUSSection OverviewThis section describes the indus-trial growth the United Statesexperienced during the late 1800s.

1879Thomas Edison developsfirst practical lightbulb

1886American Federationof Labor forms

1889Jane Addams foundsHull House

1903Wright brothersfly at Kitty Hawk

Main IdeaDuring the late 1800s, the UnitedStates experienced tremendous indus-trial growth.

Key Termshorizontal integration, trust,monopoly, vertical integration, collective bargaining, settlementhouse

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and explain the importance ofthese individuals.

Read to Learn• how American cities and industries

had changed at the turn of the century.

• what challenges immigrants to theUnited States faced.

Section ThemeScience and Technology New inven-tions promoted economic growth.

Invention and Industry


Preview of Events

Guide to Reading

✦1880 ✦1890 ✦1900 ✦1910

Importance

Thomas Edison

Samuel Gompers

Jane Addams

Rugged construction gangs labored on the Union Pacific and other railways duringthe transportation boom of the late 1800s. A favorite song was:

Well, every morning at seven

o’clock

There were 20 tarriers [drillers]

a-workin’ at the rock,

And the boss comes round and he

says “Kape still!”

And come down heavy on the cast

iron drill,

And drill, ye tarriers, drill!”

Drill, ye tarriers, drill!

For it’s work all day for sugar in

your tay,

Down behind of the railway and,

Drill, ye tarriers, drill!

And blast!

And fire!

Train song sheet

Social Studies TAKS tested at Grade 8: Obj 5:8.30C Obj 3:8.28C, 8.28D

Even as settlers moved west to farm the last American frontier, farmers inother parts of the country moved to the cities. They took jobs in the new urbanindustries that recent inventions made possible. The United States was chang-ing from a rural nation into a modern, industrial nation.


Guide to Reading

Answers to Graphic: ThomasEdison: developed electrical powersources; Samuel Gompers: led theAmerican Federation of Labor tosecure workers’ rights; Jane Addams:founded Hull House to provide edu-cation and medical care to the poor

Preteaching VocabularyPoint out that the word trust has sev-eral meanings. Ask students to namesome of them and then explain howthe word is used in the section.

SECTION RESOURCESSECTION RESOURCES







Copyright © by The McGraw-Hill Companies, Inc. ANSWER: Accept all answers that focus on Rockefeller’spower and control through Standard Oil.Teacher Tip: Tell students that this political cartoon showsJohn D. Rockefeller sitting on a barrel. Remind them thatRockefeller controlled the Standard Oil Company.

UNIT

7Chapter 18

Interpreting Political Cartoons

Directions: Answer the following questionbased on the cartoon.

What statement is thispolitical cartoon making?

Captains of Industry



ELA: Page 534: 8.8B, 8.13D,8.13E; Page 535: 8.8B


535

2 TEACH


The Growth of IndustryThe nation’s rich farmlands, great forests, and

mighty rivers helped the early colonists developa strong agricultural economy. As the nationgrew, Americans developed resources of a differ-ent kind. In addition to talented inventors, theyhad eager investors, willing workers, and a pro-business government. These new resources madethe expansion of American industry possible.

GeographyRich Natural Resources

The United States also possessed other nec-essary ingredients for industry—plenty of nat-ural resources. Large deposits of coal lay inwestern Pennsylvania, the Mississippi Valley,and Appalachia. The shores of Lake Superiorheld major supplies of iron ore. Mines in west-ern states contained gold, silver, lead, zinc, andcopper.

These minerals formed the base of heavyindustry in the United States. A heavy industryproduces materials such as iron or steel. Out ofthese materials, Americans built railroads,bridges, skyscrapers, and machinery for the fac-tories that transformed the nation. By the late1800s, the United States had become the world’snumber one manufacturing nation.

Railroads Lead the WayDuring the Civil War, trains carried troops,

weapons, and supplies to the front. After thewar, railroads became a driving force behind

America’s economic growth. Railroad construc-tion increased the demand for iron, steel, coal,timber, and other goods, which created thou-sands of new jobs for Americans.

The railroads allowed American industry toexpand into the West. They moved rural peopleto the cities and brought homesteaders to thePlains. They united the nation’s regions andhelped bring American society together.

American InventionsDuring the late 1800s, an invention boom

spurred the growth of industry. The governmentgranted many patents—licenses protecting peo-ple’s rights to make, sell, or use their inventions.

Two discoveries revolutionized the iron andsteel industries. The first was the use of coke(soft coal with the impurities removed). Cokewas an excellent fuel for iron-smelting blast fur-naces. The second was the Bessemer Process,discovered independently by William Kelly andHenry Bessemer. The process used blasts of coldair to burn off impurities from heated iron.Because steel could now be made cheaply, steelproduction soared.

Cheap, durable steel then became the basisfor other industrial advances. Train rails madeof steel lasted much longer than iron rails. Steelbeams supported bigger, heavier bridges andbuildings. Steel was used for making newmachinery and many other products.

Americans also developed new sources ofpower. Thomas Alva Edison led others in build-ing the first large power plant to furnish elec-

Their first flight at Kitty Hawk, North Carolina, encouraged the Wright brothersto continue their experiments. Soon, they would have a practical aircraft and theworld would have a new form of transportation.

Social Studies TAKS tested at Grade 8: Obj 3:8.28B, 8.28D Obj 3:8.28ACHAPTER 18Section 2, 534–539CHAPTER 18Section 2, 534–539

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYCreating an Invention Instruct students to review the inventions discussed in this section. Havestudents brainstorm about some of the latest inventions or technological improvements. Organizestudents into groups to design and market a new or an improved product. Students should decideon a product, create a design for it, and develop a marketing strategy that includes a magazine,newspaper, or radio advertisement explaining their product and its value. L2 SS: 8.31D;ELA: 8.24A

Making a Graphic OrganizerWork with students to create agraphic organizer that reflectshow advancements in technol-ogy, communication, and trans-portation encouraged the growthof industry. L1 SS: 8.28B, 8.28C;ELA: 8.10L


I. The Growth of Industry (Pages 535–537)

A. Talented inventors, eager investors, willing workers, and a pro-business governmentmade the expansion of United States industry possible.

1. Rich natural resources such as coal, iron, gold, silver, lead, zinc, and copper helpedform the base for heavy industry in the United States.

2. Railroads, bridges, skyscrapers, and machinery for factories were built from thematerials produced by heavy industry.

3. The United States became the world’s leading manufacturing nation by the late 1800s.

B. Railroads became the powerhouse behind the United States’s economic growth.American industry expanded in the West as a result of the railroads, creating thousands of new jobs for Americans. The regions of the United States were connectedby the railroads, and American society was brought together.

C. Patents, protecting people’s right to make, sell, or use their own invention, were granted during the invention boom of the late 1800s.

1. The discoveries of coke, soft coal with the impurities removed, and the BessemerProcess, a process that used blasts of cold air to burn off impurities from heatediron, allowed steel to be made cheaply.

2. The production of steel soared and was used to make new machinery and manyother products.

3. New sources of power were developed. Thomas Edison led others in building thefirst large power plant to supply electricity to entire cities.

4. By 1900 electric power was used in homes and offices, and ran streetcars, elevators, and factories.

D. Advancements also took place in the communications industry.

1. Cyrus Field laid a transatlantic telegraph cable in 1866. Messages sent to Europearrived in minutes rather than in weeks.

2. Alexander Graham Bell developed the telephone in 1876, which led to the estab-lishment of the American Bell Telephone Company.

3. By 1902 Italian inventor Guglielmo Marconi transmitted radio messages as faraway as 2,000 miles.

188




Did You Know? George Curtis filed a suit against Orville andWilbur Wright for patent rights to their airplane. A court ruled infavor of the Wright brothers.

turn

The Wright Brothers The flight ofthe Wright brothers in 1903 markedthe beginning of modern aviation.History was made in 1909 when theU.S. military purchased a Wright-designed airplane for $30,000, whichbecame the world’s first militaryplane. Soon after, the Wright brothersbegan their first manufacturing firm,the Wright Company, in Dayton,Ohio. Firms such as the WrightCompany and others were able toproduce 15,000 planes by the end of World War I.

Who?What?Where?When?

SOCIAL STUDIES:Page 534: 8.1B, 8.28C, 8.28D,8.30B, 8.30C, 8.31A; Page 535:8.28A, 8.28B, 8.28D, 8.30C, 8.31A


536

tricity to entire cities. By the turn of the century,electric power lit homes and offices and ranstreetcars, elevators, and factories.

CommunicationsImportant inventions appeared in communi-

cations. The telegraph had already brought rapidchanges before the Civil War. Then in 1866,Cyrus Field laid a transatlantic telegraph cable.Now a message sent to someone in Europearrived in minutes instead of weeks. The tele-phone was developed by Alexander GrahamBell, a young teacher of the deaf, who filed for apatent in 1876. A few years later, the AmericanBell Telephone Company was established.

Experiments were beginning in radio com-munication as well. In 1895 Italian inventorGuglielmo Marconi transmitted the first mes-sages, and, by 1902, radio messages were beingsent as far as 2000 miles.

Transportation Two other inventions began a transportation

revolution in the United States—the automobileand the airplane. In the early 1900s, Henry Forddeveloped a gasoline-powered automobile thatcould be built cheaply using an assembly line. In1903, Orville and Wilbur Wright built and testedthe first successful engine-powered aircraft atKitty Hawk, North Carolina. Their success markedthe beginning of the modern aircraft industry.

EconomicsAn Age of Big Business

With the economy growing, many railroadsand other businesses looked for ways to expand.To do so, they needed to raise capital, or money,to buy equipment and hire workers. One way acompany could raise capital was by becoming acorporation—a company that sold shares, orstock, of its business.

One major industry that grew rapidly duringthis era was the oil industry. In 1870, John D.Rockefeller organized the Standard Oil Com-pany. To build Standard Oil, Rockefeller usedhorizontal integration—the combining of com-peting companies into one corporation. Rocke-feller also increased his control of the oil industryby forming a trust—a group of companies man-aged by the same board of directors. Using a trustenabled Rockefeller to create a monopoly—totalcontrol of an industry by one company.

The steel industry also became a huge busi-ness in the late 1800s. The leading figure in theearly steel industry was Andrew Carnegie. Hiscompany became powerful through verticalintegration—acquiring companies that pro-vided the materials he needed. Carnegie boughtcoal and iron mines, warehouses, ships, andrailroads to gain control of all parts of the steel-making process.

Industrial WorkersIndustrial growth in the late 1800s created

new jobs and raised the standard of living formany workers. Laborers, however, worked 10 to12 hours a day, six days a week. Factories andmines were often noisy, polluted, and unsafe.

Dissatisfied workers organized into groups,called labor unions, to demand better pay andworking conditions. In 1869, America’s firstlarge industrial union, called the Knights ofLabor, was organized and grew to more than700,000 members. After some of its memberswere accused of using violence, the Knights lostmembers and influence in the 1890s.

In 1886, a group of unions joined together toform the American Federation of Labor (AFL).The AFL represented skilled workers. Its firstleader was Samuel Gompers. The AFL pushed

$


1912 Model T Ford

Social Studies TAKS tested at Grade 8: Obj 3:8.28A Obj 3:8.28BCHAPTER 18Section 2, 534–539CHAPTER 18Section 2, 534–539

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSInterpersonal Have each student make a list of all the electrical equipment in his or her home(refrigerator, TV, computer, radio, washing machine, and so forth). Then have students ask a parentor other adult to check off the ones that were in their homes when they were growing up. Finally,have students ask their grandparents or older friends to do the same. Ask: What do the lists tellyou about the explosion of inventions in the recent past? Discuss students’ answers. SS: 8.29A;ELA: 8.5B


On October 21, 1929, the 50-year anniversary of the invention ofthe electric light, Henry Ford movedEdison’s original lab in Menlo Park toGreenfield Village, a large museum site in Dearborn, Michigan. Then 82, Edisonrecreated his original experiment thatresulted in the invention of the first electric light.

Thomas Edison Thomas Edison, theyoungest of seven children, was bornin Milan, Ohio. Edison’s first finan-cially successful invention was animproved stock ticker designed tosend the price of gold to investors.His later improved ticker nettedEdison $40,000, an astoundingamount for the sale of a patent at thetime. The money allowed Edison toopen his first workshop in Newark,New Jersey.


Guided Reading Activity 18–2Name Date Class


DIRECTIONS: Filling in the Blanks Use your textbook to fill in the blanksusing the words in the box. Use another sheet of paper if necessary.

Alexander Graham Bell inventions immigrants steelsettlement houses corporations Ellis Island cokeAndrew Carnegie labor unions tenements patentsnatural resources manufacturing Cyrus Field railroad

The Growth of Industry

The United States had vast supplies of (1) , such as coal, iron ore, gold,

silver, lead, zinc, and copper, which formed the base of heavy industry. By the late

1800s, the United States became the world’s leading (2) nation. After the

Civil War, (3) construction increased the demand for many goods and created

thousands of new jobs. Industry was also helped by many new (4) . The fed-

eral government granted many (5) . The discovery of (6) , a soft coal

with the impurities removed, made it easier to make iron. The Bessemer Process

made it possible to make (7) cheaply. Many inventions were introduced that

made communication easier as well. (8) laid a transatlantic telegraph cable so

messages could be received in just minutes. (9) invented the telephone.

In order to raise money, many companies became (10) , and sold stock of

their businesses. (11) and John D. Rockefeller used new business ideas to

make their companies powerful. Dissatisfied workers formed (12) to earn

better wages and improve working conditions.

The Growing Cities

With the creation of many new jobs in America, thousands of (13) came to

the country. Many of these people entered America through (14) or Angel

Island. Often, people moved into the cities faster than houses could be built, forcing

poor people to live in (15) . To help the poor, many (16) were estab-

lished to provide food, medical care, and education.

ELA: Page 536: 8.8B; Page 537:8.8B, 8.10K


537


for higher wages, better working conditions,and the right to bargain collectively. In collec-tive bargaining, unions represent workers inbargaining with management.

Many workers used strikes to achieve theirgoals. They refused to do their jobs until theiremployers agreed to certain demands. In 1877 anational railroad strike became the first of manyviolent confrontations between workers andemployers. Few strikes succeed between 1865and 1900, however. Employers usually hiredother workers or waited until the strikers ranout of money and returned to work. Most Amer-icans viewed labor unions in a negative mannerand government authorities usually sided withemployers against strikers.

By the end of the 1800s most workers foundthemselves with less political power and controlof the workplace. Meanwhile, the big businessesmanaged to protect their interests and wealth.

Identifying Who developed the

telephone?

The Growing CitiesAs people moved to the cities to take factory

jobs, they transformed America from a ruralcountry into an urban nation. The cities alsogrew because of the arrival of new immigrants.

The New ImmigrantsAfter the Civil War, many immigrants arrived

from southern and eastern Europe. Others camefrom China, Japan, and Mexico. When theyarrived they were processed at governmentreception centers. The two most famous wereEllis Island in New York Harbor, and AngelIsland in San Francisco Bay.

Most immigrants settled in cities and lookedfor factory work. People ofthe same ethnic group—with the same languageand customs—tended toform communities. Neigh-borhoods of Jewish, Ital-ian, Polish, Chinese, andother groups developed inlarge cities.

Immigrant children learned Americanways in the classroom.

HISTORY

Student Web ActivityVisit

and click on Chapter 18—

Student Web Activities

for an activity on immi-

grant life.

tarvol1.glencoe.com


for higher wages, better working conditions,and the right to bargain collectively. In collec-tive bargaining, unions represent workers inbargaining with management.

Many workers used strikes to achieve theirgoals. They refused to do their jobs until theiremployers agreed to certain demands. In 1877 anational railroad strike became the first of manyviolent confrontations between workers andemployers. Few strikes succeed between 1865and 1900, however. Employers usually hiredother workers or waited until the strikers ranout of money and returned to work. Most Amer-icans viewed labor unions in a negative mannerand government authorities usually sided withemployers against strikers.

By the end of the 1800s most workers foundthemselves with less political power and controlof the workplace. Meanwhile, the big businessesmanaged to protect their interests and wealth.

Identifying Who developed the

telephone?

The Growing CitiesAs people moved to the cities to take factory

jobs, they transformed America from a ruralcountry into an urban nation. The cities alsogrew because of the arrival of new immigrants.

The New ImmigrantsAfter the Civil War, many immigrants arrived

from southern and eastern Europe. Others camefrom China, Japan, and Mexico. When theyarrived they were processed at governmentreception centers. The two most famous wereEllis Island in New York Harbor, and AngelIsland in San Francisco Bay.

Most immigrants settled in cities and lookedfor factory work. People ofthe same ethnic group—with the same languageand customs—tended toform communities. Neigh-borhoods of Jewish, Ital-ian, Polish, Chinese, andother groups developed inlarge cities.

Immigrant children learned Americanways in the classroom.

HISTORY

Student Web ActivityVisit

and click on Chapter 18—

Student Web Activities

for an activity on immi-

grant life.



INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYArt Explain to students that immigrants sought to re-create the cultural heritage they left behindby establishing family traditions. Ask students to choose one of their family’s traditions to illustrateon a poster. Have them portray the following on their posters: description of the tradition, how thetradition reflects and preserves cultural heritage, and how the tradition has changed through theyears. Encourage students to include photographs, illustrations, essays, poems, and so on. L2, SS: 8.31D; ELA: 8.24A

ELL

Answer: Alexander Graham Bell

Fewer than 10 percent ofimmigrants to America in the late nine-teenth and early twentieth centuries hadtrades or specific work skills. These immi-grants provided much of the physicallabor that built America. One immigrantupon arriving in America wrote, “. . . thestreets were not paved with gold; . . . thestreets were not paved at all; [immigrantworkers] were expected to pave them.”

Health By 1830 about 1,000 shipscarried cotton from the United Statesto England annually. Merchants triedto find cargo to fill the empty shipsreturning to the United States andstumbled on an unusual cargo ofpeople. These ships were unsanitaryand poorly ventilated and were abreeding ground for diseases such astrachoma and malignant typhus,dubbed ship fever.

HISTORY

Objectives and answers to the student activity can be found in theWeb Activity Lesson Plan featureat tx.tarvol1.glencoe.com

SOCIAL STUDIES:Page 536: 8.28A, 8.28B, 8.31A;Page 537: 8.24D, 8.31A



http://www.glencoe.com/qe/qe36tx.php?&st=648&pt=2&bk=19

538

Immigrants Face DiscriminationNot all Americans welcomed newcomers to

their country. The immigrants’ languages andcustoms seemed strange to some Americans andaroused distrust and discrimination.

Many Americans wondered if immigrantscould ever be assimilated into American life.Some people, especially workers, blamed immi-grants for low wages. Employers found thatimmigrants would accept lower wages thannative Americans. Others resented the differentcultures and religions of the many immigrants.

In the late 1800s hostility grew toward manyof the new racial and ethnic groups coming intothe country. Immigrants became easy targets ofhostility for Americans disturbed by the rapidsocial changes.

Life in the CitiesCities were exciting places that offered jobs,

stores, and entertainment. However, there wasalso substandard housing and desperate poverty.The gap between the rich and the poor was stag-gering.

Tenement Life People poured into the cities faster than hous-

ing could be built. The poor often lived in tene-ments—huge apartment buildings—with asmany as four people living in each of the small,dark rooms. The rapid growth of cities producedother serious problems as well, including dis-ease, crime, and poor sanitation.

The Middle Class and the Upper ClassThe cities also had a growing middle class.

The middle class included the families of profes-sional people such as doctors, lawyers, and min-isters. An increasing number of managers andsalaried office clerks also became part of themiddle class.

The middle class enjoyed a comfortable life.Many families began moving from cities to thesuburbs, residential areas that sprang up out-side of city centers.

At the top of the economic and social ladderstood the very rich. Wealthy people lived verydifferently than did most Americans. They builtenormous mansions in the cities and hugeestates in the country. The term “Gilded Age”—‘gilded’ refers to something covered with athin layer of gold—became associated withAmerica of the late 1800s. The Gilded Age sug-gested both the extravagant wealth of the timeand the terrible poverty that lay underneath.

Cities in CrisisThe rapid growth of the cities produced seri-

ous problems. Terrible overcrowding in tene-ment districts created sanitation and healthproblems. Garbage accumulated in city streets.Filth created a breeding ground for disease.

The poverty in the cities also led to crime.Orphans and homeless children sometimesresorted to picking pockets and other crimes.Gangs roaming the poor neighborhoods com-mitted more serious crimes.

Seeking SolutionsReligious groups, such as the Salvation

Army, set up soup kitchens to feed the hungryand opened shelters for the homeless. The pooralso received help from settlement houses.


Urban and Rural PopulationGrowth, 1860–1900

Source: Historical Statistics of the United States.

Popu

latio

n (in

mill

ions

)

1860 1870 1880 1890 1900

50

40

30

20

10

0

Year

RuralUrban

The gap between the urban and rural populationsnarrowed in the late 1800s.

Comparing About how many more people livedin urban areas in 1900 than in 1860?

Social Studies TAKS tested at Grade 8: Obj 5:8.30B, 8.30C Obj 3:8.29CCHAPTER 18Section 2, 534–539CHAPTER 18Section 2, 534–539

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYMaking Generalizations Explain the origin of the term melting pot, which comes from IsraelZangwill’s 1909 play The Melting Pot. The play coined the term to describe America’s mixture ofnationalities and ethnic groups. Describe melting pot as a theory in which immigrants of variousnationalities are assimilated into one culture. Also explain that many sociologists disagree with thistheory. James Banks, a noted multicultural author, describes America as a patchwork quilt in whichethnic groups maintain their cultural identity while forming a part of the main culture. Discuss theunderlying assumptions that form the basis of these two theories. Challenge students to choosewhich theory they think accurately describes America and describe why. L3/PRE-AP SS: 8.24D, 8.30B




Section Quiz 18–2

Name Date Class

DIRECTIONS: Identifying Problems and Solutions After each Problemrelated to the growth of American industry and American cities, write theletter of the best Solution from the Fact Bank.


1. Problem: Railroad construction was needed for the growth of the American economy.

Solution: ��

2. Problem: Inventors needed a way ofprotecting their rights to make, use,or sell their inventions.

Solution: ��

3. Problem: Americans needed new,

6. Problem: Many laborers became dissatisfied with their working conditions and wages.

Solution: ��

7. Problem: People poured into citiesfaster than housing could be builtfor them.

Solution: ��

8. Problem: The living conditions in

Section Quiz 18-2


Column A

�� 1. developed process to make steel

�� 2. wrote stories that described real lives

�� 3. led the American Federation of Labor

�� 4. established Hull House

�� 5. organized Standard Oil Company

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement or answers the question. (10 points each)

�� 6. Who was responsible for laying a telegraph cable across the Atlantic Ocean in 1866?A. Alexander Graham Bell C. Orville and Wilbur Wright B. Cyrus Field D. Thomas Alva Edison

�� 7. The combining of competing firms into one corporation is calledA. a patent trust. C. vertical integration.B. a stockholder. D. horizontal integration.

�� 8. What was the name of America’s first large industrial union?A. Grange C. Knights of LaborB. Teamsters D. United Auto Workers

�� 9. What government reception center processed immigrants in New York Harbor?A. Statue of Liberty C. Hull HouseB. Angel Island D. Ellis Island

�� 10. What term became associated with the late 1800s to suggest both theextravagant wealth of the period and the terrible poverty that layunderneath?A. Gilded Age C. Age of Golden OpportunityB. Age of Prosperity D. Industrial Age

★


ScoreChapter 18

Column B

A. Jane AddamsB. Henry BessemerC. Samuel GompersD. John D. RockefellerE. Mark Twain

Answer: about 24 million morepeople

ELA: Page 538: 8.13D, 8.22B;Page 539: 8.10K, 8.11A, 8.13D,8.15E, 8.22B, 8.24AMATH: Page 538: 8.14A, 8.15A;Page 539: 8.14A, 8.15A


539

These houses provided education, medical care,playgrounds, nurseries, and libraries to the poor.One famous settlement house was Hull House

in Chicago, founded by JaneAddams in 1889. Addams

explained:

“We were ready toperform the humblestneighborhood serv-ices. We were askedto wash the new-born babies, and toprepare the dead forburial, to nurse thesick, and to ‘mind the children.’ ”

A Danish immigrant named Jacob Riis shockedmany Americans with his photographs of thehorrible living conditions in New York. He chal-lenged his readers to renew the face of the cities.

During the 1880s and 1890s, many reformersaccepted Riis’s challenge. They campaigned forclean water and better sewage systems. Theydemanded better ventilation, plumbing in allnew buildings, and mandatory vaccinations.These improvements meant that fewer peopledied of diseases like typhoid and smallpox.

Education Most Americans in 1865 had attended school

for an average of only four years. Governmentand business leaders and reformers believedthat for the nation to progress, the peopleneeded more schooling. Toward the end of the1800s, education became more widely availableto Americans.

By 1914 nearly every state required childrento have at least some schooling. More than 80percent of all children between the ages of 5 and17 were enrolled in elementary and secondaryschools.

A Changing American CultureMany Americans began to enjoy increasing

amounts of leisure time. The large crowds in thecities increased the popularity of spectatorsports—including baseball, football, basketball,and boxing. People also flocked to nickelodeontheaters, which charged 5 cents to see a movie.

New types of music and literature developedat the turn of the century. Band music, jazz, andragtime became popular. Writers such as MarkTwain, Stephen Crane, and Jack London pro-duced stories that described the real lives of peo-ple at the time. More and more people began toread newspapers and magazines.

Describing What did settlement

houses provide?

Checking for Understanding1. Key Terms Write a paragraph about

American corporations. Use the fol-lowing terms: horizontal integra-tion, vertical integration, trust.

2. Reviewing Facts Where is EllisIsland? What purpose did it serve?

Reviewing Themes3. Science and Technology Which of

the inventions in Section 2 do youthink is the most valuable to today’sworld? Explain.

Critical Thinking4. Making Comparisons Explain how

the Knights of Labor and the Ameri-can Federation of Labor were alikeand how they were different.

5. Organizing Information Re-createthe diagram below and write threeways in which cities were changing atthe turn of the century.

Analyzing Visuals6. Graph Skills According to the graph

on page 538, about how many more people lived in rural than in urbanareas in 1860? What conclusion canyou draw about total populationbetween 1860 and 1900?


Art Create a collage illustrating theorigins of immigrants who came tothe United States in the late 1800sand early 1900s.

Jane Addams

Changing Cities


4 CLOSEOrganize students into smallgroups to create a three-columntable illustrating social prob-lems, solutions, and alternatives.Ask groups to identify in thefirst column the social problemsdescribed in this section. In thesecond column, students shoulddescribe the solutions that wereused. Students should explaintheir alternative solutions in thethird column. SS: 8.10A;ELA: 8.10L

Answer: They provided education,medical care, playgrounds, nurs-eries, and libraries to the poor.


Enrichment Activity 18–2Name Date Class


InventionsDuring the late 1800s, the government granted many patents for new

inventions. Two important inventions are pictured below. One invention wasmade by a very famous inventor, Thomas Edison. The other was made by an important inventor named Elias Howe. Do research about these two men. Then study each picture and determine what each invention is and whoinvented it.

DIRECTIONS: Drawing Conclusions On the lines provided, identify the invention and explain how it operated. Give the inventor and the year of the invention.


AMERICAN INVENTION AND INDUSTRY


KEY TERMS

horizontal integration The combining of competing companies into one corporation (page 536)

trust A group of companies managed by the same board of directors (page 536)

monopoly Total control of an industry by one company (page 536)

vertical integration Acquiring companies that provide the materials needed by a business (page 536)

collective bargaining Unions represent workers in bargaining with management (page 537)

settlement house Houses that provided education medical care playgrounds


2. in New York Harbor; served as agovernment reception center forimmigrants ELA: 8.10K

3. Answers will vary, but studentsshould support their choices withvalid reasons. SS: 8.28A

4. Both were labor unions that

worked to improve working condi-tions. The Knights was an industrialunion that lost influence in the1890s. The AFL represented skilledworkers and supported collectivebargaining. SS: 8.30B

5. Answers will vary but may include:increased immigration to cities, for-mation of ethnic neighborhoods,

rise of tenements, overcrowding,increase of disease, crime, andsanitation problems. SS: 8.30C

6. about 18–20 million more; totalpopulation grew steadily SS: 8.10B; MATH: 8.14A, 8.15A

Interdisciplinary Activity Collagesshould reflect the origins of differentimmigrant groups. ELA: 8.24A

SOCIAL STUDIES:Page 538: 8.29C, 8.30B, 8.30C,8.30H; Page 539: 8.10B, 8.28A,8.28B, 8.30B, 8.30C, 8.30E, 8.30H,8.31A, 8.31D


540

1 FOCUSSection OverviewThis section describes progres-sive reforms and role of theUnited States in internationalaffairs.

1890Sherman AntitrustAct passed

1909W.E.B. Du Bois helpsfound the NAACP

1920Nineteenth Amendment giveswomen the right to vote

Main IdeaProgressive reform affected manyareas of life and the United Statestook a more active role in inter-national affairs.

Key Termsmuckraker, suffragist, imperialism,yellow journalism

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and describe these amend-ments and laws.

Read to Learn• how the Progressive movement

changed America.• why the United States sought to

expand overseas.

Section ThemeGroups and Institutions Progressivereformers worked to extend votingrights, improve working conditions,and promote temperance.

Reform at Home,Expansion Abroad

Newspaper reporter Jacob Riis shocked Americans in 1890 with his book How the

Other Half Lives. With words and powerful photographs, Riis vividly portrayed immi-grant life in New York City’s crowded tenements. Said Riis: “We used to go in the smallhours of the morning into the worst tenements to count noses and see if the lawagainst overcrowding was violated and the sights I saw gripped my heart until I felt thatI must tell of them, or burst.”

The reform spirit gained strength during the late 1800s and flourished duringthe early 1900s. Some reformers believed that rapid social and economic changehad resulted in a disordered and corrupt society. These reformers, called pro-gressives, believed that the efforts of individuals and government could makesociety better and more fair. As progressive leaders reached positions of powerin government, they passed laws affecting government employees, businesspractices and public health. These progressive laws form the basis for modernideas of the role of government.

Jacob Riis


Preview of Events

Guide to Reading

✦1890 ✦1900 ✦1910 ✦1920

Contributions

Seventeenth Amendment

Nineteenth Amendment

Sherman Antitrust Act

Social Studies TAKS tested at Grade 8: Obj 5:8.30BCHAPTER 18Section 3, 540–545CHAPTER 18Section 3, 540–545

Guide to Reading

Answers to Graphic: SeventeenthAmendment: direct election of sena-tors; Nineteenth Amendment: gavewomen the right to vote; ShermanAntitrust Act: made it illegal for com-panies to limit competition

Preteaching VocabularyCall on volunteers to explain how two of the Key Terms relate to thereforming spirit that marked theProgressive movement.








Copyright © by The McGraw-Hill Companies, Inc. ANSWER: Students should use the illustration of factoriesto help them make their predictions.Teacher Tip: Remind students that muckrakers wrote toexpose problems in society.

UNIT

7Chapter 18

Making Predictions

Directions: Answer the following questionbased on the information provided.

This best-selling book of 1906was one of the many bookspublished by the muckrakers.What do you think this book is about?

Progressive Reforms



ELA: Page 540: 8.8B, 8.13D,8.13E; Page 541: 8.13D, 8.22B


541

2 TEACH

The Progressive Movement Progressives believed that urban problems

were caused by corruption. Political machines—powerful organizations linked to political par-ties—controlled many cities. Political bossesgained votes for their parties by doing favors forpeople. Although some did help people, manybosses were dishonest. To break the power ofpolitical bosses, reformers founded groups thatworked to make city governments more honestand efficient.

Cities troubled by poor management or cor-ruption tried new forms of government. After thetidal wave of a hurricane devastated Galveston,Texas, in 1900, the task of rebuilding the city over-whelmed the mayor and city council. Galveston’scitizens persuaded the state legislature toapprove a new charter that placed the city gov-ernment in the hands of five commissioners. Thenew commission efficiently rebuilt the city. By1917 commissions governed nearly 400 cities.

Controlling BusinessProgressives also believed that government

had to keep large combinations of companiesfrom becoming too powerful. In 1890, Congresspassed the Sherman Antitrust Act, making it ille-gal for companies to limit competition. Duringthe 1890s, the government rarely used the Sher-man Act to curb business. Instead, it applied theact against labor unions, claiming that unionstrikes interfered with trade. Not until the early1900s did the government win cases againsttrusts with the Sherman Act.

Reformers also called for regulations on rail-road rates. In 1887 Congress passed the Inter-state Commerce Act, which required railroads tocharge “reasonable and just” rates. The act alsocreated the Interstate Commerce Commission(ICC) to supervise the railroad industry and,later, the trucking industry.

The New ReformersSome journalists, nicknamed muckrakers,

helped progressives by exposing injustices.Magazine writer Lincoln Steffens was one ofthe most effective muckrakers. Steffens exposed

“It is theduty ofthe publicto know.”—Ida Tarbell, 1905


corrupt political machines in New York,Chicago, and other cities. His articles strength-ened the demand for urban reform.

Another writer, Ida Tarbell, described theunfair practices of the oil trust. Her articles ledto public pressure for more government controlover big business.

In his novel The Jungle (1906), Upton Sinclairdescribed the horrors of the meatpacking indus-try. His shocking descriptions of unhealthfulpractices in meatpacking spurred Congress topass the Meat Inspection Act and the Pure Foodand Drug Act.

Identifying What are trusts?

Expanding DemocracyIn the early 1900s, progressives backed a

number of reforms to expand the people’s directcontrol of the government. Oregon took the leadin giving voters more power. The reformsincluded a direct primary election, and the ini-tiative, the referendum, and the recall.

The initiative allowed citizens to place a meas-ure or issue on the ballot in a state election. Thereferendum gave voters the opportunity toaccept or reject measures that the state legislatureenacted. The recall enabled voters to remove

Social Studies TAKS tested at Grade 8: Obj 3:8.24ECHAPTER 18Section 3, 540–545CHAPTER 18Section 3, 540–545

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYCharting Reforms Organize the class into groups of five students each, and supply each groupwith chart paper. Then ask each group to make a chart about the reforms discussed in the chapter.Within each group, one student can record information; the others can specialize in looking forinformation about the following: (1) the area of reform; (2) names of reformers; (3) suggestedreforms; (4) success of the suggestions. When charts are completed, take a class vote on thereform or reformer that students consider the most important. L1 SS: 8.10A, 8.25B;ELA: 8.13E

Recognizing Issues Ask stu-dents to complete this statement:The first step in solving a prob-lem is ____ . (recognizing a prob-lem exists) Then have studentslist the problems that progres-sives tried to address. L2 SS: 8.25A; ELA: 8.10K


I. The Progressive Movement (Page 541)

A. During the late 1800s and early 1900s, reformers, or progressives, believed that societycould be improved and made fair by the efforts of individuals and government.

1. Political machines were powerful organizations linked to political parties that con-trolled many cities. Progressives believed that the corruption of the politicalmachines was the cause of urban problems, so they worked to make city govern-ment more honest and efficient.

2. Cities concerned by poor management and corruption tried new forms of govern-ment such as setting up commissions. By 1917 almost 400 cities were governed by commissions.

3. In 1890 Congress passed the Sherman Antitrust Act to keep big business frombecoming too powerful. However, until the early 1900s, the Sherman Act was usedmost often against labor unions to stop them from striking.

4. In 1887 the Interstate Commerce Act was passed. This act required railroads tocharge “reasonable and just rates,” and it created the Interstate CommerceCommission to supervise the railroad industry and later the trucking industry.

B. Some journalists, called muckrakers, helped the Progressive movement by exposinginjustices.

1. Lincoln Steffens was an effective muckraker who wrote articles that uncoveredcorrupt political machines. His articles strengthened the cause of the reformersand helped build up the demand for urban reform.

2. Ida Tarbell wrote about the unfair practices of the oil trust. Her articles led to public pressure for more control over big business.

3. The horrors of the meat-packing industry were shockingly described in UptonSinclair’s novel The Jungle in 1906. Congress was urged into passing the MeatInspection Act and the Pure Food and Drug Act.

192




Did You Know? In 1868 Charlotte Parkhurst was the firstwoman in the United States to vote—but she voted pretending to be a man. She spent her life posing as a man, becoming a famousstagecoach driver known as “Six-Horse Charlie.” When she died in 1879, it was discovered that she was a woman.

turn

Answer: large combinations of companies

SOCIAL STUDIES:Page 540: 8.1B, 8.30B, 8.30C,8.31A; Page 541: 8.30B, 8.30C


542

giving voting rights to freed men—but not towomen. Some leading abolitionists became suf-fragists—men and women who fought forwoman suffrage, or women’s right to vote.

Suffragists won their first victories in theWest. Wyoming led the nation in giving womenthe vote. Between 1910 and 1913, five otherstates adopted woman suffrage. In the mean-time suffragists continued their struggle to winthe vote everywhere.

In 1919 Congress voted in favor of the Nine-teenth Amendment, which allowed woman suf-frage. The amendment was ratified in 1920, intime for women to vote in that year’s presiden-tial election. For the first time, American womenwere able to participate in the election of theirnational leaders.

unsatisfactory elected officials from their jobs.These reforms were called the Oregon system.Other western states soon adopted the reforms.

Progressives also changed the way UnitedStates senators are elected. The Constitution hadgiven state legislatures the responsibility, butparty bosses and business interests often con-trolled the process. The Seventeenth Amend-ment provided for the direct election of senators.Ratified in 1913, the amendment gave the peoplea voice in selecting their representatives.

CitizenshipThe Fight for Suffrage

Women at the Seneca Falls Convention in 1848had called for the right to vote. After the CivilWar, Congress passed the Fifteenth Amendment,

N

S

EW

500 kilometers0Azimuthal Equal-Area projection

500 miles0

30°N

40°N

80°W90°W100°W110°W120°W

Atlantic

OceanPacific

Ocean

Gulf of Mexico

TEXAS

NEWMEXICO

ARIZONA1912

NEVADA1914

CALIF.1911

OREGON1912

WASH.1910

IDAHO1896

MONTANA1914

UTAH1870 COLORADO

1893 KANSAS1912

OKLA.1918 ARK.

LA.

MO.

IOWA

ILL.

NEBRASKA

S. DAK.1918

N. DAK. MINN.

WIS.MICH.

1918

IND. OHIO

KY.

TENN.

MISS. ALA. GA.

FLA.

S.C.

N.C.

VA.

PA.

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VT.N.H.

MAINE

MASS.

R.I.CONN.

N.J.DEL.

MD.W.VA.

WYOMING1869

CANADA

MEXICO

Voting Rights for Women, 1919

Equal suffrage, date effective

Partial suffrage

No statewide suffrage


Social Studies TAKS tested at Grade 8: Obj 3:8.24E Obj 5:8.30C

By 1919 a total of 15 states allowed women to vote in all elections.1. Place What state was the first to grant women equal

suffrage?2. Comparing What was the status of woman suffrage in

your state by 1919?


MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSKinesthetic Bring a game of Monopoly to class. Display the board and, if necessary, outline thebasic rules of the game. Then have volunteers, working individually or with partners, present alesson based upon the game. For example, they might demonstrate the acquisition of housesor buying up of railroads to explain what trusts were, how they operated in this era, and howPresident Theodore Roosevelt tried to “bust” them. SS: 8.30C; ELA: 8.22B


Guided Reading Activity 18–3

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class


DIRECTIONS: Outlining Locate the heading in your textbook. Then use the information under the heading to help you write each answer. Useanother sheet of paper if necessary.

I. The Progressive Movement

A. Introduction—What is a political machine? ��

B. Controlling Business—What is the Sherman Antitrust Act? ��C. The New Reformers—How did journalists help the Progressive Party?

��

II. Expanding Democracy

A. The Fight for Suffrage—Which Amendment gave women the right to vote in

the United States? ��

B. A Progressive in the White House—Who was the first Progressive president?

��

C. Reform Continues1. What is the Federal Reserve? ��

2. What was the Federal Trade Commission established to do? ��

D. Prejudice and Discrimination—What is discrimination? ��

E. African Americans Seek Justice—What association did W.E.B. Du Bois

help found? ��F. Mexican Americans Work Together—Why did many Mexicans immigrate to

the United States? ��

III. Overseas Expansion

A. Expanding Horizons—What did the people of the United States feel they had

to do in order to keep their economy growing? ��B. The Spanish-American War

1. Who did most Americans support in the war between Cuba and Spain? ��

2. Why did the United States declare war on Spain in 1898? ��

��

3. Who won the Spanish-American War? ��

Jacob Riis Theodore Roosevelt calledJacob Riis the “best American I everknew.” In his book How the OtherHalf Lives, Riis wrote passionately ofthe squalid living conditions, the lackof ventilation and light, and the poor sanitation experienced by the tenantdwellers on New York’s Lower EastSide. His muckraking articles broughtabout such changes as a window foreach apartment, a stairway airshaftfor each tenant building, and limitson the number of families occupyingthe available apartments.


Answers:1. Wyoming2. Answers should be correct for

your state.

ELA: Page 542: 8.8B, 8.10K; Page543: 8.8B


543

“Is there no redress, no peace, no justice in this land for us? Tell the world the facts.”—Ida B. Wells


A Progressive in the White HouseThe wave of progressive reform that began to

sweep across the United States eventuallyreached the level of presidential politics. Thefirst progressive president was RepublicanTheodore Roosevelt, who took office after Pres-ident McKinley was assassinated. Beginning in1902, Roosevelt began to take action againstcompanies that had violated the ShermanAntitrust Act. His administration sued trusts inthe railroad, beef, tobacco, and oil industries.Roosevelt also believed strongly in the need forconservation—the protection and preservationof natural resources.

Reform ContinuesRoosevelt’s successor, William Howard Taft,

continued many of Roosevelt’s policies.Woodrow Wilson, who became president afterTaft, introduced his own progressive reforms.He convinced Congress to create the FederalReserve—a system of 12 regional banks sup-ported by a central board based in Washington.Wilson also established the Federal Trade Com-mission to investigate corporations for unfairtrade practices.

Prejudice and Discrimination Despite progressive reforms, many Ameri-

cans still faced discrimination—unequal treat-ment because of their race, religion, ethnicbackground, or place of birth.

Some Americans faced discriminationbecause of their religion. Many Americansfeared that Catholic immigrants threatened theAmerican way of life.

Many Jewish immigrants came to America toescape prejudice in their homelands. Somefound the same anti-Semitic attitudes in theUnited States. Landlords, employers, andschools discriminated against Jews.

Discrimination was also based on race. In Cal-ifornia and other western states, Asians strug-gled against prejudice and resentment. WhiteAmericans claimed that Chinese immigrants,who worked for lower wages, were taking awayjobs. Legislation limited the rights of immi-grants from Japan as well as China.

African Americans Seek Justice African Americans faced discrimination in

both the North and the South. Although offi-cially free, African Americans were denied basicrights and restricted to second-class citizenship.In 1896, the Supreme Court, in Plessy v. Ferguson,legalized segregation, which recognized thelegality of “separate but equal” facilities.

African Americans rose to the challenge ofachieving equality. Booker T. Washingtonfounded the Tuskegee Institute to teach AfricanAmericans technical skills to help them escapepoverty. Ida B. Wells, editor of an AfricanAmerican newspaper, began a crusade to endlynching.

W.E.B. Du Bois was one of the most impor-tant African American leaders of the time. DuBois urged African Americans to fight for civilrights. Under no circumstances, he said, shouldthey accept segregation. Du Bois helped foundthe National Association for the Advancementof Colored People (NAACP) in 1909. This inter-racial group has remained at the forefront ofefforts to gain legal and economic equality forAfrican Americans.

Mexican Americans Work TogetherImmigrants from Mexico had long come to

the United States as laborers, especially in theWest and Southwest. Between 1900 and 1914,

Social Studies TAKS tested at Grade 8: Obj 3:8.24DCHAPTER 18Section 3, 540–545CHAPTER 18Section 3, 540–545

Western Women In addition tobeing allowed to own and run theirown ranches and farms, Westernwomen were the first to win the rightto vote. The first seven states to grantwoman suffrage were in the West,beginning with Wyoming in 1869. At that time, however, women couldvote only in local elections. It was notuntil 1890 that women in Wyominghad equal suffrage and could alsovote on state and national issues.


INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLanguage Arts Through education, work opportunities, technology, and social involvement, theappearance of the “new woman” meant changes in American life. Have students explore howthese changes were perceived by writing two letters for a newspaper’s editorial page. The first let-ter should be from a “new woman” who describes how her everyday life has improved in recentyears. The second letter should be from the perspective of a man or woman who resents thechanges in daily life that have occurred as more women enter the workplace and classroom. Both letters should cite specific examples to support their main ideas. L3/PRE-AP SS: 8.24E;ELA: 8.15E

The National Park Systemis one of the best symbols of TheodoreRoosevelt’s conservation philosophy. TheNational Park System includes approxi-mately 83.6 million acres of land. Thelargest area is Wrangell-St. Elias NationalPark and Preserve in Alaska at 13,200,000acres, or 16.3 percent of the entire sys-tem. The smallest unit in the system isThaddeus Kosciuszko National Memorialin Pennsylvania at 0.02 of an acre.

SOCIAL STUDIES:Page 542: 8.24E, 8.27A, 8.31A;Page 543: 8.24D, 8.31A


544


400 kilometers0Miller Cylindrical projection

400 miles0

N

S

EW

The Philippines

110°E 120°E

20°N

10°N

Pacific

Ocean

PhilippineSea

SouthChina

Sea

CelebesSea

LuzonIsland

Formosa

Manila

Hong Kong

CHINA

PHILIPPINES

Jap.

DEW

EYU.K.

U.K.

San Juan HillEl Caney

250 kilometers0Albers Conic Equal-Area projection

250 miles0

N

S

EW

The Caribbean

80°W 76°W84°W30°N

26°N

22°N

18°N

14°N

TROPIC OF CANCERAtlantic

Ocean

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Sea

Gulf ofMexico

CERVERA

(FRO

MSPAIN)

FLA.

CUBA

UNITEDSTATES

JAMAICA

HAITIDOMINICANREPUBLIC

PUERTORICO

Tampa

Havana

Santiago de Cuba

Gu´anica

San Juan

BAHAMAS

U.S. naval blockade

U.S. forces

Spanish forces

Battle

The Spanish-American War

Overseas ExpansionBy 1890, the United States spanned the conti-

nent from the Atlantic to the Pacific. Americansnow began to look west across the Pacific fornew frontiers. They wanted to expand Amer-ica’s trade and power.

Expanding HorizonsAmericans knew that they faced competition

from other nations overseas. The late 1800s andearly 1900s were an age of imperialism—a timewhen powerful European nations, as well asJapan, created large empires. The search formarkets and raw materials in Asia and Africadrove imperialism.

Imperialism convinced many Americans thatif the United States wanted to keep its economygrowing, it too had to expand its power over-seas. Some Americans also had a sense of mis-sion. They wanted to share Christianity andWestern civilization with the people of Asia.

Many American settlers in Hawaii set up sugarcane plantations and began selling sugarto the United States. In the early 1890s, they

the Mexican American population grew dramat-ically as people crossed the border to escape rev-olution and economic troubles in Mexico.

Like other immigrant groups, Mexican Amer-icans encountered discrimination and violence.Relying on themselves to solve their problems,they formed self-defense associations to raisemoney for insurance and legal help. In laborcamps and Mexican neighborhoods, they organ-ized self-help groups to deal with overcrowd-ing, poor sanitation, and inadequate publicservices.

Describing How did the Seven-

teenth Amendment extend the people’s role in the demo-

cratic process?

Social Studies TAKS tested at Grade 8: Obj 5:8.30C

American troops sailed from Tampa, Florida, to the south coastof Cuba in June 1898. Admiral Dewey had already sailed fromHong Kong to Manila.1. Movement According to the two maps, in which area

did more of the fighting take place?2. Analyzing Information On what two Caribbean

islands did United States forces land?





Section Quiz 18–3

1.1.

1

3

4

2

Name Date Class

DIRECTIONS: Crossword Puzzle Complete the crossword puzzle about UnitedStates reform and expansion by writing the term that matches each clue.

Across

2. A powerful organization linked to political parties is a _____machine.

3. unequal treatment because of race, religion, ethnic


★

Section Quiz 18-3


Column A

�� 1. gave women the right to vote

�� 2. helped found the NAACP

�� 3. attacked the Spanish fleet in the Philippines

�� 4. sensational, biased reporting

�� 5. led the Rough Riders

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement or answers the question (10 points each)


ScoreChapter 18

Column B

A. W.E.B. Du BoisB. Nineteenth AmendmentC. Theodore RooseveltD. George DeweyE. yellow journalism

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYPredicting Consequences During the latter half of the nineteenth century and the first part of thetwentieth century, the reach of the United States expanded into the Caribbean islands and CentralAmerica, and thousands of miles across the Pacific. Have students consider the consequences ofthis overseas expansion in terms of the growth of American military and economic power. Thenhave each student write a short paragraph predicting how the United States would have been dif-ferent today if the nation had not pursued expansionist and imperialist policies at that time in itshistory; had maintained neutrality in world conflicts; and had remained within the boundaries ofthe North American continent. Have students share their views of an alternative United Statesdevelopment in class. L3/PRE-AP SS: 8.30B; ELA: 8.15A

Answers:1. the Caribbean2. Cuba and Puerto Rico

Answer: The people, rather thanthe state legislatures, were giventhe power to elect senators directly.

ELA: Page 544: 8.10K, 8.13D,8.22B; Page 545: 8.10K, 8.10L,8.11A, 8.13D, 8.15E, 8.22BMATH: Page 545: 8.14A, 8.15A


545

decided that Hawaii should join the UnitedStates so that they would not have to pay tariffson their exports. In 1893, the sugar plantersoverthrew the Hawaiian queen, and five yearslater the United States annexed Hawaii.

The Spanish-American WarThe people of Cuba had lived under Spanish

rule for centuries. In 1895, Cubans, led by JoséMartí, began a war of independence againstSpain. Many Americans sympathized with theCubans. American support was intensified byyellow journalism—sensational, biased, andoften false reporting by many of the nation’sleading newspapers.

In early 1898, President McKinley sent thebattleship Maine to protect Americans living inCuba. On February 15, 1898, the Maineexploded, killing 266 people. American papersblamed the Spanish. On April 25, 1898, Congressdeclared war on Spain.

The opening of the Spanish-American Warfound the United States unprepared to fight. In1898 the U.S. Army had only 28,000 soldiers. Tocorrect the situation, Congress approved theaddition of over 30,000 soldiers to the regular, orpermanent, army and authorized a large volun-teer force. Among the volunteers was a cavalry

unit called the “Rough Riders,” led by ColonelLeonard Wood and his second in command,Lieutenant Theodore Roosevelt.

The first battle of the Spanish-American Warhappened thousands of miles away in the Span-ish colony of the Philippines. In May 1898shortly after war was declared, CommodoreGeorge Dewey sailed his fleet into Manila. Withhis command, “You may fire when ready, Mr.Gridley,” the onslaught began. When the firingwas over, the Spanish fleet was destroyed. Not asingle American vessel was lost.

At the time Dewey did not have the supportneeded for a land attack. He decided to blockManila until help arrived. In July supporttroops arrived in the Philippines. Americanforces, backed by Filipino rebels under GeneralEmilio Aguinaldo, captured Manila in August.

Meanwhile, the rest of the Spanish fleet wasblockaded in Santiago Harbor in the Caribbean.By the end of June, Americans forces, includingthe Rough Riders, had landed in Cuba and werepushing toward the city of Santiago. After fiercefighting, American troops won at El Caney andSan Juan Hill. The Spanish surrendered.

Describing What happened to the

Maine?

Checking for Understanding1. Key Terms Define: muckraker,

suffragist, imperialism, yellowjournalism.

2. Reviewing Facts Name five groupswho were the targets of discrimina-tion in the late 1800s and early1900s.

Reviewing Themes3. Groups and Institutions Who were

suffragists? What right does the Nine-teenth Amendment provide?

Critical Thinking4. Identifying Assumptions Some who

favored American expansion believedit was the nation’s mission to “civi-lize” the “uncivilized” people of theworld. What do you think they meantby uncivilized ?

5. Organizing Information Re-createthe diagram below and list two reasons for American expansionoverseas.

Analyzing Visuals6. Geography Skills Examine the map

on page 542. Why do you think thepercentage of states allowing womansuffrage was so much higher in theWest than in the East?


Expository Writing Find a news-paper article that deals with therole of women today. Rewrite thearticle to reflect how this informa-tion might have been presented inthe late 1800s and early 1900s.

Reasons for expansion


4 CLOSEReview the political and busi-ness reforms discussed in thissection. Have students nameand defend the reform that theyconsider the most important ineach category.

Answer: The battleship exploded,killing 266 people.


Enrichment Activity 18–3

pyg

yp

Name Date Class

March on WashingtonThis news article appeared in a Baltimore newspaper on March 3, 1913.

DIRECTIONS: Classifying Information Newspaper articles often provideinformation to answer the questions Who?, What?, When?, Where?, andWhy? Based on this article and what you know, complete the informationbelow with as much detail as you can about the incident.

Who? ��

What? ��

When? ��

Where? ��

Why? ��

DIRECTIONS: Creating a Sign Many women in themarch carried signs with slogans. On a separate sheet

of paper, design a sign that the writer of the article might have held whileviewing the march. Be ready to explain your slogan. Did the writer of theoriginal news story support woman suffrage, the right to peaceful marches,or the crowd’s actions? How can you tell?


8,000 WOMEN MARCH IN WASHINGTON, D.C.Eight thousand women,

marching in the woman suf-frage pageant today, practicallyfought their way foot by foot upPennsylvania Avenue, througha surging throng that com-pletely defied Washingtonpolice, swamped the marchers,and broke their procession intolittle companies. The women,trudging stoutly along under

great difficulties, were able to complete their march onlywhen troops of cavalry fromFort Myers were rushed intoWashington to take charge ofPennsylvania Avenue. No inau-guration has ever producedsuch scenes, which in manyinstances amounted to nothingless than riots.SOURCE: Stevens, Doris. Jailed for Freedom,American Women Win the Vote. NewSage Press.


REFORM AT HOME, EXPANSION ABROAD


Have you ever been treated unjustly because of your gender, race, religion, ethnic background, orplace of birth? If so, how did it make you feel? If not, how do you think you might feel?

This section focuses on how Progressive reformers worked to make society better and more fair.


KEY TERMS

muckraker Journalists who exposed injustices (page 541)

suffragist A person who fought for women’s right to vote (page 542)

imperialism The creation of large empires (page 544)

yellow journalism Sensational, biased, and often false reporting by journalists (page 545)


2. Catholics, Jews, Asians, AfricanAmericans, and MexicanAmericans faced discrimination.

3. supporters for women’s right tovote; gave women the right to voteSS: 8.24E

4. Answers may include: not con-forming to the American way oflife or not practicing an “acceptable”religion (that is, in the Judeo-Christian tradition). SS: 8.30F

5. to keep the economy growing; topromote Christianity and Westerncivilization SS: 8.30C

6. Students may suggest that on the

frontier, where women shared thehardships and dangers equallywith men, support for woman suffrage was more widespread. SS: 8.30C; ELA: 8.22B

Interdisciplinary Activity Students’articles should reveal their knowledgeof the role of women in the late 1800sand early 1900s. ELA: 8.15E

SOCIAL STUDIES:Page 544: 8.30B, 8.30C; Page545: 8.24E, 8.30C, 8.30E, 8.30F,8.30H, 8.31A, 8.31D


546

1 FOCUSSection OverviewThis section explains how theentry of the United States intoWorld War I led to Germany’ssurrender.

1914World War Ibegins

1917United Statesenters war

1920Prohibition begins

Main Idea

The United States entered World War I and helped the Allies win.

Key Terms

nationalism, propaganda, repara-tions, Prohibition

Reading Strategy

Organizing Information As you readthe section, re-create the diagrambelow and list events that promptedthe United States to enter the war.

Read to Learn

• what role the United States playedin World War I.

• how the nation changed during the1920s.

Section Theme

Global Connections The entry of theUnited States into the war eventuallyled to Germany’s surrender.

World War I andIts Aftermath

The swift chain of events that led to war in Europe in 1914 stunned Americans. Most

agreed with Jeannette Rankin—the first woman to serve in the U.S. Congress, at a time

when women could not even vote in most states—that “You can no more win a war

than you can win an earthquake.” Most Americans wanted the country to stay out of

other countries’ affairs. They saw no good reason to get involved in a conflict that they

believed grew out of national pride and greed. As time went on, however, the United

States found it more and more difficult to remain neutral.

The people of the time called the conflict the World War, or the Great War,because they believed that never again would there be another like it. The con-flict, which began in Europe, soon spread. Although the United States tried toremain neutral, it was drawn into the conflict. Over the next few years, nearly30 nations were at war. The main campaigns were fought in Europe, butarmies also fought in the Middle East, Africa, and China, and navies clashedon all the oceans.


Preview of Events

Guide to Reading

✦1910 ✦1915 ✦1920

U.S.declares

war

Jeannette Rankin


Guide to Reading

Answers to Graphic: German U-boats torpedo American merchantships; Germans sink Lusitania;Germans resume U-boat attacks without warning.

Preteaching VocabularyUse the Vocabulary PuzzleMaker

CD-ROM to create crossword andword search puzzles.




MultimediaVocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM




Copyright © by The McGraw-Hill Companies, Inc. ANSWER: BTeacher Tip: Tell students to read the title of each boxfirst. Then have them compare boxes.UNIT

7Chapter 18

Comparing and Contrasting

Directions: Answer thefollowing question based onthe information provided.

Which country switchedover to become amember of the AlliedPowers in 1915?

A Russia

B Italy

C Great Britain

D France

Triple Alliance (1914)

• Germany

• Austria-Hungary

• Italy

Triple Entente (1914)

• Great Britain

• France

• Russia

Central Powers (1914)

• Germany

• Austria-Hungary

• Ottoman Empire

Allied Powers (1915)

• Great Britain• France• Russia• Italy• Japan

Alliances, 1914–1915



ELA: Page 546: 8.13D, 8.13E;Page 547: 8.8B


547

2 TEACH

547

World War The tensions that led to World War I went

back many years. The conflicts grew as Euro-pean nations pursued dreams of empire, builtup their armies, and formed alliances.

War Erupts in EuropeNationalism—a feeling of intense loyalty to

one’s country or group—caused much of thetension in Europe. Because of nationalism,Britain and Germany raced to build the largestnavy. To protect themselves, European nationsbegan to form alliances—defense agreementsamong nations.

In June 1914, a Serbian terrorist namedGavrilo Princip assassinated Archduke FranzFerdinand, heir to the throne of the Austro-Hun-garian Empire. Austria-Hungary blamed Ser-bia’s government for the attack, and declaredwar on Serbia.

At this point, the alliance system broughtabout a world war. Russia decided to help Ser-bia, which caused Austria-Hungary’s ally Ger-many to declare war on Russia as well as onRussia’s ally France. Germany then invaded Bel-gium, so Britain, which had promised to protectBelgium, declared war on Germany.

The “Great War” had begun. On the one sidewere the Allied Powers—Great Britain, France,and Russia. On the other side were the CentralPowers—Germany, Austria-Hungary, and theOttoman (Turkish) Empire. Japan and Italyjoined the Allies as well.

The British and French stopped the Germanattack on France at the Battle of the Marne. Forthe next three years, the two sides faced eachother across an elaborate network of trenches.The war had reached a stalemate.

America Enters the WarWhen World War I began, President Wilson

declared the United States to be neutral. To gainthe support of Americans, both the Allies andthe Central Powers used propaganda—informa-tion designed to influence opinion. As the warwent on, Americans began to side with theAllies. At the same time, American trade withthe Allies soared.

To stop the American assistance to the Allies,Germany began using submarines, known as U-boats, to sink cargo ships headed to Britain. InMay 1915, a U-boat sank the passenger shipLusitania, killing more than 1,000 people, includ-ing 128 Americans. After Wilson denounced theattack, Germany promised to warn neutral shipsbefore attacking.

History

The Lusitania left New York for England on May 1, 1915.Germany had placed a warning notice in American news-papers, but few people took it seriously. How did theUnited States respond to German U-boat attacks?


COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYPreparing a Front Page Have students discuss how the outbreak of war in Europe, or UnitedStates entry into the war, might have been covered on the front page of a newspaper. Tell them tocreate such a front page, conducting research as needed. Articles and features may include: head-lines and lead articles about the assassination in Sarajevo; background information about the riseof European nationalism; maps to review the European alliances; events that led to or triggeredUnited States entry into the war; and comments from American politicians and European diplo-mats. Various roles to be assigned include layout editor, illustrators, researchers, and writers.Students may want to use desktop publishing software to prepare their front pages. L2SS: 8.31D; ELA: 8.24A

Reviewing Facts Ask studentsto recall the statements in thetext about America’s involve-ment with the Allies before itsentry into the war. Ask: Howwas the United States alreadyhelping the Allies before itentered the war? (by trading withthem) Use that answer to intro-duce and discuss the additionalhelp that came with America’sofficial entry into the war. L1 ELA: 8.8C


I. World War (Pages 547–549)

A. The world changed with World War I. The United States was unwillingly pulled intothe conflict, and the war affected all aspects of American life.

1. In Europe, nationalism, an intense loyalty to one’s country or group, led GreatBritain and Germany to race to build the largest navy. European alliances, ordefense agreements among nations, were formed to protect European nations.

2. The assassination of Archduke Franz Ferdinand, heir to the throne of the Austro-Hungarian Empire, by a Serbian terrorist in 1914 led to a declaration of war onSerbia by Austria-Hungary.




Did You Know? During World War I, Herbert Hoover called for“Meatless Mondays” and “Wheatless Wednesdays,” askingAmericans to conserve food for the war effort.

William Jennings Bryan, Wilson’s firstsecretary of state, strongly supportedneutrality. After the sinking of theLusitania, it was with great reluctancethat he signed Wilson’s first note ofprotest to Germany. When Wilson pre-pared a second and stronger protest,Bryan refused to sign it. Instead, hequit his cabinet position. Answer: Congress declared war onGermany.

History

SOCIAL STUDIES:Page 546: 8.1B, 8.30B, 8.30C,8.31A; Page 547: 8.30C, 8.31A


548

In 1917, Germany broke its promise andordered its U-boats to attack without warning.In mid-March, U-boats sank three Americanships. President Wilson asked Congress todeclare war on Germany on April 2, 1917.

Americans Join the AlliesShortly after declaring war, Congress passed

the Selective Service Act, establishing a militarydraft. By the end of the war, about 3 millionAmerican men had been drafted, and another 2million had volunteered. More than 300,000African Americans joined the military.

As America prepared to enter the war, Russiawithdrew. In November 1917, the Bolsheviks—a group of Communists led by Vladimir Lenin—overthrew Russia’s government. In March 1918,they signed a treaty ending the war with Ger-many. Shortly afterward, the Germans launcheda massive offensive in France. Their goal was tosmash the British and the French armies beforethe Americans could fully mass their strength.As a result, by the time the Americans wereassigned their first divisional area north of Parisat Cantigny, the German army was about 50miles from Paris.

American Troops in BattleAt Cantigny about 4,000 soldiers of the First

Division made the first American offensiveaction of the war. After a bitter battle, thesetroops won the first victory ever by Americansfighting in Europe.

In June 1918, American divisions wereordered to the Marne River. The objective was torecapture Belleau Wood. For 24 hours a day for the next two weeks, U.S. marines fought theirway through the forest. The Americans finallytook the forest—but at a cost of thousands of casualties.

The Germans launched a massive offensive atChâteau-Thierry along the Marne in July.Together the Americans and the French foughtback the Germans, breaking their offensivestrength, and for the first time, the Allies heldthe upper hand.

In late September, the United States First Armyunder the command of General John J. Pershing,attacked German military forces along the MeuseRiver and Argonne Forest in northeastern France.Victory at the battle of Meuse-Argonne, after 47days of heavy fighting, caused the German linesto crumble.


Much of World War I was fought from trenches where soldiersspent weeks at a time.


MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSAuditory/Musical Have students brainstorm sounds that they associate with patriotism (for exam-ple, melodies of specific patriotic songs, a trumpet fanfare, or a 21-gun salute). Ask students whichsounds might provide an effective setting for a patriotic song about the Allied cause in World War I orfor a brief speech by an American politician. Interested students might extend this activity by writingand presenting a song or promotional speech based upon their choice of setting. SS: 8.31D;ELA: 8.15D


Guided Reading Activity 18–4Name Date Class


DIRECTIONS: Recalling the Facts Use the information in your textbook toanswer the questions. Use another sheet of paper if necessary.

1. What is nationalism? ��

2. Why did European nations feel the need to form alliances prior to World War I?

��

3. What countries made up the Allied Powers? ��

��

4. What countries made up the Central Powers? ��

��

5. Why did the United States declare war on Germany in 1917? ��

��

6. What was the purpose of the Selective Service Act? ��

7. Who were the Bolsheviks? ��

8. What is an armistice? ��

9. What was the name of the treaty signed to end World War I? ��

10. Why didn’t the United States join the League of Nations? ��

��

11. What caused many workers to go on strike during the 1920s? ��

��

12. What was the Red Scare? ��

13. Why were many Americans worried about immigration after the war?

��

14. Which Amendment repealed Prohibition? ��

15. What product changed American society in the 1920s? ��

Stalemate The term stalemate comesfrom the game of chess. It describes a situation in which one player cannotmake any move without putting his orher king in a position to be captured(and, as a result, losing the game). It is an apt term for the draw that took placealong the Western Front during WorldWar I.

ELA: Page 548: 8.8B; Page 549:8.8B


549


With their troops in retreat,German military leaders real-ized they had little chance ofwinning the war. On October4, 1918, the German govern-ment appealed for anarmistice. An armistice is anagreement to end the fighting.On November 11, 1918, anarmistice based on Allieddemands was signed by bothsides. The fighting was over,and plans began to build alasting peace.

Searching for PeaceIn January 1919, President

Wilson and other world lead-ers met in Paris to negotiate atreaty ending the war. TheTreaty of Versailles, as it wasknown, set up the League ofNations—an internationalorganization to preserve thepeace. It required Germany tomake reparations—or pay-ments—for the damage it hadcaused. The treaty also cre-ated new nations includingCzechoslovakia, Yugoslavia,and Poland.

When Wilson presented theTreaty of Versailles to the Sen-ate for ratification, Republicans argued that theLeague of Nations would limit America’s inde-pendence. The Senate rejected the treaty. TheUnited States never did join the League of Nations.

Describing What happened in

April 1917?

The 1920sTired of war and world responsibilities, Amer-

icans were ready to seek enjoyment. It was a timeof new pastimes and new heroes. Crosswordpuzzles and the Chinese game of Mah Jonggbecame national obsessions. Athletes like base-

ball’s Babe Ruth and golf’s Bobby Jones becamelarger-than-life heroes. Americans gloried in thefeat of Charles Lindbergh, who completed thefirst nonstop solo flight across the Atlantic.

A Time of TurmoilLabor and management had put aside their

differences during the war years. A sense ofpatriotism, high wages, and wartime lawshelped keep conflict to a minimum. Once thewar was over, conflict flared anew. The war-stimulated economy cooled down, and veterans

N

SE

W

300 kilometers

300 miles0

0

Azimuthal Equidistant projection

20°W 10°W 0° 10°E 20°E 30°E 40°E 50°E

40°N

50°N

30°W40°W

60°N

70°N

ARCTIC CIRCLE

Atlantic

Ocean

Mediterranean Sea

NorthSea

BlackSea

Bal t i c

Sea

GERMANY

FRANCE

SPAIN

ITALY

PORTUGAL

SPANISHMOROCCO

MOROCCOALGERIA TUNISIA

LIBYA

SWITZ.

ALBANIA

YUGOSLAVIA

AUSTRIA

GER.

POLAND

RUSSIA

ROMANIA

TURKEYGREECE

BULGARIA

HUNGARY

LITHUANIA

LATVIA

ESTONIA

FINLANDSWEDEN

DENMARK

NORWAY

ICELAND

NETH.

BELG.

LUX.

UNITEDKINGDOM

CZECHOSLOVAKIA

PALESTINEU.K.

New Nations

Europe After World War I

Social Studies TAKS tested at Grade 8: Obj 5:8.30C

1. Region What new nations bordered Germany?2. Analyzing Information Which new nations did not

have any coastline along a sea or an ocean?


INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYMusic Few things stir feelings of nationalism as does the sound of one’s national anthem. Havestudents learn the words to one of the following: our national anthem, the national anthem of acountry of their ancestry, the national anthem of the country in which they were born (if other thanthe United States), or the national anthem of one of the countries mentioned in Section 4. As stu-dents share the national anthems, ask them to comment on how pride in one’s country, expressedpositively in national anthems, could eventually lead to war. L1 SS: 8.30A




Section Quiz 18–4

Name Date Class

DIRECTIONS: Sequencing Events Number the events in the order in whichthey occurred.

A. Congress passes the Selective Service Act.

B. The Allied and Central Powers are formed.

C. The United States declares war on Germany.

D. A German U-boat sinks the Lusitania.

E. American soldiers take their first offensive action of the war.

F. The League of Nations is formed.

G. The Bolsheviks overthrow Russia’s government.

H An armistice agreement is signed by the United States and Germany


Section Quiz 18-4


Column A

�� 1. defense agreement among nations

�� 2. anti-immigrant feelings

�� 3. a group of Communists

�� 4. agreement to end fighting

�� 5. destroyed the Lusitania

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the

★


ScoreChapter 18

Column B

A. nativismB. armisticeC. allianceD. U-boatE. Bolsheviks

Answers:1. Lithuania, Poland,

Czechoslovakia, and Austria2. Czechoslovakia, Austria, and

Hungary

Answer: The United States enteredthe war.

SOCIAL STUDIES:Page 548: 8.30C, 8.31A; Page549: 8.30B, 8.30C, 8.31A


550

Checking for Understanding1. Key Terms Write headlines for

events during World War I usingeach of the following terms: nation-alism, propaganda, reparations.

2. Reviewing Facts What did the Selec-tive Service Act do?

Reviewing Themes3. Global Connections What was the

Treaty of Versailles? Why did the U.S.Senate reject it?

Critical Thinking4. Analyzing Information Why did the

United States experience an eco-nomic boom in the early 1920s?

5. Organizing Information Re-createthe diagram below and describe hownationalism led to war.

Analyzing Visuals6. Geography Skills Examine the map

showing European borders followingWorld War I on page 549. Which of the following was not a newnation—Poland, Latvia, or Bulgaria?

found they had to compete for a decliningnumber of jobs. Workers in general wanted topreserve and, if possible, hike the wages paidduring the war. When management refused tocooperate many workers resorted to their chiefbargaining tool—the strike. Although strikeshad been in use in America since the 1870s,those which took place after World War I werenumerous and violent. In 1919 alone therewere close to 3,000 strikes involving millionsof workers.

The Red ScareMany Americans believed there was a strong

tie between union activism and radicalism. Thebelief helped fuel a movement to fight radicalismin the United States. Known as the Red Scare, themovement began with a general concern withcommunism. Communism is a theory that advo-cates the elimination of private property. It is alsoa totalitarian system of government in which asingle party controls the citizens.

The fears many Americans felt also led to anincrease in nativism—or anti-immigrant feel-ings. World War I had dramatically slowed thehuge flow of immigration that had begun in the1880s. After the war ended, heavy immigrationresumed. Many Americans saw the newcomersas a threat to their jobs and their security.

ProhibitionIn 1920, Prohibition began. This was a total

ban on the manufacture, sale, and transporta-tion of alcohol. People began making and sellingalcohol illegally, however. Prohibition also con-tributed to the rise of organized crime. Prohibi-tion was finally repealed in 1933 with thepassage of the Twenty-first Amendment.

A Booming Economy With the end of World War I and the start of the

1920s came another industrial revolution. Asenergy poured into industry, goods poured out.Among the products that gained popularity in the1920s were telephones, vacuum cleaners, refriger-ators, and canned goods. While these items andothers like them made it possible for Americans tospend less time on household chores and moretime on recreation another product had an evengreater impact. The product was the automobile.

The automobile industry revolutionized Ameri-can society. The industry used so much steel, glass,wood, gas, and rubber that it provided jobs formillions of workers. It transformed American buy-ing habits, making installment buying a way oflife. It promoted highway construction and travel.

Identifying What is Prohibition?

When did it go into effect?


Descriptive Writing Make a list ofthree to five adjectives that youthink describe the mood of thenation during World War I. Drawor paint these adjectives on posterboard in a way that expresses thewords’ meanings.

Nationalism


4 CLOSEHave students name ways inwhich the American entry intothe war and participation in thepeace negotiations made a deci-sive difference. ELA: 8.8C


Enrichment Activity 18–4

Answer: It was a total ban on themanufacture, sale, and transportationof alcohol. It began in 1920.

Name Date Class


You Have a ChoiceOnce the United States became

involved in World War I, the countryworked quickly to prepare for fighting.The nation’s industry expanded to sup-ply weapons. Women and minoritiesreplaced men who had left their jobs inindustry to join the armed forces. Thegovernment worked to resolve labordisputes, and workers agreed not tostrike so production of vital war materi-als would not be interrupted. In order tosupply food for the Allied war refugees,the government encouraged farmers toproduce more food and the public to eatless. The Committee on PublicInformation hired speakers, writers,artists, and actors to build support forthe war by convincing Americans thatthe war represented a battle for democ-racy and freedom. The political cartoonto the right, appeared in 1917.

DIRECTIONS: Analyzing the CartoonThe cartoon presents a clear message about what was expected of Americans. List the symbols and words that the cartoonist used to persuadeAmericans to support the war. Tell the meaning of each.

Symbol/Words Meaning

DIRECTIONS: Drawing a Political Cartoon On a separate sheetof paper, draw your own political cartoon supporting a current

issue of importance. Use an approach similar to the one in the 1917 cartoon.

SOURCE: Bailey, Thomas A. and David M. Kennedy. TheAmerican Pageant, A History of the Republic. Stanford University.


WORLD WAR I AND ITS AFTERMATH


Have you ever found yourself arguing with someone, even though you had tried to avoid theargument? Do you sometimes find it easier to stay out of other people’s problems?

This section focuses on how the United States was pulled into World War I, how the war wasb th Alli d h t h d ft d


KEY TERMS

nationalism A feeling of intense loyalty to one’s country or group (page 547)

propaganda Information designed to influence opinion (page 547)

reparations Payments (page 549)

Prohibition A total ban on the manufacture, sale, and transportation of alcohol (page 550)


2. It established a military draft. ELA: 8.10K

3. treaty ending the war; It estab-lished the League of Nations topreserve world peace; opponentsargued it would limit America’sindependence.

4. Popular appliances were produced,and the new automobile industrystimulated other industries thatsupported it. SS: 8.29C

5. Answers may include any two ofthe following: nationalism resultedin navy buildup; formation ofalliances; assassination; Serbiablamed for assassination; countries

of one alliance declared waragainst opposition. SS: 8.30C

6. Bulgaria SS: 8.10B

Interdisciplinary Activity Drawingsand paintings should express thewords’ meanings. ELA: 8.15A, 8.24A

ELA: Page 550: 8.10K, 8.10L,8.11A, 8.15A, 8.22B, 8.24A; Page551: 8.8B


551

TEACHBuilding a Database Students whoknow how to construct and use a database may save themselvestime in locating specific facts andidentifying relationships amongfacts. Begin discussion of thispage by taking a class survey to find out if any students have done computer databasesearches. (Students who haveused a computerized card cata-log at the library have used adatabase.)

In discussing the construction ofa database, give some examplesof fields, such as the year that anevent takes place, the name ofthe event, or people connectedwith the event. Then explain thatall of the data fields related tothe same subject make up arecord, and that a collection ofrecords is a data file.

Additional Practice

CHAPTER XX Chapter Title

Building a Database

Why Learn This Skill?Have you ever collected baseball cards or cata-

logued the CDs in your collection? Have you everkept a list of the names and addresses of yourfriends and relatives? If you have collected informa-tion and kept some sort of list or file, then you havecreated a database.

Learning the SkillAn electronic database is a collection of facts that

are stored in files on the computer. The informationis organized in fields.

A database can be organized and reorganized inany way that is useful to you. By using a databasemanagement system (DBMS)—special softwaredeveloped for record keeping—you can easily add,delete, change, or update information. You give com-mands to the computer telling it what to do with theinformation and it follows your commands. Whenyou want to retrieve information, the computersearches through the files, finds the information, anddisplays it on the screen.

Practicing the SkillTheodore Roosevelt is one of the presidents dis-cussed in this chapter. Follow these steps to builda database of the politi-cal and cultural eventsthat took place duringhis presidency.

1 Find information about the events during thisperiod from encyclopedias, histories, and theInternet. Determine what facts you want toinclude in your database.

2 Follow instructions in the DBMS you are using toset up fields. Then enter each item of data intoits assigned field.

3 Determine how you want to organize the facts inthe database—chronologically by the date of theevent, or alphabetically by the name of the event.

4 Follow the instructions in your computer program to place the information in order ofimportance.

5 Check that the information in your database isall correct. If necessary, add, delete, or changeinformation or fields.

TechnologyTechnology

Theodore Roosevelt was the nation’s twenty-sixth president.

McKinley-Roosevelt campaign item, 1900

Social Studies TAKS tested at Grade 8: Obj 2:8.10A

Applying the SkillBuilding a Database Bring current newspapersto class. Using the steps just described, build adatabase of political figures mentioned in thenewspapers. For example, you may wish to build a database of national leaders or government offi-cials in your community. Explain to a partner whythe database is organized the way it is and how itmight be used in this class.

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TechnologyTechnology

ANSWERS TO PRACTICING THE SKILLIf students work at school computers, spot-check theirprogress, offering advice as requested. Invite studentsto share information about their completed databases.Identify the fields that are used most often, as well asideas that are original and practical.

Applying the Skill Students may prefer to build their databases in pairs. Again, have students share informationabout the organization and use of their databases. Point out notable similarities and differences.

Chapter Skills Activity 18

SOCIAL STUDIES:Page 550: 8.29C, 8.30B, 8.30C,8.31A, 8.31D; Page 551: 8.10A,8.30C, 8.31D


Name Date Class

Chapter Skills Activity 18★

Building a DatabaseAn electronic database is a collection of facts that are stored in files on a

computer. The information is organized in fields. Once the database is created,you can specify the information you need, and the computer searches the filesto display the information.

DIRECTIONS: From 1892 through 1924, approximately 22 million people immi-grated to the United States by passing through Ellis Island in New York. Thiswas one of the main processing centers for immigrants. Many people areinterested today in learning more about their ancestors. To make this processeasier, a database has been created to organize all of the information aboutthose 22 million people. This database allows you to search for a specific per-son by name, age, or other category. Using the chart below, copy each itemgiven into the appropriate database field. Then answer the questions.

ELLIS ISLAND IMMIGRATION DATABASE

CHAPTER 18Assessment and Activities

MJ

MindJogger VideoquizUse MindJogger Videoquiz to review the Chapter 18 content.

Available in VHS

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Reviewing Key TermsOn a sheet of paper, define the following terms.

1. transcontinental 5. imperialism2. reservation 6. nationalism3. collective bargaining 7. propaganda4. suffragist 8. Prohibition

Reviewing Key Facts9. What are boomtowns?

10. When was the transcontinental rail line completed?11. What did the Populist Party call for government to do?12. Why does a corporation sell shares of its business?13. What industry did Andrew Carnegie lead? How did his

company become so powerful?14. What are political machines?15. Why did Booker T. Washington start the Tuskegee

Institute?16. Where was the Spanish-American War fought?17. When did the United States enter World War I?18. What amendment to the Constitution granted women

the right to vote?

Critical Thinking19. Making Inferences Another name for the Populist

Party was the People’s Party. Why do you think thePopulists considered themselves to be a party of thepeople?

20. Evaluating Which of the inventions described in thechapter do you think brought about the most dramaticchange in people’s lives? Explain.

21. Drawing Conclusions Why do you think the right tovote was important to women?

22. Analyzing Themes: Culture and TraditionsRe-create the diagram below and describe two ways you think immigrants try to preserve their cultural heritage.

Reshaping the Nation1869• First transcontinental railroad completed

1870• Rockefeller organizes

Standard Oil Company

1876• Sioux defeat Custer’s forces

at Little Bighorn

1886• Trade unions form AFL

1886• Statue of Liberty is dedicated

1890• Massacre at Wounded Knee

1892• Populist Party formed

1901• Theodore Roosevelt becomes president

after assassination of McKinley

1903• Wright Brothers fly motorized airplane

1908• Ford introduces the Model T

1909• NAACP is formed

1914• World War I begins

1917• U.S. enters World War I

1919• Eighteenth Amendment

prohibits alcohol

1920• Nineteenth Amendment

grants woman suffrage

1927• Lindbergh flies across the Atlantic

Preserving their heritage

Reviewing Key Terms1. the state of spanning North America,

connecting the Atlantic and Pacificcoasts SS: 8.31A

2. tracts of land set aside for NativeAmericans SS: 8.31A

3. the practice whereby unions repre-sent workers in bargaining withmanagement SS: 8.31A

4. a man or a woman who fought forwomen’s right to vote SS: 8.31A

5. the time during the late 1800s and early 1900s when powerfulEuropean nations, as well as Japan,created large empires SS: 8.31A

6. a feeling of intense loyalty to one’scountry or group SS: 8.31A

7. information designed to influenceopinion SS: 8.31A

8. the total ban, beginning in 1920, on the manufacture, sale, and transportation of alcohol SS: 8.31A

Reviewing Key Facts9. towns that grew up almost overnight

near gold strikes

10. May 10, 1869 SS: 8.28B11. take ownership of railroads and

promote use of silver as well as gold for money SS: 8.5C

12. to raise money to buy equipmentand hire workers SS: 8.15B

13. the steel industry; through verticalintegration, acquiring companiesthat provided the materials his steelcompany needed SS: 8.15A

14. political party organizations thatinfluenced or controlled many citiesSS: 8.5C

15. to provide African Americans withtechnical skills to help them escapepoverty SS: 8.24D

16. in the Philippines and the Caribbean

17. April 1917 SS: 8.1B18. the Nineteenth Amendment

Critical Thinking19. Answers may include: promoted the needs of people

over the needs of private business and government;called for reforms to improve people’s lives. SS: 8.5C

20. Answers will vary but should be well supported. SS: 8.28A, 8.29A

21. Without the vote, women had little influence over thelaws that were made and the people who were elected.SS: 8.30B

22. Answers may include preserving religion, language,and customs. SS: 8.30C

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CHAPTER 18Assessment and Activities

553

HISTORY

Have students visit the Web site atto review

Chapter 18 and take the Self-CheckQuiz.


Answer: CQuestion Type: EconomicsAnswer Explanation: According topage 529, ranchers traveled alongtrails, herding cattle north to meetthe railroads. SS: 8.30B

Ask: By what nickname were themembers of the American forcesknown? (doughboys)

Bonus QuestionBonus Question ??

Geography and History Activity23. Students’ answers should include the American

Southwest. SS: 8.10B24. the northern part near New Mexico Territory and

Indian Territory (the Panhandle) SS: 8.10B25. near rail lines; to simplify transportation SS: 8.10B

Practicing Skills26. Answers may include: loss of life, fear of fighting on

United States soil, and fear that the government wouldbe threatened if the United States was defeated. SS: 8.30D

27. The Allies’ demand for supplies boosted industry in theUnited States. The United States also had an interest inprotecting its international trade. SS: 8.30B

Citizenship Cooperative Activity28. Community Service Working in groups of three, inter-

view one of your community’s officials to learn how youcan begin taking an active role in the community. Mem-bers of your group may wish to volunteer for some sortof community service, then perform the service andreport your experiences to your classmates.

Economics Activity29. History and Economics Today many Native Americans

still live on reservations. Some reservations have devel-oped their own businesses and industries to help makethem more self-sufficient. With a partner, research to findinformation about a reservation in the United Statestoday. Write a report describing one of the major busi-nesses on that reservation.

Alternative Assessment Activity30. Portfolio Writing Activity Research the life of one of

the men or women from the chapter. Prepare a one-pagebiography of that person and share it with the class.

Self-Check QuizVisit and click on Chapter 18—

Self-Check Quizzes to prepare for the chapter test.


HISTORY


Directions: Choose the best answer to the following question.

People in the late 1800s took advantage of the opengrasslands of the West to develop which of theseindustries?

A Banking C Ranching

B Manufacturing D Mining

Test-Taking Tip

The important words in this question are open grass-

lands. Banking and manufacturing do not need open

grasslands, so you can easily eliminate answers A and B.

Geography and History ActivityReading a Thematic Map Study the thematic map below;then answer the questions that follow.

23. What geographic region is shown?

24. In what part of Texas were most of the large cattleranches located?

25. What did the towns where the trails ended have in com-mon? Why was this important?

Practicing SkillsMaking Inferences

26. Many Americans wanted the United States to remain neu-tral during World War I. Why do you think many Ameri-cans feared war?

27. How might economic interests get in the way of thenation remaining neutral?

N

S

EW

100 kilometers0Albers Conic Equal-Areaprojection

100 miles0

100°W105°W 95°W

40°N

35°N

30°N

Arkansas R.

Sabine R.

Pecos

R.

Rio Grande

Nu

ec e s R.

Brazos R.

Colorado R.

Red R.

Gulf ofMexico

XIT Ranch

JA Ranch

KingRanch

Matador Ranch

Wallace Ranch

RandadoRanch

BugbeeRanch

MEXICO

INDIANTERR.

NEWMEXICOTERR.

COLO.

NEBR.IOWA

MO.KANS.

TEXASLA.

ARK.

Victoria

Laredo

San Antonio

Dallas

Houston

FortWorth

El Paso

Santa Fe

Ogalalla

Pueblo

Denver

Cheyenne Omaha

Council Bluffs

St. JosephKansasCity

SedaliaTopeka

Wichita

Albuquerque

EllsworthAbilene

DodgeCity

FortBelknap

Austin

FortConcho

The Cattle Kingdom

Goodnight-LovingTrail

Western Trail

Chisholm Trail

Sedalia Trail

Railroad

Cattle ranch

Citizenship CooperativeActivity28. Have students obtain a list of com-

munity officials from the Internet ortake them to the library to obtain alist. If students volunteer for commu-nity service, allow time for them toreport their experiences to the class.SS: 8.30A; ELA: 8.5B

Economics Activity29. Students’ reports should describe a

reservation in the United States andits major businesses. SS: 8.31D;ELA: 8.15A

Alternative Assessment30. Biographies should contain signifi-

cant information about the personchosen. SS: 8.31D; ELA: 8.15A



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Unit 7 Resources - PC\|MACimages.pcmac.org/SiSFiles/Schools/TX/WeslacoISD/CentralMiddle/... · Unit 7 Resources Use the following ... Day 3 Section 3 Day 4 Section 4 Day 5 Chapter