STAN DA TEST RD PR IZED ACT ICE WORKBOOK
Strategies to Help You Succeed on Standardized Tests!
INCLUDES: Skills lessons and test-taking strategies to help students prepare for success when taking standardized tests. Helps students through: Test-taking tips Chapter activities specific to The American Vision and correlated to American history objectives
Creating a Customized File There are a variety of ways to organize Glencoe Social Studies teaching aids. Several alternatives in creating your own files are given below. •
Organize by category (all activities, all tests, etc.)
•
Organize by category and chapter (all Chapter 1 activities, all Chapter 1 tests and quizzes, etc.)
•
Organize sequentially by lesson (activities, quizzes, tests, for Chapter 1/Section 1, Chapter 1/Section 2, etc.)
No matter what organization you use, you can pull out individual worksheets from these booklets for your files, or you may photocopy directly from the booklet and file the photocopies. You will then be able to keep the original booklets intact and in a safe place. Image Credits 015 The Library of Congress Prints and Photographs; 025 Library of Congress; 030 Library of Congress; 034 Library of Congress; 035 Library of Congress; 038 The Library of Congress Prints and Photographs; 043 The Granger Collection, New York; 058 Francis Miller/TimePix/Getty Images; 063 National Archives
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with The American Vision program. Any other reproduction, for use or sale, is expressly prohibited. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN: 978-0-07-878431-6 MHID: 0-07-878431-X Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10
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Table of Contents Objectives Addressed in the Activities ...................................................................iv Workbook Overview...............................................................................................v Preparing for a Standardized Test .........................................................................vi Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Activity 7 Activity 8 Activity 9 Activity 10 Activity 11 Activity 12 Activity 13 Activity 14 Activity 15 Activity 16 Activity 17 Activity 18 Activity 19 Activity 20 Activity 21 Activity 22 Activity 23 Activity 24 Activity 25 Activity 26 Activity 27 Activity 28 Activity 29 Activity 30 Activity 31
Sequencing Events ................................................................................1 Distinguishing Fact from Opinion .........................................................3 Comparing and Contrasting ..................................................................5 Making Inferences ................................................................................7 Reading a Map......................................................................................9 Determining Cause and Effect.............................................................11 Reading a Special Purpose Map..........................................................13 Detecting Bias.....................................................................................15 Making Generalizations......................................................................17 Identifying the Main Idea ...................................................................20 Formulating Questions .......................................................................22 Interpreting Political Cartoons............................................................24 Analyzing Information........................................................................26 Analyzing Primary Sources.................................................................29 Identifying the Main Idea ...................................................................32 Evaluating Information .......................................................................34 Drawing Conclusions ..........................................................................36 Analyzing Secondary Sources .............................................................38 Determining Cause and Effect.............................................................40 Interpreting Political Cartoons............................................................42 Evaluating Information .......................................................................45 Sequencing Events..............................................................................48 Interpreting Graphs ............................................................................51 Making Generalizations......................................................................53 Analyzing Primary Sources.................................................................56 Comparing and Contrasting................................................................59 Interpreting Graphs ............................................................................61 Synthesizing Information....................................................................63 Formulating Questions .......................................................................65 Drawing Conclusions ..........................................................................67 Making Inferences ..............................................................................70
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OBJECTIVES ADDRESSED IN THE ACTIVITIES The objectives in this workbook are addressed in many standardized social studies tests. The activities in the workbook give students the opportunity to practice the skills related to these objectives. The student will: • Organize and interpret by sequencing events. • Interpret special purpose maps. • Identify, interpret, and evaluate primary and secondary sources. • Analyze information by distinguishing between fact and nonfact. • Analyze information by comparing and contrasting. • Analyze information by making inferences. • Analyze information by determining cause-and-effect relationships. • Make generalizations about social studies content. • Analyze information by identifying the main idea. • Interpret social and political messages of cartoons. • Identify relationships among people and events. • Analyze information and statistics to interpret social studies information. • Recognize propaganda in written, oral, and/or visual materials. • Evaluate written, oral, and visual evidence of social studies information. • Interpret information in charts and tables. • Evaluate the usefulness of information. • Analyze information by interpreting graphs. • Analyze information by making generalizations. • Use problem-solving and decision-making skills. • Analyze information by formulating questions. • Identify the main idea of a passage. • Draw conclusions based on social studies information. • Synthesize information. • Identify bias in written, oral, and visual material. • Examine decisions made in history.
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WORKBOOK OVERVIEW This workbook helps students prepare for standardized tests. Standardized tests in social studies cover many types of skills, some of which overlap with the skills found in other subject areas, such as mathematics, language arts, and science. The activities in this workbook provide practice with the following social studies skills: • Making Inferences • Determining Cause and Effect • Comparing and Contrasting • Distinguishing Fact from Opinion • Analyzing Information • Predicting • Making Generalizations • Evaluating Information • Detecting Bias • Drawing Conclusions • Formulating Questions • Synthesizing Information In addition, the activities in this workbook provide practice in three major question formats: • Multiple choice • Open-ended short response • Open-ended extended response
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PREPARING FOR A STANDARDIZED TEST LEARNING ABOUT THE TEST Standardized tests differ from one another. Students need to familiarize themselves with the specific test they must take. How can they best do this? There are three steps to preparing for any test. Students should: • Read about the test. • Review the content covered by the test. • Practice on questions like those that will be on the test. Reading About the Test Inform students of the sources they can consult to learn about the test. Students should: • Know that they can always prepare for a test. At the very least, students can familiarize themselves with the format of the test, the types of questions that will be asked, and the amount of time they will have to complete the test. • Use materials from Glencoe to learn about their particular test. • Read any information the state or testing company releases. Sometimes the testwriters will release information through the school. If they do not, students can look for information on the testing company’s or state board of education’s Internet site. Reviewing the Content Covered by the Test In addition to learning about the format of the test, students will benefit from reviewing the subject matter covered on the test. This will ensure that they are ready for both what the test asks and how it does so. If there are specific objectives or standards that are tested on the exam your students must take, help them review the facts or skills specified by each standard in advance to be sure they are proficient in them. This workbook can help you do this. Each activity focuses on a common social
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studies objective. You can assign the activities in order, or focus on those that are most important for the test your students will take. Practicing The most important part of a student’s preparation for any standardized test is extensive practice. Practice tests allow students to become familiar with the content, format, and timing of the real exam. Reviewing the practice tests also allows students to review specific areas covered by the exam, to understand why they chose wrong answers, and to learn to avoid choosing wrong answers in the future. Students should: • Practice all the types of questions they will encounter on the test—multiple choice, short response, and extended response. Students should practice on real released tests whenever possible. • Understand the guidelines that will be used to evaluate their constructed responses. Students cannot give the test scorers what they want if they do not know what the test scorers want.
HELPING STUDENTS APPLY WHAT THEY KNOW ABOUT THE TEST Make sure students know that they should pace themselves, use the order of difficulty when it is applicable, guess when it is beneficial, and use the process of elimination to score their highest. Pacing Students should pace themselves differently on how the test is administered. If the test is timed, students should work carefully but not allow themselves to become stuck on any one question. As they practice, they should try to increase the number of questions they can complete correctly within the time limit.
If the test is not timed, students should work slowly and carefully. If they have trouble with an item, they should mark it and come back to it later. Students should keep in mind that they have no time limit, so they should not let themselves speed up unnecessarily. Using the Order of Difficulty Not all standardized tests are arranged in order of question difficulty, but some are. If the test questions are arranged in order of difficulty, then the questions run from easy to medium to difficult, in that order. Students should be extra certain that they get the easy and medium questions correct before moving on to the most difficult questions. As students enter the difficult sections of a test that progresses from easy to difficult, they should be aware that answer choices will become trickier. The obvious answer is probably not the correct answer to a difficult question. If the questions are not arranged in order of difficulty (that is, any question at any point could be easy, medium, or difficult), students should skip through the test, answering all the easier questions. Then they can go back and answer the more difficult items. Guessing Some tests impose a penalty for incorrect answers, usually a fraction of a point. Others do not. Find out if the test your students must take imposes a guessing penalty. If there is no penalty for incorrect answers, then students should answer every single question, even if they do not have time to read it. If there is a penalty for incorrect answers, then students should only answer a question if they have read it, understood it, and are able to eliminate at least one answer choice. Using the Process of Elimination For any multiple choice question, students should know how to quickly and effectively use the process of elimination to narrow down the possible answer choices. Even when they are certain they know
which answer is best, students should always confirm their knowledge by reading the other choices and eliminating them. What is the capital of Western Samoa? A Paris B London C Vila D Apia The question above might be difficult for many students to answer. However, most students will easily be able to eliminate choices A and B, leaving them with a 50 percent chance of guessing correctly. If students do not eliminate any answer choices, they have only a 25 percent chance of guessing correctly. Students should physically cross out answer choices they have eliminated (whenever the testing situation allows) so that they do not mistakenly fill in an answer oval for a choice they have mentally eliminated. Crossing out eliminated choices also ensures that students will not waste time rereading an answer that they know is wrong. If a test has a definite order of difficulty, students should be aware that toward the end of the test it will be harder to eliminate choices, because the questions will become trickier and may involve vocabulary and/or concepts with which students are unfamiliar. Students should be sure to eliminate only those choices they understand completely and are certain are incorrect. Right Before the Test Students should be sure to do the following before they take any test: • Get at least eight hours of sleep each night for the week leading up to the test. • Eat a nutritious breakfast. • Bring any necessary paperwork with them to the test, such as identification and registration forms. • Have plenty of sharpened pencils and erasers available. • Complete a few easy warm-up questions the morning of the test, allowing themselves to get into a test-taking mode. vii
Name __________________________________ Date ____________________ Class ____________
Standardized Test Practice
A
CTIVITY 1 Sequencing Events
Social Studies Objectives: The student will organize and interpret information on time lines and analyze information by sequencing events.
A time line is a graphic illustration that shows events in order of occurrence over a particular period of time. It is easier to understand the order of events and their relationship to one another if the events are seen in chronological sequence on a time line. Creating your own time lines can also help you better understand how to read the time lines that you see on standardized tests.
★ Learning to Read Time Lines Use the following steps to understand how events are arranged in sequential order on a time line.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
• Read the time line’s title to determine its purpose. • Look at the span of years and the number of events.
• Identify the relationships among the events. • Draw conclusions or inferences from your study.
★ Practicing the Skill Study the example of a time line below and complete the activity that follows. c. 30,000–15,000 B.C. c. 8000 B.C. c. 1500 B.C. c. A.D. 850 c. A.D. 900 c. A.D. 1050 c. A.D. 1325 c. A.D. 1400 c. A.D. 1200–1500
Asians begin migrating over Beringia during last Ice Age End of last Ice Age Rise of Olmec civilization in Mexico Anasazi began to build first pueblos in North America The Maya abandon their cities in the Yucatán Mississippians built Cahokia in present-day Illinois Aztec built Tenochtitlán on an island in Lake Texcoco in central Mexico Height of Inca civilization in South America Apache and Navajo settle in present-day southwestern United States
Standardized Test Practice
1
Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: A time line provides an organized look at a sequence of events. In the space provided below, create your own time line that shows some of the major events of your own life from birth to the present.
Title: ________________________________
Standardized Test Practice 1
Which event occurred first? A Inca reached height of civilization in South America B
Last Ice Age ended
C
Apache and Navajo settle in presentday southwestern United States
D Mississippians built Cahokia
2
Which entry on the time line comes after the building of Cahokia? F
G Anasazi built pueblos in North America H Last Ice Age ended J
2
Standardized Test Practice
Olmec civilization developed in Mexico
Aztec built Tenochtitlán
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Using the time line on the previous page, answer the following questions.
Name __________________________________ Date ____________________ Class ____________
Standardized Test Practice
A
CTIVITY 2 Distinguishing Fact from Opinion
Social Studies Objective: The student will analyze information by distinguishing between fact and opinion.
Learning to distinguish fact from opinion can help you make reasonable judgments about what others say. A fact is a statement that can be proved by evidence such as records, documents, statistics, or historical sources. An opinion is a statement that may contain some truth but also contains a personal view or judgment.
★ Learning to Distinguish Fact from Opinion Use the following guidelines to help you distinguish facts from opinions and to judge the reliability of what you read or hear. • Identify the facts. Ask yourself the following: Can these statements be proven? Where can I find information to verify them? • Identify the opinions or nonfacts. Sometimes opinions contain phrases such as I believe, in
my view, and I think. They often describe the way a person feels. • Identify the statement’s purpose. What does the speaker or author want you to believe or to do?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
★ Practicing the Skill Read the following information and complete the activity that follows.
The American Revolution The American Revolution was more than a fight between rebellious colonists and Great Britain. It was also a civil war that pitted colonist against colonist. Some colonists, refusing to abandon their allegiance to the king, remained loyal to the British government. They were called Loyalists. Many Loyalists joined the British army.
Rebel colonists, who wanted to break away from Great Britain, were sometimes called Patriots. The struggle between Patriots and Loyalists was as bitter as the struggle between the rebels and the British. Patriots believed that the Loyalists were traitors to the American cause. The two viewpoints are expressed below.
Loyalist viewpoint, Charles Inglis, 1776: “I think it no difficult matter to point out many advantages which will certainly attend our reconciliation and connection with Great Britain. . . . By reconciliation with Britain, a period would be put to the present calamitous war, by which so many lives have been lost, and so many more must be lost if it continues. . . . By a reconciliation with Great Britain, peace—that fairest offspring and gift of heaven—will be restored. In one respect peace is like health—we do not sufficiently know its value but by its absence. . . . But if America should now mistake her real interest . . . they will infallibly destroy this smiling prospect. They will dismember this happy country, make it a scene of blood and slaughter, and entail wretchedness and misery on millions yet unborn.” Source: Charles M. Dollar and Gary W. Reichard, American Issues, A Documentary Reader (New York: Glencoe/McGraw-Hill, 1994, pp. 77–78)
Standardized Test Practice
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Name __________________________________ Date ____________________ Class ____________
Patriot viewpoint, “Declaration of the Causes and Necessity of Taking Up Arms, 1775” “. . . We are reduced to the alternative of choosing an unconditional submission to the tyranny of irritated ministers, or resistance by force. – The latter is our choice. – We have counted the cost of this contest and find nothing so dreadful as voluntary slavery. – Honour, justice, and humanity, forbid us tamely to surrender that freedom which we received from our gallant ancestors, and which our innocent posterity have a right to receive from us. Our cause is just. Our union is perfect. Our internal resources are great, and, if necessary, foreign assistance is undoubtedly attainable. . . . In our own native land, in defence of the freedom that is our birthright, . . . for the protection of our property, acquired solely by the honest industry of our fore-fathers and ourselves, against violence actually offered, we have taken up arms.” Source: Charles M. Dollar and Gary W. Reichard, American Issues, A Documentary Reader (New York: Glencoe/McGraw-Hill, 1994, pp. 76 –77)
DIRECTIONS: Remember that opinions often include expressions of approval or disapproval, or qualifying phrases. Study the opposing views about the American Revolution. Then answer the following questions. 1. Identify the facts. Is there a way to prove that many lives had been lost? Also, were the Patriots, in fact, able to attain foreign assistance? What could you do to check these and other statements?
2. Notice the opinions. What phrases do the writers sometimes use to signal their own points of view?
3. What is the intention of each writer? What does each writer want readers to believe?
Standardized Test Practice After reading the viewpoints above, answer the following questions. 1
Which of the following statements is an OPINION expressed in the viewpoints? A Many lives had been lost in the war. B C
The Patriots chose to use force to resist the British. The cause of the Patriots was just.
D Reconciliation with Britain would end the war. 4
Standardized Test Practice
2
Which of the following statements is a FACT expressed in the viewpoints? F
The Patriots’ ancestors were gallant.
G Many lives had been lost in the war. H Future Americans would have suffered if the Loyalists had won the war. J
Honour and humanity justified the efforts of the Patriots.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4. How does knowing the intention of each writer help you distinguish fact and opinion in the material?
Name __________________________________ Date ____________________ Class ____________
Standardized Test Practice
A
CTIVITY 3 Comparing and Contrasting
Social Studies Objective: The student will analyze information by comparing and contrasting.
When you compare two or more subjects, you explain how they are similar. When you contrast them, you explain how they are different. Writing about comparisons and contrasts, however, involves more than stating similarities and differences. You also explore relationships and draw conclusions.
★ Learning to Compare and Contrast Use the following guidelines to help you compare and contrast and write about your conclusion. • Identify or decide what subjects will be compared and contrasted. • Determine common categories, or areas, in which comparisons and contrasts can be made.
• Look for similarities and differences within these areas. • Organize your comparisons/contrasts by creating a graphic organizer.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
★ Practicing the Skill Read the selection below and complete the activity that follows.
The Constitutional Convention In May 1787, delegates from 12 states assembled in Philadelphia. They had come to address some of the weaknesses in the Articles of Confederation. Instead of changing the Articles, however, the delegates proposed an entirely new system of national government—the Constitution of the United States. The Preamble, or introduction to the Constitution, reflects the basic principle of American government—the right of the people to govern themselves. It also lists six goals for the United States government. First, the Constitution provides a framework in which states agree to operate as a single country and cooperate on major issues, for the benefit of all. Second, the Constitution provides a national system of courts to protect the people’s rights and to hear cases involving violations of federal law and disputes between the states. Third, the
Constitution provides a strong central government “to insure domestic Tranquility”— that is, to keep peace among the people. Fourth, the Constitution gives the federal government the power to maintain armed forces to protect the country and its citizens from attack. Fifth, the Constitution includes measures that promote the general welfare of the people by maintaining order and protecting individual liberties. Last, the Constitution guarantees that no American’s basic rights will be taken away. The Constitution defines three types of government powers. Certain powers belong only to the federal government and are called enumerated powers. The second kind of powers are those retained by the states, known as reserved powers. The third set of powers are concurrent powers—powers shared by the state and federal governments.
Standardized Test Practice
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Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: In comparing and contrasting, you may find two kinds of graphic organizers particularly useful: comparison frames and Venn diagrams. Comparison Frame If you know the categories you want to compare and contrast, you may wish to use a chart known as a comparison frame. To create a comparison frame, write the subjects as headings across the top. Then list on the left side the categories that you will compare and contrast. Finally, list relevant information in the boxes. Below is an example of a comparison frame that compares and contrasts the powers of the national government and the powers of state governments. Powers of the National Government and State Governments Powers
National Government
State Governments
Raise/support armed forces
yes
no
Coin and print money
yes
no
Grant patents/copyrights
yes
no
Establish a postal system Regulate immigration Collect taxes
yes yes yes
no no yes
Make and enforce laws
yes
yes
Establish and maintain courts
yes
yes
Charter banks
yes
yes
Provide for public welfare
yes
yes
Write business/corporation laws
no
yes
Establish and maintain public schools
no
yes
Pass marriage/divorce laws
no
yes
Conduct elections
no
yes
Ratify constitutional amendments
no
yes
Standardized Test Practice On a separate sheet of paper, write a four-paragraph composition comparing and contrasting the powers of the national government and the powers of state governments. Before writing, develop an informal outline. Make certain to refer to the comparison frame and your Venn diagram. At the end of your composition, draw conclusions about why the powers are divided or shared as they are.
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Standardized Test Practice
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Venn Diagram To explore the similarities and differences in your subjects, you can also create a Venn diagram. On another sheet of paper, draw two large intersecting circles, similar to those below. Review the types of powers in the reading on the previous page. Label one circle “Enumerated Powers” and the other “Reserved Powers.” Label the place where the circles overlap “Concurrent Powers.” List the powers that belong to the national government or state governments in the places that do not overlap. Place the powers that belong to both the national and state governments in the area that overlaps.
Name __________________________________ Date ____________________ Class ____________
Standardized Test Practice
A
CTIVITY 4 Making Inferences
Social Studies Objective: The student will analyze information by making inferences.
Using diagrams, charts, and other data sources requires careful reasoning skills. Sometimes you have to draw conclusions based on the evidence in a source. This is known as making an inference. Making an inference involves combining the limited facts at hand and your general knowledge to form a reasonable conclusion.
★ Learning to Make Inferences Use the following guidelines to help you make accurate inferences.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
• Observe the key features and details of the source. • Decide what general topic is being presented or illustrated. • Review what you already know about the topic.
• Use logic and common sense to form a conclusion about the topic. • If possible, find specific information that proves or disproves your inference.
★ Practicing the Skill Read the selection below. Complete the activity that follows.
The Formation of Political Parties Despite general distrust of political parties, toward the end of Washington’s second term as president, Americans began to divide into opposing groups and formed factions, as political parties were then called. One group, or party, came to be called the Federalists. They generally supported the policies of Alexander Hamilton and stood for a vigorous federal government. They admired Britain because of its stability and distrusted France because of the violent changes following the French Revolution. Federalist policies tended to favor manufacturing and trade, and their strongest support came from merchants, bankers, urban workers, and farmers in the East who benefited from trade. Opposition to the Federalists became organized in the early 1790s. Thomas Jefferson and James Madison were the leaders of this antiFederalist party, which came to be called the Republicans, or the Democratic-Republicans.
The Republicans wanted to leave as much power as possible to the state governments. They feared that a strong federal government would endanger people’s liberties. They supported the French and condemned what they regarded as the Washington administration’s pro-British policies. Republican policies appealed to the rural South and West. The Federalists also favored a loose interpretation of the Constitution. In other words, they believed that the federal government had implied powers that were not specifically mentioned in the Constitution. Hamilton used the idea of implied powers to justify a national bank. The Republicans disagreed. They believed in a strict interpretation of the Constitution. In their view, unless the Constitution specifically mentioned government powers in a particular area, the government had no authority to act. Standardized Test Practice
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Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: Observing details can help you make inferences. Analyze the chart below that shows the differences between the first political parties in the United States. Use the chart and the information on the previous page to answer the questions that follow. 1. What details and key features are shown on the chart?
2. What information do you already know about early political parties that might help you in drawing conclusions about the chart?
Differences Between the First Political Parties Federalists
Democratic-Republicans
Leader: Alexander Hamilton
Leader: Thomas Jefferson
Favored: Rule by the wealthy class Strong federal government Emphasis on manufactured products Loose interpretation of the Constitution British alliance National bank Protective tariffs
Favored: Rule by the people Strong state governments Emphasis on agricultural products Strict interpretation of the Constitution French alliance State banks Free trade
3. What inferences can you make about the first political parties in the United States?
Answer the following questions based on the chart and your knowledge of social studies. 1
Based on the chart, what inference can you make about the early political parties in the United States? A They were defined mostly by the personalities of their leaders, not by the viewpoints on the specific political issues. B
Economic issues were not a basis of political disagreement between parties.
C
The parties were divided on several issues—domestic, foreign, and economic.
D In the early years of the nation, most Americans were not concerned about politics or political parties. 8
Standardized Test Practice
2
Based on the chart and the reading on the previous page, which of the following would Federalists in the 1790s likely oppose? F
a tax on machinery imported from Europe
G a trade agreement with Great Britain H a law to abolish all tariffs on imports J
tax breaks for businessmen who build factories
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Standardized Test Practice
Name __________________________________ Date ____________________ Class ____________
Standardized Test Practice
A
CTIVITY 5 Reading a Map
Social Studies Objective: The student will learn to understand information on a map.
Maps can provide specific information about a geographic area. When reading a map, you must understand the parts of a map and their purposes. Maps often include a compass rose, a key, and a scale bar. The compass rose shows the cardinal directions of north, south, east, and west. The map key tells you what the symbols on the map represent. The scale bar helps you estimate distance on a map.
★ Learning to Read a Map
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Use the following guidelines to help you analyze maps. • Determine the general geographic location of the area the map represents. Sometimes a map includes a relative location feature showing a larger geographic area. • Locate the compass rose and confirm the map’s positioning in relation to the cardinal directions. • Find the scale bar and determine the relationship between measurements on the map and actual distance.
• Identify landmasses and bodies of water. Note cities, capitals, and boundary lines shown on the map. Read all labels carefully. • Read the map key to understand the meaning of the symbols, shaded areas, and colors on the map. • Locate lines of latitude and longitude on the map.
★ Practicing the Skill Read the text. Then study the map at the right and complete the activity that follows.
The Growth of Transportation In the early 1800s, innovations in travel on land and on water led to social and economic changes in the United States. Several developments contributed to the growth of transportation. In 1807, Robert Fulton and Robert R. Livingston achieved record travel times with their improved version of the steamboat. This caused people to turn to river travel as a fast and inexpensive mode of transportation. Numerous canals were built, stimulating trade and economic growth. After years of dangerous
construction, the Erie Canal was completed in 1825. It was the nation’s longest canal. Transportation by land improved as well. The federal government built the National Road, a major east-west highway. Private companies built miles of toll roads connecting Eastern cities. Other roads stretching westward were also built. At the same time, railroads developed. In 1830, Peter Cooper completed the steam locomotive, which later carried the nation’s first train passengers. Railroads made transportation less expensive and opened new markets for goods.
Standardized Test Practice
9
Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: Study the map and answer the following questions.
0
Roads Erie Canal Other canals
200 kilometers Disputed
0
200 miles
Albers Equal-Area projection
n
ron Hu
N.Y.
io ntar
Mass.
Detroit
Ind.
Portland Boston
eE Lak
Buffalo ri e
R.I. Conn.
Pa.
New York City
N.J.
Pittsburgh
Ill.
N.H.
L. O
Mich.
Chicago
2. What is the approximate distance in miles between Detroit and Chicago?
Vt.
ke
Green Bay
Maine
CANADA
La
Wisc. Terr.
Lake Michiga
1. What information is shown on the map?
The Transportation Revolution, 1810–1840
Ohio
Md.
E
Del. Washington, D.C.
St. Louis
Mo.
Richmond
Va.
Ky.
N
Philadelphia
Norfolk
W S
ATLANTIC OCEAN
N.C.
3. What are three cities on the map that have both canals and roads?
4. What form of transportation is mentioned in the text that is not represented on the map?
Answer the following questions based on the map above. 1
According to the map, which of the following states had no canals in 1810–1840? A Michigan
Which part of the United States shown on the map has the most roads and canals combined? F
the Western states
B
Indiana
G the Southern states
C
Pennsylvania
H the Northeastern states
D Virginia
10
2
Standardized Test Practice
J
the Northwestern states
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Standardized Test Practice
Name __________________________________ Date ____________________ Class ____________
Standardized Test Practice
A
CTIVITY 6 Determining Cause and Effect
Social Studies Objective: The student will analyze information by identifying cause-and-effect relationships.
Any condition or event that makes something happen is known as a cause. What happens as a result is an effect. Cause-and-effect relationships explain why things happen and how actions produce other actions. Cause-and-effect relationships can be simple or complex. Sometimes several different causes produce a single effect. At other times, one cause can produce several effects.
★ Learning to Determine Cause and Effect Use the following guidelines to help you in determining cause and effect.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
• Select an event. • Compare the situation at the time of the event with conditions before it happened (causes) and after it happened (effects). • Look for vocabulary clues to help decide whether one event caused another. Words or phrases such as brought about, produced,
resulted in, when, and therefore indicate cause-and-effect relationships. • Describe the causes and effects of the event. • Look for other relationships between the events. Check for other, more complex, connections beyond the immediate cause and effect.
★ Practicing the Skill Read the selection below and complete the activity that follows.
The Indian Removal Act of 1830 While the United States had expanded westward by the 1830s, large numbers of Native Americans still lived in the eastern part of the country. In Georgia, Alabama, Mississippi, and Florida, the Cherokee, Creek, Choctaw, Chickasaw, and Seminole held valuable land. Many white Americans wanted to obtain this land for themselves. Because the area west of the Mississippi River was dry and seemed unsuitable for farming, few white Americans lived there. Many settlers wanted the United States government to relocate Native Americans living in the Southeast, and to force them to leave their lands and move west of the Mississippi River. President Andrew Jackson, a man of the frontier himself, supported the settlers’ demands for Native American land.
Congress responded by passing the Indian Removal Act of 1830. The law allowed the federal government to pay Native Americans to move west. Jackson then sent federal officials to negotiate treaties with Native Americans of the Southeast. Most accepted payment for their lands and agreed to move. In 1834 Congress created the Indian Territory, an area in present-day Oklahoma, for Native Americans of the Southeast. The Cherokee Nation, however, refused to give up its land. In 1835 the federal government persuaded a few Cherokee to sign a treaty giving up their people’s land. Yet most of the 17,000 Cherokee refused to honor the treaty and stayed on their land. In 1838 President Martin Van Buren ordered General Winfield Scott to use troops to remove the Cherokee from their homes and move them west. Standardized Test Practice
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Name __________________________________ Date ____________________ Class ____________
The Cherokee knew that fighting would only lead to their destruction. Filled with sadness and anger, their leaders gave in, and the long march to the west began. One Kentuckian wrote of seeing hundreds of Cherokee marching by: “Even [the] aged . . . nearly ready to drop in the grave, were traveling with heavy burdens attached to their
backs, sometimes on frozen ground and sometimes on muddy streets with no covering for their feet.” Brutal weather along the way claimed thousands of Cherokee lives. The forced journey west became known to the Cherokee as the “Trail Where They Cried.” Historians call it “The Trail of Tears.”
DIRECTIONS: When studying complex historical events such as the Indian Removal Act and the Trail of Tears, a graphic organizer can help in understanding multiple causes and effects. Fill in the graphic organizer below with information you just read about the causes and effects of removing Native Americans and the Trail of Tears. The first one is done for you.
Causes • American settlers moving westward in the 1830s
Effect (Cause)
Effects • Congress passed Indian Removal Act in 1830.
Native
American removal policy of 1830s
After reading the selection above about the removal of Native Americans in the 1830s, answer the following questions. 1
Which of the following was a major cause of removing Native Americans and the Trail of Tears in the 1830s? A Native Americans running out of buffalo to hunt on their original land B C
white Americans’ desire for Native American lands in the Southeast a Supreme Court decision giving Native Americans land in Oklahoma
D fertile land west of the Mississippi River
2
Which of the following was a major effect of removing Native Americans and the Trail of Tears in the 1830s? F
G Native Americans were able to hold onto their lands in the Southeast. H The Supreme Court enforced its decision in favor of Native Americans. J
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Thousands of Native Americans died on the march west to Indian Territory.
Presidents Jackson and Van Buren supported the claims of Native Americans.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Standardized Test Practice
Name __________________________________ Date ____________________ Class ____________
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CTIVITY 7 Reading a Special Purpose Map
Social Studies Objective: The student will learn to understand and interpret information on a special purpose map.
Special purpose maps, sometimes called thematic maps, focus on a topic. Their purpose is to relay specific information about that topic in the map. When reading a special purpose map, there are several features you should keep in mind.
★ Learning to Read a Special Purpose Map Use the following guidelines to help you analyze special purpose maps. • Refer to the map key to see what symbols in the map represent. There may also be shaded areas and colors used to designate different areas of the map. • Consider the “big picture” of the map. What is the information on the map telling you?
★ Practicing the Skill Study the map at the right and complete the activity that follows. The Texas War for Independence, 1835–1836
DIRECTIONS:
U N I TED STATES Ark.
Red R.
Br az
os
R.
REPU BL I C O F TEX A S d lora
i co ex M
Co
by
o
Alamo, March 6, 1836 Bexar, Dec. 10, 1835 836
es R. ec Nu URREA 18
Bou ar nd
Rio
im
36
cla
y
MEXICO
U HO
ed Gr by T an exas de
San Jacinto April 21, 1836
N 1836 STO
Gonzales, Oct. 2, 1835
Goliad, March 20, 1836
La.
Washington-onthe-Brazos
R.
San Antonio
SANT A AN NA 1
1. According to the map, who won the battle that took place at Goliad?
Unorganized Terr.
ed im cla
Study the special purpose map showing Mexican and Texan troop movements and victories during the Texas War for Independence. Then answer the following questions.
ry da un Bo
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
• Read the title of the map. It will tell you its topic and purpose, and it may contain relevant dates. • Identify the geographic location of the map. Note bodies of water, major cities, and boundary lines. Read all labels carefully.
Brazoria
Refugio, March 14, 1836
Mexican forces Mexican victory Texan forces Texan victory Austin’s colony Disputed territory
28°N
San Patricio Feb. 27, 1836
N E
W S
0
Gulf of Mexico
0 26°N
200 kilometers 200 miles
Albers Equal-Area projection
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Name __________________________________ Date ____________________ Class ____________
2. What two U.S. states bordering the Republic of Texas are shown on the map?
3. When did the battle of Refugio take place?
4. What major battle occurred inside Austin’s colony?
Standardized Test Practice Answer the following questions based on the map on the previous page. 1
According to the map, what is located directly north of the Republic of Texas? A Louisiana B
unorganized territory
C
disputed territory
D Mexico
2
According to the map, where did the first Mexican victory in the Texas War for Independence take place? F
Refugio
G Alamo H Bexar J
San Patricio Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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Name __________________________________ Date ____________________ Class ____________
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CTIVITY 8 Detecting Bias
Social Studies Objective: The student will identify bias in written, oral, and visual material.
A viewpoint or set opinion that a person brings to a subject is called a bias. People have
preconceived feelings, opinions, and attitudes that affect their judgment on many topics. For this reason, ideas presented as facts may actually be opinions. Detecting bias enables us to evaluate the accuracy of information.
★ Learning to Detect Bias Use the following guidelines to help you detect bias.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
• Identify the writer’s or speaker’s purpose. • Find emotionally charged visuals or words, such as hate, terrorize, and cheat. • Look for generalizations such as always, never, nobody, and everybody.
• Examine the writing for imbalances—leaning only to one viewpoint and failing to provide equal coverage for other possible viewpoints. • Watch for opinions stated as facts. • Analyze the material to see if it presents equal coverage of differing views.
★ Practicing the Skill Read the selection below and complete the activity that follows.
The Debate Over Slavery The Missouri Compromise (1820) brought only a temporary lull in the controversy over slavery. As the United States expanded westward, the issue of whether to allow slavery in the territories continued to reappear. In the 1840s, the debate over slavery once again heated up. Texas, which won its independence from Mexico in 1836, and the territories of New Mexico and California became the focus of disagreement between pro-slavery and antislavery forces. Many Southerners hoped to see Texas, where slavery already existed, join the Union as a slave state. This would give pro-slavery advocates more votes in Congress. The annexation of Texas became a major issue in the election of 1844. James Polk, a Democrat from Tennessee, favored annexing
Texas. He won the election, and Texas became a state in 1845. The discovery of gold in California quickly led to that territory’s application for statehood. A decision had to be made about whether California would enter the Union as a free state or a slave state.
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Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: Usually, factual statements answer the who? what? when? and where? questions. Statements of bias, on the other hand, reflect emotion or opinion. Read the following two statements made during the 1830s and 1840s about slavery. Then, on the lines below, list words or phrases from the comments that you think reflect bias. Explain your choices. John C. Calhoun, while serving as Secretary of State, 1844:
Angelina Grimké, abolitionist, from an address to the National Anti-Slavery Convention, 1838:
“On the other hand, the census and other authentic sources of information establish the fact, that the condition of the African race throughout all the States where the ancient relation [i.e., slavery] between the two has been retained, enjoys a degree of health and comfort which may well compare with that of any laboring population in any country in Christendom; and, it may be added, that in no other condition, or in any other age of country, has the negro race ever attained so high an elevation in moral, intelligence, and civilization.”
“As a Southerner, I feel that it is my duty to stand up here to-night and bear testimony against slavery. I have seen it! I have seen it! I know it has horrors that can never be described. I was brought up under its wing. I witnessed for many years its demoralizing influences and its destructiveness to human happiness. I have never seen a happy slave. I have seen him dance in his chains, it is true, but he was not happy. There is a wide difference between happiness and mirth [high spirits]. Man can not enjoy happiness while his manhood is destroyed.”
Source: Charles M. Dollar and Gary W. Reichard, American Issues, A Documentary Reader (New York: Glencoe/McGrawHill, 1994).
Source: Diane Ravitch, ed., The American Reader, Words That Moved a Nation (New York: HarperCollins, 1990).
Answer the following questions based on the above comments about slavery. 1
With which of the following statements would John C. Calhoun have agreed? A Africans in America enjoyed a high standard of living compared to laborers of other nations.
According to Angelina Grimké, what effect did slavery have upon Africans in America? F
Africans in America received economic benefits from slavery.
B
Africans in America lived in very poor conditions.
G Slavery had a destructive effect on Africans in America.
C
Northern wage laborers enjoyed a higher standard of living than enslaved Africans in America.
H Slavery made Africans in America happy.
D Africans in America wanted to remain in slavery. 16
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J
Enslaved Africans in America were better educated than whites.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Standardized Test Practice
Name __________________________________ Date ____________________ Class ____________
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CTIVITY 9 Making Generalizations
Social Studies Objective: The student will analyze information by making generalizations.
A generalization is a broad statement drawn from a group of facts about a topic. A
generalization must be supported by evidence that is logical and factual. Learning to make generalizations will help you develop conclusions and identify trends.
★ Learning to Make Generalizations Use the following guidelines to help you make generalizations. • Gather information about the topic. • Identify relationships among the facts.
• Make a generalization that states a relationship and is consistent with most of the supporting facts.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
★ Practicing the Skill Read the selection below and complete the activity that follows.
The Civil War: Comparing North and South When the war began, both sides had advantages and disadvantages. How they used those strengths and weaknesses helped to determine the war’s outcome. The North enjoyed the advantages of a larger population to support the war effort, more industry, and more abundant resources than the South. The North also benefited from a better banking system that helped finance the war, a larger navy which was used to blockade Southern ports, and a more extensive and efficient railway network. Disadvantages faced by the North included the need to invade the South and maneuver among a hostile population, a difficult task for any military force. Furthermore, public opinion in the North was divided over the war, and
support for the war effort remained shaky until very near the end. One of the main advantages the South had was the strong support its white population gave the war. They also had the advantage of fighting on familiar territory—defending their land, their homes, and their way of life. At least at first, Southern military leadership was superior to the North’s. The South had a large pool of welltrained officers. The South faced material disadvantages. It had a smaller population and possessed fewer factories. Moreover, with less than half the miles of railroad track and fewer trains, the Confederate government had difficulty supplying its troops.
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Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: Generalizations are made from individual, supporting facts. Study the chart below. Using information from the selection and the chart, complete the Venn diagram on the following page. In one circle, list the characteristics of the North. In the other circle, list the characteristics of the South. In the area of the diagram where the two circles overlap, list the characteristics both sides share. Label each circle.
The South
Aims
bring Southern states back into the Union; ending slavery not a major aim at first, but this changed as war continued
win recognition as an independent nation
Strategies
blockade (close) Southern ports to prevent supplies from reaching South and to prevent South from earning money by exporting cotton
defend homeland, hold as much territory as possible
gain control of the Mississippi River to cut Southern supply lines and split Confederacy; also capture other key rivers to split Confederacy and gain river routes
get Britain and France, which imported large amounts of Southern cotton, to pressure North to end war and recognize Confederate independence
capture New Orleans and Richmond, the Southern capital
take offensive during battle, move troops northward, to persuade North that it could not win war
recruiting civilian volunteers as soldiers proved insufficient; military draft in 1863 led to riots
smaller population made it hard to replace depleted troops; military draft with certain exceptions introduced in 1862
preventing Britain and France from recognizing the Confederacy and interfering in the war
food and supply shortages led to riots and soldiers deserting to return home to help their families
ending slavery without losing loyalty of border states
collapsed transportation system, depleted economy
Challenges
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
The North
DIRECTIONS: After creating the Venn diagram, consider what conclusions you might draw from it.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Formulate generalizations about both sides. Write your generalizations below.
Standardized Test Practice Answer the following questions based on the reading, chart, and diagram. 1
Which of the following characteristics did both the North and the South share in the Civil War? A Both sides enjoyed strong public support. B
Both sides had similar aims in the war.
C
Both sides needed to institute a draft to replenish troops.
D Both sides had enough resources to maintain their troops.
2
What generalization can you make about the strategy of the North? F
The North was united on political issues, including slavery.
G Northern strategy involved dividing and weakening the Confederacy. H The North’s military strategy relied upon the support of the British to supply goods. J
Northern strategies to cut off supply lines to the South were not effective.
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Name __________________________________ Date ____________________ Class ____________
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CTIVITY 10 Identifying the Main Idea
Social Studies Objective: The student will analyze information by identifying the main idea.
The question, “What is this writing about?” is answered in the main idea. Every section in
the textbooks you read has a main idea. Sometimes titles and headings reveal it. Individual paragraphs are built around a main idea. The rest of the sentences explain, give details about, or support the idea. The main idea is often stated in the topic sentence that can be at the beginning, in the middle, or at the end of the paragraph. Sometimes the topic is implied rather than stated.
★ Learning to Identify the Main Idea Use the following guidelines to help you identify the main idea. • Read the selection carefully. • Look for the main idea and jot it down in your own words. • Look for the same main idea in a topic sentence. Remember that the topic may be implied.
• Read the selection to see whether other sentences support the main idea.
Read the selection below and complete the activity that follows.
The Reconstruction Debate The end of the Civil War raised many difficult questions. For example, should the slaveholding Southerners be punished or forgiven? What rights should be given to the freed African Americans? How could the wartorn nation be brought back together? The Civil War left the South with enormous problems. Most of the major fighting had taken place in the South. Towns and cities were in ruins, mills and crops burned, and bridges and railroads destroyed.
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Standardized Test Practice
More than 250,000 Confederate soldiers died in the war, and illness and wounds weakened many more. Many Southern families faced the task of rebuilding their lives with few resources and without the help of adult males. People in all parts of the nation agreed that the devastated Southern economy and society needed to be rebuilt. They disagreed bitterly, however, over how to accomplish this. This period of rebuilding is called Reconstruction. Reconstruction also refers to the various plans for accomplishing the rebuilding.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
★ Practicing the Skill
Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: In searching for the main idea in a reading, you need to distinguish the topic sentence from other sentences. Using information from the selection on the previous page, fill in the spaces below. 1. Topic sentence:
• Detail sentence:
• Detail sentence:
• Detail sentence:
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2. Concluding sentence(s):
Standardized Test Practice Answer the following questions based on the reading on the previous page. 1
Which of the following sentences best states the main idea of the reading? A The Southern economy was strong following the Civil War. B
Reconstruction was a period of Southern prosperity.
C
The South was nearly destroyed by the Civil War and had many problems to solve when the war ended.
D There was general agreement throughout the United States as to how Reconstruction should be accomplished.
2
Which sentence below best represents a conclusion that can be drawn from this reading? F
Reconstruction of the South following the Civil War was an extremely difficult and controversial political issue.
G Both the Republicans and the Democrats were in agreement as to how Reconstruction should be accomplished. H After the Civil War, Southerners had a relatively easy time rebuilding their economy. J
Rebuilding the South after the Civil War was made easier by the excellent transportation and communication systems that remained. Standardized Test Practice
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Name __________________________________ Date ____________________ Class ____________
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CTIVITY 11 Formulating Questions
Social Studies Objective: The student will formulate questions to learn more about a particular topic.
Formulating questions while you are reading can help you become a more effective reader. One good way to formulate questions is to ask how, who, what, why, when, or where. Often, you will find answers to your questions as you continue reading the text. In cases where your questions are not answered, you can search for answers in other sources, such as the Internet or an encyclopedia. Formulating and answering questions can also help you to confirm or disprove conclusions you draw about information in the text.
★ Learning to Formulate Questions Use the following guidelines to help you formulate questions. • • • • •
Determine why the author wrote the passage. Draw conclusions about information from the text. Formulate questions about information that might support your conclusions. Answer the questions using information from the text or other sources. Confirm or disprove your conclusions based on answers to your questions.
Read the selection below and complete the activity that follows.
The Ghost Dance and Wounded Knee In the late 1800s, a religious revival called the Ghost Dance swept the American West––one that promised to allow Native Americans to go back to the life they knew before the arrival of the white man. Wovoka, a Paiute holy man who led the revival, claimed that the earth and Native Americans would soon die and then come alive again in a pure state. The Native Americans, including the dead, would live an existence free from suffering, while the white settlers would disappear from the earth and Native Americans would then inherit it. To earn this new world, Wovoka stressed that Native Americans had to live harmoniously and honestly, never hurting others. Avoiding the ways of the white man was imperative, especially drinking alcohol. Instead,
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Native Americans should participate in prayers, chanting, meditation, and, most importantly, the Ghost Dance. The Ghost Dance, it was believed, would accelerate the arrival of this new world. The phenomenon alarmed white officials, who viewed the Ghost Dance as a possible uprising. In December 1890, the dance was banned on Lakota reservations. When the rites continued, troops were called in to the Pine Ridge reservation. White officials ordered the arrests of Native American leaders. One of these leaders was Big Foot, an enthusiastic believer in the Ghost Dance. After another Sioux leader, Sitting Bull, was killed by police, Big Foot led his followers south toward Pine Ridge, hoping for the protection of Red Cloud, a leader who had
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
★ Practicing the Skill
Name __________________________________ Date ____________________ Class ____________
attempted to make peace with the whites. Major Samuel M. Whitside was ordered to arrest Big Foot and take him to an encampment at Wounded Knee Creek. He intercepted Big Foot’s band near Porcupine Creek and took the entire band back to Wounded Knee. There the band was allowed to rest for the night. The next morning, Colonel James Forsyth, who had taken over command the night before, had his troops begin the process of disarming the
Indians. A young man named Black Coyote held his rifle over his head and shouted he would not give up his expensive rifle unless he was compensated for it. By some accounts, Black Coyote was deaf, and therefore may not have heard the shouts of the cavalry to lay down his weapon. He was grabbed from behind and spun around. A shot was heard, its source not clear, but it began the killing. Soon some 200 Lakota were dead, including many women and children.
DIRECTIONS: Read the selection again, and formulate a question for which you would like to know the answer. Write the question in the space provided. If the text contains the answer, write it in the space provided. Then write a logical conclusion about the information based on your question and answer. Write down resources where you might further research the answer to your question. 1. Question:
Answer:
2. Conclusion:
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3. Resources:
Standardized Test Practice Answer the following questions based on the reading on the previous pages. 1 Which of the following questions can be answered using information in the passage above? A Who influenced Wovoka’s early life and development? B How did Wovoka spread his message of the Ghost Dance? C What religious revival did Wovoka lead? D How old was Wovoka when he began to spread word of the Ghost Dance?
2 Which of the following questions would require further research in order to be answered? F Who was ordered to arrest Big Foot? G What events followed the attack at Wounded Knee? H From whom did Big Foot seek protection? J How did white officials view the Ghost Dance?
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Name __________________________________ Date ____________________ Class ____________
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CTIVITY 12 Interpreting Political Cartoons
Social Studies Objective: The student will interpret social and political messages of cartoons.
Expressions of opinion are often presented visually in the form of political cartoons. Using caricature and symbols, political cartoons help readers see relationships and draw conclusions about personalities and events.
★ Learning to Interpret Political Cartoons Use the following guidelines to help you interpret political cartoons. • Determine the main theme or subject of the cartoon. • Find out what the cartoon’s caricatures and symbols represent. • Identify the issues that are addressed.
• Clarify the relationships among the cartoon’s figures and symbols. • Draw conclusions about the cartoonist’s point of view.
★ Practicing the Skill The Growth of Big Business After the Civil War With the economy growing after the Civil War, many railroads and other businesses looked for ways to expand. To do so they needed to raise capital, or money. They needed capital to buy raw materials and equipment, to pay workers, and to cover shipping and advertising costs. One way a business could raise capital (money for investment) was by becoming a corporation—a company that sells shares, or stock, of its business to the public. The people who invested in the corporation by buying stock were its shareholders, or partial owners. In good times, shareholders earned dividends—cash payments from the corporation’s profits— on the stock they owned. If the company prospered, its stock rose in value, and the shareholders could sell it for a profit. If the company failed, however, the shareholders lost their investment. Hundreds of thousands of people shared in corporate profits by buying and 24
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selling stocks in special markets known as stock exchanges. In 1870 John D. Rockefeller organized the Standard Oil Company of Ohio and set out to dominate the oil industry. He acquired most of the oil refineries in Cleveland and other cities. One method Rockefeller used to build his empire was horizontal integration—the combining of competing firms into one corporation. The corporation also practiced vertical integration— producing its own tank cars, pipelines, and even its own wooden barrels, which were made from forests owned by Standard Oil. Standard Oil grew in wealth and power, becoming the most famous corporate empire of the day. To strengthen Standard Oil’s position in the oil industry, Rockefeller lowered his prices long enough to drive his competitors out of business. In addition, he pressured customers not to deal with rival oil companies, and he persuaded the railroads to grant him rebates in exchange for his business.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Read the paragraphs below and complete the activity that follows.
Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: For special effect, cartoonists often exaggerate a person’s or an object’s appearance. These representations can be positive or negative, depending on the cartoonist’s point of view. Study the political cartoon and answer the following questions. 1. What is the theme of the cartoon?
2. What do the cartoon’s figures and symbols represent?
3. What is the cartoonist’s interpretation of the Standard Oil Company?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4. Is the cartoonist supporting or opposing the growth of large corporations like Standard Oil in the American economy after the Civil War? Explain.
Standardized Test Practice Answer the following questions based on the reading and the cartoon. 1
What do the tentacles wrapping around the buildings in the cartoon suggest? A Standard Oil was purchasing too much real estate. B C
Standard Oil had too much influence over government officials. Standard Oil favored an overthrow of the government.
D Standard Oil wanted increased government regulation of the oil industry.
2
Which of the following is the most accurate statement about the cartoonist’s message? F
Large corporations like Standard Oil are good for the American economy.
G Large corporations like Standard Oil deserve more support from the government. H Large corporations like Standard Oil have too much power over the economy. J
Suppliers are charging too much to large corporations like Standard Oil.
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Name __________________________________ Date ____________________ Class ____________
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CTIVITY 13 Analyzing Information
Social Studies Objective: The student will analyze social studies information.
Analyzing information involves critically assessing what the author is trying to get across. To
analyze information, it is often helpful to break down the information into meaningful parts so that it can be understood. The ability to analyze information helps you form your own opinions on a topic.
★ Learning to Analyze Information Use the following guidelines to help you in analyzing information. • Identify the topic that is being discussed. • Examine how the information is organized and study it for a thorough understanding. • Determine the main points and consider what the author is trying to communicate globally.
• Summarize the information in your own words. • Form an opinion of your own based on your understanding and knowledge of the topic.
Read the selection and study the table below. Complete the activity that follows.
Changing Immigration Patterns
Immigration to the United States, 1880–1919
In the mid-1880s, patterns of immigration to 1880– 1890 – 1900 – 1910 – 1899 1909 1919 1889 the United States started to change. Large groups 49.4% 21.6% 17.5% Northwestern Europe 72.3% of “new” immigrants arrived from eastern and southern Europe. Greeks, Russians, Hungarians, Eastern Europe 3.6% 13.0% 19.8% 18.5% Italians, Turks, and Poles were among the Central Europe 6.8% 17.4% 24.8% 18.6% newcomers. At the same time, the number of Southern Europe 5.2% 17.5% 26.4% 24.6% “old” immigrants started to decrease. By 1907 only about 20 percent of the immigrants came 1.1% 3.4% 16.9% Americas 9.9% from northern and western Europe. 1.5% 2.9% 3.2% Asia 1.3% Many of the newcomers from southern and Source: Dollar and Reichard, American Issues (Glencoe, 1994). eastern Europe were Catholics and Jews. Few spoke English. Because of this, they did not blend into American society as easily as the “old” immigrants had. Many felt like outsiders, and they clustered together in urban neighborhoods made up of people of the same nationality. After 1900 immigration from Mexico also increased. In addition, many people came to the United States from China and Japan. They, too, brought unfamiliar languages and religious beliefs and had difficulty blending into American society.
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Standardized Test Practice
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
★ Practicing the Skill
Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: Study the information on the previous page and the primary source below. Then answer the following questions.
Memoir Reflecting on Arrival at Ellis Island “A group of Slovenian immigrants, of which the writer was one, arrived in New York from . . . Austria. . . . It was a beautiful morning in May 1906. After leaving the French ship LA TOURAINE, we were transported to Ellis Island for landing and inspection. There we were ‘sorted out’ as to the country we came from and placed in a ‘stall’ with the letter ‘A’ above us. (‘A’ was for Austria.) There were at least a hundred Slovenian immigrants. We separated ourselves, as was the custom at home—men on the right and women and children on the left. All of us were waiting to leave for all parts of the United States. The day was warm and we were very thirsty. An English-speaking immigrant asked the near-by
guard where we could get a drink of water. The guard withdrew and returned shortly with a pail of water, which he set before the group of women. Some men stepped forward quickly to have a drink, but the guard pushed them back saying: ‘Ladies first!’ When the women learned what the guard had said, they were dumbfounded, for in Slovenia . . . women were always second to men. . . . Happy at the sudden turn of events, one elderly lady stepped forward, holding a dipper of water, and proposed this toast: ‘Zˇivijo Amerika, kjer so zˇenske prve!’ (Long live America, where women are first!)” —Marie Priesland, recalling her arrival in the United States.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
1. What is the topic of the text?
2. How is the topic presented? How is the text organized?
3. What is the author trying to get across to the readers?
4. Does the author make her point using mostly facts or opinions?
Standardized Test Practice
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Name __________________________________ Date ____________________ Class ____________
Standardized Test Practice Read the information and the primary source text on the previous pages. Write an essay stating your opinions on how immigration affected the development of the nation in the early 1900s. Suppose that your audience is a group of students who are unfamiliar with this part of American history. Before writing, think about what information your audience needs to know to understand your point of view. Make an informal outline for your essay in the space below. Write your essay on a seperate sheet of paper.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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Name __________________________________ Date ____________________ Class ____________
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CTIVITY 14 Analyzing Primary Sources
Social Studies Objective: The student will locate and use primary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information.
Original records of events made by eyewitnesses are known as primary sources. Primary sources include letters, journals, autobiographies, legal documents, drawings, photographs, maps, and other objects made at the time. Each primary source can give some kinds of information but does not necessarily give a complete picture of an event. For example, a letter from an immigrant might describe in detail the events of the difficult journey, but might not tell you how many people immigrated.
★ Learning to Analyze Primary Sources Use the following guidelines to help you analyze primary sources.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
• Determine the origin of the source (the source’s author) and when and where the source was written. • Analyze the data for the main idea or concept as well as supporting ideas.
• Learn what data is provided and what data is missing or needed for a full understanding of the concept. • Consider the author’s personal beliefs and attitudes.
★ Practicing the Skill Read the selection below and complete the activity that follows.
Imperialism The term imperialism means a strong country’s domination of the political and economic life of weaker countries. By the end of the 1800s, a handful of European countries, together with the United States, carried out policies of imperialism through which they controlled nearly the entire world. Not surprisingly, the era between 1800 and 1914 has come to be called the Age of Imperialism. The imperialism of the 1800s and early 1900s resulted in three key developments. First, nationalism prompted rival nations to build empires in their quests for power. Second, the Industrial Revolution created a tremendous demand for raw materials and new markets.
Finally, feelings of cultural and racial superiority inspired Americans and Europeans to impose their cultures on distant lands. Imperial powers built roads, railroads, ports, and urban centers in the overseas lands they acquired. They also set up schools, health clinics, and hospitals. However, many ruling nations took advantage of their colonies by exploiting natural resources without providing economic benefits for most of the native people. The relentless pursuit of colonies and foreign trade heightened international tensions during the late 1800s and early 1900s. In 1914 this growing rivalry contributed to the outbreak of World War I. Standardized Test Practice
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Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: Remember that primary sources include many different formats. The following primary sources deal with the concept of imperialism as it was practiced during the late 1800s and early 1900s. Study the sources and answer the questions that follow each one.
Primary Source A 1. What is the theme of this cartoon?
2. What nations do the characters represent?
3. Why is the British figure angry?
Primary Source B
Source: Theodore Roosevelt’s Inaugural Address, March 4, 1904
1. How does Roosevelt see the role of the United States in a world dominated by imperialism?
2. What kind of international relationships is Roosevelt suggesting?
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Much has been given to us, and much will rightfully be expected from us. We have duties to others and duties to ourselves, and we can shirk neither. We have become a great nation, forced by the fact of its greatness into relations with other nations of the earth, and we must behave as beseems a people with such responsibilities. Toward all other nations, large and small, our attitude must be one of cordial and sincere friendship. We must show not only in our words, but in our deeds, that we are earnestly desirous of their good will by acting toward them in a spirit of just and generous recognition of all their rights. But justice and generosity in a nation, as in an individual, count most when not shown by the weak but by the strong. While ever careful to refrain from wrongdoing others, we must be no less insistent that we are not wronged ourselves. . . . No weak nation that acts manfully and justly should ever have cause to fear us, and no strong power should ever be able to single us out as a subject for insolent aggression.
Name __________________________________ Date ____________________ Class ____________
Primary Source C We hold that the policy known as imperialism is hostile to liberty and tends toward militarism, an evil from which it has been our glory to be free. We regret that it has become necessary in the land of Washington and Lincoln to reaffirm that all men, of whatever race or color, are entitled to life, liberty and the pursuit of happiness. We maintain that governments derive their just powers from the consent of the governed. We insist that the subjugation of any people is “criminal aggression”. . . . Source: Platform of the American Anti-Imperialist League, October 17, 1899
Standardized Test Practice After studying the cartoon and the two excerpts, answer the following questions. 1
Which of the following statements most accurately describes the theme of the cartoon? A international cultural exchanges
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2
B
international cooperation
C
international rivalry for territory
3
Which of the following is the most likely position of the American AntiImperialist League? A support the annexation of the Philippines B
oppose the annexation of the Philippines
D international economic cooperation
C
support American entry into Spanish-American War
Which of the following statements best describes Roosevelt’s view?
D favor building a large navy
F
The United States should not get involved with other nations.
G The United States should use force to get what it wants in the world. H The United States should disarm its army, dismantle its navy, and rely strictly on diplomacy. J
The United States should treat other nations respectfully, but from a position of military strength.
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Name __________________________________ Date ____________________ Class ____________
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CTIVITY 15 Identifying the Main Idea
Social Studies Objective: The student will analyze information by identifying the main idea.
The question “What is this writing about?” is answered in the main idea. Every section in the
textbooks you read has a main idea. Sometimes titles and headings reveal it. Individual paragraphs are built around a main idea. The rest of the sentences explain, give details about, or support the idea. The main idea is often stated in the topic sentence, which can be at the beginning, in the middle, or at the end of the paragraph. Sometimes the topic is implied rather than stated.
★ Learning to Identify the Main Idea Use the following guidelines to help you identify the main idea. • Read the selection carefully. • Look for the main idea and jot it down in your own words. • Look for the same main idea in a topic sentence. Remember that the topic may be implied.
• Read the selection to see whether other sentences support the main idea.
Read the selection below and complete the activity that follows.
Progressive Reforms In the early 1900s, Progressives backed a number of reforms designed to increase the people’s direct control of the government. Wisconsin, for example, made changes in the political process to give voters more power and to limit the influence of political parties. The reform included a direct primary election, in which all party members could vote for a candidate to run in the general election. Progressives in other states passed more reforms. The initiative allowed citizens to place a measure or issue on the ballot in a state election. The referendum gave voters the opportunity to accept or reject measures that the state legislature enacted. The recall enabled voters to remove unsatisfactory elected officials from their jobs. Progressives also changed the way U.S. 32
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senators are elected. The Constitution had given state legislatures the responsibility for choosing senators, but party bosses and business interests often controlled the selection process. Progressives wanted to give the people an opportunity to vote for their senators directly. Support for this idea grew. In 1912 Congress passed the Seventeenth Amendment to the Constitution to provide for the direct election of senators. Progressive reforms changed the nature of American democracy by giving the people a greater voice and more real power in the political process. With these reforms, voters could select their representatives more directly; approve, reject, and introduce legislation; and call for a special election to remove an elected official from office.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
★ Practicing the Skill
Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: In searching for the main idea in a reading, you need to distinguish the topic sentence from other sentences. Using information from the selection on the previous page, fill in the spaces below. 1. Topic sentence:
• Detail sentence:
• Detail sentence:
• Detail sentence:
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2. Concluding sentence(s):
Standardized Test Practice Answer the following questions based on the reading on the previous page. 1
Which of the following statements best states the main idea of the reading? A Progressive reforms increased people’s direct control of the government. B Wisconsin gave voters more power in the political process than other states. C Progressives thought that people should be able to vote for their senators directly. D People had less control over the government after Progressive reforms were passed.
2
Which sentence below best represents a conclusion that can be drawn from this reading? Progressive reforms made people’s lives easier by allowing the government to take care of more issues. G Progressives backed increased participation of political parties and business interests in selecting government officials. H Progressives believed that by placing more power in the hands of the voters, the political process would be fairer and less corrupt. J Progressives’ most significant reform in the early 1900s was the recall. F
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Name __________________________________ Date ____________________ Class ____________
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CTIVITY 16 Evaluating Information
Social Studies Objective: The student will evaluate information in written, oral, and/or visual materials.
Information that aims to persuade people to accept a viewpoint may not be based on factual
evidence. By evaluating information, you critically assess the information and form a judgment about its accuracy and usefulness.
★ Learning to Evaluate Information Use the following guidelines to help you evaluate information. • Consider whether the information to be evaluated is written, oral, or visual. • Read the source for its content. • Identify the author’s opinions and biases. Look for emotion-filled words. • Consider the motives the author may have had in writing the document and the
author’s target audience. • Based on your evaluation, form a judgment on how accurate and trustworthy the information is. • Draw a conclusion as to the usefulness of the information.
★ Practicing the Skill Read the following selection, study the poster, and complete the activity that follows.
When Europe went to war in August 1914, most Americans believed that the war did not concern them. President Wilson agreed. He declared that the United States would be neutral in the war. Despite Wilson’s plea to remain neutral, Americans soon began to take sides. Both the Allies and the Central Powers wanted the United States to enter the war on their side. To gain the support of Americans, both sides in World War I used propaganda—information designed to influence public opinion. Allied propaganda emphasized the German invasion of neutral Belgium and included horror stories of German atrocities (brutal or cruel acts). It called the Germans “Huns” and pictured them as savage barbarians. The propaganda from the Central Powers was equally horrible but, because of British sympathies, the Allied propaganda was more effective in influencing Americans. After the United States entered the war, the American government also used propaganda. Propaganda became the tool by which business, labor, government, and American opinion would be molded to fight and win the war.
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
The Use of Propaganda in War Time
Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: Propaganda is a kind of information that should be evaluated critically. It appeals to people’s hopes, fears, and biases. Study the poster from World War I below. Answer the questions below that relate to propaganda in the war. 1. What information is given in the poster? What information is not provided?
2. What emotionally charged words, phrases and/or visual images do you find in the poster to the right?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3. On the lines below, briefly state how the information is used in the two posters.
Standardized Test Practice Based on the reading and the posters, answer the following questions. 1
The aim of the poster “Remember Belgium” on the previous page is to A encourage people to buy war bonds. B C
2
The aim of the poster “Blood or Bread” above is to F
encourage people to give blood to donate to hospitals.
encourage people to join the armed forces.
G encourage people to pay their taxes.
urge workers to increase industrial output during the war.
H encourage people to support the war effort by conserving resources.
D promote unity among the Allies.
J
encourage people to plant gardens to grow more food.
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Name __________________________________ Date ____________________ Class ____________
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CTIVITY 17 Drawing Conclusions
Social Studies Objective: The student will analyze information and draw conclusions.
When you draw a conclusion, you analyze and interpret facts and information to arrive at a conclusion, or a reasonable judgment that sums up the information. Drawing conclusions may often involve gathering information that is not mentioned in the text. You can use information you already know about a topic to help you draw conclusions.
★ Learning to Draw Conclusions Use the following guidelines to help you draw conclusions. • Read the selection carefully. • Identify the main ideas related to the topic. • Look for key information and data in the text, graphics, and any illustrations or photos.
• Carefully consider all points of view presented in the text. • Draw conclusions about the topic based on the information given. • Ask yourself whether your conclusions are based on information in the text.
Read the selection below and complete the activity that follows.
Economic Boom After World War I, the American economy experienced problems readjusting to peacetime. Millions of soldiers returned, entering the labor force and competing for jobs. Government orders for wartime goods came to a halt, forcing many companies to lay off workers. Other companies went bankrupt. Prices rose, making it hard for workers to make ends meet. This economic downturn, or recession, lasted about two years. Then the economy began a steady growth that lasted most of the decade. In 1922 the nation’s gross national product (GNP)—the total value of all the goods and services produced—was $70 billion. By 1929 it had risen to $100 billion. Technology made rapid growth possible, and electricity powered American industry. Before
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World War I, only about 30 percent of American factories were run by electricity. By 1929 this figure had risen to 70 percent. Electricity was cheaper than steam power. By cutting costs, businesses could lower prices and increase profits. American industry changed in another way as well. As electricity became more available, demand grew for appliances using electric power. By the 1920s, more than 60 percent of American households had electricity. Consumers eagerly acquired refrigerators, stoves, vacuum cleaners, fans, and radios. As demand for these items grew, more and more of them were produced, leading to reduced production costs and lower prices. Between 1920 and 1929, for example, the cost of a refrigerator dropped from $600 to $300.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
★ Practicing the Skill
Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: To draw conclusions from a text, first identify the main ideas. Then sum up the information you have identified. Using information from the selection on the previous page and the graph below, answer the following questions. 1. What are the main ideas in the selection? Auto Sales, 1920–1929
4,000 3,750 3,500 3,250 3,000 2,750 2,500 2,250 2,000 1,750
29
27
28
19
19
26
19
25
19
24
Source: Historical Statistics of the United States from Colonial Times to 1970.
19
23
19
22
19
19
19
21
1,500
20
2. What is the main idea of the graph?
4,250
19
Sales (in thousands of automobiles)
4,500
Year
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3. Based on the information in the selection and graph, what logical conclusion can you draw?
Standardized Test Practice Answer the following questions based on the reading on the previous page. 1
Which of the following conclusions is most logical based on information in the first paragraph of the selection? A The transition from a wartime economy to a peacetime economy was difficult. B Soldiers traumatized by war had problems concentrating on their new jobs at home. C Workers were expecting the economic boom to happen sooner than it did. D Consumer products improved the quality of life of the American public.
2
What conclusion can you draw about the daily lives of ordinary citizens in the 1920s? The prices of automobiles rose due to decreased consumer demand. G Americans did not understand the new advances in technology. H Americans preferred to save their earnings rather than spend them. F
J
Americans’ lives became easier because of the improvement in the economy and the affordability of consumer goods.
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Name __________________________________ Date ____________________ Class ____________
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CTIVITY 18 Analyzing Secondary Sources
Social Studies Objective: The student will analyze information in secondary sources.
A secondary source draws from primary sources to explain a topic. A secondary source may use other secondary sources to gather information, as well. Secondary sources are usually written by people who have not experienced the events they describe firsthand. In analyzing a secondary source, it is important to consider whether it gives a complete and accurate picture of the topic.
★ Learning to Analyze Secondary Sources Use the following guidelines to help you analyze secondary sources. • Read the selection carefully. Take notes on your reactions to the information. • Determine the structure and organization of the selection. • Identify the main ideas and topic sentences. • Consider the reliability of the primary and secondary sources the author has used.
• Read any footnotes, source lists, or acknowledgments. Consider any biases these sources may have. • Consider whether the author intends to present an argument and whether the argument is based on sound reasoning, logic, and evidence.
Read the selection below and complete the activity that follows.
The Dust Bowl When a drought struck the Great Plains in the 1930s, an ecological and economic disaster occurred. The soil on many of the over-plowed, uncultivated fields turned to dust. Once fertile, wheat fields became barren and desert-like, plagued by terrible dust storms. At times, the soil in some areas was dry to a depth of three feet. Though the entire nation suffered from the drought, which was one of the most severe the country had ever experienced, the area most severely affected was southeastern Colorado, southwest Kansas, northeastern New Mexico, and parts of Oklahoma and Texas. This region became known as the “Dust Bowl.” On Sunday, April 14, 1935, one of the biggest dust storms of the 1900s swept over the Great Plains of the United States. Huge black
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clouds of dust, more than 1,000 feet high, formed a wall miles wide. Birds flew frantically trying to escape suffocation from the roiling
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
★ Practicing the Skill
Name __________________________________ Date ____________________ Class ____________
storm. Motorists were stranded for hours along the highway, totally blinded by the impenetrable cloud, and fearful of being smothered. Dust from the “black blizzard” piled up on railroad lines, and it took snowplows several days to clear the
tracks. The day this dust storm hit became known as “Black Sunday.” The day after Black Sunday a reporter first used the expression “the Dust Bowl” to describe the devastated area.
DIRECTIONS: After reading the section, answer the following questions. 1. What is the topic sentence of the first paragraph of the text?
2. What is the topic sentence of the second paragraph of the text?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3. Based on the information in the text, what primary sources do you think the author may have used? How reliable do you think these sources are?
Standardized Test Practice Answer the following questions based on your lists and the reading. 1
Which of the following is a secondary source? A a photograph of a migrant family B
an excerpt from a textbook
C
the diary of a migrant worker
D a 1930s newspaper article about migration
2
Which of the following was most likely the author’s purpose for writing the selection above? F
to persuade the readers to donate money to help people affected by the dust storm
G to inform the readers about the Dust Bowl by providing details of the storm and its effects H to list the primary sources from which he obtained information J
to warn people about natural catastrophes in the Great Plains
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Name __________________________________ Date ____________________ Class ____________
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CTIVITY 19 Determining Cause and Effect
Social Studies Objective: The student will analyze information by identifying cause-and-effect relationships.
Any condition or event that makes something happen is known as a cause. What happens as a
result is an effect. Cause-and-effect relationships explain why things happen and how actions produce other actions. Cause-and-effect relationships can be simple or complex. Sometimes several different causes produce a single effect. At other times, one cause can produce several effects..
★ Learning to Determine Cause and Effect Use the following guidelines to help you in determining cause and effect. • Select an event or circumstance • Compare the situation at the time of the event with conditions before it happened (causes) and after it happened (effects). • Look for vocabulary clues to help decide whether one event caused another. Certain words or phrases may indicate cause-andeffect relationships.
• Describe the causes and effects of the event. • Look for other relationships between the events. Check for other, more complex connections beyond the immediate cause and effect. Remember that there may be several causes, several effects, or several of both.
Read the selection below and complete the activity that follows.
The New Deal On May 7, 1933, President Franklin D. Roosevelt addressed the nation in one of his fireside chats. During the radio show, he outlined the New Deal program. The goal of the program was to encourage the economic recovery of the nation, provide relief to needy American citizens, and bring about legislative reforms to ensure that an economic disaster of this magnitude did not happen again. Several new administrations were created under the New Deal. When Roosevelt took office, approximately one in every four workers was unemployed. To help the unemployed, the Federal Emergency Relief Administration (FERA) made federal funds available to state and local relief agencies. The Public Works Administration (PWA) aimed to reduce unemployment by creating more construction jobs through new government40
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funded projects. When both the FERA and PWA failed to reduce unemployment significantly, the federal government set up the Civil Works Administration (CWA). The CWA hired workers directly. Despite these New Deal programs, by 1940 about 8 million people were still without work. During the Depression people cut their spending to try to ensure they would have enough money to pay their mortgages. The Home Owners’ Loan Corporation (HOLC) gave low-interest loans to people who were struggling. It also offered loans with longer terms of repayment. HOLC did not help farm owners or the unemployed. The Agricultural Adjustment Administration (AAA) aimed to reduce the farm surplus. To do this, the AAA tried to raise farm prices by
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
★ Practicing the Skill
Name __________________________________ Date ____________________ Class ____________ limiting production. Though the program achieved its goal—lowering the farm surplus and increasing total farm income—it also caused
many poor tenant farmers to lose their jobs when production of their fields was limited.
DIRECTIONS: When studying complex historical situations such as the Great Depression, a graphic organizer can help you understand multiple causes and effects. Fill in the graphic organizer below with information from the text above. List causes and effects of the New Deal programs that were introduced. The first one has been done for you.
Effects
Causes
• FERA sends funds to state and local relief agencies. PWA and CWA created construction jobs.
• Unemployed needed assistance.
New Deal Programs
•
•
•
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
•
Standardized Test Practice After completing the activity, answer the following questions.
1
According to the text, which of the following was a cause of the creation of the Civil Works Administration? A corruption in state and local relief agencies B FERA and PWA’s failure to reduce unemployment significantly C President Roosevelt’s desire to create new construction projects
2
Which of the following is an undesirable effect brought about by the measures of the Agricultural Adjustment Administration? F reduction in farm production G higher tenant farmer unemployment H increased income for farmers J lower total farm surplus
D a increasing homelessness due to the economy
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Name __________________________________ Date ____________________ Class ____________
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CTIVITY 20 Interpreting Political Cartoons
Social Studies Objective: The student will interpret social and political messages of cartoons.
Expressions of opinions are often presented visually in the form of political cartoons. Using caricature and symbols, political cartoons help readers see relationships and draw conclusions about personalities and events.
★ Learning to Interpret Political Cartoons Use the following guidelines to help you interpret political cartoons. • Determine the main theme or subject of the cartoon. • Find out what the cartoon’s caricatures and symbols represent. • Identify the issues that are addressed.
• Clarify the relationships among the cartoon’s figures and symbols. • Draw conclusions about the cartoonist’s point of view.
★ Practicing the Skill Read the selection below and complete the activity that follows. Before the United States entered World War II, most Americans were in favor of isolationism. Americans were preoccupied with the Great Depression. Hitler and Mussolini did not seem to be of American concern. Some Americans believed that the United States had been pushed into war in 1917. They did not want that to happen again. Liberals believed that war would push the United States toward fascism. Conservatives argued that war could result in a move toward socialism. The America First Committee put pressure on the government and encouraged public support for nonintervention. It feared that aid would result in military involvement. President Roosevelt, however, was an internationalist. He believed in the benefits from trade and cooperation between nations. He felt that the United States should not stand by and witness horrors taking place in other countries. As the war continued, public support for U.S. involvement grew. When France fell under German control in 1940, Great Britain faced the 42
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Nazis practically alone. Without becoming directly involved in the war, Roosevelt helped the Allies through the destroyers-for-bases deal and the Lend-Lease Act. When the Japanese attacked Pearl Harbor on December 7, 1941, American isolationism virtually ended. The America First Committee broke up. The public could not deny the need to go to war. However, isolationism had left the nation unprepared for war. With a poorly trained and poorly equipped military, it would take nearly two years for the United States to build forces capable of large-scale operations. President Roosevelt was determined to prevent the United States from returning to isolationism. He promoted political harmony by creating the United Nations. He also aided international economic cooperation through the World Bank and the International Monetary Fund. By the autumn of 1945, American isolationism had ended. The United States had become a powerful world leader.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Isolationism
Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: Study the political cartoon and answer the following questions. Be sure to read the title and any labels carefully.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
1. What is the theme of the cartoon?
2. What do the cartoon’s figures and symbols represent?
3. Does the cartoonist express an opinion about whether or not the United States should intervene in the war?
4. What conclusions can you draw about the cartoonist’s viewpoint about American involvement in the war?
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Name __________________________________ Date ____________________ Class ____________
Standardized Test Practice Answer the following questions based on the cartoon on the previous page. 1
What does the kneeling position of the woman in the cartoon suggest? A She is pleading with the United States to not become involved in the war. B
Democracy is strong and will prevail.
C
The United States wants to help Britain and France defeat Germany.
D Countries depend upon one another to survive economically.
2
Which of the following is the most accurate statement about the cartoonist’s message? F
The United States must defend democracy by fighting in the war.
G Democracy is holding firm in other parts of the world. H The Allies will probably win the war without the need for U.S. intervention. J
In order to save democracy, the United States must not become involved in the war.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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Name __________________________________ Date ____________________ Class ____________
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CTIVITY 21 Evaluating Information
Social Studies Objective: The student will evaluate information to determine its usefulness.
Information that aims to persuade people to accept a viewpoint may not be based on factual evidence. By evaluating information, you critically assess the information and form a judgment about its accuracy and usefulness.
★ Learning to Evaluate Information Use the following guidelines to help you evaluate information.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
• Consider whether the information to be evaluated is written, oral, or visual. • Read the source for its content. • Identify the author’s opinions and biases. Look for emotion-filled words. • Consider the motives the author may have had in writing the document and the author’s target audience.
• Based on your evaluation, form a judgment on how accurate and trustworthy the information is. • Draw a conclusion as to the usefulness of the information.
★ Practicing the Skill Read the following selection and complete the activity that follows.
The Atomic Bomb By the spring of 1945, the Japanese faced certain defeat. Yet they continued to fight. Their refusal to surrender led the United States to use a powerful new weapon: the atomic bomb. In 1939 the German-born physicist Albert Einstein had sent a letter to President Roosevelt warning him that the Nazis might try to use the energy of the atom to build “extremely powerful bombs of a new type.” Wanting to develop such weapons first, Roosevelt created a top-secret operation, the Manhattan Project. After years of work, on July 16, 1945, scientists tested the atomic bomb in the New Mexico desert. Truman now had to decide whether to use the bomb against Japan. The Allies issued the
Potsdam Declaration, warning that if Japan did not surrender, it faced “prompt and utter destruction.” The Japanese leader did not surrender, and Truman ordered the use of the bomb. On August 6, 1945, an American B-29 bomber, the Enola Gay, dropped an atomic bomb on the Japanese city of Hiroshima. Three days later, a second bomb was dropped on the city of Nagasaki. The atomic bombs caused unimaginable destruction. The first bomb leveled Hiroshima and killed from 80,000 to 120,000 people instantly; the Nagasaki bomb killed between 35,000 and 74,000 people. Thousands more were injured, and many died later from radiation.
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Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: Often, a writer will try to persuade readers to accept a certain viewpoint. Read the following text and primary source. As you read, evaluate the information. Ask yourself if the reasoning is supported by sound factual information and if the passages appeal to the emotions and biases of the readers. Then answer the questions that follow. In July 1945, President Truman went to Potsdam, near Berlin, for a meeting with Winston Churchill and Josef Stalin. While the president was on his way back to the United States, an atomic bomb was dropped on Hiroshima, Japan. Three days later a second bomb was dropped on Nagasaki. On August 15, 1945, the Japanese surrendered. Many Americans have questioned the wisdom and morality of using the atomic bomb. In recent years, some historians have suggested that the real reason for dropping the atomic bomb was to show the Soviet Union that the United States had a trump card in any postwar dispute. In his memoirs, from which this excerpt is taken, President Truman offers his own explanation of his decision to use the atomic bomb.
“The historic message of the first explosion of an atomic bomb was flashed to me in a message from Secretary of War Stimson on the morning of July 16. The most secret and the most daring enterprise of the war had succeeded. We were now in possession of a weapon that would not only revolutionize war but could alter the course of history and civilizations.
“This was a formidable conception, and all of us realized fully that the fighting would be fierce and the losses heavy. General Marshall told me that it might cost half a million American lives to force the enemy’s surrender on his home grounds. “Let there be no mistake about it. I regarded the bomb as a military weapon and never had any doubt that it should be used. “In deciding to use this bomb I wanted to make sure that it would be used as a weapon of war in the manner prescribed by the laws of war. That meant that I wanted it dropped on a military target. I had told Stimson that the bomb should be dropped as nearly as possible upon a war production center of prime military importance.”
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
“The Army plan envisaged an amphibious landing in the fall of 1945 on the island of Kyushu, the southernmost of the Japanese home islands. The first landing would then be followed approximately four months later by a second great invasion, which would be carried out by our Eighth and Tenth Armies, followed by the First Army transferred from Europe, all of which would go ashore in the Kanto plains near Tokyo. In all, it had been estimated that it would require until the late fall of 1946 to bring Japan to her knees.
Name __________________________________ Date ____________________ Class ____________
1. What viewpoint does Truman want the reader to understand?
2. What factual information is presented in the passages? Do the sources of the factual information seem trustworthy?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3. Briefly explain how Truman presents his defense of his decision to use the atomic bomb and whether his defense is effective.
Standardized Test Practice After completing the activity, answer the following questions. 1
In recent years, some historians have suggested that Truman’s real reason for dropping the atomic bomb was A to save the thousands of Japanese lives that would be lost during an invasion. B
to save the enormous amount of money that would be required to mount a full-scale invasion of Japan.
C
to show the Soviet Union that the United States had the atomic bomb in case of any disputes after the war.
2
Truman said that he chose to drop the atomic bomb on Japan because F
the Soviet Union was about to invade Japan.
G the Soviet Union would soon have an atomic bomb of its own. H the Japanese could never be defeated with conventional forces. J
too many American lives would be lost in an invasion of Japan.
D to keep the Japanese from developing the atomic bomb.
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Name __________________________________ Date ____________________ Class ____________
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A
CTIVITY 22 Sequencing Events
Social Studies Objective: The student will organize and analyze information by sequencing events.
To show the sequence, or order, in which events occur, authors use such words as first, next, then, later, before, after, and at the same time. These words can act as signals and help you understand the sequence of events and their relationship to one another. Dates and times also show the sequence of events. Sequencing events will help you better understand the events and the context in which they occur.
★ Learning to Sequence Events Use the following guidelines to help you sequence events. • Consider the events in the order they happened. • Consider the context of the events. • Draw conclusions or inferences about the events and their context.
• Identify individual events. Look for key words signaling when they occurred. • Look for dates and times in the text. • Identify the relationships among events.
Read the following selection and complete the activity that follows.
The Cold War As the Allies moved toward victory in World War II, questions about the organization of the postwar world arose. In 1945, Soviet forces pushed back German armies and occupied much of Eastern and Central Europe. After the Soviets freed Poland from German rule in 1944, they created a pro-Communist government. From February 4 to February 11 of 1945, Allied leaders Franklin D. Roosevelt, Winston Churchill, and Josef Stalin met at the Soviet port of Yalta to discuss the postwar world. Roosevelt and Churchill feared Soviet control of Eastern Europe and the spread of communism. Stalin, on the other hand, wanted to keep a large area of land between the Soviet Union and its potential enemies in the West. Finally, the leaders reached 48
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an agreement on Poland. Stalin agreed to allow free elections in occupied Eastern Europe, and the leaders issued the Declaration of Liberated Europe. Germany presented a special problem. The Allies finally agreed to divide Germany into four zones until elections could be held to determine its future. The Soviet Union, the United States, Britain, and France would each control a zone. Roosevelt and Churchill felt encouraged about a peaceful postwar world. But their hopes went unfulfilled. The wartime alliance between the Western nations and the Soviet Union did not last. Just two weeks after the Yalta conference, the king of Romania appointed a Communist government.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
★ Practicing the Skill
Name __________________________________ Date ____________________ Class ____________
Then, contrary to Stalin’s promises at Yalta, the Soviets limited the number of non-Communist Poles in the Polish government. In addition, no moves were made to set up free elections. During March and early April of 1945, President Roosevelt accused Stalin of breaking the promises he had made at Yalta. Then, on April 12, 1945, President Roosevelt died. Harry Truman became president. A staunch anticommunist, Truman met with Soviet Foreign Minister Molotov a short time later. He demanded free elections be held in Poland and criticized Soviet behavior in Poland. In July 1945, President Truman met with
Stalin at the Potsdam Conference to try to work out a deal on Germany. The Soviets wanted Germany to pay reparations for the war, but Truman supported the recovery of Germany’s industry and economy. An agreement was finally reached, but the Soviets were unhappy with the deal. Tensions continued to escalate. Developments in Eastern Europe led to a distrust between the Soviet Union and Western nations. Ultimately, Europe split into two camps: the Soviet-controlled Communist governments of the East and the capitalist democracies. By 1946, the Cold War had begun.
DIRECTIONS: Study the events in the selection on the previous page. Identify any words or phrases that show the order in which the events occurred. Consider the relationships among the events, then answer the following questions.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
1. What happened shortly after the Yalta conference that angered President Roosevelt?
2. Which conference of the Allied leaders took place first?
3. What does the author attempt to describe through the sequence of events?
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49
Name __________________________________ Date ____________________ Class ____________
Standardized Test Practice Imagine that you are a reporter who was present at the Berlin Blockade and Airlift in 1948–1949. Use the information in the flowchart below to write a news story of two to three paragraphs. Use key words and dates to show the sequence of events. At Yalta the Allied leaders divided Germany into four occupation zones; the Soviet Union controlled the eastern part of the country; the United States, Britain, and France divided the western part. The German capital of Berlin, located deep within Soviet-controlled East Germany, was also divided among the four nations. On June 7, 1948, the United States, Britain, and France announced that they were uniting their zones to form a new West German republic. Each nation’s section of Berlin would be included in this republic as well, even though the city was within Soviet-held East Germany. On June 24, 1948, Stalin established a blockade of Berlin. Soviet troops rushed into position around the edge of West Berlin. All traffic into and out of West Berlin was stopped. Berlin and its two million citizens were cut off from vital supplies.
In May 1949, Stalin ended the Berlin blockade. Use the flowchart above to write an article describing the events around the Berlin blockade in sequential order. If you need more space, write your article on a separate sheet of paper. Who:
________________________________________________________________________________ ________________________________________________________________________________
When:
________________________________________________________________________________ ________________________________________________________________________________
Where
________________________________________________________________________________ ________________________________________________________________________________
Why:
________________________________________________________________________________ ________________________________________________________________________________
How:
________________________________________________________________________________ ________________________________________________________________________________
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
American and British cargo planes began flying food, fuel, and other supplies into West Berlin. The airlift continued day and night for 11 months, delivering more than 2 million tons of supplies to West Berlin.
Name __________________________________ Date ____________________ Class ____________
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A
CTIVITY 23 Interpreting Graphs
Social Studies Objective: The student will analyze information by interpreting graphs.
Drawings that present statistical data are known as graphs. Each kind of graph has certain
advantages in presenting numerical facts. Line graphs are best for showing how statistics change over time. Bar graphs are better for making statistical comparisons. Circle graphs show relationships among parts of a whole.
★ Learning to Interpret Graphs Use the following guidelines to help you interpret graphs. • Read the graph’s title. • Read data on the axes of bar graphs, follow the lines on a line graph, or read the labels for each segment in a circle graph.
• Analyze the data, make comparisons, and draw conclusions.
Study the bar graph below to discover changes in where Americans lived between 1901 and 1960, and then answer the questions. Many Americans moved to the suburbs during the 1950s. 1. Between 1951 and 1960, what percentage of population growth was in the central cities?
2. How did the percentage of suburban dwellers change from 1921 to 1960?
3. Which group experienced increases in percent of population growth every decade between 1901 and 1960?
Where Americans Lived, 1901–1960 Percent of population growth
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★ Practicing the Skill
70 60 50 40 30 20 10 0
1901–10 1911–20 1921–30 1931–40 1941–50 1951–60
Year Rural dwellers
Central city dwellers
Suburban dwellers
Source: Bureau of the Census.
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Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: Use the information in the bar graph on the previous page to make a line graph
PERCENT OF POPULATION GROWTH
below. On a line graph, numbers usually appear on the vertical axis, while time is usually shown on the horizontal axis. Lines on the graph show whether the trends go up or down over time. On your line graph, show changes in where people lived in the United States over time. Compare rural dwellers to central city dwellers to suburban dwellers by representing each group with a differently colored line. Then draw conclusions about the impact of these changes on American society.
Title: 70 60 50 40 30 20 10 0
1901–10
1911–20
1921–30
1931–40
1941–50
1951–60
YEAR
Analyze the bar graph on the previous page and answer the following questions. 1
In what period of years did suburban dwellers experience their highest percentage of population growth? A 1901–10
How did the percent of population growth for rural dwellers change from 1910 to 1960? F
decreased by about 20 percent
B
1921–30
G increased by about 50 percent
C
1941–50
H remained the same
D 1951–60
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2
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J
increased by about 50 percent
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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Name __________________________________ Date ____________________ Class ____________
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A
CTIVITY 24 Making Generalizations
Social Studies Objective: The student will analyze information by making generalizations.
A broad statement drawn from a group of facts about a topic is called a generalization. To be
valid, a generalization must be supported by evidence that is logical and factual. Learning to make generalizations will help you develop conclusions and identify trends. An example of a generalization is “Only tall people play basketball well.” Can this be supported by facts? If not, it is not a valid generalization.
★ Learning to Make Generalizations Use the following guidelines to help you make generalizations.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
• Collect facts about a topic. • Identify the relationships among the facts.
• Make a generalization that states a relationship and is consistent with most of the supporting facts.
★ Practicing the Skill Read the paragraphs below, and then complete the activity that follows.
The Great Society Soon after becoming president, Lyndon B. Johnson outlined a set of programs even more ambitious than John F. Kennedy’s New Frontier. He called his proposals the “Great Society.” In a speech he explained his vision of America: “In a land of great wealth, families must not live in hopeless poverty. In a land rich in harvest, children must not go hungry. . . . In a great land of learning and scholars, young people must be taught to read and write.”
Johnson had acquired great skills as a legislator during his 26 years of congressional experience. He used this skill to persuade Congress to launch programs that would make the Great Society real. In January 1964, President Johnson declared “an unconditional war on poverty in America.” The first part of his plan for a Great Society consisted of programs to help Americans who lived below the poverty line—the minimum income needed to survive.
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Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: Generalizations are made from individual, supporting facts. Study the chart below. Pay particular attention to who was helped and how money was spent. Complete the Venn diagram on the next page about the New Deal and the Great Society. In one circle list the characteristics of the New Deal; in the other circle, the characteristics of the Great Society. In the area of the diagram where the two circles overlap, list the characteristics shared by both programs. Label each circle.
New Deal/FDR
Project Head Start— provided preschool education for the children of poor families
Tennessee Valley Authority (TVA)— built dams to provide cheap electric power to seven southern states; set up schools and health centers
Upward Bound— helped prepare poor students for college
Federal Emergency Relief Administration (FERA)— gave relief to the unemployed and needy
Job Corps— offered job training to young people who wanted to work
Agricultural Adjustment Administration (AAA)— paid farmers not to grow certain crops
Volunteers in Service to America (VISTA)— domestic peace corps; put citizens to work in poor neighborhoods
National Recovery Administration (NRA)— helped devise standards for production, prices, and wages
Medicare— helped pay for medical care for senior citizens
Public Works Administration (PWA)— built ports, schools, and aircraft carriers
Medicaid— helped poor people pay their hospital bills
Federal Deposit Insurance Corporation (FDIC)— insured savings accounts in banks approved by the government
Department of Housing and Urban Development (HUD)— helped fund public housing projects
Rural Electrification Administration (REA)— loaned money to extend electricity to rural areas
Model Cities— provided money to help rebuild cities
Works Progress Administration (WPA)— employed men and women to build hospitals, schools, parks, and airports; employed artists, writers, and musicians
Elementary and Secondary Education Act— greatly increased spending for education
Social Security Act (SSA)— set up a system of pensions for the elderly, unemployed, and people with disabilities
Civil Rights Act of 1964— prohibited discrimination against African Americans in employment, voting, and public accommodations; banned discrimination by race, color, sex, religion, or national origin
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Civilian Conservation Corps (CCC)—provided jobs for young men to plant trees, build bridges and parks, and set up flood control projects
Farm Security Administration (FSA)— lent money to sharecroppers; set up camps for migrant workers
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Great Society/LBJ
Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: After creating the Venn diagram, consider what conclusions you might draw from it.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Formulate a generalization about the New Deal and Great Society. You can use the information on the diagram and your own knowledge of American history. Choose to focus on the people who were helped, the purposes for which money was spent, or some other characteristic of the two programs. Write your generalization on the lines below.
Standardized Test Practice Answer the following questions based on the reading, chart, and diagram. 1
Which of the following characteristics apply to both the New Deal and the Great Society? A They both addressed labor issues. B C
They both addressed issues related to senior citizens They both focused on problems related to farm production.
D They both included extensive dam building programs.
2
Based on the diagram, what generalization can you make about the two programs? F
Both used the federal government to address problems of poverty.
G Neither used federal funds to improve education. H Both favored letting the states individually handle problems related to poverty. J
Both provided jobs for writers, artists, and musicians. Standardized Test Practice
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Name __________________________________ Date ____________________ Class ____________
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A
CTIVITY 25 Analyzing Primary Sources
Social Studies Objective: The student will locate and use primary sources such as computer software, media and news services, biographies, interviews, and artifacts to acquire information.
Original records of events made by eyewitnesses are known as primary sources. Primary sources include speeches, letters, autobiographies, legal documents, A person’s point of view is journals, the way he or she interprets topics or events.drawings, There are a number photographs, maps, and other objects made at the time. Each primary source can give some kind of factors that affect a person’s point of view, including age, gender, ethnic background, and of information but does not necessarily give a complete of an event. For example, a letter religion. The ability to interpret points of view will help picture you determine the objectivity of an from an immigrant might describe in detail the events of the difficult journey, but might not tell argument or the accuracy of a description. you how many people immigrated.
★ Learning to Analyze Primary Sources Use the following steps to help you analyze primary sources. • Determine the origin of the source (the source’s author) and when and where the source was written or made. • Analyze the data for the main idea or concept as well as supporting ideas.
• Learn what data is provided and what data is missing or needed for a full understanding of the concept. • Consider the author’s personal beliefs or attitudes.
Read the selection below and complete the activity that follows.
Martin Luther King, Jr. Martin Luther King, Jr., had his roots in the Southern Baptist church. Both his father and maternal grandfather were Baptist preachers. King skipped two grades in high school. He entered college at the age of 15. Instead of going into law as he originally intended, his father encouraged him to go into the ministry. King became a minister in 1947. He went on to obtain his bachelor’s and doctorate degrees. He studied the ideas of several philosophers and theologians. In his studies, he became interested in Mohandas Gandhi’s philosophy of nonviolence and Henry David Thoreau’s 1849 essay, Civil Disobedience, which defended nonviolent resistance to oppression. In 1954 King became the pastor of Dexter Avenue Baptist Church in Montgomery, Alabama. In December 1955, Rosa Parks was arrested in Montgomery for refusing to give up 56
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her seat on a bus to a white passenger. This event led black activists in that city to form the Montgomery Improvement Association. The group coordinated the efforts to boycott the city’s public bus system. At the age of 26, King was chosen as their leader. This moved him from being a relatively unknown preacher to becoming a voice that was recognized throughout the nation. Intelligent, articulate, and well educated, he became a powerful leader in the civil rights movement. The Montgomery bus boycott lasted for more than a year. Finally, in November 1956, the Supreme Court ruled that Alabama’s laws on bus segregation were unconstitutional. King became the first president of the Southern Christian Leadership Conference (SCLC). He was able to unify the black community by appealing to their roots in the African American church. Instead of
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
★ Practicing the Skill
Name __________________________________ Date ____________________ Class ____________
working against the white majority, he offered brotherhood. At the heart of King’s leadership was promoting equality for all people through nonviolence.
In 1963 African American leaders organized a march in Washington, D.C., to support President Kennedy’s civil rights bill. There King delivered a powerful speech on his dream for equality.
DIRECTIONS: Remember that primary sources include many different formats. The following primary sources deal with the struggles of the civil rights movement. Study the sources and answer the questions that follow each one.
Primary Source A Where segregation exists, we must be willing to rise up en masse and protest courageously against it. I realize this type of courage means suffering and sacrifice. It might mean going to jail. If such is the case, we must honorably fill up the jailhouses of the South. It might even lead to physical death. But if each physical death is the price that we must pay to free our children from a life of permanent psychological death, then nothing could be more honorable. This is really the meaning of the method of passive resistance. It confronts physical force with an even stronger force, soul force. Source: Martin Luther King, Jr., speech at the annual NAACP convention on July 27, 1956
1. What does Martin Luther King say could happen to people who protest?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2. What does he believe makes those risks honorable?
Primary Source B This is the time that we must evince calm dignity and wise restraint. Emotions must not run wild. Violence must not come from any of us, for if we become victimized with violent intents, we will have walked in vain, and our twelve months of glorious dignity will be transformed into an eve of gloomy catastrophe. Source: Martin Luther King, Jr., speech at the St. John A.M.E. Church on December 20, 1956
1. How does Martin Luther King tell people to act as they protest?
2. What is King referring to when he mentions “twelve months of glorious dignity”?
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Name __________________________________ Date ____________________ Class ____________
Primary Source C
August 28, 1963: Martin Luther King, Jr., addresses attendees at the March on Washington, where he delivered his famous “I Have a Dream” speech.
1. What does the photograph tell you about the popularity of Dr Martin Luther King, Jr.?
2. What information from the caption helps you understand the significance of the event at which the photograph was taken?
Answer the following questions based on the reading and the primary sources. 1
58
Which of the following statements most accurately describes the theme of the photo? A King was a leader who united people in support of civil rights. B King lead people in song to inspire them to work for civil rights. C King struggled with nervousness when speaking in front of large crowds. D King was an intelligent, welleducated person.
Standardized Test Practice
2
Which of the following statements best describes King’s philosophy of how to end segregation? F People should fight for their rights, even if it means using violence. G African Americans will go to jail and even die to end segregation. H Nonviolent resistance is more powerful than physical force. J African Americans deserve to be compensated for their historical mistreatment.
3
Which of the following would King most likely have advised an African American protester who is being arrested to do? A Resist arrest by screaming for help. B Fight the police, escape arrest, and mobilize others to protest. C Tell the police that what they are doing is wrong. D Behave peacefully with courage and dignity.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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Name __________________________________ Date ____________________ Class ____________
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CTIVITY 26 Comparing and Contrasting
Social Studies Objective: The student will analyze information by comparing and contrasting.
When you compare two or more subjects, you explain how they are similar. When you contrast them, you explain how they are different. Writing about comparisons and contrasts, however, involves more than stating similarities and differences. You also explore relationships and draw conclusions.
★ Learning to Compare and Contrast Use the following guidelines to help you compare and contrast and write about your conclusion.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
• Identify or decide what subjects will be compared and contrasted. • Determine common categories, or areas, in which comparisons and contrasts can be made.
• Look for similarities and differences within these areas. • Organize your comparisons/contrasts by creating a graphic organizer.
★ Practicing the Skill Read the selection below and complete the activity that follows.
Hawks and Doves As more and more American troops were sent to fight in Vietnam, the nation became divided over U.S policy in Vietnam. Supporters of the war who wanted American troops to remain in Vietnam and fight came to be known as hawks. Opponents of the war who wanted the United States to withdraw troops came to be known as doves. Hawks believed that if South Vietnam fell to the Communist regime in North Vietnam, then the rest of the region eventually would fall under Communist rule. This idea, known as the domino theory, made a victory in Vietnam essential to stop the spread of communism. Hawks viewed war protesters as unpatriotic. Many hawks supported even stronger military
action in Vietnam. They criticized President Johnson for not doing enough. Doves sought a more immediate peace. Religious groups, peace groups, antinuclear groups, civil rights groups, and women’s groups joined in protesting the war. They opposed the war and President Johnson’s policies for a variety of reasons. Some objected to becoming involved in what they viewed as a war for independence or a civil war. Others questioned the morality of the United States backing a corrupt South Vietnamese government. Still others thought the war could simply not be won. Many young protesters felt it was unfair that they were able to be drafted but not able to vote in elections. Civil rights leaders were angry that a disproportionate number of African Americans died in the conflict.
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Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: Fill in the Venn diagram to help you explore the similarities and differences between hawks and doves. Label one circle “Hawks” and the other “Doves.” Label the place where the circles overlap “Similarities.” Then fill the diagram with information from the selection.
DIRECTIONS: After creating the Venn diagram, consider what conclusions you might draw from it. Write a short essay below comparing and contrasting the views of hawks and doves. Before writing, refer to the diagram to help you organize what information you want to include. At the end, draw conclusions about why hawks and doves held the views that they did. Use a separate sheet of paper if your essay needs more room.
Answer the following questions based on the selection on the previous page. 1
With which of the following statements would the hawks have agreed? A Americans should have pulled out of Vietnam much earlier. B The spread of communism posed a serious threat to Southeast Asia. C The war in Vietnam was a civil war that should have been handled by the Vietnamese people. D The draft system was unfair and needed to be reformed.
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2
With which of the following statements would both hawks and doves have likely agreed? F African Americans were treated fairly in the military. G The South Vietnamese government was an honest regime. H President Johnson’s foreign policy in Vietnam was not effective. J American intervention was needed in order to achieve a lasting peace in Vietnam.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Standardized Test Practice
Name __________________________________ Date ____________________ Class ____________
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A
CTIVITY 27 Interpreting Graphs
Social Studies Objective: The student will analyze information by interpreting bar graphs.
You can use a bar graph to compare different items or changes in the same item over time. The horizontal and vertical axes of a bar graph provide the structure for the data. When these axes represent numbers, each amount of space along the axis should represent the same unit or number.
★ Learning to Make a Bar Graph Use the following guidelines when making a bar graph. • Collect statistical data for the bar graph. • Create a grid with horizontal and vertical axes.
• Decide how each axis will be divided numerically. Label each unit. • Give the graph a title and create bars by filling in data.
★ Practicing the Skill Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Read the following paragraphs and study the table. Then complete the activity that follows.
Women in the Workplace Until the twentieth century, an American woman’s traditional role was as wife and mother—her life centered around her home. By the 1960s, the largest percentage of women that had worked outside of the home was 36 percent. This was in 1944, when the demand for workers rose due to increased manufacturing for World War II. Women filled this demand since a large segment of the male population was serving in the war.
Year
The 1960s marked a period of political and social change in the United States. During that time, women’s movements began to emerge that challenged women’s traditional role and worked for greater equality for women in all areas of their lives—at work, at home, and in society. These movements contributed to an increased acceptance of women having careers, opening up greater opportunities for women in the workplace.
Percentages of Women and Men in Civilian Labor Force Women* Men* Year Women*
Men*
1960
37.7
83.3
1985
54.5
76.3
1965
39.3
80.7
1990
57.5
76.1
1970
43.3
79.7
1995
58.9
75.0
1975
46.3
77.9
2000
60.2
74.7
1980
51.5
77.4
(*16 years and older)
Source: Bureau of Labor Statistics
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Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: Bar graphs may be drawn vertically or horizontally. Study the chart as well as the guidelines for making a bar graph on the previous page. In the bar graph below, add the missing data for the percentage of women in the labor force over the past three decades by using data from the chart. The bars representing the percentage of men in the civilian labor force are shown. Use a different color or pattern to draw in bars that represent the percentage of women in the civilian labor force. Percentages of Women and Men in Civilian Labor Force, 1960–2000 100 95
Women
90 85
Men
80 75 70 65 60 55 50 45 40 35 30 25
10 5 0
1960
1965
1970
1975
1980
1985
1990
1995
2000
Standardized Test Practice Answer the following questions based on the information in the graph. 1
62
Which decade had the greatest increase in percentage of women in the civilian labor force? A 1960s B 1970s C 1980s D 1990s
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2
Which of the following statements is accurate since 1960, for the percentage of women in the labor force? F It has remained greater than the percentage of men in the labor force. G It has steadily decreased. H It has steadily increased. J It has remained unchanged.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
20 15
Name __________________________________ Date ____________________ Class ____________
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CTIVITY 28 Synthesizing Information
Social Studies Objective: The student will combine information from two or more sources to make logical connections.
Synthesizing information involves reading or viewing more than one source and combining the information from each source. Knowledge gained from each source often sheds new light upon other data, and can help you make logical connections.
★ Learning to Synthesize Information Use the following steps to help you synthesize information from the sources you read.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
• Analyze each source separately to understand its meaning. • Determine what information from each source adds to the subject you are studying. • Identify points of agreement and disagreement between the sources.
• Determine whether one source gives you new information or helps you think in a new way about the other source. • Find relationships between the information in the sources.
★ Practicing the Skill In the 1970s many people became concerned about the economy. Europe and Japan challenged America’s world economic supremacy. Study the information below about the economy during this period. Then complete the activity that follows. Economic Problems in the 1970s • Japanese and European products provided strong competition to American-made goods. • Organization of Petroleum Exporting Countries (OPEC) embargoed (stopped) all oil shipments to the United States and raised its price for oil. • Energy crisis Major Concerns and Effects • Foreign competition led to factory closings, layoffs, and unemployment in the United States. • OPEC oil embargo and increased prices led to oil shortages and inflation (continuous rise in the price of goods and services). • In addition to inflation, the energy crisis increased the trade deficit. Because American money flowed overseas to purchase oil (i.e., energy), the value of foreign imports exceeded the value of American exports. Standardized Test Practice
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Name __________________________________ Date ____________________ Class ____________
The United States Economy, 1972–1980
DIRECTIONS: Synthesizing information involves analyzing different types of information. Study the information on the previous page and the graphs to the right. After analyzing this data, answer the following questions that will help you synthesize information from the sources.
Inflation
Percentage
1. How does the first graph relate to the information in the text?
Inflation and Unemployment Rates 14 12 10 8 6 4 2 0 1972
1974
Unemployment
1976
1978
1980
Year Source: U.S. Department of Labor; Bureau of Labor Statistics.
Total Federal Budget Deficit 2.5 Dollars (in hundred billions)
2. What information does the second graph give you that is not in the text on the previous page?
2.0 1.5 Ford takes office
1.0
Carter takes office
0.5 0 1972 1973 1974 1975 1976 1977 1978 1979 1980
Standardized Test Practice After completing the activity, answer the following questions. 1
64
Which of the following from the text helps you to understand the unemployment numbers of the first graph? A In addition to inflation, the energy crisis increased the trade deficit. B The OPEC oil embargo and increased prices led to oil shortages and inflation. C OPEC stopped all oil shipments to the United States and raised its prices for oil. D Foreign competition led to factory closings, layoffs, and unemployment in the United States.
Standardized Test Practice
2
How does the photo connect with the text you read? F It shows how the trade deficit grew. G It shows the effects of the oil shortages. H It demonstrates the increase in unemployment. J It illustrates how rising prices affected consumers.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Year
Name __________________________________ Date ____________________ Class ____________
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CTIVITY 29 Formulating Questions
Social Studies Objective: The student will formulate questions to learn more about a particular topic.
Formulating questions while you are reading can help you become a more effective reader. One good way to formulate questions is to ask how, who, what, why, when, or where. Often, you will find answers to your questions as you continue reading the text. In cases where your questions are not answered, you can search for answers in other sources, such as the Internet or an encyclopedia. Formulating and answering questions can also help you to confirm or disprove conclusions you draw about information in the text.
★ Learning to Formulate Questions Use the following guidelines to help you formulate questions.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
• Determine why the author wrote the passage. • Draw conclusions about information from the text. • Formulate questions about information that might support your conclusions.
• Answer the questions using information from the text or other sources. • Confirm or disprove your conclusions based on answers to your questions.
Practicing the Skill Read the selection below and complete the activity that follows.
Economic Policy During the Reagan Presidency Ronald Reagan’s election to the presidency in 1980 marked a significant conservative shift in America. The conservative movement grew across the country, particularly in the South and the West, a region known as the Sunbelt. Conservatives shared the view that the federal government made too many rules, collected too much in taxes, and spent too much on social programs. As part of his promise to reduce government and “get the government off the backs of the American people,” President Reagan pursued a policy of deregulation. This meant removing the rules and regulations government agencies placed on businesses. Under Reagan, for example, the National Highway Traffic and Safety Administration reduced requirements for fuel efficiency and safety measures, making production less expensive for car manufacturers.
Reagan believed that lower taxes would allow individuals and corporations to invest in new businesses. Because a tax cut would mean less government income, Reagan also called for less government spending. In 1981 Congress lowered taxes and slashed nearly $40 billion from federal programs such as school lunches, student aid, welfare, low-income housing, and food stamps. While Reagan cut domestic programs, he increased military spending. With higher defense spending and lower taxes, the government spent more money than it collected in revenue. It had to borrow money to make up the difference. This borrowing increased the federal debt. Between 1970 and 1980, the federal debt grew from $381 to $909 billion. By 1990 the debt had jumped to $3.2 trillion.
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Name __________________________________ Date ____________________ Class ____________
Debt (in trillions of dollars)
Gross National Debt
DIRECTIONS: Based on the reading and the graph, formulate questions about President Reagan’s economic policies. Answer each question you ask.
4 3 2 1
95
94
19
90
19
85
19
80
19
75
19
70
19
65
19
60
19
55
19
50
19
19
19
45
*
1. Ask and answer a “how” question.
5
Year Source: Statistical Abstract of the United States.
*estimate
2. Ask and answer a “why” question.
3. Ask and answer a “what” question.
4. Ask and answer an opinion question.
After reading the selection and studying the graph above, answer the following questions. 1
Which question might an economist ask to draw a conclusion about President Reagan’s economic policy? A What caused the gross national debt to rise so dramatically in the 1980s?
Which question might help you understand how President Reagan’s policies affected the federal debt? F
How much did the federal debt grow while Reagan was in office?
B
How many Americans considered themselves “conservative” in the 1980s?
G Did government regulations on businesses increase or decrease while Reagan was in office?
C
What was the gross national debt of the Soviet Union during the Reagan administration?
H Where did the conservative movement grow most in the 1980s?
D How long was Reagan in office?
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What social programs were cut during Reagan’s presidency?
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Name __________________________________ Date ____________________ Class ____________
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CTIVITY 30 Drawing Conclusions
Social Studies Objective: The student will analyze information and draw conclusions.
When you draw a conclusion, you analyze and interpret facts and information to arrive at a conclusion, or a reasonable judgment that sums up the information. Drawing conclusions may often involve gathering information that is not mentioned in the text. You can use information you already know about a topic to help you draw conclusions.
★ Learning to Draw Conclusions Use the following guidelines to help you draw conclusions. • Read the selection carefully. • Identify the main ideas related to the topic. • Look for key information and data in the text, graphics, and any illustrations or photos.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
★
• Carefully consider all points of view presented in the text. • Draw conclusions about the topic based on the information given. • Ask yourself whether your conclusions are based on information in the text.
Practicing the Skill Read the selection below and complete the activity that follows.
Globalization In a sense, the world became a smaller place in the late 20th century. New technology brought people around the world together. Many government leaders supported an interconnected world economy. In the 1990s, the United States dealt with globalization in several areas, including foreign trade and environmentalism. The United States was not a new promoter of free trade. The government had supported the export of American goods and the import of inexpensive goods since World War II. In 1994, the country showed its support of free trade with the North American Free Trade Agreement (NAFTA). This agreement got rid of trade barriers between Canada, the United States, and Mexico. It promoted fair competition and investment opportunities. Support of increased international trade was seen in other parts of the world, too. The European Union was established in 1993. It
created a common bank and currency. It also got rid of trade barriers between member states. Leaders of the Asia Pacific Economic Cooperation (APEC) met in 1993 to discuss economic interdependence. The group promised to support open foreign trade. More foreignmade goods became available to consumers. Nations also met to discuss environmental issues. Public concern over climate change increased after record temperatures in the summer of 1988. Scientists studied the likelihood of severe global warming. Effects of such a warming included rising temperatures and sea levels and more extreme weather in general. These effects would threaten agriculture, cause the extinction of valuable species, and could increase tropical disease. Political leaders could not ignore the possibility of such dangerous effects on the world’s climate. In 1997, thirty-eight countries Standardized Test Practice
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Name __________________________________ Date ____________________ Class ____________
DIRECTIONS: To draw conclusions from a text, first identify the main ideas. Then sum up the information you have identified. Using information from the selection above and the graph, fill in the spaces below. 1. What are the main ideas in the selection?
in the world, it signed the Kyoto Protocol in a symbolic gesture. President Clinton did not submit it to Congress for ratification. Emissions of carbon dioxide increased throughout the decade.
Rise of Global Trade and Global GDP U.S. dollars (billions)
and the European Union met in Kyoto, Japan. They promised to reduce carbon dioxide emissions to fight global warming. Reaching an agreement on how to reduce global warming proved difficult, however. Although the United States was the largest emitter of greenhouse gases
35,000 30,000 25,000 20,000 15,000 10,000 5,000 0
Trade
1985
1990
GDP
1995
2000
2001
Source: Australia’s Foreign and Trade Policy White Paper.
3. Based on the information in the selection and graph, what logical or reasonable conclusion can you draw about the policies of the United States?
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
2. What is the main idea of the graph?
Name __________________________________ Date ____________________ Class ____________
Standardized Test Practice After reading the selection on the previous pages, answer the following questions. 1
Which of the following general conclusions is most logical based on information in the selection? A The world is becoming more interconnected in various ways. B
Nations are becoming more isolated from one another because of differences in opinion on environmental issues.
C
Solving global environmental issues is more important than increasing free trade between countries.
2
Based on the selection, what conclusion can you draw about global warming? F
Global warming was not a serious concern to many nations.
G While the United States expressed concern over global warming, it refused to commit to measures to combat it. H Scientists disagreed on how fast global warming would occur. J
The United States was committed to reducing global warming.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
D Countries depend upon one another to survive economically.
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Name __________________________________ Date ____________________ Class ____________
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CTIVITY 31 Making Inferences
Social Studies Objective: The student will analyze information by making inferences.
Using diagrams, charts, and other data sources requires careful reasoning skills. Sometimes you have to draw conclusions based on the evidence in a source. This is known as making an inference. Making an inference involves combining the limited facts at hand and your general knowledge to form a reasonable conclusion.
★ Learning to Make Inferences Use the following guidelines to help you make accurate inferences. • Observe the key features and details of the source. • Decide what general topic is being presented or illustrated. • Review what you already know about the topic.
Practicing the Skill Read the selection below and complete the activity that follows.
The Election of 2004 The presidential election of 2004 was a close race. George W. Bush won with 286 electoral votes, as opposed to John Kerry’s 251 electoral votes. A third candidate, Independent Ralph Nader, did not win any electoral votes. The election enjoyed a high turnout of voters. Sixtyfour percent of voting-age citizens voted, resulting in the highest turnout in a presidential election since 1992. A higher percentage of women voted than men. Notably, voter turnout increased with each level of educational attainment. In analyzing the results of the election, several factors, including geographic location and voter profile, can be considered. Bush gained support of the southern states and the Great Plains, while Kerry took the West Coast, the Northeast, and parts of the Midwest.
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Utah had the highest percentage of voters pick Bush. Wyoming, Idaho, and Nebraska also turned out high popular votes for Bush. An overwhelming 90 percent of voters in the District of Columbia voted for Kerry. Kerry also did well in many urban and inner suburban areas, while Bush was more popular in rural areas. Gender, race, marital status, and religion were also factors in the voters’ profiles. More men voted for Bush, and more women voted for Kerry. African American, Hispanic, and Asian voters preferred Kerry, while Bush had the majority of the white vote. Married men and women were more likely to vote for Bush, while Kerry had the support of more unmarried voters. President Bush, who had placed emphasis on “moral values,” gained more votes from
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
★
• Use logic and common sense to form a conclusion about the topic. • If possible, find specific information that proves or disproves your inference.
Name __________________________________ Date ____________________ Class ____________
churchgoers than Kerry. A full 61 percent of people from all faiths who attend services weekly—41 percent of the electorate—voted for Bush. Bush had the support of 78 percent of
white evangelicals and 52 percent of the Roman Catholic vote in defeating Kerry, who was the first Catholic presidential candidate from a major party since John F. Kennedy.
DIRECTIONS: Observing details can help you make inferences. Analyze the information in the selection, and the chart and map below, then answer the following questions.
The Presidential Election of 2004
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Issues
George W. Bush
John Kerry
Economy
• Supported cutting taxes • Believed tax cuts helped the economy, jobs
• Supported raising taxes on the wealthy, cutting taxes on middle class, and increasing child tax credit • Promoted creating jobs by assisting small businesses
National Defense
• Backed building a strong national defense • Supported increase in military spending
• Supported pursuing war on terror • Said he would invest in new equipment, technology
Environment
• Supported opening Arctic National Wildlife Refuge for oil and gas exploration
• Opposed oil exploration in Arctic National Wildlife Refuge
Health Care
• Said he would extend Medicare benefits with a prescription drug plan • Supported limiting damage awards in medical lawsuits
• Promoted wider health care coverage for children • Supported encouraging small businesses to provide health insurance
Homeland Security
• Supported Patriot Act • Opposed granting citizenship to illegal immigrants
• Supported letting Patriot Act expire • Said he would put illegal immigrants on path to citizenship
Foreign Affairs
• Authorized war in Iraq
• Supported the war in Iraq; later accused Bush of misleading the nation
Social Issues
• Opposed abortion except in certain cases • Opposed same-sex marriage • Supported death penalty • Supported privatizing Social Security • Called for limits on stem cell research
• Supported right to abortion • Opposed death penalty • Opposed privatizing Social Security • Supported affirmative action policies • Supported stem cell research
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Name __________________________________ Date ____________________ Class ____________
1. What details and key features are shown on the chart?
Presidential Election of 2004 WA 11
MT 3
OR 7
ID 4 NV 5
2. What do you know about the support that each candidate received in the election?
WY 3
AZ 10
MN 10*
SD 3
CO 9
KS 6 OK 7
NM 5
WI 10
IA 7
NE 5
UT 5
CA 55
NH VT 4 ME 4 3
ND 3
TX 34
MO 11 AR 6 LA 9
IL 21
MS 6
NY 31
MI 17 IN 11
OH 20
KY 8 TN 11 AL 9
PA 21
WV VA 5 13 NC 15 SC 8 GA 15
MA 12 RI 4 NJ CT 15 7 DE MD 3 10 D.C. 3
FL 27
AK 3 HI 4
3. Based on the information in the graph, what inferences can you make about the election?
Presidential Candidate
Popular Votes
% of Popular Vote
Electoral Votes
Bush Kerry Nader
62,028,285 59,028,109 463,647
50.75% 48.30% 0.38%
286 251 0
* One Kerry elector from Minnesota cast an electoral vote for Vice Presidential candidate John Edwards.
Answer the following questions based on the reading and the chart. 1
What inference can you make about women’s stands on social issues? A Women tend to support the death penalty and oppose same-sex marriage. B C
Women are more likely to vote for Bush. Women’s views on social issues coincide with Kerry’s.
D Women are more concerned about the economy than social issues.
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2
Based on the chart and the information on the previous page, which of the following statements is a logical inference? F
More ethnic minorities live in rural areas.
G Voters in Alaska strongly oppose Bush’s views on the environment. H Voters in the Great Plains probably questioned going to war in Iraq. J
Southern voters tend to favor a strong military.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Standardized Test Practice
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