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Answer Keysfor History Textbook Exercises

©2007 Pearson Prentice Hall

08HTak0609-0309

TABLE OF CONTENTS

Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Chapter 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Chapter 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Chapter 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Chapter 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Chapter 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Chapter 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Chapter 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

Chapter 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54

Chapter 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

Chapter 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Chapter 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64

Chapter 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67

Chapter 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70

Chapter 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73

Chapter 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76

Chapter 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80

Chapter 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83

Chapter 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87

Chapter 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90

Chapter 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93

Chapter 29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96

Lesson Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99

History Textbook Exercises answer key, Calvert School — 4

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Document-Based Questions

1 When Hiawatha entered the assembly, it was “with even more than ordinary attention. Every eye was fixed upon him. . .” 2 The goal of the League was to defend its members against attack by northern tribes. 3 Hiawatha believed that the Five Nations would be stronger if they banded together.

Page 7 Checkpoint

Most scientists believe that the first people arrived by land.

Reading Skill

The subheadings, images, and captions tell that the Mayas, Aztecs, and Incas built civilizations.

Map Master Skills Activity

(a) Bering Sea (b) Possible answers: They moved into unpopulated areas; they looked for a warmer climate; they followed animals in the hunt.

Page 8 Draw Conclusions

The layout of the city has been carefully planned with roadways to make transportation to the mainland easy.

Page 9 Checkpoint

The Aztec civilization was in Central America, and the Inca civilization was in South America.

Section 1 Check Your Progress

1 (a) how to plant and irrigate crops (b) Possible answers: They would not have to move around to hunt animals; some animals could be used for transportation. 2 (a) an advanced culture in which people have developed science and industries (b) The Mayas observed

entrance to the building and individual entrances inside to the different apartments, or living spaces. Students should apply these ideas to Pueblo life.

Page 13 Apply Information

The Cheyenne lived in teepees.

Page 14 Reading Primary Sources

(a) Possible responses: The selection shows that Native Americans recognize that the natural world helps them meet their needs; their message of thanks reflects their attitude that nature offers gifts, but does not belong to people; (b) Answers will vary, but should include that a set ritual helped emphasize the formal or official nature of the League, the seriousness of its business, and the responsibility shared by its members.

Page 15 Checkpoint

Far North


1 (a) Native Americans believed that there were spirits in nature and these spirits played a part in their daily lives. (b) Native Americans lived close to nature and used things from the environment to meet their needs. 2 (a) Eastern Woodlands and Southeast (b) Some of the land in the Arctic was covered with ice all year long, and the climate in the subarctic was too cold for farming. 3 Answers will vary, but should include specific ways of life that make students’ culture groups different from others, such as customs, food, music, and religious beliefs, and the observation that their culture group has the

the stars and studied the heavens and used their knowledge to create a very accurate calendar; the Aztecs used science to improve their farming. They planted crops on floating platforms. They built roads to allow access to their capital city, which was one of the largest cities in the world at its peak. 3 Possible answer: Section 2 will be about the Mayan, Aztec, and Inca civilizations; I can compare and contrast features of the three civilizations as I read. 4 Water levels fell as glaciers grew. 5 Farmers could bring water from rivers and streams to irrigate crops and did not have to wait for rain to water them. 6 Possible responses: Surplus crops can be traded for other things you want or need; you can feed more people; some people can live in cities and do work other than farming. 7 Answers will vary, but should include specific details from the text, such as the detail about how the Mayas used their observations of the heavens to make a calendar.

Page 11 Checkpoint

Mounds were burial places and also served as foundations for public buildings.

Clarify Problems

Possible response: farming was labor-intensive work.

Checkpoint

North American cultures met their needs by hunting, gathering, farming, and trading with each other.

Page 12 Reading Skill

Possible responses include: Many people live in separate parts of the same building; people often live on different levels above and below each other; there is usually a main

Chapter 1


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History Textbook Exercises Chapter 1 (continued)

same basic needs for food, clothing, and shelter as other groups. Students should demonstrate an understanding that Native American cultures had the same basic needs and shared some general beliefs about nature but met their needs in different ways depending on the region in which they lived. 4 culture 5 sachem 6 clan 7 Students’ charts should include specific details from the section about the regions, ways of life, diet, and shelter of different Native American peoples.

Page 17 Checkpoint

through conquest and trade

Reading Skill

Responses should be questions about the headings.

Link Past and Present

Possible responses: It is similar to a modern shopping area because it is full of buyers and sellers doing business; it is different because sellers don’t have their own shops, and people are riding animals.

Page 18 Biography Quest

Mansa Musa’s hajj weakened the Egyptian economy by flooding it with gold, which caused the money to decrease in value.

Checkpoint

Ghana, Mali, Songhai

Page 19 Checkpoint

a series of trade routes stretching about 5,000 miles from China to Persia


1 (a) The Muslim world linked traders in Africa, Asia, and Europe. (b) The Arabian Peninsula is in the Middle East, between Europe, Asia, and Africa; it was a crossroads for traders from all three continents.

people will have no other gods. (b) Possible response: The Ten Commandments say we should treat others with respect and kindness.

Page 24 Interpret Art

Music is depicted.

Page 25 Checkpoint

Any adult male citizen could take part in government in Athens by making decisions in their Assembly; Romans took part in government by electing representatives in the senate.

Page 26 Make Predictions

As books became more widely available, more people would learn to read and would become educated, and learning would spread.

Checkpoint

a rebirth of learning in Europe that began in the 1300s

Page 27 Checkpoint

to expand Portuguese power and spread Christianity to new lands


1 (a) Citizens made decisions in the Athenian Assembly (b) Athenian citizens participated directly in their democratic government; Romans elected representatives to govern them. 2 (a) through the Crusades, and through trade (b) new goods and ideas 3 Answers will vary, but should mention that previewing the visuals raised questions that helped students read actively to find answers; possible responses: the visuals offered details about traditions described in the text and illustrated the influences that shaped European civilization. 4 It taught

2 (a) People in West Africa needed salt in their diet to protect against dehydration; gold was in demand in the Middle East; salt from the desert to the north was traded for gold from gold fields to the south of West African kingdoms such as Ghana. (b) Trade in East Africa was with Asia across the Indian Ocean and with the African interior; trade in West Africa was with Muslim markets in the north and Middle East. 3 Answers will vary, but should demonstrate an understanding that previewing and then setting a purpose for reading by asking questions increase comprehension. 4 Possible responses: Navigation is the science of locating the position and planning the course of ships; navigation is the way ships figure out how they will get where they want to go. 5 Students should support the thesis statement by citing specific details from the text that illustrate how the trading network began an exchange of ideas and influences.

Page 21 Analyze Geography and History

Paragraph should demonstrate an understanding of the importance of the Middle East in trade among Asia, Africa, and Europe.


Possible response: The pictures suggest that the text is going to make a link between past and present.

Page 23 Checkpoint

Christianity teaches that Jesus is the Messiah, the Savior, God in human form.

Reading Primary Sources

(a) The speaker identifies himself as “the Lord your God” and says that


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that there was only one God, not many gods. 5 In return for grants of land, they provided military service and financial assistance to the king. 6 They are elected by citizens. 7 Students’ paragraphs should demonstrate an understanding of the significance of the events in the development of European civilization and provide accurate supporting details from the text of this section.

Page 30 Chapter 1 Review and Assessment

Vocabulary Builder

Key Terms

1 Students’ definitions and illustrations should demonstrate the correct understanding of the words. Tables should be correctly configured.

Comprehension and Critical Thinking

2 (a) A land bridge between Asia and North America was formed by lower sea levels during an Ice Age. People used the land bridge to migrate from Asia to the Americas (b) There are no written records of the event. 3 (a) They used armies to conquer other people. (b) The Aztecs built monumental architecture, cities, and roads. (c) The Aztec religion included human sacrifice; the Aztecs forced conquered people to pay taxes and give them treasure, food, and prisoners. 4 (a) To keep the peace (b) fighting with the other nations; peace (c) Possible responses: The nations of the League benefited from the common laws that kept peace but kept their freedom to deal with their own affairs. 5 (a) Overland (b) By caravans on the Silk Road and over land in the Middle East and East Africa and by merchant ships sailing to East African ports such as Kilwa (c) Sentences will vary, but mention the value of the trade to Asians and


Document 1 The forest provided opportunities for hunting and wood for building. The waterways provided opportunities for fishing.

Document 2 so that they would gradually learn the skills and discipline the Tlingit needed to survive

Africans, and the cultural exchange that resulted. 6 (a) Democracy, republic, equality under the law for all citizens (b) Our government is a representative democracy in which the people elect representatives to make laws in our Congress. 7 (a) A holy war started by the Roman Catholic Church to win control of the Holy Land from Muslims (b) Europeans came into contact with Muslim civilization, became interested in goods from the Middle East, and learned about advances in technology used for navigation. (c) Answers may vary, but should mention that although Europeans were not able to maintain control of the Middle East, they learned new skills and ideas that affected European civilization.

History Reading Skill

8 Possible response: Why did Europeans travel to the Americas? How did Native American groups live in North America?

Writing

9 Paragraph should show an understanding of cause and effect, with appropriate supporting details. Possible thesis: The expansion of trade led to increased exploration and contact between people in different parts of the world. 10 Answers may vary but paragraphs should be written in the first person, and should have period-appropriate content.

Skills for Life

11 first sentence in each paragraph 12 The land and climate in different parts of the Far West varied; houses differed from region to region. 13 There were forests and grasslands in the north; southern parts could be desertlike.


Test Yourself

1 C 2 B 3 D


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Page 34 Document-Based Questions

1 their friendliness and generosity 2 Answers will vary, but should indicate an understanding of the reasons why Europeans colonized other lands.


Columbus kept a second travel log, showing a lesser distance traveled to quiet the crew’s anxiety about the distance from home.


Possible answer: Explorers used routes that had already been proven to be successful in order to increase their chances of success.

Reading Skill

Columbus believed he could reach Asia by sailing west across the Atlantic Ocean, and he was a skilled sailor.

Page 39 Checkpoint

They were eager for the wealth promised by trade.

Page 40 Reading Charts

(a) Sheep, horses, chickens, pigs, and goats (b) Students will probably say that Europeans benefited the most because many Native Americans died of European diseases.

Checkpoint

Balboa became the first European to see the Pacific Ocean. Magellan’s sailors were the first to circumnavigate Earth.

may have been treated badly by the Aztecs and/or the Incas.

Page 46 Map Master Skills Activity

(a) Ponce de León—Puerto Rico, the Southeastern United States from Florida to Louisiana; Cabeza de Vaca/Estevanico—western Florida, Texas, Mexico, and New Mexico; De Soto—southeastern United States from the Carolinas to Oklahoma; Coronado—New Mexico, Texas, Arizona, and Kansas (b) the southern United States

Page 47 Checkpoint

the southeast and the southwest


Almost all government officials came from the peninsulares class, people who were born in Spain. Next were Creoles, colonists born in America of two Spanish parents.

Checkpoint

They were forced to pay taxes or work in often dangerous conditions.


1 (a) The southeastern and southwestern areas (b) They defeated the empires that existed and gathered information about the lands to take back to Spain. 2 (a) He convinced Spain to reform the encomienda system. (b) Possible answer: Their lives were probably miserable because they were forced to work in dangerous conditions. 3 Government officials came from the peninsulares class; Creoles held many important positions in government; mulattos had very little power. These details explain how rigidly the class system worked.

Page 41 Checkpoint

New people, products, and ideas were introduced in Europe.


1 (a) Explorers from Scandinavia who preceded Columbus to the Americas (b) Myths or legends are not able to be proved. 2 (a) The transfer of people, goods, and ideas between the Western and Eastern Hemispheres after Columbus’s arrival in the Western Hemisphere (b) The Columbian Exchange brought more changes to Europe because many different kinds of crops and animals were introduced to Europe. 3 “The next century began what is now known as the Columbian Exchange, a transfer of people, goods, and ideas between the hemispheres.” The next paragraphs describe this transfer in detail. 4 strait 5 circumnavigate 6 Students should point out significant entries on their timelines and explain their importance.

Page 43 Analyze Life at the Time

Students’ letters will differ, but they should demonstrate an understanding of the dangers of sea travel—legends of sea monsters and risks of storms, getting lost, starvation, and piracy—and the reasons why voyages of discovery were important.

Page 45 Checkpoint

The Spanish had much better weapons than the Native Americans, as well as horses, and the Native American groups were very divided.

Explain Problems

Answers may differ, but students may say that some Native Americans

Chapter 2


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4 Conquistador: a Spanish soldier-adventurer; someone who explored and conquered the Americas for Spain; plantation: large farm worked by laborers who lived on the property; big farm with one owner and many workers; mission: religious settlement; an outpost of priests and friars; peninsulare: Spanish colonist born in Spain; the highest of the social classes in the Spanish colonies 5 (a) Student outlines should describe accurately the section content relating to Spanish colonization in the Americas. 6 (b) Sentences should indicate that de Las Casas wanted to treat the Native Americans fairly and conquistadors wanted to conquer them.

Page 50 Identify Economic Benefits and Costs

The home country risked not being sent any gold or silver from its colonies.

Reading Skill

Religious conflicts were only some of the many changes in Europe during this period.

Page 51 Checkpoint

Because European nations needed gold and goods from colonies to gain the wealth needed to strengthen their armies, they began competing for control of ocean trading routes and the Americas.

Page 52 Checkpoint

Explorers realized that North America was not Asia, but a land no one had ever seen before. They wanted to find the route to Asia for a shorter trade route.


1 (a) Many countries broke with the Roman Catholic Church. The split between Protestants and Catholics

provided new goods through trading, such as cloth and iron pots, but also increased tensions among Native American groups and introduced new diseases that killed many Native Americans.


1 (a) By fur trading, then by farming (b) The economic activities of New France centered around furs and fish and trading with Native Americans, while New Spain focused on searching for gold, silver, and precious minerals. 2 (a) New Amsterdam and Fort Orange (b) Their locations along rivers made transporting people and goods easier. 3 Answers will vary, but should reflect students’ understanding that European interest in and settlement of North America grew, having significant effects on both the Europeans and the Native Americans. 4 They were independent traders who lived among the Native Americans. They found and acquired the fur pelts from the Native Americans. 5 The alliance increased tensions with the Iroquois, a rival of the Huron. 6 Students’ accounts should present a clear understanding of the impact of these relations on both the French and the Dutch with Native Americans.


Vocabulary Builder

Key Terms

1 who set out to explore and conquer a new world 2 or land grants that allowed Spanish settlers the right to demand labor or taxes from Native Americans 3 in which the nations’ colonies would send valuable goods back to the home nation 4 or group of other people or nations working together for the same goals

increased religious and economic tensions among the countries. (b) Possible answer: Europeans were colonizing the Americas. They brought their religious beliefs with them. 2 (a) The defeat weakened Spain and strengthened England and France. (b) England and France began exploring North America. 3 European explorers were still more interested in finding a route to Asia than in North America. Conflicts in Europe led European governments to continue financing their own explorations across the Atlantic and Pacific Oceans. 4 the home country became richer by controlling the trade of the colonies 5 a route through or around North America to the Pacific Ocean 6 Students’ paragraphs should present a clear idea supported by details from the text.


(a) about 4,000 miles (b) Possible answer: rivalries with the English and Spanish colonies


Answers will vary, but should show students’ understanding of the main ideas of the paragraphs.

Draw Conclusions

Possible answer: The Mississippi River could be used exclusively by the French for trade.

Checkpoint

They wanted to find a northwest passage.

Page 56 Checkpoint

To trade furs with Native Americans.

Page 57 Checkpoint

The French and Dutch settlements


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5 (a) Balboa crossed Panama and was the first European to see the Pacific Ocean; Magellan found a strait near the southern tip of present-day Argentina and sailed into the Pacific. (b) Answers may vary, but students may say that these achievements encouraged more exploration. 6 (a) The Europeans brought crops such as wheat, rice, and sugar cane, as well as fruits, vegetables, animals, and, unfortunately, diseases to the Americas. The Native Americans sent vegetables such as maize, potatoes, beans, and peanuts, as well as animals such as turkeys to Europe. (b) Answers may vary, but students should be able to mention items traded with other countries, such as oil from the Middle East, or electronics and cars from Japan. Cultural exchanges occur when students attend international universities, for example. 7 (a) It created a formal system of government. (b) Possible answers: The priests appear to be teaching the Native Americans how to pray; the Native Americans appear to be participating in a ceremony at the mission. 8 (a) by trading with them, exposing them to foreign diseases, and providing new goods, such as cloth and guns (b) England may have been concerned that French wealth and power would grow. 9 (a) Countries used gold to pay for wars and strengthen armies. (b) Mercantilism encouraged the establishment and growth of the colonies.


10 Main idea: The Spanish created a large empire in the Americas and established a colonial society with a rigid class structure. Details: The explorers Cortés and Pizarro claimed land in the Americas and conquered many of the native peoples living there. Spanish explorers believed that cities of gold

and unburied bodies remained on the streets and in houses. The smell was terrible.

Document 2 The population decreased by more than 20 million.

could be found in the area that is today the United States. The encomienda system made life harsh for Native Americans. Bartolomé de Las Casas spoke out against this system.

Writing

11 Possible thesis statement: European nations, of which Spain was the first, sent explorers west across the Atlantic Ocean in search of a new trade route to Asia. Possible effects or supporting examples: Instead of finding a new trade route to Asia, explorers landed in the Americas where they began conquering Native Americans and establishing colonies. In time, the Columbian Exchange trade network was established. 12 Students’ speeches should include the following possible reasons that a monarch should support the voyage: finding a route west to Asia would greatly increase that country’s wealth through extensive trade. New colonies, which would send goods back to the home country, and new, unknown riches in the discovered lands would further enrich the home country.

Skills for Life

13 1000–1700 14 100 years, with a symbol showing a break in the timeline 15 (a) 1608 (b) 65 16 Answers will vary, but should include events that happened in the time period covered by the chapter. 17 This timeline shows increased European involvement in North America as more countries began exploring and starting settlements toward the end of the period covered by the timeline.


Test Yourself

1 B 2 C 3 C 4 C


Document 1 Many people had died


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1 John Miller is the author of this source. 2 He lived in New York in the 1690s, as the city’s only Episcopal minister. 3 He compares the air to be like that of “the best parts of France.”

Page 66 Checkpoint

It hoped to get new customers and raw materials for industry.


(a) about 200 miles (b) The coast provided a convenient source of food and transportation.

Page 68 Checkpoint

Jamestown setters initially struggled due to a poor location, laziness, a harsh winter, a lack of skills, and poor leadership.


Similarities: Members are elected. Members meet together to make laws. Differences: Members would not meet in a church. Today there are many more lawmakers.

Page 69 Checkpoint

to pass laws and to set taxes

Reading Skill

They wanted to separate from the Church of England and be free to practice Christianity in their own way.

Page 70 Checkpoint

It was the first document in which Americans claimed the right to self- government.

Hampshire (b) lumber, fish, and iron

Page 75 Checkpoint

They did not agree with some of the Puritan teachings.

Interpret Paintings

Possible answer: The artist feels the townspeople are eager to speak their minds.

Page 76 Checkpoint

He wanted to stop Puritan expansion.


1 (a) New England is hilly and rocky with rich forests and much coastland. It has cold, snowy winters and short, warm summers. (b) Colonists fished and whaled in the waters and built ships from the lumber. 2 (a) to build a colony based on their religious beliefs and serve as a model to others (b) Many people were forced to leave and started their own colonies. 3 Just as the English government had, the Puritans made it illegal to question their religious practices. 4 Possible answers: Toleration is the recognition that other people might have different opinions. Toleration is respecting other peoples’ point of view, even if you don’t agree with them. A town meeting is an assembly of townspeople that decides local issues. At town meetings, people talk about and solve local problems. 5 Concept webs should be completed accurately, with appropriate secondary ovals connected to the main oval.

Page 77 Checkpoint


1 (a) John Smith developed tough rules, including one that required people to work if they wanted to eat. (b) Possible answers: Smith could have asked Native Americans to teach them to survive and developed friendly trade relationships with them. 2 (a) People who came to North America to separate from the Church of England. (b) They established self-government to prevent persecution from their leaders. 3 The Plymouth settlers self-governed. The House of Burgesses was beholden to the king. 4 charter 5 representative government 6 Students’ notes should include economic benefits and complete details about how Jamestown was founded.

Page 71 Checkpoint Fish were abundant in the ocean and rivers. Thin, rocky soil made farming too difficult.


Both the Pilgrims and the Puritans left England for religious freedom.

Draw Conclusions

Today’s court system uses a jury of peers and includes various provisions to protect the rights of the accused.

Page 73 Checkpoint

to build a colony based on their religious beliefs and serve as a model to others


(a) Maine, New Hampshire, and the area claimed by New York and New

Chapter 3


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The climate was warm and soil was fertile.

Reading Skill

Than is a signal word. It suggests that life in the two colonies was different.

Page 78 Checkpoint

It was split off from New York after England took New Netherland from the Dutch.

Page 79 Detect Points of View

The painting might have depicted conflict between the groups or settlers taking Native American land.


(a) Delaware, Hudson, and Susquehanna (b) Possible answer: They provided food and transportation.

Checkpoint

Possible response: He considered his plan unique and ordained by God.

Page 81 Checkpoint

It produced wheat, from which flour for bread is made.


1 (a) It had rivers and coastline, fertile soil, and long growing seasons. (b) They used the rivers for trade and transport and the land for farming. 2 (a) to create a colony in which people from different religious backgrounds could live peacefully (b) Penn sought cooperation between religions; the Puritans were not as tolerant. 3 Both; a similarity in agricultural products 4 Possible response: As a royal colony, New Jersey was controlled directly by the king, not a private company

adult, male Christians


The colonists did not like Oglethorpe’s strict management of the colony.

Checkpoint

to protect English land claims from the Spanish and to give English debtors a place to live

Page 88 Reading Charts

(a) Possible answer: Pennsylvania and Maryland (b) 11 colonies

Page 89 Checkpoint

on small, isolated farmland that they usually did not own


1 (a) The warm, humid climate provided a long growing season that farmers used to raise tobacco, rice, as well as other crops. (b) It led to conflicts between poor colonists and Native Americans over land; it led to hostility between poor farmers and wealthy plantation owners. 2 (a) There was tension between Protestants and Catholics, and he was afraid Catholics might lose their rights. (b) Both colonies were founded to protect groups of people. Lord Baltimore founded Maryland so that Catholics could practice their religion freely. Oglethorpe founded Georgia as a land of small farms and a place where English debtors would be protected from imprisonment. 3 The Tidewater was the region along the coast; the backcountry was cut off from the coast by poor roads and long distances. People in the Tidewater lived on large plantations owned by slaveholders. In contrast, the people in the backcountry were poor, did not own their land, and were not

or family. 5 The backcountry was a frontier that seemed welcome to new immigrants. 6 Letters should accurately describe life in Pennsylvania and New England.


Possible answer: Since the soil in New England was poor, fish was a main food source. Better soil and a warmer climate in the Middle Colonies allowed wheat to grow, which could be used to produce bread. The hot, humid climate of the Southern colonies made rice an important food product.

Page 84 Checkpoint

The climate provided a long growing season that farmers used to raise tobacco and rice. Both of these crops required many workers in the field.

Page 85 Explain Problems

Establishing farms inland, the frontier settlers needed protection from the Native Americans they were displacing.

Checkpoint

the desire for western land


(a) in the Tidewater region of Maryland, Virginia, and North Carolina; (b) As port cities, they offered easy access inland and overseas by water.

Reading Skill

Virginia’s conflicts arose between rich and poor and colonists and Native Americans due to land shortages. Maryland’s conflicts arose between Protestants and Catholics for religious reasons.

Checkpoint


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divided according to social rank. 4 No. Debtors were people who owed money and could be put in jail. 5 No. Crops, such as rice, sugar, and cotton were grown on plantations. 6 Lists should be accurate and contain two or three sentences explaining each group.

Page 90 Checkpoint

to protect the area from France


(a) Possible answers: El Paso, La Bahia, San Antonio, Los Adaes, and San Sabá (b) They were spread out, making it difficult to protect and support them.


Possible answer: They show examples of early architecture and building materials, which give some idea of the culture of the people who lived there.

Reading Skill

Unlike the English in the Southern Colonies and New England, the Spanish set up missions to spread their religion to the Native Americans.

Page 93 Checkpoint

Their missions became major cities throughout the Southwest.

Checkpoint

They wanted to be in control of their own lives.


1 (a) Florida (b) Possible answers: It was far from Spain. It was too close to English settlements. 2 (a) Spain used the land to protect Mexico from other European powers. (b) To maintain control of this important area, Spain

from it. (c) They couldn’t because Puritans did not believe in religious toleration for non-Puritans. 8 (a) Possible answer: The painting shows that Penn’s dealings with Native Americans were friendly. (b) The colonists in Pennsylvania had a much better relationship with the Native Americans than did the Puritans in Massachusetts. 9 (a) In the Tidewater region, crops were grown on plantations. In the backcountry, crops were grown on isolated farms. (b) A plantation farmer in the Tidewater would be more likely to support the Virginia government, which would probably pass laws to protect his economic interests.


10 Answers will vary according to choice of colonies, but should demonstrate accurate knowledge of the features of the selected colonies as well as an ability to compare and contrast.

Writing

11 Students’ paragraphs should contain a solid thesis statement and details that support the main idea. Possible thesis: England and Spain colonized the Americas for both economic and religious reasons. Possible details: Many English settlers came to the Americas for religious freedom; many Spanish settlers came to the Americas to convert Native Americans to Christianity. 12 Students’ dialogues should address key issues. Possible details: Rhode Island was settled by Puritans, Pennsylvania was settled by Quakers; both colonies allowed for religious freedom.

Skills for Life

13 William Bradford 14 Possible answer: He wanted to describe for others the details of life in the Plymouth Colony. 15 Possible answer: He speaks highly of them for continuing to help run the colony without complaining. 16 Possible answer: It seems accurate because, although it contains Bradford’s opinion of

established missions and military posts there. 3 (a) His first mission eventually became San Diego. (b) Some of these missions, such as San Antonio, San Diego, San Francisco, and Los Angeles, are now major American cities. 4 The Spanish made Native Americans workers in their colonies. The English pushed Native Americans off their land to build colonies. 5 Tables should accurately define and illustrate the terms. 6 Sentences should explain how the key terms in the table relate to Spanish colonies in the Americas.


Vocabulary Builder

Key Terms

1 The charter enabled merchants to establish the colony of Virginia. 2 Because they didn’t believe that other people could practice their own religions, some left the settlement and founded new colonies elsewhere. 3 The backcountry was settled by Scotch- Irish and Germans, or Pennsylvania Dutch. 4 Town meetings set local taxes and elected people to run the towns. 5 New Jersey was controlled directly by the English king.


6 (a) A document signed by the Pilgrims on board the Mayflower. (b) It called for a government of “just and equal laws” and emphasized the right of colonists to govern themselves. 7 (a) They were both English religious groups who established colonies in the New World. (b) They were both religious groups who were persecuted for their beliefs. Pilgrims were separatists who wanted to worship in their own way; Puritans wanted to reform the English Church, not separate


08HTAK


events, he does not seem to exaggerate.


Test Yourself

1 D 2 C 3 C 4 B


Document 1 The Burgesses had the power to make, ordain, and enact laws.

Document 2 The Mayflower Compact gave settlers the power to enact, constitute, and frame laws for the good of the colony.


08HTAK


1 Possible answer: One of the frontier settlers 2 Responses may vary, but the account supports Bacon’s complaints. 3 Possible answer: A Native American’s report might emphasize provocations by the settlers that inflamed the conflict.

Page 103 Reading Primary Sources

(a) Item 4 states that the king cannot raise taxes without Parliament’s approval. (b) Parliament wanted to make sure it could criticize the king’s actions without fear of royal punishment.

Page 104 Checkpoint

The monarch needed Parliament’s permission to raise taxes or an army. Parliament was allowed to meet regularly.

Checkpoint

More than half of the white males were permitted to vote, but women, Native Americans, and African Americans could not vote.

Page 105 Link Past and Present

It established the rights of people in the press to publish truthful information without fear of prosecution.

Reading Skill

Possible answer: A tyrant is an oppressive ruler, so tyrannical means oppressive or ruthless.

Checkpoint

The trial established the principle that the press has both the right and the responsibility to inform the public of the truth.

Page 110 Checkpoint

Boys tended to do field work with men, and girls usually did housekeeping work alongside women. Boys sometimes also lived away from home as apprentices to learn a trade. Girls sometimes became servants in wealthy households.


Small planters, independent farmers, and artisans belonged to the middle class. The term refers to people in the middle of the social and financial scales, those who are neither rich nor poor.

Compare and Contrast

Possible answer: A middle class family today has access to many more technologies and goods that make their lives more comfortable, such as electricity and modern plumbing, but a middle class family today is unlikely to have servants as this family probably had.

Page 112 Checkpoint

After completing a term as an indentured servant, one could build a successful farm, or one might be a merchant with a failing business who becomes an artisan.


1 (a) Colonial children were expected to contribute to the work and train for the work they would do as adults. (b) Today children work far less. (c) Fewer children today live on farms, and labor saving devices are available to many people. 2 (a) The gentry, the middle class, indentured servants, and free African Americans (b) The

Page 106 Checkpoint

The colonists believed the acts hurt them economically.


1 (a) By 1688, English citizens had won the rights to a trial by jury and to own private property. The king’s power to raise taxes was also limited by Parliament. (b) Possible answer: The colonists living in North America believed they were entitled to these rights because they were governed by the English government and were English citizens. 2 (a) These were a series of acts that restricted colonial trade so that the colony would benefit the parent country. (b) It ensured a market for goods shipped from North America and contributed to the growth of New England’s shipbuilding industry. 3 The word is used as a verb, and the context indicates it means grew rapidly. 4 passed laws 5 a procedure which protects people against unjust detention 6 or printing statements that unjustly harm another person’s reputation 7 Colonists wanted the right to vote, input into lawmaking, and representation in the Parliament or a local legislature.

Page 108 Checkpoint

Members of a large family could each perform some of the many tasks that had to be done on a large farm.

Page 109 Compare and Contrast

Possible answer: She might sew or take in washing to earn money to buy milk, eggs, and other farm products instead of raising them herself. Many household chores such as cleaning and cooking would have been similar.

Chapter 4


08HTAK


gentry and middle class had the greatest privileges while the indentured servants and free African Americans had the least. 3 The sentence is describing the factors that allow a person to become successful, so prospects is likely a synonym for chances. 4 Definitions should show an understanding of the terms. 5 Answers will vary, but should explain that survival depended on work and that opportunity in colonial working life was uneven.


(a) British slave trade was less extensive than that of the Spanish and Portugese. (b) The slave trade probably hurt Africa because it caused disruption of African societies.

Reading Skill

Possible answer: The sentences describe suffering that is so horrible it is difficult to image. Inconceivable probably means difficult to imagine.

Page 115Checkpoint

the brutal voyage that carried captured people across the Atlantic from the West African coast to slavery in the Americas


Cultivating these crops required many people to perform manual labor. Enslaved Africans were imported in increasing numbers to meet the need for labor on large plantations.

Checkpoint

The slaves codes were designed to restrict travel and communication among enslaved people. The codes were intended to prevent slave revolts.

Page 120Checkpoint

Boys received more education than girls and studied a wider variety of subjects.

Checkpoint

He published a newspaper, an almanac, and a popular autobiography.

Biography Quest

Washington invited Phillis Wheatley to meet him in Cambridge, Massachusetts. They met and spent half an hour together.


Possible answer: The Great Awakening probably upset prominent church leaders of the time because it led to the rise of many new churches and the rapid growth of smaller existing churches, changes which threatened the influence of major established churches.

Page 122Reading Charts

(a) column (b) Locke’s view

Checkpoint

The Great Awakening reinforced democratic ideas by encouraging people to make their own decisions about religion and politics.

Page 123Checkpoint

They wanted to solve problems by applying reason to discover the “natural laws” that governed the universe.


1 (a) Schools were sponsored by religious groups, and religion was taught. (b) Education was paid for by both public and private sources in Massachusetts, and schools from the elementary to the college level were opened. 2 (a) A period of

Page 117Checkpoint

Africans brought language, skill in crafts, musical styles, and other cultural influences to the Americas.


1 (a) Conditions in England were improving. (b) These factors made their labor more valuable and increased efforts to control them legally through laws such as the slave codes. 2 (a) Enslaved people from different regions who spoke different languages needed a way to communicate with each other. (b) Enslaved Africans in the South were much more likely to work on plantations and be enslaved for life, while slaves in the North typically worked in trades and had some opportunity to buy their freedom. 3 Possible answer: Dialect means a way of speaking that doesn’t match any one language. Clues include that Gullah is a dialect and is a mixture of several languages. 4 trade between North America, the Caribbean, and Africa in which certain goods were shipped between each of the points in exchange for other goods 5 Racism hurt the status of Africans in America because it helped Europeans justify to themselves the enslavement of Africans. 6 White colonists created slave codes to reduce the chances of slave revolts. 7 Answers will vary, but should address economic and geographical factors.

Page 118Reading Skill

The passage states that later laws required school attendance, making it compulsory. Compulsory means required.

Page 119Evaluate Information

Moral and religious lessons


08HTAK


religious revival in the 1730s and 1740s (b) Tolerance of religious differences increased. 3 Abhors means dislikes intensely. Clues include the comparison to “some loathesome insect” and the description of being “worthy” only of being “cast into the fire.” 4 Possible answers: Public school: a school supported by taxes, or a school that the community supports; dame school: schools that women opened in their homes to teach girls and boys, or home schools for colonial children; natural rights: rights that belong to every human from birth, or rights we have because we are human; separation of powers: the division of the government into separate branches, or dividing power to keep anyone from having too much of it. 5 Answers will vary, but should reflect an understanding that the Enlightenment encouraged people to govern themselves and demand certain rights.

Page 125Analyze Literature

Answers will vary, but should show students’ understanding of the difficulties and benefits of life as an apprentice. Students should support their opinions with examples from the text and logical arguments.

Reading Skill

Answers will vary, but should show students’ understanding that Franklin’s actions defended the free press.

Checkpoint

to publish the newspaper under the name of Benjamin Franklin

Page 128 Chapter 4

Review and Assessment

Vocabulary Builder

Key Terms

1 groups of people who have the

knowledge of colonial schools. History Reading Skill

11 Answers will vary, but should demonstrate application of the process called for in the question.

Writing

12 Possible answers: Enslaved Africans were bound permanently, but the service of indentured servants was limited by an agreement. Indentured servants freely entered into the arrangement, but enslaved Africans were usually captured by raiders. 13 Both were obligated to work for a particular person and were usually worked very hard.

Skills for Life

14 Unlike enslaved Africans, indentured servants served for a limited time, and retained some legal rights. 15 Both were required to work without pay. 16 Possible answer: Indentured servitude was not as harsh as slavery, because the indentured servant could look forward to freedom.


Test Yourself

1 C 2 D 3 C 4 A


Document 1 Africans were packed into the ship very tightly and were treated poorly.

Document 2 the poor environment of the ships and the cruelty of the whites transporting them

power to make laws 2 a procedure by which judges protect people against unlawful arrest or detention 3 then many members of the family could help perform the necessary work 4 people who agreed to work for a certain period of time for a person who had paid their passage to North America 5 that restricted the rights and activities of slaves


6 (a) Trial by jury and habeas corpus (b) Most were either born in England or the children of English parents, and they were subject to English laws. (c) Americans today have all of these rights. 7 (a) Possible answers may include: descriptions of the enormous amount of difficult work, the modest amenities, and the closeness of families. (b) Both men and women had responsibilities for raising crops and tending animals. Women also were responsible for many tasks related to the care of children and the home. 8 (a) Gentry, middle class, indentured servants, free African Americans, enslaved people. (b) The poor in America had greater opportunity than in Europe to build wealth and social status over time. (c) Free African Americans could not participate as equal partners in political life because they could not vote or serve on juries. 9 (a) Trade between the colonies, the Caribbean, and West Africa in a variety of products, including enslaved people (b) Many New England merchants benefited from this trade because they were able to make great profits by avoiding the requirements of the Navigation Acts. (c) Enslaved Africans experienced the greatest hardship from this trade. 10 (a) Students in colonial schools learned basic subjects such as writing and arithmetic, and often learned about religion. (b) Answers will vary but should reflect


08HTAK


He thought Washington was a capable leader because he sent him on an important mission even though Washington was only 23 years old.

Reading a Political Cartoon (a) South Carolina, North Carolina, Virginia, Maryland, Pennsylvania, New Jersey, New York, New England (b) Possible answer: Without sticking together, the colonies would not survive.

Page 142Checkpoint

The British also claimed the Ohio River valley.


(a) Fort Frontenac and Fort Niagara (b) Capturing these two areas would give the British control of important naval routes and limit French power.

Page 143Checkpoint

He tried to fight using tactics that worked in Europe and did not adapt to North American conditions.

Page 144Checkpoint

The British defeated the French, who were no longer able to defend the rest of its North American territory.


1 (a) The colonies could expand farther west after the war. (b) Possible answer: Most probably wanted to help the British because they wanted to be safe from the French and their Native American allies. 2 (a) Before 1757, the British were losing many important battles, but after 1757 they began

tobacco farmers’ salaries were reduced. Henry argued against repaying any owed monies and implied that the king of England was becoming a tyrant. Many people at the trial considered this treasonous.

Page 148Detect Points of View

Possible answer: The British soldiers look confused; the colonists looked scared.

Page 149Checkpoint

by boycotting British goods and using goods made in the colonies instead


1 (a) a law passed by King George III declaring that the colonists could not settle west of the Appalachian Mountains (b) The British hoped it would assure Native Americans that colonists would not settle on Native American land. 2 (a) British soldiers fired into a group of colonists. (b) Possible answer: because the victims were not armed with guns as the soldiers were 3 Possible answer: The committees wrote pamphlets and letters to spread news to other colonists about unpopular British laws. 4 It decreased the number of British imports. 5 They wanted Parliament to end the act. 6 They believed that the searches allowed under these writs were a violation of their rights. 7 Possible answers: Allow the colonists to propose their own ways to help pay the costs of the French and Indian War and for protection; reducing the number of documents covered by the Stamp Act

winning key battles. (b) Answers will vary, but students should indicate that colonists might feel grateful to Britain for pushing back the French and Native Americans. 3 Possible answer: The Iroquois probably preferred to remain neutral because they did not want to be on the losing side. They probably wanted only to protect their own interests and so did not care which of the European countries won the conflict. 4 Answers will vary, but students’ definitions should be accurate. 5 Answers will vary, but students should show an understanding of the Albany Congress and the problems it faced.


Possible answer: Pontiac and his allies attacked British forts and settlements; nearly half a dozen British forts were destroyed.


(a) Britain (b) Possible answer: The relations became more tense because Britain imposed new taxes on the colonies without any agreement from the colonists.

Checkpoint

Colonial settlements were banned west of the Appalachian Mountains.

Page 147Checkpoint

to help pay the costs of the war and protecting the colonists

Checkpoint

They did not want to pay additional taxes on many additional products and services.

Biography Quest

Henry earned his reputation as an eloquent speaker at a trial where

Chapter 5


08HTAK


Page 151Checkpoint

By threatening ship captains and merchants involved in the legitimate tea trade and by dumping tea into Boston Harbor.

Apply Information

Possible answer: they did not want anyone to know their identities.


Possible answer: The colonists had been denied representation in Parliament, and so these laws had been passed against them without being able to voice their opinions against them.

Reading Skill

Possible answer: Most of the colonies agreed at this time that it was necessary for the British government to repeal the Intolerable Acts, but not that independence was the best solution.

Checkpoint

It called on the British to repeal the Intolerable Acts and called for a boycott of British goods and the training of colonial militias.

Page 153Checkpoint

The British tried to march to Concord to seize the minutemen’s weapons and capture some important colonial leaders.


1 (a) The Tea Act was supposed to help the East India Company by lowering the price of tea and giving the company a monopoly on selling tea in the colonies. (b) Possible answer: They could have continued to boycott tea or sent a petition to Parliament to cancel the act. 2 (a) The first act closed the port of Boston; two others limited colonial self-government; the fourth act strengthened the 1765 Quartering Act. (b) The acts unified

Page 159Apply Information

Possible answers: They were poorly organized; they did not have adequate forces; they did have adequate equipment.

Page 160Understand Sequence

Before: colonists built a fort on Breed’s Hill from which to attack British ships; During: British soldiers took a position at the foot of Breed’s Hill the day of the battle, eventually taking the colonists’ position and winning the battle; After: although the British won the battle, the colonists surrounded Boston and took control of the city in March 1776.

Page 161Checkpoint

The Americans lost the battles, but had proven that they could stand up to and fight the British.


1 (a) They formed an army and recruited soldiers, chose a commander, printed paper money, petitioned the king to stop the fighting, and passed the Declaration of the Causes and Necessity of Taking Up Arms. (b) It intensified the conflict because it provided for an expanded colonial military force, failed to make peace, and took a tough stand in support of war. 2 (a) The Patriots wanted independence from Britain. (b) Because even though they lived in America, they thought of themselves as British. 3 Despite the loss, the Americans continued to fight for Boston and took control of it in March, 1776. 4 No, because blockades prevent ships from entering or leaving ports, hurting trade. 5 No, mercenaries are hired to fight for another country. 6 Students may suggest that a Loyalist would react positively to the

the colonists and strengthened their sense of an identity that was different from the British. 3 (a) Minutemen attacked British soldiers sent to Concord to seize arms and arrest colonial leaders. (b) because it was the beginning of the American Revolution, which set in motion events that would affect the entire world 4 Colonists used strategies such as ambush and surprise, and they were able to gather forces on short notice. 5 minutemen 6 monopoly 7 militias 8 Students’ paragraphs will vary, but should reflect an understanding of the boycott on British goods and whether it solved their problems.

Page 155Analyze Life at the Time

Students’ letters will vary, but they should demonstrate an understanding of the rising mood of protest among the colonists and express a reaction to this new mood.


Possible Answer: The Loyalists’ support of the crown was based on the desire for continuity of property ownership.


(a) They threaten peace and good order of the colony. (b) Answers will vary, but students may point out that the colonists have defied many early British policies and are likely to disobey this one as well.

Page 158Checkpoint

They passed resolutions that favored both negotiations and a tough stance against the British government.


08HTAK


Olive Branch Petition, while finding the Declaration too confrontational. A Patriot might react less favorably to the petition and more favorably to the Declaration because it moved the colonies closer to independence.


Vocabulary

Key Terms

1 The Iroquois thought that they were likely to gain an advantage by helping the British defeat the French. 2 The militia was transformed into an army during the Second Continental Congress. 3 Britain wanted to prevent supplies from reaching the colonists by blocking ships from entering or leaving American ports. 4 Parliament repealed the acts, but then passed the Declaratory Act.


5 (a) France lost most of its North American territory; Britain gained French Canada, French territory east of the Mississippi River except New Orleans; all French territory west of the Mississippi River went to Spain (b) Possible answer: Britain would have lost territory in North America, and France would have gained territory. 6 (a) A war fought against the British by a confederation of Native Americans led by the Ottawa chief, Pontiac. (b) Possible answer: They came into continuing conflict as settlers moved west into Native American territory. 7 (a) Possible answers may include: It demanded a repeal of the Intolerable Acts; declared that colonists should govern and tax themselves; called for a boycott of British goods (b) Possible answers may include: It formed the Continental Army and named Washington as its commander; printed paper money to pay the army; sent the Olive Branch Petition to the British king

Skills for Life

13 Possible answer: He feels that the American Revolution will succeed. 14 (a) Possible answer: He is suggesting that freedom has been hunted and captured like a fugitive. (b) Possible answer: It may have inspired them to fight for their freedom.


Test Yourself

1 B 2 C 3 C


Document 1 The colonists should not be taxed without their consent or without representation.

Document 2 Possible answer: The British underestimated the extent to which the colonists valued their independence in America.

(c) Both petitioned the British government while strengthening the unity of the colonies against Britain and the colonial armed forces. The Second Continental Congress went much further to establish the colonies as independent from Britain by, for example, forming an army, staffing it, and printing money. 8 (a) It asked King George to stop all fighting so that all disputes could be settled peaceably. (b) a statement that the colonists were ready to die as free men instead of living under harsh British rule (c) The king’s rejection of the Olive Branch Petition made a peaceful settlement less likely, and the Declaration showed that the colonists were prepared to fight the British. 9 (a) by gathering weapons, forming new militias, and replacing royal governments with colonial ones (b) It reflected a strong sense of colonial unity and support in the fight against the British.


10 Make Inferences and Draw Conclusions Possible response: Washington’s decision to build Fort Necessity and his decision to bring captured British cannons to help capture Boston show that he was a resourceful and creative military leader.

Writing

11 Students’ paragraphs should have a thesis statement that clearly expresses the main idea. The main idea should be supported by facts or examples, and the conclusion should describe the lasting impact of the French and Indian War on the relationship between the 13 colonies and Britain. 12 Students’ letters should be written from the point of view of a Patriot. Letters may contain reference to the growing tensions between the colonists and Britain and should mention that serving on the committee is a way of showing support to other colonists.


08HTAK

Page 171Checkpoint

Richard Henry Lee proposed that they seek independence.


(a) It keeps colonists from earning market prices on their exports. Also, colonial trade is cut off when English trade is cut off due to its conflicts with other nations. (b) Possible answer: Just as blood leaves the body of someone slain, the colonists must leave England.


Respect means “a view” or “attitude.”

Checkpoint

Possible answer: It says that everyone has certain inalienable rights.

Page 173Checkpoint

It changed the purpose from a fight for fairness to a fight to create a new nation.


1 (a) It said that Americans would be better off if they ruled themselves. (b) Students may respond that it was well written and inspirational. Many people without strong feelings were swayed by its arguments. It summed up what many Americans probably felt. 2 (a) The major parts of the Declaration are the preamble, the section about society and government, the section about grievances against King George, and the conclusion. (b) It showed that colonists were deprived of traditional English rights. 3 Possible answer: “All men are created equal” still breathes life and hope in Americans and people in other nations. 4 an introduction 5 formal statement of opinion 6 formal

and the Caribbean, which forced Britain to wage war on many fronts.

Page 184Checkpoint

The soldiers were not sufficiently housed, clothed, or fed.


1 (a) Washington’s poorly equipped troops staged a surprise attack from two sides and won the battle, capturing a thousand soldiers. He then tricked the British by making them think that his soldiers were still in their camp, enabling his troops to escape. (b) He was a good leader, who was fearless and brave. He also was a clever military strategist. 2 (a) It ended British hopes of an early victory; it lifted Patriots’ spirits; it convinced the Europeans that Americans had a chance of winning. (b) America might have lost the war; Europeans would not have believed that the Americans could win. 3 Possible answer: Before he worked with the troops, they were in bad shape. Washington changed that. 4 No. They helped because they were paid to do so. 5 Yes. 6 No. The cavalry fought on horseback. 7 Possible answers: For hiring mercenaries: the British needed more manpower. Against: mercenaries might not be loyal, may give up when attacked.


Teague wants to go home. Washington wants the troops to stay in the army. Teague is thinking only of himself and the short-term. Washington is considering the needs of the Continental army and the long-term strategy for the Revolution.

complaints 7 Students should list two challenges that Jefferson faced and explain if he met the challenges. Possible challenges: inspiring tone to convince colonists of need to separate; sound bases for his arguments

Page 180Checkpoint

The colonists retreated and eventually abandoned New York City.


(a) Lexington (b) They were able to sneak in reinforcements through the Chesapeake Bay and attack.


He took the British by surprise.

Checkpoint

They crossed the Delaware, hiked through snow, and attacked the city on two sides by surprise.


Misguided means “wrongly guided.”

Clarify Problems

Disadvantages include: a musket took a long time to reload and it required good marksmanship.

Page 183Checkpoint

Results include: Saving New England, demoralizing Britain, and encouraging Europeans to support the colonists.

Checkpoint

At first, France secretly supplied money and arms to the colonists. After officially forming an alliance with the United States, France and its allies fought Britain in Europe

Chapter 6


08HTAK


Analyze Literature

Paragraphs should clearly give writer’s point of view.


Support means “to carry from underneath.” Other words built on the root port include import, export, and transport.

Page 187Checkpoint

because the British offered freedom to enslaved African Americans who fought against the colonists


Possible answers: Molly Pitcher symbolized the courage of Americans. She represents strength and patriotism.

Checkpoint

Women tended farms, took over their husband’s businesses, and took care of the wounded.

Page 189Map Master Skills Activity

(a) British troops came southwest from Fort Detroit to Fort Miami, then along the Wabash River to Vincennes. (b) Clark’s men overtook Kaskaskia, then Cahokia, and then moved onto Vincennes for a final victory.

Checkpoint

Possible answer: American settlers remained on the western frontier.

Page 190Checkpoint

They seized goods from British merchant ships, which forced Britain to spend resources protecting their ships.


1 (a) Washington eventually allowed

should give clear support for their reasons.

Page 195Checkpoint

The agreement in which Britain signed over its North American holdings to the Americans.

Reading Skill

Rebelled means “to overthrow a government or ruling power.” Re means “back” or “again.”

Checkpoint

It inspired France to undertake a revolutionary movement of its own.


1 (a) The American and French forces trapped Cornwallis and prevented his escape by land; the French fleet arrived off Yorktown and blocked his escape by sea. (b) One important factor in the defeat was the help of the French forces. 2 (a) Britain recognized American independence and accepted American boundaries; also, Spain took East and West Florida from Britain. The United States agreed to recommend to states that Loyalists get back their rights and property. (b) The Mississippi River, which was the western boundary, was very important for travel and trade. 3 Students should correctly define two of these words: recognized, recommend, reunited, and retire. 4 The guerillas could attack without warning and then escape. 5 because he plotted to turn West Point over to the British 6 Thesis statements should predict several problems that the United States would face.


Vocabulary Builder

Key Terms

1 continentals, or paper money 2 rights, and that if a government

African Americans to fight for the American side because he felt threatened by Britain’s offer to free slaves who fought with the British. (b) They hoped to win rights. 2 (a) The Americans had a small navy while the British had a large fleet of ships. As a result, Americans used hit-and-run tactics against the British and relied on privateers, who operated like pirates and seized cargoes from enemy ships. (b) Possible answer: Jones refused to give up during the battle between the Bonhomme Richard and the Serapis. 3 Possible answer: Women behaved with faith in themselves and their fellow countrymen when called upon to do so. 4 Enlist: to sign up for military duty. Civilian: a person not in the military. Continental: paper money. Privateer: an armed civilian ship that had the government’s permission to attack enemy ships and keep the cargo. 5 Possible problems: lack of money, not enough troops or supplies available, morale when colonial troops lost battles. Students should offer possible solutions to the problems listed.

Page 192Biography Quest

Benedict Arnold lived in exile from the United States in Canada and England.

Checkpoint

American and French troops blocked his escape by land, and the French fleet blocked his escape by sea.


(a) Greene (b) because the French fleet overtook his reinforcements


Answers may vary, but students


08HTAK


violates those rights, the people have a right to abolish their government and create another 3 alliances, or formal agreements to work together toward a common goal 4 privateers that attacked British merchant ships 5 cavalry, which fought on horseback


6 (a) The pamphlet inspired people in all the colonies to believe that they should rule themselves and increased their support for independence. (b) It explained the decisions to create a new nation and declare independence from Britain. (c) It probably made them more receptive to the ideas expressed in the Declaration. 7 (a) Possible answers: The war shifted from New England to the Middle States; Washington’s army defeated the British at the Battle of Trenton on December 26, 1776 (b) It made them feel more confident about their ability to win the war. 8 (a) Possible answers: France became an ally of America after the Battle of Saratoga and signed a treaty that recognized the new country and agreed to give it military aid; France and its European allies went to war with Britain in Europe and the Caribbean, which weakened Britain’s ability to fight in North America. (b) Possible answer: America would have had a much more difficult time winning the war. 9 (a) It didn’t have the money to pay for the war and the states contributed very little money. Congress issued paper money that lost value and was almost worthless by the end of the war. (b) The new government could collect taxes. 10 (a) Their victories against Mississippi River outposts and against Fort Vincennes allowed settlers to stay on the frontier and made America’s claim in the Ohio River Valley stronger. (b) Controlling the frontier and the

Ohio River Valley meant the United States could farm more land and had access to an important trade route.


11 Answers will vary with word choice, but should reflect an understanding of how to use word parts to accurately define a word.

Writing

12 Possible thesis statement: In order to gain help from other countries, the Americans had to convince the countries that the United States might win the Revolution. Possible examples: After the Battle of Saratoga, France openly supported the Americans. France and its allies in the Netherlands and Spain also went to war with Britain. Possible conclusion: If the Americans had not convinced other countries that they could win the Revolution, then they might not have received help. Without this help, the Americans might have lost the war. 13 Students’ dialogues should incorporate one of the suggested roles, and should be at least one page in length.

Skills for Life

14 (a) locations of American victories (b) 1778–1779; 1778–1781 15 forts 16 The British were more successful in the South than in the West.


Test Yourself

1 B 2 C 3 D


Document 1 life, liberty, and the pursuit of happiness

Document 2 to preserve the rights of man


08HTAK

Page 205Checkpoint

because of bad experiences in the past under colonial governors


Freedom of religion; Limits on searches; Trial by jury; Freedom of the press; No cruel and unusual punishment


They believed that the Articles of Confederation had been a failure. They proposed a stronger central government.

Checkpoint

Congress could not regulate trade, could not tax, and had no way to enforce any laws it made. Only the states could exercise these powers.


(a) NH, VA, MA, CT, NC, SC; NY (b) states might fight wars over disputed lands

Checkpoint

They divided public land into townships that could be purchased by private investors. Once a specified number of people resided in the purchased territory, it could apply to become a state.

Page 208 Analyze Cause and Effect

Declining prices made some farmers in Massachusetts unable to pay their taxes, so the state government was seizing their farms. Farmers became angry and some rebelled.

Page 209Checkpoint

The Articles of Confederation provided for a government that was

Page 214Checkpoint

It called for three branches of government and representation based on state population.


Sherman’s solution allowed for representation based on population, which would benefit the large states, and equal representation, which would benefit the small states.

Checkpoint

The Virginia Plan called for a two-house legislature with more representation for larger states; the New Jersey Plan called for a one-house legislature with equal representation for all states.

Checkpoint

an agreement that for purposes of representation and taxation, each enslaved person would count as three fifths of a person

Page 216 Interpret Paintings

Possible answer: Their faces are fully lit and facing forward, or they are standing.

Page 217Checkpoint

It demonstrates that the government is based on the consent of the people.


1 (a) Against—too much power for a single executive; For—a single executive could make decisions more efficiently (b) Possible response: They might argue about a solution and not solve the crisis. 2 (a) Representation in the House of Representatives would be based

too weak to keep popular unrest in check.


1 (a) The members did not want to set up a powerful central government that would cause a repeat of events that caused the American Revolution. (b) Foreign powers did not respect the weak central government. 2 (a) The nation’s leaders believed that democracy depended on education. (b) Answers will vary. Possible answer: When people are educated, they are better equipped to participate in government and to understand what the government is doing. 3 They believed that democracy and education were closely linked, and proposed that every town set aside land for a public school. 4 constitution 5 executive 6 economic depression 7 Possible answer: Each state printed its own money and set its own trade policy. This made trade between states very difficult. The central government did not have the power to tax, so it had little money to run the government.


Pamphlets should highlight the reasons people would move to new lands.

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They wanted to be able to freely speak their minds.

Draw Conclusions

Responses will vary, but students should identify U.S. historical sites and demonstrate an understanding of their importance.

Chapter 7


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on population; in the Senate each state would have equal representation. (b) Because one house would have equal representation, the small states no longer feared that they would be controlled by the larger states. 3 They said that such a ban would ruin the South’s economy. 4 judicial branch 5 compromise 6 Sentences should show an understanding of the problems.


Hamilton felt that people would not obey laws if there were no penalties for disobedience.


George Mason strongly advocated the passage of the U.S. Bill of Rights, which was modeled largely on his Virginia Bill of Rights.

Checkpoint

They argued that the meeting was called only to revise the Articles of Confederation.

Page 220 Reading Political Cartoons

(a) the states; Delaware, New York, North Carolina, Rhode Island (b) It favored the Federalists because it supported ratification.

Checkpoint

Virginia was a large and influential state. If it did not ratify the Constitution, other states might not, either, and the union could break apart.

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to protect basic liberties


1 (a) Sentences should identify three of the following: the Convention exceeded its powers;

state. (b) It gradually established a government. 6 (a) An economic depression caused farmers to lose money. The government was taking little action to help the farmers, so some farmers rebelled. (b) Possible response: He felt that the rebellion revealed the weaknesses of the central government under the Articles of Confederation. 7 (a) both—three branches of government; Virginia Plan—two legislative houses based on population; New Jersey Plan—one legislative house based on equal representation. (b) a one-house legislature. Possible answer: It did not take into account the size of each state when determining the number of representatives. 8 (a) Washington: president of convention; Madison: took notes; Sherman: proposed the Great Compromise; Morris: wrote Preamble (b) Answers will vary. 9 (a) basic freedoms such as freedom of religion, speech, and the press; it prevents Congress from forcing citizens to keep troops in their homes; it protects citizens who are accused of crimes and are brought to trial; and limits the powers of the federal government to only those that are granted in the Constitution. (b) so that the central government would not usurp those rights that belonged to the states and to individuals


10 The Virginia Plan proposed a strong central government with three separate branches. Delegates from smaller states opposed this idea. They wanted each state to have one vote in Congress so they would all have equal representation. Student evaluations should show logical reasoning.

Writing

11 Paragraphs should list the problems of the central government under the Articles of Confederation. For example, the Congress could not regulate trade, collect taxes, or

the Constitution weakened state governments; it did not protect basic freedoms; it gave the President too much power; it reduced the political power of the public. (b) Possible answer: The Constitution did not protect individual rights. 2 (a) Henry was against the Constitution and felt it would lead to tyranny; Madison supported it and thought the nation needed a strong government. (b) Individual rights were protected. 3 Answers will vary. Many students will disagree, believing that the division of powers provides adequate checks and balances. 4 It was important that Virginia approve the Constitution because it was large and powerful. 5 individuals from government abuses; paragraphs will vary


Vocabulary Builder

Key Terms

Possible answers:

1 As crop prices declined, many farmers were unable to pay their taxes and the government seized their farms. 2 The courts interpret laws. 3 Each state held a convention to approve the Constitution.


4 (a) It did not have the powers to regulate trade, to tax, or to enforce the laws it passed. (b) It could not control what happened among the states or take much action because of the lack of money and the inability to enforce laws. 5 (a) When a territory began to be settled, Congress would appoint for it a governor, a secretary, and three judges. When there were 5,000 free adult male settlers in the territory, it could elect a legislature. When there were 60,000 free people in the territory, it could ask to become a


08HTAK


enforce laws. The essay should then explain how the Constitution gave more power to the government. One lasting effect is the Bill of Rights. 12 Letters should demonstrate an understanding of the issues faced by the Constitutional Convention.

Skills for Life

13 the right not to have soldiers move into their homes 14 (a) Parliament passed a law forcing colonists to house British soldiers. (b) short term because the revolution started two years later 15 They added the Bill of Rights to protect themselves against abuses of government like they experienced under British colonialism.


Test Yourself

1 C 2 B 3 A


Document 1 Under the Articles of Confederation, Congress could do little. It needed to have the consent of states to declare war; make, spend, or borrow money; supply the military or appoint a commander in chief of the military.

Document 2 Possible answer: to facilitate trade among states.

3 Assessment

1 Possible answers: citizens have rights, the head of the government must obey laws, no taxation without the approval of citizens, frequent elections, trial by jury, right of habeus corpus protection of private property 2 The Framers of the Constitution were influenced by Montesquieu’s concept of separation of powers, a concept designed to prevent any one person or group from becoming too powerful.

laws passed by Congress are constitutional

Page 265 Assessment

1 Congress proposes the amendment and it is ratified by state legislatures. 2 Answers will vary, but should include the idea that the Founders wanted to make it clear that the Constitution did not contain a complete list of people’s rights. The Founders wanted people to feel confident that they would not be limited to only the rights described in the Constitution.

Page 267 Assessment

1 Americans are free to follow any religion, or no religion, as they choose. 2 The government cannot censor the press, nor can it arrest journalists for criticizing the government or public officials.

Page 269 Assessment

1 Both provide for the public welfare, administer criminal justice, charter banks, raise taxes, borrow money. State governments can regulate trade within the state, maintain schools, and make laws regulating marriage and divorce. 2 Answers will vary, but students should include the idea that local governments are permitted to function because people choose to create and run them.

Page 271 Assessment

1 A person becomes an American citizen by being born in the United States or having at least one parent who is a citizen of the United States, by being naturalized, or by being 18 years old or younger when his or her parents are naturalized. 2 Possible answers: voting, staying

Page 255 Assessment

1 Preamble; Articles; Amendments 2 The government will protect the nation. It will have the power to form a military to accomplish this goal.

Page 257 Assessment

1 The Constitution divides the government into three branches, each with its own duties. 2 executive: can declare executive actions unconstitutional; legislative: can declare acts of Congress unconstitutional

Page 259 Assessment

1 Senators serve six-year terms; House members serve two-year terms. Senators represent their entire state; House members represent their district. Senators must be 30 years old or older; House members must be 25 or older. 2 Congress can override a veto with a two-thirds majority vote in both the House and Senate.

Page 261 Assessment

1 Answers will vary, but could include the idea that the Framers did not want such an important power to be in the hands of just one person. 2 Students should find their state for the number.

Page 263 Assessment

1 A case must go before a district and appellate court before a Supreme Court hearing. It can also follow a second route— from trial court to appellate court to state supreme court and finally to the Supreme Court. 2 the power of the Supreme Court to determine whether acts of the President or


08HTAK


informed on important issues, informing elected officials of their views, participating in interest groups, signing petitions, and holding peaceful public rallies


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Page 280Document-Based Questions

1 delegates to the Constitutional Convention 2 Franklin is asking delegates to give up their own views and support the decisions of the Constitutional Convention. 3 Possible answer: Yes, because the delegates would unite against a common enemy.


Many men attended the inauguration. The public watched from outside. A modern-day President’s inauguration might be broadcast to the public on television or radio.

Page 284Checkpoint

the departments of Treasury, State, and War

Checkpoint

The government had to borrow money to pay for the Revolutionary War.

Identifying Economic Costs

$150,000


He was born in the West Indies and under the Constitution, the president must be born in the United States.


Farmers thought taxing whiskey was unfair. George Washington thought the rebellion threatened the authority of the government and the rights of the people.

Checkpoint

Congress debated the plan at first, but eventually passed all except the


It is compared to a spark that starts a fire. It means the spirit of faction could lead to bigger problems.

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They thought political parties threatened the country’s unity.

Reading Charts

(a) The Federalists favored a strong central government; the Republicans favored strong state governments. (b) They believed that states should have the powers not explicitly granted to the central government in the Constitution because they feared that the federal government would become too powerful.

Page 293Checkpoint

Federalists supported strong federal government; Republicans supported strong state governments.

Checkpoint

the Federalists


1 (a) They opposed political parties. (b) Responses will vary, but students should show an understanding of political parties and support their answers with details from the section. 2 (a) They had opposing views about the role and power of the federal government. (b) Students will probably answer that they would have supported the Federalists because they favored the national tariff to protect American industries. 3 “Like a friend to government” means Hamilton worked to help and protect government, the way a friend helps and protects another friend. 4 Possible answer: political parties developed, which caused

tariff on imports into law.


A mob is compared to a gathering storm.

Checkpoint

A tax on whiskey was opposed by farmers—especially those in western Pennsylvania, who used corn to make whiskey.


1 (a) Washington’s inauguration drew huge crowds. (b) Executive—Treasury, State, and War departments, headed by Hamilton, Jefferson, and Knox; Judiciary—Supreme Court with Chief Justice John Jay, 3 circuit courts, 13 district courts 2 (a) managing its war debt; people disagreed over who should be repaid (b) a three-part plan including the repayment of federal and state debts, the creation of a national bank, and the imposition of a national tariff; they opposed the national tariff and prevented its enactment 3 The President is compared to nails; both are “tough”—or strong. 4 Answers will vary. Students should demonstrate an understanding of the terms. 5 Students’ answers should demonstrate the parts of Washington’s life about which students are interested in learning.


Students’ paragraphs will vary, but should describe how early American art, architecture, and music reflected a departure from British influence. Students should also recognize that early American art used visual symbols and descriptions that represented important American values.

Chapter 8


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tension in the government. 5 Responses will vary. Timelines should show significant events in Washington’s life.


“The flow of white settlement” means that white settlement moved steadily onward, the way a river flows.


(a) five (b) the Battle of Fallen Timbers

Checkpoint

Washington sent troops to suppress the Native Americans.

Page 296Reading Primary Sources

(a) it was cruel and inhumane (b) Students may say that attendees thought Louis XVI was a tyrant and supported his execution.

Checkpoint

Republicans opposed Jay’s Treaty but Federalists supported it.

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Establishing a successful government, bringing the country out of debt, keeping the country out of war, forcing the British to leave the Northwest Territory.


1 (a) He demonstrated that the nation’s government could back up its intentions with military force. (b) Washington was against involvement in foreign wars, but forceful in responding to rebellion at home. 2 (a) He warned against political divisions at home and involvement in foreign affairs. (b) Students should choose appropriate details about Washington’s accomplishments. 3 The mood of the country was like a heated

Sedition acts. This disagreement emphasized the differences between the parties. 3 Possible answer: As a firefighter tries to put out a fire, Adams tried to end the nation’s desire for war. 4–7 Students’ sentences should reflect an understanding of the key terms. Students’ statements will vary. 8 Students’ thesis statements should express a statement about John Adams’s personality. Possible traits include firm, responsible, and diplomatic.


Vocabulary Builder

Key Terms

1 precedent 2 unconstitutional 3 neutral 4 Sedition


5 (a) to advise Washington about government issues (b) Answers will vary, but should suggest that today’s government is larger. 6 (a) the Whiskey Rebellion and the British- backed Native American resistance in the Northwest Territory; Washington sent troops in response to both situations. (b) Washington disagreed with the rebellion so strongly that he personally oversaw troop preparations—and led the army—to stop it. 7 (a) He did not want the United States to get entangled in the affairs of Europe. (b) He was afraid the country would be torn apart by divisions. 8 (a) They limited people’s constitutional rights. (b) Responses will vary, but should be supported by reasoned arguments.


9 Possible answer: Washington was respected as the most important founder of the United States. Student answers may vary, but should use logic to support their view.

atmosphere in which a thunderstorm is brewing. 4 No, Washington believed that as a neutral nation the United States should trade with both France and Britain. 5 Yes 6 Responses may vary, but may include honesty, leadership, diplomacy, and power.


fevers spread throughout a person’s body, as the desire for war spread throughout the country

Checkpoint

He compromised to avoid war.

Reading Political Cartoons

(a) money from the Americans (b) The cartoonist has a negative view of the French government; he drew the country as a monster.


States could nullify laws if they disliked them.

Checkpoint

They limited immigration and free speech.

Page 301Checkpoint

Republicans opposed the Alien and Sedition acts, but Republican-backed state legislatures could do nothing to overturn federal law.


1 (a) France thought the United States should support it in its war with Britain and responded to U.S. neutrality by attacking American ships and refusing to deal with American diplomats. (b) Adams compromised with the French instead of going to war. 2 (a) to limit immigration and restrict free speech in response to a mistrust of immigrants during the French Revolution (b) Republicans supported states’ rights and opposed the Federalist-backed Alien and


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Writing

10 Paragraphs should include at least two events in their president’s administration and a description of their President’s personality. 11 Paragraphs should demonstrate an understanding of the causes of the rebellion or the soldier’s feelings about stopping it.

Skills for Life

12 (a) The Federalist Mr. Hamilton, with his fine clothes, favors the wealthy merchants. (b) You can look up Alexander Hamilton to find out what his policies were and if they favored wealthy merchants. 13 (a) Possible answer: I believe that his policies are the only hope for farmers. (b) Possible answer: The author uses the phrase “I believe.” 14 (a) Possible answer: I am grateful that at least our vice president, Thomas Jefferson, is a Republican. (b) Possible answer: The fact is that Thomas Jefferson was a Republican. The opinion is that the author is grateful that Jefferson was elected vice president.


Test Yourself

1 B 2 D 3 A


Document 1 Adams says he will negotiate with France.

Document 2 The XYZ Affair involved a French attempt to bribe U.S. negotiators.


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8Document-Based Questions

1 They kept notes so they could report back on their travels to President Jefferson. 2 places they saw; dates they traveled; weather conditions; description of country; types of trees 3 Answers will vary. Possible answer: Yes, because they gave detailed eyewitness descriptions of their journey.


in the future, beginning in 1804

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In the election of 1800, two candidates received the same number of votes, forcing the House to decide who would be President and who would be Vice President.


architecture, law, philosophy, art, literature


(a) reduce government expenses to reduce federal power; reconcile party differences (b) Questions will vary but should demonstrate an understanding of Jefferson’s goals and policies and how they might differ from those of Washington and Adams.

Checkpoint

He refused to renew the Sedition Act, refunded the fines that had been collected under the act, and released all those imprisoned under the act.

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the principle that the Supreme Court can decide if an act of Congress is

his route was so far into their territory.


Lewis and Clark faced extreme cold, rough waters, and difficult travel against strong currents.


They tell you that two events were happening at the same time. Livingston and Monroe had made a deal with the French. At the same time, there was a revolution in Haiti that overthrew French colonialism.

Checkpoint

Lewis and Clark were to report on the resources of the West, to make contact with Native Americans, and to establish claim to the land west of the Rockies.


1 (a) New Orleans was a major trading center for farmers. (b) The Louisiana Purchase expanded the nation and gave the United States control over New Orleans and all of the Mississippi River. 2 (a) Sacagawea was a Shoshone Native American who served as a guide and interpreter for the expedition. (b) Both explored the Louisiana Territory, but Pike explored the southern region while Lewis and Clark explored the northern region. Pike was not as successful as Lewis and Clark, having been captured and returned to the east by Spanish troops. 3 Answers should include details about the departure, success, and dangers of each expedition in the proper sequence. 4 Students’ charts should include an accurate definition of the key terms. 5 Students should include the highlights from the life of Lewis in their thesis.

constitutional or not


1 (a) He wore simple clothing, shook hands, walked to the ceremony, and delivered a speech to reconcile differences. (b) Jefferson’s policies shrank the government and limited its power over states and citizens. 2 (a) Marshall ruled that the Judiciary Act of 1789 was unconstitutional. (b) The case placed the Supreme Court in a more central position in the government; established judicial review 3 to limit the federal government’s power over states and citizens 4 Yes. 5 No; Marshall stated that the Supreme Court, not the Senate, had the right to decide whether acts of Congress are constitutional. 6 Students should show understanding of the beginning of the “Jefferson Era,” when the power of the government over the people and the states was limited.

Page 315Checkpoint

the right to ship goods down the Mississippi River to New Orleans

Analyze Cause and Effect

France would not have a place to station soldiers or an easy way to communicate with the leaders in Louisiana. It would be forced to ship people and goods across the Atlantic Ocean.

Page 316Checkpoint

Jefferson knew that the Constitution did not specifically grant a President the right to buy land from foreign powers.


(a) Mississippi, Arkansas, Rio Grande (b) The Spanish might fear Pike was spying for America, since

Chapter 9


08HTAK



Students should write a short journal entry about each of the five events described on the map.


Jefferson became President and felt that the practice of paying it was wrong so he stopped it.

Page 323Checkpoint

They paid tribute to the pirates from the Barbary States.

Draw Conclusions

Possible answer: The British navy was probably weakened by having unwilling soldiers.


(a) the portion containing Europe; much of the Western Hemisphere (b) The cartoonist thinks the leaders are greedy.

Checkpoint

Impressment was the practice of kidnapping and forcing American sailors to serve in the British navy. It angered Americans because it demonstrated a lack of respect for the United States as a sovereign nation.

Page 325Checkpoint

to try to force Britain and France to respect American neutrality


(a) 1784–1810 (b) It was occupied by white settlers.

Page 326Checkpoint

to preserve traditional ways, resist further settlement, and stop quarreling with each other;


The Battle of the Thames took place after the Battle of Lake Erie.

Checkpoint

Americans won control of Lake Erie and followed the British into Canada, defeating them in the Battle of the Thames.

Biography Quest

The British were breaking their promise to help fight U.S. troops.

Page 331Checkpoint

to decide if New England should secede from the United States


1 (a) Led by Clay and Calhoun, the War Hawks were eager for war with Britain. Westerners wanted to end Native American resistance and seize Canada. Southerners wanted to seize Florida. (b) The War Hawks were probably overconfident. They overlooked the weakness of the American military and misjudged the power of the British military. 2 (a) It ended with the Treaty of Ghent. It returned things to the way they had been before the war. (b) Many Americans felt great pride at having stood up to Britain; New Englanders were upset about the war and thought about seceding; Europe began to respect the United States more. 3 The Battle of Lake Erie 4 Possible answer: Americans felt an increased sense of pride in their nation. 5 Possible answer: They so opposed the war that they considered separating from the United States. 6 Notes should show how events are related.

Tecumseh organized the Western tribes into a league.


1 (a) They were seamen from the Barbary States in North Africa who attacked foreign ships, taking property and kidnapping sailors for ransom. (b) It risked the lives of American sailors. It was important to prove American military strength. 2 (a) Native Americans caught diseases from settlers, had land taken from them, and their game fled from lands cleared by the settlers. (b) The British also resisted the expansion of American settlement. 3 The United States began trading with countries other than Britain and France. The new law made this trade possible. 4 Students’ definitions should accurately define each vocabulary word. 5 Students should include details about the Barbary pirates, British and French attacks on American ships, the Embargo Act, and Tecumseh’s activities.

Page 327Checkpoint

the South and the West

Page 328Checkpoint

Its military was small and underfunded.

Identify Benefits

They made it harder for the British to defeat the United States.


(a) the Atlantic coast, the Gulf of Mexico (b) It limited trade with other nations. As a result, American merchants lost profits. Also, Americans had limited access to the foreign goods that they wanted.


08HTAK



Vocabulary Builder

Key Terms

1 judicial review 2 expedition 3 embargo 4 smuggling 5 continental divide


6 (a) Jefferson’s view was that the federal government should have limited power. (b) Jefferson’s purchase of Louisiana contradicted his view of limited powers. (c) Answers may vary, but students should recognize that many people today share Jefferson’s philosophy that the government should have limited power over citizens and states. 7 (a) He felt that the last-minute appointments were a tactic by the Federalists to keep their power. (b) Marshall agreed with Marbury, but said the Judiciary Act was unconstitutional. 8 (a) dangerous rapids and strong currents in rivers, discouragingly long distances, cold winters, high mountains, and the danger of hostile Native Americans (b) The expeditions helped Americans learn more about the land, climate, and rivers of western lands. (c) Answers might include journeys to the ocean depths, to space, and to the Arctic regions. 9 (a) An act passed by Congress that prohibited foreign trade. (b) Congress reopened trade with all foreign countries except Britain and France. 10 (a) to protect their homeland, preserve their traditional ways, unite Native Americans, and resist further settlement of the West by white people (b) Settlers wanted to clear the forests for farmland. The Shawnee wanted to preserve the forests and continue living there. 11 (a) The British also wanted to stop the spread of American settlement to the West. (b) It helped Native Americans because

they received guns from the British. It hurt them because the British were not as wholly committed to resisting American settlement as the Native Americans were.


12 Lewis and Clark first headed up the Missouri River. The phrases that are clues to this sequence are “In the spring of 1804” and “In mid-July.”

Writing

13 Paragraphs should include his views on government and the major events in Jefferson’s administration, such as the Marbury v. Madison decision, the Louisiana Purchase, and his use of an embargo to keep Britain and France from interfering with American neutrality. 14 Paragraphs should show an understanding of being forced to serve in the British navy against one’s will. The sailor needs to perform well to survive, but feels as if he is betraying his own country.

Skills for Life

15 Jefferson believed the Constitution forbid the federal government from making laws about religion. 16 Many of the early colonists came to America to have freedom of religion.


Test Yourself

1 D 2 B 3 C


Document 1 The blockade would drastically cut merchants’ business.

Document 2 The document asserts that non-New Englanders control the Union and have acted against New England’s interests.


08HTAK


1 during the Revolutionary War 2 She tells him in order make friends, he must be honest and steadfast. He should remember his obligations and be grateful for kindness. He should be polite, self-respecting, and honorable. He should avoid quarrels whenever possible and not hurt the feelings of others. 3 Answers will vary. Possible answer: She was afraid she might die during the war and wanted to give her son important advice on how to be a good man.

Page 340Checkpoint

It disappeared after President James Monroe’s landslide election victory in 1816.


A strong economy that helped all parts of the nation prosper and depend on one another would lead to increased national unity.

Apply Information

Calhoun; He represented the South, where slavery was important to the economy.

Page 342 Identify Economic Costs

The British could produce cloth more cheaply because they had well-established factories.

Page 343Checkpoint

It stressed high tariffs to protect northern manufacturers, which would act as an incentive for northerners to buy more agricultural products from the West and South. The tariff would also provide more

Page 347Checkpoint

He was a priest who led Mexico’s struggle for independence from Spain. Though he was defeated, Spain eventually recognized that it could not maintain its rule over Mexico.

Checkpoint

Adams said that cooperation between the two countries would make the U.S. seem to be Britain’s junior partner.

Page 348Checkpoint

Britain granted some self-government to Canada in order to stop rebellion and maintain Canada as a colony.


1 (a) President Monroe’s statement that the United States would not allow European nations to interfere with the independent nations of Latin America (b) Possible answer: Yes, because it might seem to suggest that it would require Britain to enforce the doctrine. 2 (a) Answers will vary but should include Mexico, Peru, Brazil, Bolivia, Paraguay, Chile, Argentina, Haiti, and Uruguay. (b) With Spain no longer limiting the trade of its former colonies, they were now free to trade with Britain and the United States. 3 Accept any two or more of these: British and U.S. governments became concerned; Britain suggested alliance; Monroe issued the Monroe Doctrine rejecting alliance. 4 Florida 5 They could now govern themselves. 6 Sentences should demonstrate an understanding of events and use connecting words to flow smoothly.

revenue for the federal government, which could in turn be used to improve the infrastructure.

Page 344Checkpoint

By protecting private contracts, the Court protected private businesses.


1 (a) supported—the North; opposed— the South (b) Possible answers: Yes—all regions would have benefited. No—the benefits to the manufacturers might have been greater and happened sooner. 2 (a) States could not interfere with federal institutions or violate federal laws. (b) They both strengthened the power of the federal government by ruling that states had no power to interfere with federal institutions. 3 benefits to all regions; revenues for the federal government 4 charter 5 capitalism 6 Answer should support the choice.


Possible answers: Spain could not could not stop enslaved African Americans from escaping to Florida. Seminoles from Florida raided American settlements.

Checkpoint

Spain realized it could not protect Florida, so it sold the territory to the United States.


(a) Cuba, Puerto Rico, British Honduras, British Guiana, Dutch Guiana. French Guiana (b) The United States acquired northern Mexico from just north of Baja California east to southern Texas, along the Rio Grande.

Chapter 10


08HTAK


Page 351Checkpoint

Henry Clay threw his support to John Quincy Adams. Then, as president, Adams appointed Clay as his secretary of state.

Draw Conclusions

With their new right to vote, people would work on a political campaign so their candidate would win.


Possible answer: As a self-made success, he seemed to be one of the average people. He opposed special privilege for the wealthy and encouraged ordinary people to hold public office.

Reading Skill

More people were involved in the nominating process.

Checkpoint

all women, all enslaved African American men, most free African American men


They thought that mobs took over the White House.

Page 354Checkpoint

He believed that putting new people into government jobs furthered democracy.


1 (a) It is what appeared to be a secret deal between John Quincy Adams and Henry Clay. Clay told his supporters to vote for Adams, who later made Clay his secretary of state. (b) Andrew Jackson 2 (a) Suffrage was extended to more white males, and more voters could choose presidential electors. (b) Many more people voted in 1828 than previously, and Jackson drew support from these newer

white settlers wanted. 2 (a) Possible answer: The removals were not well prepared for, and the Choctaws and the Cherokees had to walk in winter conditions without enough tents, food, blankets, shoes, winter clothes, or other supplies. Many died from hunger, disease, and cold. (b) Possible answer: They had adapted to many white customs and claimed status as a separate nation. 3 Possible answer: Native Americans were moved westward. Their lives were very difficult on the new land. Settlers took over their traditional homelands. 4 Paragraphs should focus on the main idea.


He wanted to make his people’s knowledge as strong as the white people’s through reading and writing.

Checkpoint

Wu wanted Sequoyah to learn English so he would know the secret of white people’s medicine.

Page 363Checkpoint

For: It helped business; it kept federal money safe; it issued a stable currency; it created confidence in U.S. banks. Against: It hurt farmers and small merchants; it restricted state banks; it helped the wealthy; it caused the economic crisis of 1819.


(a) Jackson is dressed like a king and he is stepping on a legal document; because he vetoed the bank bill. (b) No. The British supported their monarchy. Yes. The king had to uphold the law.

Page 364Checkpoint

It states that any powers not

voters. 3 Adams won the election. 4 No, voting rights had not been extended to women and African Americans. 5 No. Nominating conventions did not begin until 1831. 6 No. They came for the inauguration. 7 Students might use words and phrases such as beloved, disliked, corrupt.

Page 355Checkpoint

Many converted to Christianity, spoke English, and ran businesses.


(a) Cherokee, Choctaw, Chickasaw, Creek, Seminole (b) 525 miles

Page 357Checkpoint

Marshall said that the Cherokee had a right to their land because they were a Native American tribe that had treaties with the United States. The state of Georgia could not violate federal laws and treaties.

Page 358 Interpret Art

Possible answer: The owl represents the “flight” of the Native Americans.


Five groups of Native Americans were forced to move west. The removals caused great hardship.

Checkpoint

It did not provide enough tents, food, blankets, shoes, winter clothes, or other supplies.


1 (a) It ruled against Georgia. The Cherokees and the United States had signed treaties acknowledging that certain territories were theirs. (b) He was determined that Native Americans be moved from land that


08HTAK


specifically given to the federal government are reserved to the state government.


As president, Jackson had to preserve the Union, so he could not support the right of states to nullify federal laws.


Similar: both try to appeal to patriotism and the majority of people. Different: Today we have television, radio, and the Internet for campaigning.

Checkpoint

Calhoun believed that nullification was a right that individual states had.


Accept any two of these: Britain experienced an economic slowdown; British manufacturers bought less cotton; American banks could not collect on loans.

Checkpoint

The main cause was an economic crisis in Britain.


1 (a) The federal government passed a new law raising tariffs on iron and textiles. A convention in South Carolina said that the tariffs did not apply to that state. (b) Students who agree may cite the deep conflicts over the Alien and Sedition acts and the tariffs. Students who disagree may state that despite differences, the states had been able to find compromises. 2 (a) Webster opposed the idea that states had the right to nullify a federal law. John C. Calhoun argued that states did have this right. (b) He meant that upholding states’ rights was more important than holding the union

threatening to help Spain regain its newly liberated colonies. (b) It warned away any European interference with those countries’ independence. (c) They may have been grateful for the U.S. coming to their defense, but they may have also feared possible U.S. interference. 7 (a) Andrew Jackson had more electoral votes, although not a majority. The House of Representatives decided the election in Adams’s favor when Henry Clay’s supporters voted for Adams. (b) Suffrage was extended, so more Jackson supporters could vote. Adams was not popular with the public after the “corrupt bargain” scandal. 8 (a) the route the Cherokees were forced to take to Indian Territory from Georgia (b) Indian Territory eventually became part of the state of Oklahoma. 9 (a) Elected officials reward their supporters with positions in government. (b) It might get more support from people who thought they would benefit from it later. (c) It brought new people to government service. 10 (a) an economic crisis similar to a depression (b) Many people felt it was the result of economic decisions made during Jackson’s time, and Van Buren was Jackson’s ally.


11 The cause was the attempt by the state of Maryland to tax the second Bank of the United States. The results were that Maryland was not allowed to tax the Bank, and the federal government got stronger. The first was a short-term result, while the second was a long-term result.

Writing

12 In 1832, Congress passed a new law that lowered some tariffs, but continued the high tariffs on iron and textiles. Generally, the South opposed tariffs. South Carolina actually voted to oppose the tariff legislation. President Jackson

together. 3 Jackson issued the “Proclamation to the People of South Carolina,” warning them against secession; Calhoun resigned as vice president; Congress passed laws authorizing force to collect federal tariffs in South Carolina and to lower the tariffs. 4 Possible answer: Nullification is the action of a state to cancel any federal law with which it does not agree. If states had the right of nullification, any state that does not like a federal law could ignore it. 5 Check to see that the grammar, spelling, and punctuation are correct.


Vocabulary Builder

Key Terms

1 It hurt American business because the British manufacturers sold goods for prices lower than American manufacturers could charge, thus putting Americans out of business. 2 Suffrage means that those who have it are eligible to vote and participate in the democratic process. 3 A political party might hold a caucus. 4 Calhoun believed that each state had the right to nullify a federal law.


5 (a) He believed that all regions plus the federal government would benefit: the North because manufacturers would be protected by tariffs; the South and West because they would sell more goods to the North; the federal government because it would have more money to spend on infrastructure, which in turn would help the nation. (b) It is likely that the North would have benefited the most because their industries would be protected, but there were no guarantees that the rest of the plan would work as Clay predicted. 6 (a) Russia and France were


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regarded this act as a challenge to his authority. He issued a “Proclamation to the People of South Carolina.” It said that leaving the Union would be an act of treason. 13 Narratives should show an understanding of the difficulty of the Cherokee journey.

Skills for Life

14 (a) Andrew Jackson (b) He was strongly against the Bank of the United States; he believed it favored the wealthy at the expense of ordinary people. 15 that foreigners would have control of the Bank 16 virtually make them a present, purely American 17 that the Bank is not good for America and should be vetoed.


Test Yourself

1 C 2 B 3 D


Document 1 the image of a “common man” and a patriot

Document 2 Harrison’s campaign techniques were technically more primitive than those used today but just as prone to exaggeration and oversimplification.


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1 He was the congressman from Virginia. 2 He was representing farmers’ interests. 3 He wants Congress to end the protective tariffs, which he sees as an unfair burden on farmers.

Page 383Checkpoint

Possible answer: Machines took the place of hand tools.

Identify Economic Benefits A manufacturer who used a steam engine would not be limited to building a factory on a riverbank, but could choose a location closer to cheap labor.

Page 384 Distinguish Relevant Information

Possible answer: Smoke from the factories might fill the air; there might be more traffic on roads; there would be a place for people to work.

Checkpoint

It was against British law to take technology out of England, so he had to memorize the plans for machines.


Possible answer: War may sometimes result in the halting of trade, causing people to come up with new ways to fill the need to supply goods.

Checkpoint

Instead of obtaining thread from separate spinning mills, Lowell’s factory brought together spinning and weaving in one building.

thread. Eli Whitney’s system of interchangeable parts caused efficiency in mass production.


She began to feel confined indoors and longed to be outside.

Checkpoint

Her family needed the money she earned at the mill.

Analyze Literature

Students should describe the details of the daily life in a mill. When would they report for work? How long was the workday? Did they get breaks? They should also describe the physical layout of the factory and their impressions of the workplace. The more details they can provide in their account, the better.


Possible answer: Industrialization required large numbers of workers in cities. This created urban problems, such as crowding, disease, and fire danger.

Checkpoint

They were unclean and had poor drinking water, which spread disease; the air was poor; fires were common, and firefighters were often ill-equipped.

Explain Problems

People lived crowded together, leading to poor sanitation and fire hazards.


He overheard a conversation about a new discovery: the electromagnet.

Checkpoint

the telegraph, mechanical reaper, improvements in threshers, the combine, and sewing machine


Possible answers: They could be injured, didn’t get to play outdoors, worked long hours for little pay, had no time for school, and had big responsibilities.

Page 387Checkpoint

Through mass production, American factories made identical pieces that could be assembled by unskilled workers; skilled workers were not needed.


1 (a) Possible answer: It made shipping and importing goods difficult; Americans had to develop their own industries. (b) The Northeast was home to merchants with capital to build factories and buy materials. 2 (a) identical pieces that can be assembled by unskilled workers (b) Factories could hire unskilled laborers at lower wages. 3 Possible answer: Inventiveness changed the way that people worked and lived. 4 Possible formal definitions include: factory system—a system that brings workers and machinery together in one place; capitalist—person who invests capital, or money, in a business to earn a profit; interchangeable parts—identical pieces that can be assembled quickly by unskilled workers. Possible informal definitions include: factory system— people working together with machines; capitalist—person who invests money; interchangeable parts— pieces of a thing that are exactly the same 5 Francis Lowell caused libraries for factory workers. Arkwright’s textile plant caused factories built in cities. Samuel Slater’s emigration caused increased American production of cotton

Chapter 11


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Page 393Checkpoint

Unlike steamboats, railroads could be built almost anywhere and travel in any season.

Interpret Pictures

It was too narrow and low and had paddle wheels. Ocean waves and currents would be too strong and make the boat uncontrollable.

Page 394 Draw Inferences

Possible answers: Many Irish thought next year would be better; they were overwhelmed and did not want to leave their homes and family and friends.

Checkpoint

The Irish were fleeing from a famine, and the Germans were fleeing from failed revolutions.

Page 395Checkpoint

They faced discrimination in terms of the right to vote, getting jobs, and segregation in schools and other public places.


1 (a) new inventions that aided the growth of industry; more immigration (b) It caused overcrowding, uncleanliness, and the risk of fire in cities. 2 (a) It let people communicate across long distances quickly. (b) Since factories in the East could communicate with their markets in the West quickly, this could help the economy to grow because orders could be taken and filled more quickly. 3 Possible answer: Many new machines were invented to speed up agricultural work. They replaced many farm workers, who went to cities to work in factories and shops. 4 No, it is the movement of people from rural areas to cities. 5 Yes 6 Yes 7 List should demonstrate an

producing states triples; support for slavery hardens among southern whites; Nat Turner’s slave revolt. 2 (a) Possible answer: up before dawn, work in fields until dark, work after dark (b) Possible answer: They may have felt that freedom was worth any risk. 3 Possible answer: Southern planters needed cotton to survive and large labor forces to grow it. Slaves provided that labor force but suffered terrible conditions and inhumane treatment. 4 The cotton gin uses a cylinder with spikes to remove seeds from cotton fibers. 5 Slave codes were laws that controlled what enslaved people could and could not do. 6 the Bible and the realities of slavery 7 Answers will vary but should be in sequence.


the Louisiana Purchase and the War of 1812


(a) Pennsylvania Road, Pennsylvania Canal (b) Possible answer: obstacles such as mountains and forests

Checkpoint

on backcountry paths and trails

Page 403Checkpoint

The National Road was the first federally funded road. It went from Maryland through Virginia, Ohio, and Indiana to Illinois.

Page 404Checkpoint

The Erie Canal enabled them to get their produce to eastern markets more easily.

Reading Charts

understanding of the growth of industry in the North. Possible causes: urbanization, advances in technology and transportation, influx of immigrants and African Americans into the cities.


Supporters of slavery claimed that it was humane and that slaves did not have to worry about unemployment. Critics of slavery pointed out that slaves did not have the basic right to leave their work if conditions became too harsh, that slaves were often mistreated, and that all people should be free.

Reading Charts

(a) by about two million bales; 1840–1850 (b) Possible answer: Yes, because fewer workers would be needed.

Page 398Checkpoint

Fewer than half of white southerners owned slaves.

Compare and Contrast

Possible answer: The pictures show that owners were free to enjoy the comforts of life. Slaves, on the other hand, were not free, and they spent their days doing backbreaking labor.

Page 400Checkpoint

Many adapted to slavery by finding support in the Bible, African customs, and music. Some worked slowly or badly on purpose, some turned to violence, and some escaped.


1 (a) Possible answer: Northern mills needed cotton; southern plantations supplied this cotton; the cotton gin (b) Northern textile factories need cotton; Whitney invents cotton gin; need for slaves increases; population of cotton-


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(a) Ohio (b) to maintain the balance of free and slave states in the Senate

Page 405Checkpoint

Jefferson was alarmed. He saw that slavery could cause the nation to split apart.


1 (a) Traveling to the West became easier, as did moving goods to markets. (b) Farmers and factory owners could ship their produce and goods to faraway markets more easily and cheaply. 2 (a) Missouri enters Union as slave state, Maine as free state, maintaining the balance in the Senate. The Louisiana Territory north of the southern border of Missouri would be free of slavery. Southern slave owners could pursue fugitives into free regions. (b) Each new state would raise the issue of maintaining the balance of power in Congress. It required northerners to support slavery by turning in fugitive slaves. 3 Possible answer: The Louisiana Purchase transferred ownership of land from France to the United States. The Missouri Territory was part of this land. 4 Students should construct an illustrated table with definitions as follows: turnpike— a toll road; corduroy road—road made of sawed off logs, laid side by side; canal—channel dug across land and filled with water. Illustrations will vary. 5 Thesis statements will vary but should address broad issues, such as the expansion of slavery.


Vocabulary Builder

Key Terms

1 Industrial Revolution 2 nativists 3 spirituals 4 turnpikes

the balance in Congress to add a slave state. (b) Possible answer: They feared that southerners might expand slavery.

History Reading Skills

12 Possible answer: The Missouri Compromise arose because northerners wanted to limit the spread of slavery, with which they largely disagreed and which was not important to their mostly industrial economy, and Southerners wanted to expand slavery because their rural agricultural economy depended on it. The admission of a free state and slave state maintained the balance in the Senate.

Writing

13 Paragraphs should demonstrate an understanding of the importance of these developments. Both had a profound effect on the economic and social life of the country. 14 Possible topics include the spinning jenny, steam engine, interchangeable parts, telegraph, mechanical reaper, threshers, sewing machine, and steamboats. Answer should indicate how the invention changed the lives of people.

Skills for Life

15 to give information about the Erie Canal Museum 16 (a) history, exhibits, programs, membership, volunteer information, museum shops, special features, how to contact the museum, visiting hours (b) 1850 Weighlock Building, museum tours, school programs, Syracuse Heritage Area Visitor Center 17 It provides the history of the Erie Canal and information about the canal boats. 18 (a) The Erie Canal Museum (b) Yes, because it is sponsored by a nonprofit agency and has educational programs. It is associated with the city of Syracuse.


5 (a) They were factory workers at mills owned by Lowell and his associate. (b) Possible answer: It was more efficient to bring weaving and spinning into one building. 6 (a) He devised the system of interchangeable parts. (b) It made manufacturing more efficient and lowered the price of goods. 7 (a) Steamboats had to follow the paths of rivers, while railroads could be built in most places. (b) Both helped transport raw materials and products between manufacturers and markets. 8 (a) The cotton gin enabled southern planters to process cotton fiber more quickly and to profit more from growing cotton. Northern manufacturers could in turn make more cotton cloth. (b) Because the cotton gin made growing cotton more profitable, planters grew more cotton and so needed more slave labor to work in the fields. 9 (a) Southerners argued that enslaved people were better off than factory workers because they didn’t have to worry about unemployment, food, shelter, or medical care. Northerners said that workers were free to quit a job and take another and didn’t suffer abuse from owners. (b) Enslaved African Americans resisted by working slowly, pretending not to understand, breaking farm equipment, trying to escape, and revolting. 10 (a) The roads were terrible—unpaved, easily washed out with rain, dotted with tree stumps. (b) Improved transportation made it easier for people to travel west and settle in the backcountry and for farmers and merchants to move their goods to market quickly and cheaply. (c) Possible answers: As immigrants arrived and headed west, they needed ways to travel and routes to travel over; Irish immigrants helped to build canals. 11 (a) Missouri allowed slavery, and it would upset


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9 Chapter 11 Review and Assessment

Test Yourself

1 D 2 B 3 B


Document 1 Possible answer: In some states, the enslaved population was larger than the white population.

Document 2 Hughes describes being a slave as having to report to and answer to someone whenever he did anything or went anywhere. He also describes how ownership of an enslaved person could change at any time, as with an animal.


08HTAK


1 Students should note that the text is remarkably similar to the Declaration of Independence. Similarities included in the actual language: “We hold these truths to be self evident.” Similarities in the structure include: the naming of inalienable rights and the listing of grievances. 2 Possible answer: It had been just over a century since American men had written the Declaration of Independence and fought a war over the same issues. The sentiment and logic of that cause would be fresh in peoples’ minds and easier to relate to when repurposed for the women’s cause.


It shows that a person has free will to choose between drinking and going to Hell or temperance and going to Heaven.

Page 416Checkpoint

to encourage people to reform their lives

Page 417 Frame Questions

Possible questions: Why did you start to try to reform this kind of treatment? How do you think prisoners should be treated?

Checkpoint

She worked tirelessly visiting prisons and mental institutions and reported to state legislatures about what she saw, asking them to make reforms.

should show a clear understanding of the increasing value placed on education in the mid-1800s.

Page 422Checkpoint

Northern states began to make it illegal after the Revolution. By the end of 1804, every northern state had ended or pledged to end slavery.


(a) He thinks they are evil oppressors and enemies. (b) Slavery is as awful a disaster as a person’s house burning, so telling him to be patient is impossible.


Answers will vary, but should be supported by details from the quote.

Checkpoint

He made public speeches describing his experiences as a slave and published the abolitionist newspaper The North Star.

Page 425 Identify Costs and Benefits

People helping slaves escape risked being arrested or killed. They believed it was the right thing to do.

Page 426Checkpoint

“Conductors” led escaped people to “stations” along the way to freedom.

Checkpoint

They depended on cotton produced by slave labor.


1 (a) that enslaved people be gradually freed and transported to


The source is credible, as Mann was the foremost education reformer of the time. He wanted children to be good citizens, develop their talents, and be educated.

Page 419Checkpoint

Public school systems and teacher colleges were established; African Americans were admitted to some schools and colleges.


1 (a) predestination: belief that God decides the fate of a person’s soul even before birth; doctrine of free will: people’s actions determined their salvation (b) Possible answer: If people believe that salvation comes from their own acts, they might pay more attention to their duties to others. 2 (a) create teacher colleges, increase teacher salaries, lengthen the school year (b) Educated citizens participate in government and keep democracy alive. 3 Dorothea Dix inspected places where the mentally ill were kept, so what she says is reliable. The details she gives do support the conclusion. 4 The temperance movement tried to stop alcohol abuse. 5 The goal of social reform in the 1830s was to improve society. 6 A revival is a large religious meeting. 7 Possible topic sentences: Religious feelings and ideas sparked the reform spirit. The temperance movement wanted to improve society by ending alcohol abuse. Better education was another area of concern to the reformers.


Lessons will vary but should be written in simple language and

Chapter 12


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Liberia (b) Most of them were born in the United States and did not want to leave. 2 (a) mill owners who depended on cotton produced with slave labor; workers who feared that formerly enslaved people would compete for their jobs (b) if the price of cotton stayed low, the supply stayed high, and freed African Americans did not compete for northern workers’ jobs 3 It was vital to him that he get to a place where he could be free. 4 formal: a reformer who wanted to abolish, or end, slavery; informal: someone who worked to end slavery 5 Answers will vary but should discuss specific abolitionist actions.

7Checkpoint

Women were excluded from active participation in other reform movements and saw their own need for equal rights.


Elizabeth Cady Stanton’s wedding ceremony was unusual for its day because she did not promise to “obey” her husband in her vows.

Checkpoint

to list the rights that the Seneca Falls Convention was demanding for women


(a) Accept any two of the following: The suffragist movement demanded that women get the right to vote; states passed laws that protected women’s property rights; private schools for women opened, and some colleges began to accept women students; and women entered careers once closed to them. (b) because many abolitionists advocated equal rights for women


The people are a small part of nature.

Checkpoint

by using historical themes and settings

Page 435Checkpoint

Possible answers: American landscapes and everyday life


1 (a) European ones (b) They were focused on American subjects and history. 2 (a) the idea that people should protest or peacefully refuse to obey laws that they believe are wrong (b) He practiced civil disobedience as Thoreau did to fight against unjust laws. 3 Possible answer: Bumppo respected and cared about nature; the answer is logical because, in the quotation, Cooper writes that it is wicked to kill more of God’s creatures than you need. 4 Possible answer: formal: a movement that sought to explore the relationship between humans and nature; informal: the idea that people should enjoy nature and live simpler lives 5 Answers will vary but should use specific examples of artists, their work, and their connections to the outside world.


Vocabulary Builder

Key Terms

1 God determines the fate of a person’s soul before birth. 2 abolish slavery 3 vote


4 (a) abuses of prisoners and of the mentally ill (b) She traveled around the country and spoke to state legislatures to call for reforms and


Possible answer: There was a great demand for the new women’s schools.

Checkpoint

Possible answers: The first college for women, Mount Holyoke, was established in 1837; women began to become teachers, journalists, and scientists.


1 (a) to achieve equal rights for women (b) The first goal of the abolitionist movement was to end slavery. Both the women’s rights movement and abolitionists also wanted to expand the rights to vote, own property, and take part in society. 2 (a) Men were educated to earn a living and vote. (b) Women could not hold professional jobs or gain respect in a society controlled by men. 3 Possible answer: Some men believed it was not “ladylike” for women to participate in politics. 4 No; suffragists supported the right to vote. 5 Yes. It was a formal gathering that endorsed social and political change. 6 Answers will vary, but should describe the goals of the convention and express and support an opinion of those goals.


The speaker is very emotional and talks of pain and death.

Page 433Checkpoint

to explore the relationship between humans and nature through emotion rather than reason

Reading Skill

Possible answer: He was concerned not with material things but with making humanity better.


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improvements. (c) Possible answer: Today the mentally ill are treated, not imprisoned. 5 (a) Possible answers: The Declaration of Independence stated that all men are equal; religious beliefs that owning other people is immoral (b) Northern abolitionists believed that slavery was wrong for any reason; southern slaveholders depended on it for their economy and therefore rationalized its existence. 6 (a) the rights to vote, own property, and speak in public meetings (b) Women gained more educational opportunities and began to be admitted to some careers.


7 The writer values education. He says those with good education do a higher level of work and earn more money.

Writing

8 Students should relate the role of abolitionists in the reform movement to the sentiments in the poem. 9 Students’ essays should include the goals and motives of the particular reformers they have heard at the meeting.

Skills for Life

10 Possible answer: In the mid-1800s, women in the United States worked for and eventually won equal rights. 11 Summary B. Possible reasons: It is factual; it includes the fact that it took a long time for women to gain equal rights; it mentions that “American society” did not change overnight, which is important because equal rights for women was a huge, societal change at that time.


Test Yourself

1 D 2 B 3 C


Document 1 Revivals arouse people from their natural spiritual

sluggishness and lead them to obey God.

Document 2 Possible answers: the excitement of a special event to break the humdrum of daily life, a desire for religious guidance, a wish to become a better person, a chance to hear interesting speakers and expand one’s knowledge


08HTAK


1 November 25, 1851 2 She is describing the difficult work of gold mining. 3 Possible answer: Many may come to America thinking that they would quickly become rich. They too may find the work here difficult and write home that most immigrants do not become rich.


Possible answer: It had fertile soil, access to water, and a moderate climate. A research question: What factors explain settlement patterns during the westward expansion of the nineteenth century?

Checkpoint

The West was the land west of the Mississippi River.


(a) Great Britain and the United States (b) Mexico and Great Britain; diplomacy, war


Native Americans and the Spanish, living together, shared their cultures.

Checkpoint

The Spanish, Native Americans, and Africans shaped this culture.

Page 447Checkpoint

The United States should extend west across the continent to the Pacific Ocean.


1 (a) The land was easier to farm. (b) The pioneers bypassed most of the Great Plains in the early 1800s because they thought it was unsuitable for farming. 2 (a) the belief that the United States should


1 (a) for the free and fertile land, mild climate, and rainfall in the river valleys (b) The journey was long and hard. Native Americans sometimes attacked travelers and settlers because they were angered by the presence of strangers on their lands. There was danger of not making it across the Rockies before winter set in. 2 (a) Conflict between miners and Native Americans occurred in northern Oregon over land, and miners killed many Native Americans, causing war to break out. (b) Yes. As more settlers arrived, they would take land and fishing areas away from Native Americans. 3 Possible answer: To be a successful fur trapper, one had to be adventurous, willing to take risks, and have capital to invest in a new business. Possible research question: Why was John Jacob Astor successful? 4 no; mountain men were fur traders. 5 yes, this is where trappers would trade their furs. 6 Sentences should show understanding of cause-and-effect relationships.


Possible answer: the defenders’ bravery


Possible answer: A state’s status affected the balance of power between slave and free states. Possible research topic: What issues did Texas face seeking statehood?

Checkpoint

Texans wanted freedom of religion and wanted to establish cotton plantations using slave labor.

expand to the Pacific Ocean (b) Possible answer: threatened and angry 3 Possible question: How did the use of forced Native American labor in Mexican settlements compare to the forced labor system used by their Spanish predecessors? 4 frontier 5 land grants 6 Answers should be supported.

Page 449Checkpoint

to get rich

Draw Conclusions

fur coat manufacturers

Page 450 Identify Cost and Benefits

Answers may vary, but should mention the risks of travel as well as the potential for greater freedom and riches.


Possible answer: Some wanted adventure, while others had a religious calling. They must have believed that they were heading to a better life. Possible research question: What motivated Americans to explore and settle the West?

Checkpoint

to band together for protection


(a) South Pass (b) The Santa Fe Trail to Overland Mail and Gila River Trail; or the Santa Fe Trail to the Old Spanish Trail

Page 453Checkpoint

Women enjoyed greater equality because their labor was needed and valued.

Chapter 13


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(a) Mexico (b) because there was a large disputed area

7Checkpoint

Mexico had never accepted Texas’s independence or the Rio Grande boundary.

Biography Quest

Frémont was ordered to invade California at the outbreak of war in 1845. He and his troops arrived in time to aid the settlers in the revolt.


(a) Oregon country, Mexican Cession, Texas, Gadsden Purchase, Texas annexation (b) Answers will vary.

Page 459Checkpoint

By ordering Taylor into disputed territory, Polk provoked a Mexican attack and got Congress to declare war on Mexico.

Checkpoint

land Mexico ceded to the United States, which is today California, Nevada, and Utah, and parts of Wyoming, Colorado, Arizona, and New Mexico


1 (a) Texans wanted the rights of American citizens. (b) Texas would tip the balance in Congress in favor of slave states, thus allowing pro-slavery laws to be enacted. 2 (a) the land known as the Mexican Cession, including California, Nevada, and Utah and parts of Wyoming, Colorado, Arizona, and New Mexico (b) Possible answer: It caused hostility and suspicion. 3 Possible answer: Perhaps he felt that surrender would be humiliating. Possible research topic: How does Mexican history view and present


Possible question: In what ways did Californios face discrimination after 1849?

Checkpoint

Californios lost political power and faced discrimination.


1 (a) They feared violent attacks by non-Mormons. (b) giving up their religious beliefs 2 (a) Easterners, African Americans, Chinese, and other people from Asia, South America, and Australia (b) Eastern miners who struck it rich benefited. Chinese laborers and Native Americans suffered. The Chinese faced prejudice and Native Americans had their lands stolen by miners. 3 Possible question: What influenced the responses of existing California inhabitants to newcomers? 4 Formal: legal rights to use the water in a river, stream, or other body of water; informal: who gets to use the water and who doesn’t 5 Paragraphs will vary, but should include the impact on life in mining towns and on California’s population.


Vocabulary Builder

Key Terms

1 Disputes occurred because water was scarce. 2 They owned ranches. 3 They made money from acquiring free land. 4 Santa Anna laid siege to the Alamo.


5 (a) Peninsulares were Spaniards born in Spain but living in New Spain. Creoles were people of Spanish descent born in New Spain. Mestizos were people of mixed Spanish, African, and Native

the time period of the Mexican-American War? 4 Possible answer: adding it onto the United States 5 Possible answer: since he was the only ruler 6 Possible answer: completely surrounding the fort 7 Check to see that students have a well-written paragraph.


The revolt in California helped the American war effort because it helped Frémont and Kearny take control of California. The geographic consequences of Frémont’s and Kearny’s victories were that the United States gained control of California and New Mexico. Journal entries will vary, but should show students’ understanding of the United States and Mexican points of views about the war.

Page 463 Identify Benefits

Possible answers: freedom of religion; no outside interference in family life; could hold land in common

Checkpoint

Joseph Smith was murdered and they feared for their safety.


panning for gold

Page 465Checkpoint

Much of California is desert. Water rights were important for irrigation and mining.

Page 466 Distinguish Relevant Information

People in the street are wearing clothes from different cultures and ways of life.


08HTAK


American descent. (b) Mestizos were most likely to support independence because they had fewer rights and privileges under Spanish rule. 6 (a) Manifest Destiny was the belief that the United States was destined to spread from the Atlantic to the Pacific oceans. (b) By achieving Manifest Destiny, the United States gained land and resources for a growing population. 7 (a) The mountain men were fur trappers. They lived in the woods and trapped furs, explored, and blazed trails in the West. (b) They helped open the West to settlement. Jedediah Smith found South Pass, the way over the Rocky Mountains for the Oregon Trail. 8 (a) Polk favored the annexation of Texas. His election made that happen. As President, Polk provoked a Mexican attack, resulting in the Mexican- American War and the Mexican Cession. (b) Great Britain claimed the Northwest. Britain’s claim could have blocked the United States from stretching across the entire continent. 9 (a) The Mormons immigrated to Utah to find a safe place to live and to practice their religion. (b) the Puritans, the Jews, the Catholics, and the Quakers 10 (a) The forty-niners were people who came to California in 1849 to look for gold. (b) The huge surge in population represented by the forty-niners qualified California for statehood.


11 Possible questions: What were the pros and cons to the idea of Manifest Destiny? What challenges did travelers face on the Santa Fe Trail?

Writing

12 Paragraphs should include the following results: the United States annexed Texas; Mexico ceded vast territory in the West, known as the Mexican Cession, to the United States; the United States paid $18 million to Mexico; the United States achieved its goal of Manifest

Destiny. 13 Narrative should give likely reasons why the writer would go to a specific location (Oregon—as missionaries or fur traders; Utah—for religious freedom; California—for mining) and the hardships and benefits each presented.

Skills for Life

14 Amelia Hadley, a woman who traveled west to Oregon. 15 It was written in 1851. 16 The writer seems interested in the trip she is taking and curious about the wildlife that she sees along the way. 17 Possible answers: Yes, she is describing the animals and what they do from firsthand experience in their natural environment. No, she seems to have only a basic knowledge of wildlife, for example, she compares prairie dogs to puppies.


Test Yourself

1 D 2 A 3 C


Document 1 Polk accuses Mexico of invading U.S. territory and shedding U.S. blood on U.S. soil.

Document 2 Lincoln says Polk failed to justify his claim that Mexicans invaded the United States. Arguments About the Mexican War. For: America has a Manifest Destiny to expand; Mexico had refused a U.S. offer to buy territory; Mexican soldiers invaded U.S. territory and killed American soldiers. Against: Polk purposely provoked the war by invading Mexican territory; the United States has no moral right to take another nation’s land; the war may lead to an extension of American slavery.


08HTAK


1 Senator John C. Calhoun 2 slavery 3 He says the Union can be saved by Congress passing measures that allow southern states to maintain their honor and safety.

Page 483Checkpoint

The Free-Soil Party formed to prevent slavery in new lands gained in the Mexican-American War.


(a) Cass and Van Buren were both presidential candidates; Van Buren is shown “burning” Cass out of the party. (b) “Free-Soil” refers to territory where slavery was banned; Davy Wilmot proposed banning slavery in all territory gained in the Mexican-American War.


(a) for the entire country (b) attacks on slavery

Reading Skill

California’s admission to the Union

Page 485Checkpoint

It led to renewed controversy.


1 (a) a proposed law that would have banned slavery from lands gained as a result of the Mexican-American War (b) No; it angered and frightened the South. 2 (a) California applying to be a state, northern desire to ban the slave trade in the District of Columbia, and the South wanting a fugitive slave law (b) Possible answers: Slavery is wrong, but I will compromise to keep the Union together; slavery is wrong, and no compromise is possible, not even to


Violence broke out as pro- and antislavery supporters fought for control.

Checkpoint

The first election resulted in a legislature that favored slavery. Foes of slavery did not accept it and elected their own legislature.


1 (a) It admitted California as a free state. (b) Possible answer: It reopened the question of the expansion of slavery in an area where it had previously been outlawed by the Missouri Compromise. 2 (a) It created two territories from the Nebraska territory. The slavery issue was to be decided by popular sovereignty. (b) Southerners hoped slavery would be allowed, since the issue was to be decided by popular sovereignty. Northerners were angry that the ban of slavery under the Missouri Compromise was ended. 3 Possible answers: both northerners and southerners became more angry with each other; many began to see slavery as a moral issue. 4 it was false or misleading information which gave 5 Questions should focus on the impact of the novel.


This contradiction is a clue that Stowe means for us to disapprove of Haley.

Page 493Analyze Literature

Letter should demonstrate an understanding of the harsh conditions endured by enslaved people. It should explain students’

save the Union. 3 pass a law that would force the return of fugitives 4 when people vote directly on issues 5 the Union would be split in two 6 runaway slaves 7 Papers should focus on one major cause of conflict.

Page 487Checkpoint

California was admitted to the Union as a free state.

Draw Conclusions

girl crying, men protesting


Readers began to see slavery as a moral issue, not just political. The word result highlights the link.

Checkpoint

Stowe’s book made white southerners feel angry and threatened because it turned the North more strongly against slavery. Identify Costs possible answers: Cost: could be arrested for breaking the law; Benefit: will help enslaved person gain freedom


(a) The Nebraska and Kansas territories (b) It was repealed.

Page 490 Interpret Maps

Proslavery settlers came from the South.

Checkpoint

By allowing the territories to use popular sovereignty to decide the slavery issue, the Missouri Compromise ban was ended.

Chapter 14


08HTAK


reaction to slave trade and include specific issues mentioned in their readings.


Northerners cast their votes based on the slavery issue; Republican candidate John Frémont thus won most free states.

Checkpoint

James Buchanan was elected president.

Page 495Checkpoint

He had lived in places where slavery was illegal.

Biography Quest

He questioned the motives of the Mexican-American War, which seemed unpatriotic to his constituents.

Page 497Checkpoint

voters should decide

Detect Points of View

Answers will vary. Some may feel Curry admired Brown, showing him as a dynamic figure, leading the fight against slavery. Others might say Curry was criticizing Brown as a violent, angry man.

Page 498 Contrast

Curry’s painting stirs up strong emotions and anger, Hovenden’s creates feelings of sympathy or sadness.

Checkpoint

His goal was to capture arms and start a slave rebellion.


1 (a) northern Democrats and Free-Soil Party members (b) Possible Answer: Their success encouraged Republicans. 2 (a) He had lived in territories where slavery was illegal.


Lincoln’s election; the Confederates firing on Ft. Sumter

Checkpoint

Lincoln feared giving it up would lead other states to secede.


1 (a) Northern and southern Democratic candidates split the Democratic vote, which allowed Lincoln to win with a minority of the popular vote. (b) Seven southern states seceded. Lincoln tried to assure the South of his good intentions. 2 (a) the Confederate attack on Fort Sumter (b) The South would make war to secede, while the Union would fight only to keep the country together. 3 Accept any three of these: The seceding states took over U.S. property; South Carolina cut off food supplies to Fort Sumter; Lincoln sent food to the fort; Confederate artillery fired on the fort. 4 Formal: A civil war is a war between opposing groups in the same country. Informal: A civil war is when two groups in the same country fight. 5 Thesis should be clear and supported by details.


Vocabulary Builder

Key Terms

1 secede 2 propaganda 3 civil war


4 (a) Douglas wanted a railroad built from Illinois through the Nebraska territory to the west coast. He also wanted to create two states out of the Nebraska territory. (b) Proslavery forces elected a government, and antislavery forces elected a different legislature favoring their views. Kansas then erupted in chaos and violence.

(b) The South was happy, but the North was angry because the ruling meant slavery could spread west. 3 (a) The South became convinced that the North was out to destroy its way of life; John Brown was hanged. (b) Enslaved African Americans did not join him; he was outnumbered by troops. 4 Brown’s goal was to seize U.S. Army guns to supply enslaved African Americans with weapons so they could join the fight for their freedom. As a result of the raid, Brown was executed and southerners, shocked by the support Brown received in the North, were convinced that northerners wanted to destroy the southern way of life. 5 Paraphrasing should follow the content and sequence of Lincoln’s speech.


(a) four political parties: green-Republican; pink-Northern Democrat; yellow-Constitutional Union; orange-Southern Democrat; Republicans won the northern states, Southern Democrats won the southern states (b) sections of the country voted as united blocks

Page 501Checkpoint

Many southerners felt that with Lincoln’s election, the South no longer had a voice in the national government.


Cause: The Union fort was in Confederate territory and its commander refused to surrender. Effect: The fort surrendered and the Civil War began.


08HTAK


Divisions on slavery were too great to heal by compromise. 5 (a) Dred Scott was not a free man. Dred Scott could not sue, as he was not a citizen; he was the property of his owner. Slaves were property, so Congress could make no laws restricting slavery in the territories. (b) Possible answer: Stowe was probably furious. 6 (a) The Republican Party’s main goal was to prevent the spread of slavery to the territories. (b) He took a strong stand against the spread of slavery into the territories. 7 (a) John Brown (b) Answers will vary but should show an understanding of John Brown’s actions. 8 (a) Confederates wanted to take control of the fort and attacked it. (b) Answers will vary but should show students’ understanding both of southern fears about Lincoln’s views on slavery and of Lincoln’s efforts to keep the Union together.


9 The election split the nation.

Writing

10 Check to be sure questions stay on topic and are focused on specific issues. Thesis should be clear and well-supported. 11 Narrative should explain whether or not the writer thinks fighting will continue, or if it can be avoided. The viewpoint should be clear and well-supported.

Skills for Life

12 Her support of the Republican Party. 13 Possible answer: I am so pleased with the party’s choice of John Frémont, who opposes the spread of slavery, as the Republican candidate for president of the United States. It is relevant because it indicates why she supports the Republican Party. 14 . . . we had no idea it would grow so quickly. It is irrelevant because it does not give a reason for her support of the party.


Test Yourself

1 C 2 B 3 DDocument-Based Questions

Document 1 The South might be forced to choose between accepting abolition and seceding from the Union.

Document 2 They urged people to openly disobey a national law. Goals and Effects of Fugitive Slave Law of 1850. Goals: Stop agitation against slavery; retrieve fugitive slaves. Effects: Aroused greater opposition to slavery; retrieved some fugitive slaves.


08HTAK


1 New York Daily Tribune 2 A battle began at daybreak. At 4 o’clock, the Union advanced. The Rebel left gave way and scattered. More Rebel infantry came and the Union army retreated. The Rebels halted and fighting stopped. 3 Possible answer: No, the story is not completely reliable because it is written for a northern newspaper. The writer says that Burnside took the hill “bravely” and that he defended himself “with unfaltering firmness.” Yes, the battle flowed back and forth in this sequence.


Possible answer: The Confederates took Fort Sumter, Lincoln declared them in rebellion and ordered an army raised. Several states debated whether to support the Union or the Confederacy. Confederate forces invaded Kentucky, which then joined the Union. Lincoln used force to keep Missouri and Maryland in the Union.

Checkpoint

They were all on the Union side.


(a) Delaware, Maryland, West Virginia, Missouri, and Kentucky (b) Their geographical locations were important to the Union.

Page 514 Reading Graphs

(a) Factory production (b) The North was able to field, feed, and equip larger armies because it had a larger population, more factories, and more railroads to move troops and supplies. (c) the North—because of its ability to equip a larger army and provide railroad transportation


1 (a) He ordered 75,000 troops to put down the rebellion. (b) Kentucky joined when it was invaded by Confederate troops; Troops were sent to Missouri to maintain order; Maryland was put under martial law. 2 (a) The South was defending its own territory; it could count on help from local people; it had experienced military leaders. The North had more factories, railroad tracks, farmland, and people. (b) The battle was not as easy as expected, and both sides showed inexperience. 3 Possible answer: Kentucky was neutral and would not take sides. After Confederate forces invaded Kentucky, it decided to support the North. 4 Possible answer: They would use military force to keep traffic from coming into or leaving southern seaports. 5 Possible answer: The military ran it and citizens’ rights were suspended. 6 Outlines may vary, but students should generally use the headings as guides for the main topics and details.

Page 518Checkpoint

new rifles and cannons that were more accurate and had greater range than earlier ones; ironclad ships


It would be able to do a lot of damage to the older ship without being badly damaged itself.


(a) Check to see that students find these places correctly. (b) Grant traveled from Fort Henry to Fort

Checkpoint

The South had more experienced military officers and would be fighting on its own land among its own people. The North had more factories, farmland, railroad tracks, and a larger population, so it could better feed and equip its army.

Page 515Checkpoint

The North hoped to blockade southern seaports, to gain control of the Mississippi River to control transportation and cut the South in two, and to capture Richmond. The South’s plan was simpler—they planned to defend their territory until the northerners tired of fighting.

Draw Conclusions

Possible answer: Some may have grown up quickly and acquired new skills; many may have become scared, tired, and disillusioned.


Both sides were aware of their advantages and felt their cause was right. Neither side appreciated the advantages of the other sufficiently, nor did they accurately estimate their own weaknesses.

Checkpoint

They were ordinary men from many backgrounds; many were farmers and immigrants.

Checkpoint

The battle was inconclusive and the war continued.

Page 517Checkpoint

Camps lacked clean water, and disease was widespread. Prisons were overcrowded, and there was not enough food for prisoners.

Chapter 15


08HTAK


Donelson and then to Shiloh; Vicksburg

Checkpoint

It gave the Confederates time to reinforce their troops at Richmond and force the Union army to retreat. It prevented the Union army from further hurting Lee’s troops at Sharpsburg.


In February 1862, Grant captured Fort Henry and then Fort Donelson. In April 1862, troops met at the Battle of Shiloh. Late in April, Union forces captured New Orleans.

Checkpoint

The South lost control of western Tennessee, a railroad junction, and part of the Mississippi River.


1 (a) harsh, boring, miserable (b) New guns killed more soldiers, and malnutrition and exposure killed many prisoners. 2 (a) He was overly cautious and failed to take advantage of opportunities. (b) Chart should include the following information: Shiloh—Corinth, Tennessee; 11,000 Confederates killed; 13,000 Union soldiers killed; Grant led Union and Johnston led Confederates; Confederates had to withdraw; the Union gained control of western Tennessee, a railroad junction, and part of the Mississippi River. Antietam Creek—Sharpsburg, Maryland; 14,000 Confederates killed; 12,000 Union soldiers killed; McClellan led the Union troops and Lee led the Confederates; Lee was forced to retreat but McClellan did not pursue the Confederates, squandering an opportunity for a more decisive Union victory. 3 Grant captured Fort Henry. Signal clues include the word first. 4 Yes 5 No, they were important to the North to control the Mississippi River. 6 Paragraphs should include 2 or 3 major facts about the topic.

Union army, worked in noncombat roles, passed on information, and resisted slavery. (b) If captured, they were returned to slavery; they served in all-black regiments with white commanders; they earned less pay. 3 Possible answer: As a result of the Emancipation Proclamation, the war became a fight to end slavery and African Americans united to support the war and to volunteer service. 4 formal: to free; informal definitions will vary but should reflect an understanding of the meaning of the word. 5 Possible list of subtopics: battles fought; leaders; training of troops


Students’ answers should include information about disruptive efforts, calls for peace, and suspension of habeas corpus.

Checkpoint

Not all northerners supported a war to preserve the Union or end slavery, and not all southerners favored a war to defend secession or support slavery.


(a) Probably Republican; he probably is not against the war, because he shows the Copperheads threatening the Union, which is at war. (b) Possible answer: They are dangerous and poisonous to the Union.


Possible answer: They resented having to serve in the war. Because the war was centered around the issue of slavery, they saw African Americans as the cause of the war.

Checkpoint

Wealthy men could pay to avoid the draft while poor men could not afford to do so.


They positioned themselves along a sunken road to fight off the Confederates. Answers will vary, but should highlight the natural cover used by the northern troops against Confederate rifle and cannon fire.


(a) Emancipation Proclamation, then the general’s announcement; (b) The president’s declaration applies in areas still fighting the Union. The general’s applies in the City of Winchester in the county of Frederick.


Possible answer: African American soldiers received less pay, faced extra risks if captured, and served in segregated units under white officers.

Checkpoint

It changed the Civil War into a struggle for freedom, dashed any hopes that Britain would recognize the South’s independence, and united African Americans in the North in support of the war.

Reading Skill

Many African Americans were not allowed to serve in the army until after the Emancipation Proclamation was issued.

Page 527Checkpoint

They fought as soldiers, worked in noncombat roles, passed on military information, and refused to work on southern plantations.


1 (a) He feared losing the border states. (b) It had little immediate effect. 2 (a) They fought in the


08HTAK


Page 531Checkpoint

It caused financial hardships, as well as shortages of food and other necessities.

Page 532Checkpoint

They took on many roles that would not have been possible during peacetime.

Biography Quest

While in Switzerland she learned about the International Red Cross. Under its sponsorship, she went to France to help organize relief during the Franco-Prussian War.


1 (a) Some opposed the Emancipation Proclamation; some believed the South had a right to secede. Some southerners did not support secession; some felt the war intruded on states’ rights. (b) Those who could, paid to avoid the draft; poor men could not and were forced to fight. 2 (a) Women began to have more opportunities, because they took on many roles that had previously been performed by men. (b) Northern industries profited by producing goods necessary for the war. However, both the Union and Confederate governments began printing more paper money, leading to inflation. 3 Possible answer: The economies of both the North and South were declining. 4 Students’ definitions should be based on those given in the text. 5 Paragraphs should describe several roles.


(a) Chancellorsville, Fredericksburg, Appomattox Court House, Atlanta, Chattanooga, Corinth, Jackson, Vicksburg; Gettysburg (b) The South suffered more damage than the North because most of the battles took place in the South.

from food and supplies until the city surrendered. 5 His aim was to destroy the Confederate army, its resources, and the will of the South to fight. 6 Students’ paragraphs will vary, but should make accurate comparisons between the loss of American lives in the Civil War and in the other wars.


Vocabulary Builder

Key Terms

1 The Union army had the greatest number of casualties. 2 When Confederate forces invaded Kentucky, it decided to support the North. 3 They wanted to stop rioting and dissension that would hurt their war effort. 4 After six weeks, residents and soldiers were starving because they had no supplies of food.


5 (a) If it seceded, Washington, DC, would be surrounded by the Confederacy. (b) Maryland stayed in the Union. 6 (a) The South needed the slaves’ labor for the war effort, so freeing them would weaken the South. (b) Any two of the following: it did not apply to parts of the South already under Union control; it did not free anyone in the border states; the federal government had no power to enforce the proclamation in states that were still fighting the Union. 7 (a) They served as spies, took over businesses while the men were away; ran farms and plantations; worked in the fields, factories, and government; and formed groups to send supplies to troops. (b) Because the men were away at war, women were able to work in jobs that were dominated by men before the war. (c) Possible answers: military service, nursing, teaching, farming

Page 535Checkpoint

the Union’s victories at Gettysburg and Vicksburg


(a) because it would disrupt the balance of political power, giving slave states more votes in Congress (b) Total war destroyed the South’s economy and left hundreds of thousands of southerners killed; Hundreds of thousands of northerners killed

Reading Skill

Victory in Atlanta happened first. It helped Lincoln get reelected.

Checkpoint

He burned Atlanta and left a path of destruction 60 miles wide from Atlanta to the Atlantic Ocean.

Page 537Checkpoint

He was surrounded with no escape; he had lost too many men in a long, bloody conflict and had little hope of reinforcements.


1 (a) The victories gave the Union the upper hand. (b) The Union was able to replenish troops and supplies because of its larger population and industries. 2 (a) They were words of peace and forgiveness. (b) Students’ answers will vary, but should include appropriate facts. When writing the opinions, students should keep in mind that Grant did not retreat when challenged, and believed in the importance of unity after the war. 3 Possible answer: The Union won the Battle of Antietam, but was defeated at a number of battles afterward. In 1863, the Union won at the battles of Gettysburg and Vicksburg, which gave its leaders confidence that they could win the war. 4 He cut it off


08HTAK


8 (a)

Bull Run neither side

Antietam Creek Union

Shiloh Union

Fredericksburg Confederate

Vicksburg Union

Gettysburg Union

Petersburg Union

(b) Possible answer: It probably was more comforting to northerners because they were fighting for freedom. 9 (a) Students’ sentences may include information about the battles at Gettysburg and Vicksburg, Grant’s siege at Petersburg, Sherman’s capture of Atlanta, and Lee’s surrender at Appomattox. (b) Possible answer: It probably did not end conflict because disagreements over slavery and the Union may have continued.


10 Students’ paragraphs should accurately summarize the events described in the chapter. Paragraphs must include signal words and show cause-and-effect links between events in sequence.

Writing

11 Paragraphs should include the impact of the general on the war effort for his side, his successes or failures. 12 Narrative should clearly define the role being taken and have reasonable descriptions of events.

Skills for Life

13 (a) Jefferson Davis wrote this; (b) April 29, 1861 14 The Confederate States want to withdraw from the Union and become independent states. 15 (a) “the wrongs which they had suffered and the evils with which they were menaced;” (b) Possible answer: He feels this way because he is a Southerner and believes the Confederacy has a right to exist because the Southern states have not been treated well.

Page 541 Test Yourself

1 D 2 A 3 C


Document 1 Vallandigham favors a ceasefire as a first step to reaching a compromise settlement between North and South.

Document 2 that Copperheads are dangerous snakes


08HTAK


1 Susan Dabney Smedes 2 She is his daughter. 3 Possible answer: They may have different views. His daughter writes that her father was “revolted” at the sight of women doing hard work, yet women who were enslaved may have done hard work for him.


A former Confederate state could rejoin the Union if 10 percent of its voters swore loyalty to the U.S., organized a state government, and declared an end to slavery. He also offered amnesty to all Confederates who swore a loyalty oath, except top leaders.

Interpret Photographs

to rebuild homes, shops, and other buildings

Checkpoint

His plan made it easier for southerners to rejoin the Union and offered amnesty to some former Confederates.

Page 548Checkpoint

It was a government agency to provide emergency relief and to establish schools, particularly for freedmen.

Make Predictions

Possible answer: It may have delayed the start of Reconstruction and dashed hopes for a lenient Reconstruction plan.

Page 549Checkpoint

Johnson expressed bitterness toward the Confederates.

Checkpoint

Congress rejected his approach and appointed a committee to form a new plan.


(a) Radical Republican plan (b) Johnson’s plan allowed former Confederate officials political rights and did not do enough to protect African Americans.

Reading Skill

It says that everyone born or naturalized in the U.S. is a citizen with the rights guaranteed to citizens; states cannot pass laws that take away these rights; and states cannot pass laws that deprive citizens of equal protection from laws. These laws helped protect the rights of freedmen.

Checkpoint

It gave freedmen the same rights as people of other races and forbade states from passing laws that took away their rights.


Some senators tried to keep Revels out of the Senate by arguing that he had not been a citizen for the 9 required years, as they believed African Americans had only become citizens with the passage of the 1866 Civil Rights Act.


(a) Two of the following: the skull and crossbones, the weapons, the burning school, the KKK member, the White League member, the hanging person, the frightened couple; Possible answers: frightened, sad, distressed, devastated, worried (b) Nast thinks the Klan is evil and violent.


1 (a) The North had little destruction; the South was in ruins. (b) Because of the vast destruction, the South had fewer resources to work with. 2 (a) Lincoln’s plan was more lenient. It required that only 10 percent of voters swear an oath of loyalty to the United States and offered amnesty to Confederate fighters and supporters, except for leaders. The Wade-Davis Bill required 50 percent of a state’s voters to swear loyalty to the Union and denied political rights to anyone who volunteered to fight for the Confederacy. (b) Lincoln’s plan might make it easier for former Confederates to regain control of the state governments; Congress’s plan might cause resentment. 3 It tried to find them jobs. 4 Possible answer: In order to get amnesty under Lincoln’s plan, they had to take the loyalty oath to the U.S. 5 Possible answer: The freedmen were enslaved people who had been freed as a result of the Civil War. 6 Answers will vary, but should be well supported. Students should indicate that the answer would depend on the focus of the research paper.


Students’ paragraphs should reflect what they have learned from the chapter and this feature, and display an understanding of what the person’s perspective would probably be based on how the person has been affected by the war.

Page 553 Make Predictions

Possible answer: Northerners probably reacted with horror and outrage.

Chapter 16


08HTAK


7Checkpoint

to have southern states write new constitutions and ratify the Fourteenth Amendment before rejoining the Union; to give African Americans the right to vote

Draw Conclusions

Possible answer: Hoods hid the identities of Klansmen. It was more frightening to the victims if they did not know who the attacker was.


1 (a) Fifteenth Amendment (b) Thirteenth: By banning slavery, it served as a first step toward granting more rights to African Americans. Fourteenth: It gave all people born or naturalized in the United States, except most Native Americans, equal protection of the laws. Fifteenth: It gave African American males the right to vote by forbidding states to deny anyone the right to vote based on race, color, or previous condition of servitude. 2 (a) a secret society that terrorized African Americans and their white allies (b) Possible answer: African Americans in the South were enslaved before the war and had few rights, so they were not a threat to white southerners at the time. 3 Actions included replacing southern governments that would not ratify the Fourteenth Amendment, imposing military rule on those states, requiring states to ratify the amendment and then write a new constitution, requiring states to let African Americans vote, and helping with voter registration. 4 Possible answer: the bringing of formal charges against a public official 5 laws used by southern states to restrict the rights of African Americans 6 Check for good writing skills.


Hayes proposed to end Reconstruction. The Democrats

not own the land they worked. (b) Sharecroppers often owed landlords more than they made at the end of a year. 2 (a) enforced separation of races (b) It ruled in favor of segregation as long as facilities were equal. 3 The Court reasoned that laws calling for separate facilities for whites and blacks were acceptable as long as facilities were equal. Students will probably disagree with the Court’s proposition because the facilities for blacks were never equal to those for whites. 4 they could vote 5 had to use separate facilities such as restaurants and playgrounds 6 Check for grammar and organization of content.


Vocabulary Builder

Key Terms

1 freedmen 2 carpetbaggers 3 literacy tests 4 sharecropper


5 (a) The Wade-Davis Bill made it more difficult for southern states to rejoin the Union than Lincoln’s plan. It required 50 percent of a state’s white men to swear loyalty to the United States and denied the right to vote or hold office to anyone who volunteered to fight for the Confederacy. Lincoln’s plan required that only 10 percent of voters swear an oath of loyalty and offered amnesty to Confederate fighters and supporters, except for leaders. (b) Southerners probably would have reacted more favorably to Lincoln’s plan. 6 (a) Johnson’s Reconstruction plan was not as strict as the Radicals had hoped it would be. Johnson later vetoed many Reconstruction acts passed by Congress, which was controlled by the Radicals. (b) Students should suggest that he was less effective because Republicans still did not

wanted to end Reconstruction and the Republicans wanted to win the presidency.

Checkpoint

northerners’ losing faith in Republicans because of government corruption; Democratic candidates taking back the South; the election of 1876


(a) the South (b) No; the map shows that people in the South primarily voted one way—Democratic—and people in the North and West primarily voted a different way—Republican.

Page 561Checkpoint

They used poll taxes and literacy tests to prevent African Americans from voting, and passed Jim Crow laws that prevented African Americans from using facilities that whites used.

Draw Conclusions

They could not make enough money to pay back their debt to landowners and buy their own land.

Page 562Checkpoint

Sharecroppers bought farming supplies from landowners on credit and shared the profits from crops. They often did not make enough money to pay back the debt, so they had to keep working for the landowners to repay them.

Page 563Checkpoint

The New South began to develop its own resources, setting up mills and factories to turn its resources into useful goods.


1 (a) Sharecroppers were farmers who rented land and paid a share of each year’s crop as rent; they did


08HTAK


support him and most had voted to impeach and remove him from office. 7 (a) the right to vote (b) It shows an African American man voting. 8 (a) It set up schools to educate freedmen, helped them find jobs, and resolved disputes between freedmen and whites. (b) Possible answer: Education—Many of the schools set up by the Freedmen’s Bureau still provide education today. 9 (a) Democrats did not fight against Hayes receiving all the votes he needed to win because he had secretly agreed to end Reconstruction. (b) When Reconstruction ended, they lost many of their rights.


10 Possible answer: Johnson proposed a broad amnesty to most former Confederates. He allowed southern states to organize new governments and elect representatives to Congress. Each state was required to abolish slavery and ratify the Thirteenth Amendment. Congress proposed extending the Freedmen’s Bureau, granting citizenship rights to African Americans, and guaranteeing civil rights for all except Native Americans. Students may answer that the proposals of Congress did more to protect the rights of freedmen.

Writing

11 Student essays should consider the reasons and reactions to the programs and amendments established during Reconstruction 12 Narratives should consider Revels’ point of view as the first African American senator and the reaction of others to his position.

Skills for Life

13 1866–1877 14 The arrow symbol shows direction of migration. 15 West 16 Based on the information in the map, many African Americans moved to the North and West during Reconstruction.


Test Yourself

1 D 2 B 3 C


Document 1 The document says the Klan aims to protect “the weak, the innocent, and the defenseless” from violence.

Document 2 The family has been terrorized by the Klan and its apparent partner, the White League.


08HTAK


1 Chief Standing Bear 2 hunt for buffalo, split sinew for thread, clean and tan skins, make moccasins, bags, trunks, and headdresses; tell stories 3 Possible answer: Men hunted and women stayed home and maintained the family life.

Page 578 Use Definition Clues

A lode is a rich vein of ore.

Page 579 Identify Economic Alternatives

After the Comstock Lode was depleted, people left Virginia City. Possible answer: It became a tourist attraction.


(a) the Northern Pacific (b) They could easily transport gold and silver throughout the country.

Checkpoint

Boomtowns were growing so rapidly that government-appointed law enforcement was difficult to establish.

Page 581Checkpoint

They caused new towns to develop, leading to rapid population growth that helped western territories become states.


1 (a) all the territory between the Mississippi River and the Pacific Ocean (b) Americans viewed the frontier as desert that could not support crops but could bring riches through mining; Spanish settlers and Native Americans saw it as their home. 2 (a) The railroad would quicken the influx of settlers to the

lost their traditional lifestyles. They were expected to settle down, stop following the buffalo, and become farmers.


A trance is a dreamlike state.

Checkpoint

The Ghost Dance was a way for Native Americans to restore hope that they could return to their old ways of life.

Page 589Checkpoint

The Dawes Act was an attempt by the government to respond to criticism of its treatment of Native Americans and to turn Native Americans into farmers.


1 (a) They could follow and hunt buffalo herds year-round. (b) Short term—They had a resource for food, clothing, and shelter. Long term—They had no established settlement on which to support themselves. 2 (a) the leader of the Nez Percés (b) that the government should treat Native Americans the way it would treat its citizens; Possible answer: Congress may have reformed its treatment of Native Americans. 3 Tepees are portable tents made of buffalo skins. 4 travois—formal: small sled on which Native Americans carried their belongings; informal: sled that Native Americans used to move their things. reservation— formal: land set aside for Native Americans to live on; informal: places where Native Americans were sent by the government 5 Support: The U.S. government broke treaties; it allowed settlers to move onto Indian lands; troops massacred friendly Indians at Sand Creek and

mines and boomtowns. (b) grants of land and money 3 Subsidies are grants of land or money. The next sentence gave the definition. 4 No, vigilante groups were replaced by sheriffs, marshals, and judges. 5 Yes 6 (a) fact (b) opinion (c) opinion (d) fact


Student answers should show awareness of the challenges overcome to complete the transcontinental railroad.

Page 585Checkpoint

Native Americans used buffalo for food, clothing, tools, and shelter.

Draw Conclusions

They depended heavily on the buffalo because it could provide for many of their basic needs. When the buffalo began to disappear, Native Americans had to change their way of life.


He realized he could not teach his children the skills they would need for the future, so he sent them to non-Indian schools to learn to read and write.

Checkpoint

People who worked for railroad companies and other settlers were hunting buffalo for food, sport, and profit.

Checkpoint

He had orders to force Native Americans onto a reservation.


(a) 1850–1870 (b) Native Americans

Chapter 17


08HTAK


Wounded Knee. Refute: The U.S. government had to protect settlers from Indian attacks; it provided reservations as a trade for other lands; it established the Dawes Act.


prairies; unfenced land

Page 591Checkpoint

Cattle were driven from Texas to railroad lines, which were often far away.


(a) It started in San Antonio, Texas; it ended in Abilene, Kansas; the Goodnight-Loving Trail (b) As population increased, the railroads would have extended to more places, making cattle drives unnecessary.

Page 592Checkpoint

They learned to ride, rope, and brand.

Frame Questions

Questions will vary, but may include: What were the objects used for? Are the objects different from those American cowhands would use?

Page 593Checkpoint

The myth of the Wild West had some basis in fact, but was not entirely accurate.

Evaluate Information

It shows cowhands doing dangerous work in an adventurous setting.

Page 594Checkpoint

overpopulation of cattle, a cycle of harsh weather, a depression that led to decreased demand for beef, loss

Page 598Checkpoint

in Oklahoma

Page 599Checkpoint

public ownership of railroads and warehouses, an income tax to replace property taxes, an eight-hour work day, and other reforms


1 (a) a settler who acquired land at low rates from the government (b) Few settlers had the money to move west; large companies took land illegally; 160 acres was not enough on which to make a living. 2 (a) when someone produces more of a product than there is demand for (b) With too much grain available, some farmers could not sell the grain they grew. They lobbied for fair prices and pooled farmers’ money to make necessary purchases. 3 a rapid rise in prices 4 Sod is a thick layer of soil and tangled roots that hardens in the Sun and in which crops cannot be planted. 5 They had to break the sod to plant crops. 6 people who claimed land before the official start of the Oklahoma land rush 7 They worked together for reforms and pooled their money to buy supplies at a discount. 8 Rising prices would allow farmers to earn more money and pay their debts. 9 Profiles should be age-appropriate.


Vocabulary Builder

Key Terms

1 these small sleds were easy to pull behind a horse and carried their belongings. 2 a general rise in prices would mean their crops would sell for more money. 3 these Spanish and Mexican cowhands had been driving cattle for generations. 4 free grants of

of grazing land, and the expansion of railroads


1 (a) fires, thieves, bad weather, dangerous rapids and swamps (b) Possible answer: They needed work and they had the necessary skills. 2 (a) Extending the rail lines meant cattle could be shipped more easily. (b) Ranchers made large profits and cowhands and railroad men spent their money in cow towns. 3 Answers will vary. Students should demonstrate an understanding of the example clue. 4 they covered long distances and were often dangerous. 5 they were Spanish and Mexican cowhands. 6 it was the region in the West where the cattle industry boomed to the 1880s. 7 Students’ answers should show an understanding of the Wild West myth.

Page 595Checkpoint

It provided land to settlers who would agree to live on it and farm it for five years.

Page 596 Clarify Problems

The climate was dry and the soil was covered with a thick sod. They used new farming technologies— steel plows to break through the sod, barbed wire to keep cattle away from the fields, and windmills to pump water.


Exodusters are compared to Jews fleeing slavery in Egypt in the biblical story of Exodus. Exodusters are African Americans, many of them former slaves, who settled on the Plains.

Checkpoint

Sodbusters were Plains farmers and Exodusters were African Americans who settled on the Plains.


08HTAK


land and money meant the railroads could spend less of their own money on expansion.


5 (a) They were restricted to claims others had already abandoned, discriminated against, and often driven from the towns. (b) They helped build the railroads, drive the cattle, and turn plains into farmland to feed the nation. 6 (a) more settlers, a way to ship mass quantities of crops and cattle, development of towns along the lines (b) Railroads cut through Native American lands, disrupting the movement of buffalo herds and contributing to their dwindling numbers; more Native Americans were removed to reservations as railroads brought in more settlers. 7 (a) Possible answers: food; horns and bones used for tools; tendons used for thread; hides used for shelter (b) They were killed in large quantities for food and for their hides. (c) Since Native Americans depended on buffalo for survival, they fell into poverty and became dependent on the government. 8 (a) Generally, the government and settlers did not consider Native Americans to have equal rights, and so did not honor treaties that protected them. Settlers from the East trespassed on Native American lands. (b) Native Americans realized that as much as they struggled, they would never be treated fairly or regain their lands. 9 (a) a former buffalo hunter who created a traveling show that promoted the myth of the Wild West (b) The stories they heard were about rough-and-tumble life in cow towns. 10 (a) They led a very hard life; water was scarce and farming was difficult; families worked all day to survive. (b) Possible answer: The myth of the West as a land of opportunity and grants of free land may have enticed them.


11 Answers will vary, but students should choose appropriate words and should show an understanding of each context clue type.

Writing

12 Opinions should be clearly stated and supported by content in the chapter. Essays should be well organized and logical. 13 Reasons for moving west may include prospecting for gold or mining, building railroads, selling supplies to those in the boomtowns, ranching or working as a cowboy, or farming. Entries should explain the opportunity settlers saw in moving west and how the work would affect their lives.

Skills for Life

14 less than 10 inches of average precipitation per year 15 The amount of precipitation decreases as you move east to west. 16 Farming is probably easier in the southeastern part of the Great Plains, where there is more precipitation.


Test Yourself

1 B 2 D 3 D


Document 1 She says that farmers and laborers are receiving less and less money for their labors. She blames monopoly and a decline in the money supply.

Document 2 It shows a sharp decline in the price that farmers received for their grain from 1866 to 1895.


08HTAK


1 banana 2 It seemed funny to them. 3 They were trying to become more American and were changing their clothes and names to fit in.

Page 609Checkpoint

The government supported business by giving land grants and subsidies to railroads and other businesses and by keeping high tariffs on imported goods.


(a) Possible answers: Texas, Oklahoma, California, Pennsylvania (b) Possible answer: It was close to coal and oil for fuel.


Answers will vary, but students should explain why they chose the invention they picked.


Since the Greek word phon means “sound” and tele means “far away,” a telephone transmits sound over a distance.

Page 612 Contrast

Possible answer: The Wright Brothers’ plane was an open biplane; today’s planes have single wings and an enclosed area for the pilot and passengers.

Checkpoint

It allowed Americans to use new inventions such as the light bulb.


Products refer to something that came forth from nature or was drawn out by human work.

Checkpoint

Rockefeller slashed prices to eliminate competition.


(a) The public gets cheaper products. (b) It suggests that the monopoly is consuming the nation without feeling, not helping Americans.

Page 617Checkpoint

lung disease, burns, and death from molten metal


The picture shows policemen shooting and workers throwing bricks.

Page 619Checkpoint

collective bargaining; if that failed, its members went on strike.


1 (a) He slashed prices. (b) Trusts eliminated competition but also created jobs and lowered the costs of goods. 2 (a) It created jobs, but workers labored in bad conditions. (b) to improve working conditions 3 Adopted in this case means to take up a new approach and use it. The root suggests seeing a choice and then taking it out to make it your own. 4 Definitions in the chart should accurately define vocabulary words. 5 Answers will vary, but should be supported by specific examples from the sentences. Possible answer:

Page 613Checkpoint

The assembly line made producing cars less expensive.


1 (a) The expanding nation had more natural resources; there were new inventions; the government favored industrial growth. (b) They made factories and engines cheaper. 2 (a) Possible answers: light bulb, camera, telephone, phonograph, motion picture camera, typewriter. (b) People could travel longer distances regularly because cars were affordable. 3 Since graph means “writing,” phonograph means “a machine that reproduces sounds written onto a disk.” 4 A patent gives the inventor the sole right to make and sell an invention. 5 The assembly line was a conveyor belt that allowed for quicker production and revolutionized factories by making it possible to manufacture goods more quickly and cheaply. 6 (a) Yes, manufacturing requires energy and natural resources. (b) No, secret rebates are unfair because they limit competition. (c) Yes, it is unfair when customers are not treated equally. (d) No, inventions help industry become more efficient.


When he was 12 years old, he loaned a local farmer $50 at 7 percent interest for one year. When the loan was repaid, Rockefeller learned the value of investing money.

Checkpoint

by selling stock

Chapter 18


08HTAK


Sentence b is the most emotional because it uses the word unfair. Sentences a and c are the most persuasive because each tells about a specific problem that caused the strike.


Possible answers: Attracting means pulling or drawing to itself or oneself; tractor, distract, retract

Page 621Checkpoint

Steel and elevators made skyscrapers possible. Elevated trains, streetcars, and modern bridges allowed easy transport in urban areas.


Possible answers: no horses, buildings would be higher, there would be automobiles.


Possible answer: They all lived in one room and were crowded, causing poor sanitation and disease.

Checkpoint

poor sanitation, overcrowding, rampant disease, child deaths, the danger of fire


(a) Technological advances led cities to construct subways and other transportation systems, which enabled people to live in one part of the city and work in another. (b) The growth of industry in cities was a cause of urbanization because it attracted workers to cities.

Page 624Checkpoint

museums, orchestras, art galleries, theaters, circuses, parks, zoos,

Reading Skill

bagel, spaghetti

Checkpoint

They learned English, played baseball, and dressed like native-born Americans.

Page 629Checkpoint

They felt that immigrants were different from native-born Americans and that immigrants would take jobs away from Americans.


1 (a) fled religious persecution/political unrest; wanted work/freedom (b) Possible answers: What do you like about living here? How did you learn English? Who have you met in the United States? Why did you choose to leave your home country? When did you arrive in the United States? 2 (a) dressed as Americans, learned English (b) Nativists did not think immigrants could assimilate well. 3 Answers will vary, but students should identify the origin of the name of the food they have chosen. 4 Possible answer: The conditions there were crowded and full of disease. 5 Possible answer: They tried to imitate American customs, dress, and language. 6 Answers will vary, but students should support their opinions with facts.


Sentences will vary, but should demonstrate a clear understanding of the experiences of immigrants, their hopes for the future, and their fears of the new experience.

Page 633Checkpoint

They built schools and began to require attendance.

public gardens, and sports


1 (a) They attracted industry, and industry attracted people. (b) Possible answers: Bridges and skyscrapers needed strong steel; electric streetcars and elevators allowed for the expansion of cities. 2 (a) tenements (b) Cities offered opportunities, jobs, and leisure activities. 3 Suburb means “below”—or “outside of”—“the city.” urbanization 4 No, urbanization was the result of people moving into cities. 5 No, tenements were overcrowded apartment buildings inhabited by the very poor in cities. 6 Yes 7 Answers will vary. Arguments in favor of the opinion should refer to the excitement and opportunities of urban life. Answers opposed to the opinion should refer to the problems of urban life.


(a) in 1875: less than 250,000; in 1905: over a million (b) The graph would show more immigrants coming from western European countries.

Checkpoint

They could find a better life in the United States. They were looking for religious freedom. Political unrest drove them to America.

Page 627Checkpoint

Possible answers: a difficult journey, leaving home. Draw Inferences: They would learn to speak and write English and they would be taught U.S. history as well as how the U.S. government worked.

Page 628 Detect Bias

The immigrants are depicted as dirty criminals with hostile, angry expressions.


08HTAK


Reading Charts

(a) About 100,000 Americans attended public high schools in 1880; about 900,000 Americans attended public high schools in 1910. (b) A list showing when states passed education laws would tell when children were required to attend high school. A population graph would show how many people lived in and might attend high school in the United States.


It is the name an author chooses to use when penning a novel or short story.


It describes how Jim plans to free his family from slavery. It uses common speech patterns.

Checkpoint

real-life topics, including hardships of individuals

Page 635Checkpoint

As more Americans could read and as cities grew, people turned to ways of getting information other than by word of mouth.


1 (a) Schools were held in one room with all age levels and only one teacher. (b) In the North, more people were working in industry and business where literacy was important. 2 (a) to show life as it is (b) He captured the speech patterns of real southerners. 3 The term arose from the comic strip character Yellow Kid. The term is still used, but the newspaper and comic strip no longer exist. 4 Yes, readership skyrocketed because of the headlines. 5 No, Mark Twain was considered a realist because he wrote about life and people as they really are. 6 No, compulsory education meant children attended school to a certain age. 7 Answers

answers: They had left everything they owned behind and needed money. They may also have been used to harsh conditions. 11 (a) School was from 8:00 to 4:00 in a one-room schoolhouse with one teacher. All children were in the same class. (b) It led to a need for more educated workers. States responded by building schools and expanding public education. History Reading Skills

12 Possible answer: Tenement: from most recent influence to earliest influence: Middle English and Old French tenement; Middle Latin tenementum; Latin tenere

Writing

13 Possible answers: Industry: Students may consider the charitable contributions the industry leaders gave as well as the poor working conditions of their laborers. Immigration: Immigrants contributed to the growth of cities and provided labor for industry; they also lived in overcrowded conditions and needed help adjusting to America. Industrial Revolution: Many new inventions made life more comfortable, but the cost of assembly-line production made working conditions impersonal. 14 Narratives should include descriptions of the overcrowded, unsanitary conditions of the tenements. They may also describe the determination of the immigrants to assimilate.

Skills for Life

15 (a) Cost: people who take longer to do the job or whose work contains imperfections are punished. They receive less pay for their work than others. (b) Benefit: Goods are priced lower, thus making them affordable to more people. 16 Answers will vary, but student should provide reasons for their choices.

will vary, but students should list at least two supporting reasons.


Vocabulary Builder

Key Terms

1 Patents gave inventors the sole right to make and sell an invention. 2 By forming a corporation, an entrepreneur did not need to have all the money it would take to build the business alone. 3 Gompers favored collective bargaining because he represented hard-to-replace skilled workers. 4 Immigrants wanted to fit into the culture of their new nation. 5 Settlement houses provided English lessons, music and sports, and nurseries for children of working mothers.


6 (a) granting land to railroads and other industries and keeping tariffs high on imports (b) The policies favored large businesses, which paid less for services and made competition difficult. 7 (a) Possible answers: lightbulb, phonograph, motion picture camera. (b) Possible answer: By gathering people and paying them to be thinkers, Edison made additional innovations possible. 8 (a) As striking workers rallied there, a bomb went off and killed seven policemen. (b) They made people believe that organized labor was violent, which led to disapproval of labor unions. 9 (a) He meant that there was a tremendous rush to the cities by people of all kinds, but cities have a limited amount of space. (b) It brought many people into the cities looking for work. Rapidly expanding cities often grew overcrowded and unsanitary. 10 (a) Many worked in steel mills, meatpacking plants, mines, and garment sweatshops. (b) Possible


08HTAK



Test Yourself

1 C 2 D 3 DDocument-Based Questions

Document 1 Possible answers: to protect workers’ health and safety, to safeguard workers’ freedoms, to help workers earn more money, to defend against injustices, to fight prejudice

Document 2 from 440,000 to 2,560,000, an increase of 2,120,000


08HTAK


1 People no longer hold honest beliefs. There is corruption in both government and business. Americans are sacrificing morality for material gain. 2 Democracy has been successful in uplifting people and developing new products, but it has failed in the social, religious, moral, and literary fields. 3 Possible answer: the values of the Declaration of Independence and the Constitution, such as justice and equality, that were the founding basis of the United States


(a) a U.S. senator; stocks (b) preferential treatment in terms of legislation

Page 646Checkpoint

It provided jobs on the basis of merit.


(a) The recall is a process that allows voters to remove an elected official; indirect initiative (b) Voters, not party leaders, choose their party’s candidates. (c) Answers will vary.

Reading Skill

Possible answer: The Populist movement may have been a source of ideas for the Progressives.

Checkpoint

Possible answers: the primary, recall, initiative, referendum, and Seventeenth Amendment.

wilderness areas such as Yosemite.

Reading Skill

Possible answer: Roosevelt was concerned about conserving America’s outdoors. He asked industry to help him with his goal.

Page 652Checkpoint

He loved the outdoors and worried that industries would not use natural resources wisely.

Draw Inferences

Possible answer: He was not easily intimidated.

Page 653Checkpoint

He won as a result of Taft and Roosevelt splitting the Republican vote.


1 (a) Roosevelt believed that Northern Securities used unfair practices to control competition among railroads and that Standard Oil blocked free trade. (b) Possible answers: small businesses that could compete; the general public, as prices were lowered 2 (a) Roosevelt lost the Republican nomination to Taft and ran as the candidate of the Bull Moose Party, which was established by Progressive Republicans angry about Taft’s nomination. (b) Possible answer: It could split votes away from the traditional Democratic and Republican parties. 3 Possible answer: Both Roosevelt and organized labor wanted better conditions and pay for workers. Roosevelt threatened to use federal troops to work the mines, for example, thus forcing the mine owners to negotiate with workers’ unions for fair conditions. 4 No, Roosevelt was called a trustbuster

Page 648Checkpoint

They published articles, books, and photographs exposing corruption, poverty, and other problems.


1 (a) Legislation such as the Pendleton Act was passed, awarding civil service jobs on the basis of merit. (b) Possible answer: People who were not qualified held government jobs. 2 (a) Ida Tarbell wrote articles exposing the practices of Standard Oil; Jacob Riis took photographs showing shocking images of slum life; Upton Sinclair wrote The Jungle about the meatpacking industry. (b) Possible answer: The legislation and reforms that resulted from their efforts help prevent those conditions today. 3 Possible answer: Standard Oil used its control over large areas of business to unfairly drive out competition. It formed a trust that gave control to a central board. As a result, many other businesses formed trusts and gained monopolies. 4 Most federal government jobs are part of the civil service system. 5 Voters choose their party’s candidate for an election. 6 Muckrakers tried to expose corruption and other problems. 7 People vote directly to pass a new law. 8 The wealthy pay taxes at a higher rate than people with a lower income. 9 Questions should relate to position stated.

Page 650Checkpoint

He thought it was good but some “bad” trusts must be controlled to protect people.

Page 651Link Past and Present

They suggest that Roosevelt’s conservation policies did preserve

Chapter 19


08HTAK


because he broke up monopolies. 5 Yes, he wanted to protect the wilderness. 6 Answers should show students’ understanding of Roosevelt’s presidency.

5Analyze Literature

Answers will vary, but should show students’ understanding of the strong reactions inspired by the images in The Jungle.


They wanted the vote for women.


(a) Colorado: 1893; California: 1911 (b) The map would show that women would be able to vote in all the states.

Page 658Checkpoint

They wanted the right to vote in all elections.

Biography Quest

Alice Paul had studied in London and became involved with the British suffragist movement.

Checkpoint

More women entered graduate schools and became lawyers and doctors.

Page 659Checkpoint

The goal of the WCTU was to ban the sale of liquor and to close saloons.


1 (a) It gave women the right to vote in federal elections. (b) It gave women more power because they could vote for candidates who supported issues important to women. 2 (a) It banned the sale and consumption of liquor. (b) Answers will vary, but students should support their predictions

Page 663Checkpoint

Revolution and famine caused people to leave Mexico.

Draw Conclusions

They enabled people to pool resources and help one another.


Roosevelt needed to soothe Japan’s feelings because of discrimination against Japanese people.

Checkpoint

This agreement required Japan to stop its workers from going to the U.S. In return, the U.S. allowed Japanese women to join their husbands, who were already in the country.

Page 665Checkpoint

American Jews and Catholics faced discrimination in jobs, housing, and education.


1 (a) Washington proposed beginning at the bottom and working patiently to move up in society. Du Bois wanted to fight discrimination rather than submit to it. (b) Students’ answers will vary, but should be supported by reasons. 2 (a) In exchange for Japanese workers being banned from entering the U.S. to work, the agreement allowed Japanese women to enter the U.S. whose husbands were already working here. (b) It restricted immigration to solely Japanese women whose husbands were already working in the U.S. 3 Possible answer: Chinese immigrants faced discrimination and restrictions in the western U.S.; Japanese immigrants could not own land or hold certain jobs. Asian immigrants often had to go to different schools. Japan pressured the U.S. to treat its Japanese

with evidence. 3 They wanted access to education and the jobs that more education would make possible. 4 No, suffragists were people who worked to get the vote for women. 5 No, during prohibition, the sale and use of alcohol in the United States were outlawed. 6 Paragraphs should explain the reasoning behind the slogan.


Possible answer: African Americans lost many rights that they had gained under Reconstruction, faced prejudice and discrimination, and met with violence from angry whites. Some African American leaders encouraged African Americans to accept the system in order to slowly gain political and social power. Some encouraged African Americans to actively fight discrimination.

Contrast

Washington founded schools and worked with industry leaders; he believed that hard work and patience could lead to equality. Du Bois helped form the NAACP to fight segregation, which he believed was wrong and prevented African Americans from achieving equal rights.


(a) Lynchings were used to show African Americans that they had no legal rights. (b) Possible answer: They both exposed unfair practices to the public.

Checkpoint

Du Bois didn’t think blacks should submit to discrimination while patiently working for equality, but should firmly oppose it.


08HTAK


immigrants better, using its growing role as a naval power in the Pacific to force a compromise with President Roosevelt. Today, some Americans are still angry over immigration into their communities or feel prejudice toward people from other cultures. 4 Formal: lynching: murder by a mob acting outside the law, anti-Semitism: prejudice against Jews; informal: lynching: mob hanging, anti-Semitism: being against Jews 5 Topic sentences should demonstrate an understanding of the positions of Washington and Du Bois.


Vocabulary Builder

Key Terms

1 Upton Sinclair would be considered a muckraker because he was a crusading journalist who exposed the bad practices of the meatpacking industry. 2 William Howard Taft would be considered a trustbuster because he worked to destroy monopolies and trusts. 3 They would be considered suffragists because they worked for women’s right to vote. 4 They were murdered by mobs.


5 (a) The Interstate Commerce Act forbade pools and rebates and oversaw railroads; the Sherman Antitrust Act prevented businesses from trying to limit or destroy competition. (b) Possible answer: not very effective, because it was not enforced strongly 6 (a) the primary, recall, initiative, and referendum (b) Possible answer: Voters would use the primary to choose their party’s candidate for an election, the recall to remove an elected official from office, the initiative to propose a bill to the legislature, and the referendum to

getting an education. No, it does not depict the lives of women or of people who were better off financially.


Test Yourself

1 B 2 C 3 D


Document 1 Riis is discussing overcrowding.

Document 2 Tarbell says trusts strive for complete control over the commodity or product they sell. Muckrakers: The discussion of muckrakers should mention Ida Tarbell, who sought more controls on trusts and helped bring about stronger antitrust laws; Jacob Riis, who helped improve living conditions in slums; and Upton Sinclair, whose campaign for safer food led to pure food and drug laws. The term was coined by President Theodore Roosevelt, who compared writers such as the above to people who raked the manure from stables.

vote directly on a bill. 7 (a) He formed the United States Forest Service and set aside land for national parks. (b) Possible answer: Americans can still enjoy many of the national parks he helped create. 8 (a) Roosevelt was the first President to take sides with strikers. (b) Possible answer: He felt the “bad” trust had too much power and the strikers needed his help. 9 (a) gaining the right to vote (b) Possible answer: Being able to vote would allow women to make their voices heard in politics and have an influence on issues they cared about. 10 (a) They faced segregation and discrimination in schools and jobs. (b) Possible answer: They often do not have as many opportunities as white Americans, even though segregation and discrimination on the basis of ethnic background are no longer legal.


11 Answers will vary, but should show students’ understanding of how people responded to corruption in city governments in the late 1800s.

Writing

12 Compositions will vary, but should demonstrate students’ opinion about a problem to be addressed. Opinions should be supported by facts and examples. 13 Narrative should demonstrate an understanding of the discrimination Japanese immigrants faced at that time, the jobs available, and the challenges of adapting to a new culture.

Skills for Life

14 (a) poor young men (b) attending night school 15 Possible answer: He feels sympathetic. After a day of work, they were tired, but they were attending school. 16 Possible answers: Yes, many poor people lived in New York City at the time and hoped to better themselves by


08HTAK


1 King Charles V of Spain 2 It would have made it easier for Spanish soldiers to carry riches of Bolivia and Peru back to Spain. 3 difficult geography, diseases such as malaria and yellow fever

Page 681Checkpoint

It awed the Japanese with military power.


(a) The cartoonist’s view is that the purchase is more advantageous to the Russians because Alaska has no value; some animals seem to be mocking the people in the cartoon, and some seem to be threatening the people. (b) that there was gold in Alaska; possible answer: the cartoon might replace the animals with gold to portray an equal trade

Page 682 Reading a Chart

(a) the need to acquire raw materials and find new markets (b) A strong navy was needed to reach overseas territories and defend them against invasion.

Reading Skill

Possible questions: How did the United States benefit from expansionism? How did other nations and peoples benefit? How did other cultures suffer due to American expansionism?

Page 683Checkpoint

The United States needed colonies for raw materials and markets for manufactured goods, and believed it was necessary to introduce American values to cultures around the world.

might be shut out of global markets. The U.S. also needed a powerful navy to protect access to foreign markets.


Possible answer: The goals for American expansion in the Pacific were new markets for trade and new supplies of raw materials. Paragraphs should show how Hawaii’s climate and location played a role in achieving these goals and should detail the link between American control over Hawaii and resulting economic and military benefits.


Possible question: What were some American investments in Cuba in the late 1800s?

Page 689Checkpoint

President McKinley had sent the Maine to Havana harbor to protect American lives and property.

Distinguish Facts from Opinions

Possible facts: An explosion sank the Maine and killed 260 men. No one knows what caused the explosion. Possible opinions: The Maine was deliberately destroyed by the Spanish. The explosion was caused by a misfiring bomb or torpedo.

Page 690Checkpoint

Cuba and Puerto Rico

Biography Quest

Queen Liliuokalani wrote many popular songs, including “Aloha Oe,” or “Farewell to Thee,” which was sung by Elvis Presley in the movie “Blue Hawaii.”


Possible answer: A Chinese artist’s painting might show Chinese people defending their independence from foreign influence, instead of the Americans and Europeans charging.

Checkpoint

Under President McKinley, Congress approved a treaty for the annexation of Hawaii.

Page 685Checkpoint

to allow all nations to conduct trade with China


1 (a) He saw Alaska as a stepping stone for increasing U.S. trade in Asia and the Pacific. (b) Possible answer: They thought it was a worthless frozen wasteland. 2 (a) Increased involvement in world affairs was necessary for economic growth, to protect overseas trade, and to spread American values. (b) Samoa and Hawaii provided the United States with military and commercial outposts in the Pacific. 3 Possible question: Why did some people argue against American expansion? 4 it avoided involvement in other countries’ affairs 5 they built empires by controlling territories around the world 6 these were areas of economic and political control 7 Possible answer: The U.S. abandoned isolationism to compete with European economic interests. The nation looked overseas to promote economic growth for fear it

Chapter 20


08HTAK



(a) Dominican Republic: Caribbean Sea; Philippines: Pacific Ocean; Manila Bay: Philippine Islands; Santiago: Cuba; San Juan: Puerto Rico (b) The army left from Tampa, Florida, and sailed around the east side of Cuba. The navy left from Key West, Florida, and split up; some ships sailed around the east side of Cuba and some sailed around the west side.

Page 692Checkpoint

Cuba became an American protectorate. Puerto Rico had an American-appointed governor and limited control over its government. The United States controlled the Philippines but fought against Filipino opposition.


1 (a) It exaggerated and falsified news of Spanish mistreatment of Cubans, arousing anti-Spanish sentiment in the public. (b) Victory would secure American control over some Spanish territories. 2 (a) Spain recognized Cuba’s independence; the United States received Puerto Rico, the Philippines, Guam, and Wake Island from Spain; the United States paid Spain $20 million. (b) Possible answer: The United States controlled most of Spain’s former colonies and had the right to intervene in Cuban affairs. 3 Possible question: Why did some people support the treaty with Spain while others opposed it? 4 Reconcentration created suffering as people were forced into detention camps. 5 As a protectorate, Cuba’s independence was limited because its policies were controlled by the United States. 6 Paragraphs will vary but should show an understanding of the causes of, effects of, and sentiments toward the Spanish-American War.

supported a revolution to free Panama from Colombian control; and the newly independent Panama gave the United States permission to build the canal. 2 (a) to support and nurture democracy throughout the world (b) Possible answer: Roosevelt’s corollary to the Monroe Doctrine stressed controlling Latin American nations by policing the region; Taft’s dollar diplomacy emphasized gaining control by making economic investments in Latin America. 3 Possible question: How are scientific experiments funded? 4 No, an isthmus is a narrow strip of land joining two larger areas of land, not part of a river bed. 5 Statements will vary but should be rewritten in a logical and persuasive manner.


Vocabulary Builder

Key Terms

1 Imperialism replaced isolationism when the United States took over Spanish colonies after its victory in the Spanish-American War. 2 Foreign nations wanted to secure territory and trading rights in China. 3 In his corollary, Roosevelt expanded the Monroe Doctrine to give the U.S. police power over the entire region. 4 The policy was based on the idea that economic ties were the best way to expand American influence. 5 Because it was a narrow strip of land, an isthmus was a good place for a canal.


6 (a) He saw Alaska as a stepping stone for trade with Asia and the Pacific. (b) Many thought the purchase had been a mistake. (c) Gold was discovered there. 7 (a) Asia and Africa (b) The expanding European powers led the

Page 693Checkpoint

American gunboats waited offshore and U.S. Marines prevented Colombian troops from reaching Panama City.

Reading Skill

Possible question: How did the conquest of malaria contribute to the success in building the Panama Canal?

Page 695 Synthesize Information

Costs: very expensive, many people died building the canal; Benefits: faster trade, cleared swamps, and reduced disease

Page 696Checkpoint

cutting through a mountain range, and death from disease and climate

Checkpoint

The Roosevelt Corollary claimed the right to intervene in Latin America.

Identify Effects

Possible answers: Monroe Doctrine: European nations did not interfere militarily in Latin America; Roosevelt Corollary: U.S. marines sent to the Dominican Republic to oversee the country’s finances; Dollar Diplomacy: U.S. marines were sent to Nicaragua to protect American investments.

Page 697Checkpoint

During the revolution, Wilson’s policy was “watchful waiting,” but when Mexico acted against the United States, Wilson sent in American troops.


1 (a) The United States needed a shorter route between the Atlantic and Pacific oceans. (b) Colombia refused an American offer to build the canal on its land; Roosevelt


08HTAK


United States to abandon its policy of isolationism in exchange for territories and power. 8 (a) the sinking of the Maine (b) No, some Americans were already clamoring for war with Spain. 9 (a) The U.S. established its overseas empire by opening Japan to trade, going to war with Spain, and seizing new territories in the Pacific. (b) Given the country’s roots in the American Revolution, critics may have felt American imperialism ignored the freedoms of all people. 10 (a) He pushed for revolution in Panama and issued the Roosevelt Corollary, under which the U.S. claimed police power for Latin America. (b) Both policies allowed the military to intervene.


11 Possible topics and questions: territory acquired by the U.S., Why did Americans think the world would benefit from the spread of American values?; revolt in the Spanish colonies, Why did the U.S. not allow Cuba and the Philippines to become fully independent nations?; the Panama Canal, Why did Colombia turn down the initial American offer for the canal route?

Writing

12 Opinion should be clearly stated. Supporting arguments should be based on facts and reasons that are relevant to the opinion. 13 Possible arguments: The revolution was similar to U.S. war for independence; U.S. should help people who were suffering; it would benefit American economic interests

Skills for Life

14 The Spanish-American War 15 (a) An explosion sank the Maine (b) The United States went to war against Spain. 16 A series of events led to war against Spain. 17 The United States was looking overseas for markets and naval power.


Test Yourself

1 D 2 B 3 C


Document 1 Platt says it is God’s will that the United States should expand in order to spread its democratic principles and to benefit humanity.

Document 2 Hoar says we have no right to impose our way of government on a people who already have their own government. Supporters: duty to uplift backward people by bringing benefits of democracy and American way of life, provide U.S. with naval bases, access to natural resources, and an outlet for American products. Opponents: violates the idea of democracy to impose American system on unwilling people, costly in U.S. lives and money to annex distant territories.


08HTAK


1 a policy of neutrality 2 because Americans came from many European countries, such as those that are currently at war with each other 3 Wilson thinks that the United States should remain neutral.

Page 707Checkpoint

As European nations competed for each other’s territory, each wanted to assert its power and independence. This led to tensions in Europe.

Apply Information

It shows nations that had promised to support each other in case of war.


The main idea is that technology made the war more deadly than other wars had been. Supporting ideas include the fact that airplanes, armored tanks, and rapid fire machine guns were used in the war.


Possible answer: Trench warfare was probably very destructive to the environment. The land was dug up, littered with bullets and mines, and the fighting destroyed natural resources.

Checkpoint

Technology gave the armies more effective tools for killing the enemy, such as armored tanks and poison gas.


The sinking of the Lusitania angered many Americans and increased support for joining the war.

Page 714Checkpoint

The War Industries Board oversaw industries producing and transporting war-related goods to ensure the availability of resources needed for the war.


Possible response: government took strong action to encourage support for the war and to suppress dissent.

Checkpoint

The government created propaganda to encourage support for and suppressed criticism of the war.


1 (a) The United States mobilized the military through the Selective Service Act, managed the war effort by ensuring that industry could provide supplies, and shaped public opinion with calls to patriotism and suppression of criticism. (b) Answers will vary, but students should be able to support their views with information from the text. 2 (a) The government closed newspaper offices and jailed people who expressed antiwar views. (b) Answers will vary, but students should be able to support their views with information from the text. 3 Possible answer: The strong action that the United States government used to shape public opinion was one way that it managed the war effort. 4 to prepare for war; to get people ready to fight a war 5 Students’ lists may vary, but should include information such as forcing men into serving in the war through the Selective Service Act; the WIB gave the government control of many businesses; various forms of propaganda; the government passed

Checkpoint

The war divided Americans, primarily along ethnic lines.

Page 711Checkpoint

Attacks by German submarines that killed Americans outraged the public and made them more willing to choose sides against the Central powers in the war.


1 (a) militarism, imperialism, and alliances (b) They had to choose between entering the war or breaking their alliances. 2 (a) He issued a proclamation declaring the United States’ neutrality. (b) Possible answer: Probably not, because the warring sides were taking action against anyone who traded with their enemy. 3 The main idea is: “At first, the United States tried to stay out of the war in Europe.” Details include: divided ethnic loyalties, trade ties with the Allies, and the sinking of the Lusitania. 4 pride in one’s nation or national group. 5 the spread of information designed to win support for a cause. 6 a deadlock in which neither side could score a decisive victory. 7 the glorification of the military. 8 Essays should accurately reflect the description in the text of how trench warfare was conducted. Students may write that present-day warfare does not usually employ fighting in trenches, within such close proximity to the other side.


Possible answer: The soldier looks noble and determined to perform his duties.

Checkpoint

The United States built its military by passing the Selective Service Act, which created a national draft.

Chapter 21


08HTAK


the Espionage Act and the Sedition Act; private groups such as the American Protective League began; anti-German hysteria

7Analyze Life at the Time

Analyze Life at the Time responses will vary, but should reflect an understanding of propaganda and its uses.


Pershing’s admiration of integrated troops in the Spanish-American War is inconsistent with his segregation of troops in World War I.

Page 719Checkpoint

Convoys traveled together with light, fast Allied destroyers.


(a) approximately 50 miles (b) The offensive was hard-fought. The Allies were able to make this push when the American forces joined the fighting in large numbers.


He raised money to build a high school (now the Alvin C. York Technical Institute).

Checkpoint

The U.S. Marines fought the Germans fiercely, often in hand-to-hand combat, and drove them from the forest.

Page 722Checkpoint

The war ended with an armistice that the Allies imposed on Germany.


1 (a) The Americans contributed troops and supplies to the Allied victory. (b) Answers will vary, but

of the bridge. (b) Possible response: The United States prefers to sit back on its own and is shirking its responsibilities. The cartoonist shows the weak link in the bridge, which will probably cause its collapse.

Reading Skill

Student responses should contrast the lack of U.S. involvement in the League of Nations to the leadership role of the United States in the world today.

Checkpoint

Lodge believed that the League of Nations would restrict the ability of the United States to act in its best interests.

Page 726Checkpoint

an influenza epidemic, labor unrest, and fear of communists


1 (a) He issued his Fourteen Points to address the causes of World War I and try to prevent future wars. (b) It only met one of his goals, creating the League of Nations. 2 (a) He believed that the changes they wanted would have destroyed the intent of the League of Nations. (b) Answers will vary, but should be supported by relevant facts. 3 Answers will vary, but should recognize that politicians today sometimes tour the country to gain support for their proposals. Today, they also use media that were unavailable to Wilson, such as television and the Internet. 4 Students may say that the principle behind the idea of self-determination is that people who are free to govern themselves may be less likely to seek war. 5 Immigrants who were deported were sent back to the countries from which they came. 6 The reparations clause required Germany to make payments to the Allies for the costs of the war. 7 Students’ paragraphs should

should recognize the Americans’ impact on the morale and fighting strength of the Allies. 2 (a) Germany was forced to pull back its troops, cancel the Treaty of Brest-Litovsk, give up its fleet of U-boats, and force the Kaiser to step down. (b) Possible answer: Agreeing to these terms was the only way Germany could end a war it was losing. 3 The United States sought war with Spain in order to aid Cuban rebels and expand its territories. In Europe, its goal was to protect its interests and it entered the war very reluctantly. 4 Possible sentences: Merchant ships sailed together in large convoys to protect themselves from attack by the Germans. Vladimir Lenin and the Bolsheviks established a government of communism in Russia by eliminating the right to private property. The Allies and the Germans signed an armistice in which they agreed to end the war if certain terms were met. 5 Outlines should correctly and chronologically reflect the Allies’ progress in World War I as presented in the text.

Page 723Checkpoint

to prevent future wars


(a) Germany, Austria-Hungary, Russia, Bulgaria (b) Ottoman Empire; Turkey

Checkpoint

The treaty forced Germany to pay reparations, give up its colonies, and placed limits on Germany’s military.


(a) The gap in the bridge represents the absence of the United States, which is represented by the keystone, or most important piece,


08HTAK


clearly state a position that Congress may have taken about ratifying the Treaty of Versailles. The paragraphs should end with a thesis statement expressing the main idea.


Vocabulary Builder

Key Terms

1 reparations 2 trench warfare 3 self-determination 4 propaganda 5 Militarism


6 (a) German U-boats sank the Lusitania, killing more than 100 Americans, and the Zimmerman Telegram, advocating an invasion of the United States, was intercepted. (b) The United States declared war in both cases to protect its interests. In both cases a perceived naval attack increased support for war. However, the United States entered World War I much more reluctantly than it entered the Spanish-American War. 7 (a) American women volunteered for service in the U.S. Army and U.S. Navy Nursing Corps. They also took jobs that were traditionally held by men who were now fighting in the war. (b) Suffragists’ support of the war effort brought them broader support to give women full voting rights. 8 (a) German Americans’ patriotism was questioned and they faced discrimination and sometimes violence. (b) Using the term “liberty cabbage” shows a disdain for things German, even German words. (c) Answers will vary, but students should use what they have learned in the text to develop their answers. 9 (a) Wilson wanted the United States to be in a strong position to influence the negotiations at the end of the war. (b) Possible answer: He succeeded partially, because he was unable to persuade the Allies not to punish

opposition to the war and the government that was waging it.

Germany harshly; however, he did persuade them to establish the League of Nations. 10 (a) Wilson believed that the League of Nations was necessary for preserving peace; Lodge believed it weakened the power of the United States. (b) Possible answer: Washington’s advice “to steer clear of permanent alliances with any portion of the foreign world” is closer to Lodge’s position.


11 Answers will vary, but should reflect an understanding of the main ideas in each section and how the main ideas connect in a meaningful way.

Writing

12 Students’ paragraphs should be based on information from the text. A sentence that clearly states the main idea should open the paragraphs and there should be supporting facts, reasons, and examples. 13 Students’ letters should contain accurate information based on what is in the text.

Skills for Life

14 (a) the government (b) buy liberty bonds 15 The propaganda techniques used in this poster are the use of strong words and images and the use of symbols and offensive names. 16 Answers will vary, but should reflect an understanding of propaganda’s goals and methods.


Test Yourself

1 D 2 A 3 A


Document 1 That person will be fined not more than $20,000, or imprisoned for not more than 20 years, or both.

Document 2 Possible answer: She wrote to the newspaper to “set the record straight” about her


08HTAK


1 John Kenneth Galbraith 2 because not all of the land was valuable 3 Possible answer: Hard times had just ended with the war, and people were eager to get rich quick.


(a) the Capitol, the Washington Monument, and the White House (b) Yes. The cartoonist implies that corruption is so rampant that the actual institutions of our government have been bought and sold.

Page 738Checkpoint

the mishandling of the Treaty of Versailles and a failing economy combined to make Wilson and the Democrats unpopular.

Reading Skill

Answers should demonstrate an ability to paraphrase and should reflect that Coolidge felt protective intervention was justified.

Page 739Checkpoint

He sent troops to Nicaragua. He used diplomacy in Mexico.

Apply Information

Possible answer: Because Sacco and Vanzetti were executed based on little evidence.

Page 740Checkpoint

alarm about communism, postwar strikes, and a series of bombings in 1919 by anarchists


1 (a) The war caused the economy


Possible answer: Both the automobile and the radio changed American life. The automobile created new businesses and made travel easier, and the radio became a leading supplier of entertainment.


Possible answer: Cars and radio brought a new freedom to people and flappers were an expression of this.

Page 744Checkpoint

radio and movies

Draw Conclusions

Possible answers: It gave Americans access to shared experiences. It provided a cultural outlet accessible to many.

Page 745Checkpoint

Causes include job opportunities and seeking relief from discrimination.


1 (a) It increased freedom and independence; created new businesses; made it possible for people to move to suburbs; made people in rural areas feel less isolated; encouraged tourism. (b) Possible answer: Cars made people in small towns and rural areas less isolated. 2 (a) Garvey wanted African Americans to embrace black pride and black unity. He encouraged them to move permanently to Africa. (b) Many African Americans have developed black pride and black unity, but have rejected Garvey’s idea of returning to Africa. 3 Movies brought Americans together and made actors popular. 4 a total ban

to expand. The military needed goods and supplies to fight the war. Workers were needed to help out in the factories. (b) Possible answer: The country no longer needs military supplies and equipment. Factories making war supplies shut down and workers lose their jobs. 2 (a) He secretly leased Teapot Dome, a government-owned oil reserve and its oil resources in exchange for a $400,000 bribe. He was tried and found guilty. (b) Harding showed bad judgment in appointing people to office. Many of his appointees were his friends and allies who used their positions to make personal fortunes. Most of them were sentenced to prison. 3 Answers should demonstrate an ability to paraphrase and should reflect that anti-communist sentiment grew after a series of bombings in 1919 by anarchists. 4 Supporters want to slow down military arms races. 5 The state, not individuals, owns the means of production in a communist economic system. 6 Anarchists are opposed to all organized government. 7 Students’ thesis statements and paragraphs should accurately describe the mood in the United States the first few years after World War I.

Page 742 Identify Costs

organized crime and increased disrespect of law

Checkpoint

Because it had failed: people were still drinking and organized crime had increased.

Checkpoint

Their dress, activities, and attitudes were fun and free from past restrictions.

Chapter 22


08HTAK


on alcoholic drinks. 5 (b) “Given its unexpected effects, it is no surprise that Prohibition was repealed.”

6Checkpoint

Events such as Lindbergh’s solo flight across the Atlantic; new games and activities, such as mahjongg and dance marathons; sports such as baseball, swimming, football, golf, tennis, and boxing.

Biography Quest

Her hearing was damaged.

Reading Skill

Details include: Jazz, created by African Americans in New Orleans, became popular in the 1920s. Louis Armstrong was a great jazz improviser. Radio spread the popularity of jazz worldwide.


Possible answer: many African Americans had opportunities to play jazz in other countries.

Page 749Checkpoint

because jazz originated in New Orleans

Page 750Checkpoint

the growth of a proud and political African American culture in Harlem during the 1920s


1 (a) Lindbergh was the first person to fly nonstop across the Atlantic Ocean. (b) Possible answer: Lindbergh was not afraid to tackle challenges. The country celebrated his accomplishment. 2 (a) F. Scott Fitzgerald—The Great Gatsby; Ernest Hemingway—The Sun Also Rises, A Farewell to Arms; Sinclair Lewis—Babbitt; Langston

overvalued.

Checkpoint

They thought it was a quick way to make an easy profit.

Draw Conclusions

Possible answer: The U.S. economy depended heavily on the success of agriculture.

Checkpoint

They struggled because of overproduction, high debt, and a decline in foreign demand following the war.

Page 755Checkpoint

Hoover was strong with Protestants and rural residents.


1 (a) Possible answers: Companies successfully switched from producing military goods to consumer goods; high tariffs on imported goods and low taxes stimulated the domestic economy. (b) High tariffs kept out foreign goods, allowing domestic companies to make goods and employ thousands of workers. Low taxes allowed people to keep and spend more of their money, which helped build businesses. 2 (a) Many American farmers and workers did not benefit from the prosperity of the 1920s. (b) Possible answer: Many farmers might have wanted support because many nations were too poor to buy their products. 3 Answers will vary, but should demonstrate an ability to summarize as well as an understanding of the key points of the section. 4 or buying on credit 5 or a period of rising stock prices 6 or borrowing money in order to buy stock 7 The U.S. economy improved a great deal from the beginning to the end of the 1920s. In the early 1920s the economy declined, partly as a result of World War I. The war had badly weakened European economies, and so the

Hughes—poems; James Weldon Johnson—poems, editorials; Zora Neale Hurston—Their Eyes Were Watching God (b) Fitzgerald—emptiness of the lives of the rich; Hemingway—terrible consequences of war; Lewis—taking advantage of other people; Hughes, Johnson, and Hurston—disadvantages faced by African Americans 3 Answers will vary, but should demonstrate an ability to summarize as well as an understanding of the key points of the section. 4 No. Jazz was born when African American musicians combined sounds from Europe, the Caribbean, West Africa, and the rural South. 5 “The Jazz Age is similar to current life in America in many ways. For example, people currently worship sports heroes and other celebrities, just as people did in the 1920s. Both ages are also known for their popular fads. I think I’d rather live today than in the past.”


“I” represents African Americans. “They” represent white Americans.

Page 753Checkpoint

Lower prices, higher incomes, installment buying, and advertising increased consumer spending.

Identify Costs

Buying stock on margin could lead to a prolonged decline because everyone may become desperate to sell, which would lower prices further.


Possible answer: Because the stock market continued to rise, many Americans bought on the margin. Many people grew wealthy buying and selling stocks, yet a few experts warned that the stock market was


08HTAK


overseas market for American goods shrank. In the mid-1920s, however, reduced taxes and extended credit encouraged consumer spending. By 1929, the economy had grown to the point of being overheated.


Vocabulary Builder

Key Terms

1 Anarchists would be against the United States government because they oppose any organized form of government. 2 Americans began to fear that many immigrants were communists and spies, leading to a period of suspicion and violence called the Red Scare. 3 They wanted to reduce alcohol use in the United States. 4 During the 1920s, bootleggers made a living by smuggling liquor into the United States from Canada and the Caribbean. 5 An investor would not want to purchase stocks on margin when the price of a stock was going down.


6 (a) Harding was a firm supporter of business and appointed people to office who shared his views. Some of the people he appointed, however, were corrupt and dragged down his administration in scandal. Coolidge was known for his honesty and integrity. He restored public trust in government by cooperating with the investigations into the Harding White House. (b) Answers will vary. Students may say that Coolidge made the better presidential candidate because economic times were good during his administration and because he cleaned up the scandals of the Harding administration. Harding would have made a weaker candidate because he would have had to answer for the scandals during his administration.

there should be supporting facts and examples. Paragraphs should end with a conclusion sentence. 12 Text should properly advertise the chosen consumer product.

Skills for Life

13 It stabilized at around 62 billion dollars. 14 Farmer’s incomes rose slightly between 1921 and 1922. 15 Farmers saw more ups and downs, while others saw more of a steady rise because farmers were struggling with high debt, overproduction, and low foreign demand.


Test Yourself

1 C 2 C 3 C


Document 1 The greatest increase in immigrants took place between 1900 and 1905. The greatest decrease occurred between 1910 and 1915.

Document 2

that the nation could not handle the influx of new immigrants long term

7 (a) When a nation follows an isolationist foreign policy, it tends to withdraw from world affairs and deal mostly with domestic affairs. (b) Answers will vary. Students who say that the United States had an isolationist foreign policy may point out that the United States did not join the League of Nations and played a lesser role in world affairs than other major nations. Students who say that the United States did not have an isolationist policy may point out that the United States participated in international conferences that promoted peace and disarmament. It also interfered in the affairs of smaller countries when the intervention protected American interests. 8 (a) The United States limited the number of immigrants admitted from Eastern and Southern Europe and prohibited immigration from Asia. It deported many foreigners. (b) Many Americans were worried that the culture of the United States was being overwhelmed by immigrants, and that immigrants would compete for their jobs. (c) Possible answer: The artist felt that Sacco and Vanzetti were innocent. In the painting, Sacco and Vanzettti are portrayed as nonthreatening. 9 (a) Businesses encouraged the public to spend more by making installment buying, or buying on credit, easier and attractive. (b) If the economy soured and people lost their jobs, they would not be able to pay off their debts incurred by buying on credit. That could pull down the economy.


10 Answers will vary, but should demonstrate an ability to summarize and paraphrase as well as show an understanding of the key points of the text.

Writing

11 Students’ paragraphs should address one of the two topics. An introduction and a thesis statement should open the paragraphs and


08HTAK


1 She describes working alongside her father in a mine where girls were not allowed. 2 She feels proud to be helping her family during this difficult time. 3 Answers will vary, but students may suggest that families had to come up with many unusual solutions to cope with the problems of the Great Depression.

Page 771Checkpoint

Stock market prices plummeted to new lows and many investors lost fortunes overnight.


He is trying to sell his luxury car at a very cheap price. He will likely have difficulty selling it because many other people also have lost their money.


Possible answers: “One major cause of the Great Depression was overproduction” and “A nationwide banking crisis also contributed to the Depression.”

Checkpoint

Because of slowing trade, many countries that owed the United States money were not able to repay their loans.


Answers will vary, but should reflect an understanding of the Great Depression’s impact on people.


The picture contrasts the

Page 777Checkpoint

FDR wanted to stop the bank failures and regulate banking.


Presidents today communicate primarily through televised speeches and press conferences. Presidents today still give a weekly radio address.

Page 778Checkpoint

Both of these programs hired workers to perform a variety of jobs, such as helping to preserve natural resources and to improve infrastructure throughout the United States.


(a) erected dams (b) Dams along the Tennessee River would be able to supply power to a large geographic area.

Reading Skill

Possible answer: The TVA helped provide electricity to many areas that did not have it before, but it failed to relieve the region’s poverty, and some believed it disrupted the region’s environment.

Checkpoint

The goal of the NRA was stabilizing prices and boosting employment and buying power.

Page 780Reading Political Cartoons

(a) the three branches of government; the two men do not seem to agree. (b) Possible answer: Roosevelt has the support of the legislative branch and wants the support of the judicial branch for the New Deal.

government’s praise of veterans at the end of World War I and its indifference to them in 1932.

Checkpoint

Hoovervilles were makeshift communities of rundown shacks built by homeless people during the Depression.

Page 775Checkpoint

The goal of the Bonus Army was to receive immediate payment of a bonus promised to every veteran of World War I that was to be paid out in 1945.


1 (a) Industries were overproducing goods as incomes began falling. As a result, businesses had fewer customers. (b) The declines in sales made businesses less profitable, and they began laying off workers. 2 (a) He encouraged businesses and government leaders to create public works projects and he formed the RFC. (b) Possible answer: He did not want the federal government to grow. 3 Workers who lost jobs had less money to make purchases. This decline in consumer spending hurt businesses, which were forced to lay off more workers. 4 Overproduction can hurt the economy by forcing companies to lay workers off since there is no need to produce more. 5 A company would declare bankruptcy when it is no longer able to pay its bills. 6 The loan is not honored, and the borrowed money is not paid back. 7 Possible answers: Automobiles during the Great Depression, Children during the Great Depression, Life in Hoovervilles; Students’ sentences will vary, but they should describe materials that would be useful in their presentation.

Chapter 23


08HTAK


Checkpoint

The FDIC insured bank deposits up to $2,500 so that people who kept money in banks would have protection if the bank failed.

Page 781Checkpoint

FDR wanted to add justices sympathetic to his New Deal programs so that they could overrule justices who voted against his programs.


1 (a) relief for the jobless, economic recovery, and reforming the economic system (b) Possible answers: Relief for the jobless– FERA and CCC; economic recovery– NRA and PWA; economic reform– FDIC and the Truth-In-Securities Act 2 (a) The Supreme Court ruled that some New Deal programs were unconstitutional. (b) Changing the make-up of the court would have been a way of exercising executive power over it. 3 Possible answer: Increasing employment would allow people to buy more, which would help businesses. The programs provided immediate relief for the jobless and improved the national infrastructure. 4 No, his plan would have provided money to retired people if they promised to spend the money. 5 Yes 6 Answers will vary, but students’ responses should provide information that would be useful in a multimedia presentation on Franklin D. Roosevelt.


She spoke and traveled on his behalf and conferred with him about important issues facing the country.

Checkpoint

Women faced job losses, new job competition from men, and challenges to find new ways to save money.

farming methods that stripped the layer of sod from the soil, allowing the soil to be blown away.

Page 787Checkpoint

Most were meant to help people forget their problems, but some dealt realistically with social problems.


1 (a) Eleanor strongly supported the bill, but Franklin feared that southern senators would no longer back him if he supported the bill. (b) Answers will vary, but students’ responses should show an understanding of the issue. 2 (a) The Dust Bowl was caused by a period of drought, combined with modern farming methods that removed the layer of sod from the soil. (b) Possible answer: an end to the drought or improved farming methods that do not destroy the soil 3 Mexican Americans suffered from job losses and faced a backlash from other Americans with whom they were competing for jobs. 4 People who seek civil rights want everyone to have equal access to voting and equal treatment under the law. 5 They traveled from farm to farm to pick crops for low wages. 6 Answers will vary, but students’ responses should indicate an understanding of possible subtopics that would support the topic that is chosen.


Answers will vary, but students’ journal entries should accurately describe the effects of a dust storm on a farm family.

Page 790Checkpoint

Social Security was paid for by payroll taxes matched by employer contributions.


Marian Anderson also performed with the Metropolitan Opera, served as an alternate delegate to the United Nations, and received the Presidential Medal of Freedom.

Checkpoint

The Black Cabinet was a group of high-ranking appointees who advised Roosevelt on African American issues.


The Indian New Deal was a program created by John Collier that gave Native Americans jobs with building projects and worked toward putting Native American reservations under Native American control.

Checkpoint

They were caught up as federal immigration officials, under pressure from many Americans competing for the same jobs, deported illegal immigrants.


The subject of dam building shows progress and improvement through public works.

Analyze Effects

Falling crop prices throughout the 1920s reduced incomes for farmers in the Midwest. Modern farming methods that had allowed farmers to clear large plots of land removed native grasses from the land and allowed the soil to become loose and blow away. As a result of the land becoming more difficult to farm, many Midwesterners relocated to California where they worked as migrants.

Checkpoint

The causes of the Dust Bowl were a widespread drought and modern


08HTAK



Sit-down strikes prevented factories from operating.

Checkpoint

The Wagner Act guaranteed the workers’ right to form unions and protected them against unfair business practices such as firing unionized workers.


(a) Possible answer: the widening gap between rich and poor (b) Analyze Cause and Effect

Many new programs established during the New Deal continue today.

Evaluate Long-Term Effects

Critics of the New Deal believe that these programs resulted in increased government involvement in business, increased the nation’s debt, and ultimately failed to end the Great Depression.

Page 793Checkpoint

Possible answer: One argument against the New Deal is that it increased the nation’s debt.


1 (a) The Social Security Act provided for pension insurance for retirees, aid for dependent children, financial aid for the disabled, and unemployment insurance for people who had lost their jobs. (b) Social Security continues to provide support for millions of Americans. 2 (a) The AFL represented skilled workers, but the CIO represented both skilled and unskilled workers. (b) Because the CIO included all workers in an industry, it represented more segments of employees working for a company, giving it greater bargaining power. 3 The New Deal programs lifted millions of people out of poverty,

forced to lay off workers, which added to unemployment and reduced consumer purchasing power. 8 (a) Hoover relied on state and local governments and business leaders to try to solve the economic crisis. (b) Roosevelt wanted the federal government to take an active role in providing relief. (c) Possible answer: Because Roosevelt’s plan was oriented toward taking action rather than relying on others, many people probably thought that he was more concerned about their problems than Hoover was. 9 (a) Women worked more outside the home to support their families; African Americans suffered higher rates of job loss and poverty than the general population; Mexican Americans faced discrimination and deportation. (b) Members of all three groups faced increased competition from white men for jobs they traditionally held. Women were often still able to compete for jobs that they had traditionally held, while African Americans and Mexican Americans had a difficult time keeping jobs that they had previously held. 10 (a) Writers and artists used realistic representations to communicate stories about people affected by the Great Depression. (b) Some movies, such as The Grapes of Wrath, addressed the problems directly, while others, such as King Kong, provided a means of escape. (c) Answers will vary, but responses should indicate an understanding of the approach each student supports. 11 (a) The Social Security Act of 1935 established pensions for retirees, aid for dependent children in poverty, financial aid for disabled people, and unemployment insurance for people who had lost their jobs. (b) Possible answer: They needed to address the problems caused by the Great Depression, and it was a way of stimulating the economy to help businesses.

improved working conditions, and improved the country’s infrastructure, while restoring many Americans’ faith in government. 4 in which the union bargained on behalf of all employees as a group 5 or spending more money than it receives in taxes 6 a tax which is deducted directly from workers’ paychecks 7 Answers will vary, but students’ topics should relate to the material in the section, and the media types and materials they choose should be useful in their presentations.


Vocabulary Builder

Key Terms

1 No, a company declares bankruptcy when it has lost all of its money. 2 No, countries that defaulted on their loans did not repay them. 3 Yes, a pension is money that is set aside through a payroll tax for retirement. 4 Yes, if the government spends more money than it takes in through taxes, it is practicing deficit spending. 5 No, migrant workers traveled from farm to farm to work.


6 (a) Continued speculation in risky stocks, a prolonged downturn in agriculture, and overproduction in many industries that led to layoffs (b) After the crash, many people could not afford to buy as many goods. Because businesses were selling fewer goods, they were forced to lay off workers, increasing unemployment. (c) Roosevelt proposed the Truth-in-Securities Act and the Federal Deposit Insurance Corporation. 7 (a) By the end of the 1920s, most people who could afford new cars and houses had already purchased them. (b) Businesses could not afford to keep overproducing and were


08HTAK



12 Answers will vary, but should reflect an understanding of the material and be well-supported with accurate details.

Writing

13 Answers will vary, but students’ plans should include research that is useful for their topic. 14 Students’ narratives should include information that includes arguments for and against the New Deal, FDR’s policies regarding the Supreme Court, the benefits of the New Deal programs, and FDR’s policies to improve the economy in the United States during the Great Depression.

Skills for Life

15 (a) Construction of the Dam; (b) William Gropper; (c) 1937 16 (a) Constructing a dam; (c) Possible answers: the use of a crane; the number of people involved in building the dam 17 (a) Possible answer: a sense of cooperation between the people to build the dam; (b) Possible answer: The American government was able to provide jobs for people and undertake large building projects.


Test Yourself

1 A 2 B 3 C 4 A


Document 1 Roosevelt proposed increased public employment, grants to states for relief work, and a broad public works labor-creating program.

Document 2 Unemployment dropped steadily, except in 1938 when it briefly rose.


08HTAK


1 because they have more problems and fewer resources than others do 2 No, he disagrees. He calls the reasoning a fallacy and lists reasons why it fails to convince.


It displays him in a powerful stance amidst symbols of strength.


Possible answer: Military relates to armed forces and -ism refers to the quality of the noun or belief in its principles or theories. Thus, militarism is belief in doing things based on military organizing and goals.

Checkpoint

Troubles caused by the Great Depression increased popular support for Hitler’s nationalist and racist policies.


(a) Rhineland in March 1936 (b) European leaders allowed Hitler to occupy German-populated Sudetenland, but he soon took over all of Czechoslovakia.

Checkpoint

weakly; with protests, but no action

Page 806Checkpoint

Intended to keep the United States out of wars, it forbade the president from making loans, selling arms, or otherwise supporting nations at war.

(b) He saw it as an opportunity to overcome racist attitudes through their achievements.


After being safe from the effects of war on our own soil while the rest of the world was not, we were attacked on our land.


The Japanese bombed Pearl Harbor. Roosevelt declared war on Japan. Infamy means fame for a negative reason.

Checkpoint

in retaliation for the U.S. ban on exports of iron, steel, and oil to Japan, which interfered with their military expansion plans


(a) Tunis (b) The British forced the Germans to retreat to Tunis where American forces forced the Germans to surrender.

Checkpoint

They defeated the Germans.

Page 813Checkpoint

when the Japanese military forced American and Filipino prisoners to walk 65 miles, causing many of them to die


1 (a) He got Congress to pass the Lend-Lease Act and issued the Atlantic Charter. (b) They wanted to preserve neutrality. 2 (a) Japan invaded Indochina and bombed Pearl Harbor. Germany controlled most of Western Europe and had

Draw Conclusions

It seemed to strengthen and unite them in the fight against Hitler.

Page 807Checkpoint

An agreement between Hitler and Stalin not to attack each others’ nations, and to divide Poland.


1 (a) Responses should mention fascism, racism, and military aggression. (b) They were both totalitarian states that did not respect the rights of the people. 2 (a) At first with appeasement, but after Hitler and Stalin overtook Poland, they declared war. (b) Possible answers: Yes, If they had intervened earlier, Hitler would have been stopped. No, Hitler was too determined to achieve his goal to be deterred. 3 Answers will vary but should analyze the root “total” and other word parts, and include a logical definition for the unfamiliar word. 4 In a totalitarian state, every aspect of citizens’ lives is controlled. In a democratic state, the citizens can control the government. 5 militarism, extreme nationalism, and blind loyalty to the state and its leader 6 They attacked and seized countries around the world. 7 It allowed a certain amount of aggression in a failed attempt to prevent war. 8 Students’ lists should contain three sources, with a description of the content of each source.

Page 809Checkpoint

It allowed the United States to lend and lease supplies to countries fighting the Nazis.


(a) He felt it should not hold blacks back from achieving their best.

Chapter 24


08HTAK


advanced deep into Soviet territory in Eastern Europe. (b) Stalingrad: Soviets triumphed over the Germans and pushed them westward. El Alamein: British troops defeat the Germans in Egypt, forcing them to Tunis. Midway: Americans downed 322 Japanese aircraft, crippling their air force. 3 Hitler thought his troops would defeat the Soviets. Ferocious means vicious. 4 Formal: Total war is conflict involving not just armies, but entire nations. Informal: In a total war, entire countries are fighting. 5 Students’ lists should identify at least three sources, such as movies, art, or songs, and describe the content of each source.

4Reading Skill

because the Americans, not the Japanese, won the Battle of Midway


Possible answer: “We will take the enemy by surprise,” (p. 814, paragraph 3).

Checkpoint

Both sides used reconnaissance missions and group meetings to better acquaint their pilots with the enemy position, their strengths and weaknesses, and to explain the purpose of the mission.

Analyze Literature

Possible responses may mention fear, nervousness, or missing one’s family.

Page 817Checkpoint

A government agency to transform the economy to wartime production

Reading Skill

The paragraph says that programs made citizens feel useful and helpful. Morale must mean “level of confidence.”

list, define, and illustrate key terms accurately. 5 Students’ theses should address one of the topics listed, and should be followed by a description of appropriate multimedia materials that support and develop their theses.

Page 822Checkpoint

The Allies surprised the Axis Powers and began taking back Europe.

Reading Skill

The German attempt to break through the Allied lines is described as futile. The Germans were badly outmanned and short of supplies. So futile must mean effort that cannot result in success, that is certain to fail.


(a) Allied troops departed from Dartmouth, Portland, Southampton, Portsmouth, and Shoreham by the sea and landed along the coast of Normandy. They went to Paris next. (b) Possible answer: Spain was neutral.


MacArthur issued directives that revived the economic health of Japan, and reformed its politics in a way that allowed democracy to be established. He set Japan on a path to become a peaceful and prosperous nation.


(a) around 400 miles (b) After fierce battles at Guadalcanal and the Coral Sea, Allies recaptured New Guinea, and then moved into the Philippines.

Checkpoint

warfare in which suicide pilots would crash into their target


It reminds people that women handle challenges as effectively as men do.

Page 818Checkpoint

Women worked as welders, riveters, clerks, bus drivers, police officers, and gas station attendants.

Apply Information

Many Americans feared that Japanese Americans were spies, so the government forced Japanese Americans to live in detention camps.

Page 819Checkpoint

Americans feared that they were spies.

Analyze Information

Possible answer: African Americans willing to fight for their country deserve to get equal rights in it.

Page 820Checkpoint

African Americans threatened protests.


1 (a) Americans had to grow their own food, and ration items such as sugar, meat, and gasoline. (b) Costs: restrictions on everyday items. Benefits: use of these resources to win the war. 2 (a) They were locked in camps. (b) Possible answers: Yes, in order to keep people safe from spies and enemies. No, people deserve to have their rights preserved under all conditions. 3 Possible answer: The first paragraph gives you a cause for strife, changing patterns of residence, population, and employment. The second paragraph gives a description of what happens during strife, rioting and violence. Strife is “bitter and often violent conflict or rivalry.” 4 Table should


08HTAK


7Checkpoint

Jews, Poles, Slavs, Gypsies, communists, and people with physical or mental disabilities


1 (a) D-day was the invasion of the beaches at Normandy on June 6, 1944. It took the Germans by surprise and was a turning point in the war for the Allies. (b) The Germans might have won the war. 2 (a) Leaders felt that continuing conventional warfare in the Pacific would be too risky and less effective. (b) Possible answers: Continued island hopping and air strikes, a D-day type invasion of Japan. Yes, Japan was not going to surrender otherwise. No, its effects were too devastating. 3 Possible answer: The second paragraph describes provides synonyms—murder, mass-slaughter, genocide. All together, these clues suggest that annihilate means “to completely destroy and get rid of.” 4 war crimes 5 kamikaze 6 island-hopping 7 genocide 8 Students’ outlines should contain details that support the thesis, and at least three ideas for media materials.


Vocabulary Builder

Key Terms

1 Fascism is a political system based on absolute state power, blind loyalty to the state, extreme nationalism, and often racism. Aggression is unprovoked violence against another person or nation. Appeasement is the practice of giving in to aggression to prevent conflict or war. Total war is unlimited war that affects civilians at home as well as soldiers in combat. Rationing is the placing of limits on the amounts of certain goods that each person can buy. To intern is to confine or imprison people as a

(b) They demonstrated a level of cruelty and brutality that was judged to be beyond the accepted rules of war and human behavior. (c) Answers will vary, but should be logically reasoned and well-supported.


8 Answers will vary but should include a logical definition for the unfamiliar word, supported by well-explained context clues.

Writing

9 Topic should be based on information from the chapter. Thesis statement should be clear and supported by details in a well organized outline. 10 Interview should show an understanding of the situation in the Pacific as explained in the chapter. Questions and answers should be based on facts.

Skills for Life

11 October 27, 1941 12 (a) He predicts that Germany can be defeated. (b) the outcome of World War I 13 (a) nearly four years (b) that the Germans who fought in World War I had similar means and motives to those who caused World War II


Test Yourself

1 B 2 A 3 C


Document 1 to shorten the war, thereby saving lives

Document 2 It completely destroyed everything in its reach and left lingering deadly radioactivity. It created an explosion much larger than any conventional bomb.

means of control or isolation. Genocide is the mass murder of a group of people meant to annihilate the whole group. The second sentence for each term should place the definition of the term in the context of causes or effects of World War II.


2 (a) In a totalitarian state, a single party controls the government and every aspect of peoples’ lives. Rights are not protected. (b) In a democratic government, people’s rights are protected and they have a say in who their leaders are and how the government is run. 3 (a) He instituted the Good Neighbor Policy and cancelled the Platt Amendment. (b) Possible answer: To keep them from allying with the fascist nations. 4 (a) In retaliation for the United States’ banning exports of iron, steel, and oil to Japan. (b) He may have meant that the United States was less threatening to Japan when it was not directly involved in the war. Possible answer: Yes, he was right because the United States ultimately dropped two atomic bombs on Japan. 5 (a) They grew victory gardens, took jobs in factories and other places where women traditionally had not worked, and became nurses and pilots. (b) The president ordered companies that did business with the government to practice racial equality in hiring. (c) Possible answer: They might have inspired the civil rights and women’s rights movements. 6 (a) Because the Soviet Union had become the main focus of German attacks. Britain and the United States got Italy to surrender and invaded the beaches at Normandy, diverting the Germans’ attention to the west. (b) It stretched German forces thin, and provided bases for further Allied attacks. 7 (a) The Holocaust was the mass murder of Jews in an attempt to annihilate all Jews.


08HTAK

Chapter 254Document-Based Questions

1 The United States supported Chiang Kai-shek and the nationalists. 2 The fighting stopped temporarily, then began again the next year. 3 China would become Communist, which limited United States influence in the region, and damaged the containment strategy against communism.


The West saw that Stalin’s word could not be trusted, and feared the spread of communism.

Page 837Checkpoint

Stalin wanted to spread communism and make the Soviet Union the dominant power in the world.

Biography Quest

Truman dismissed MacArthur for insubordination because MacArthur issued threats to China while Truman was trying to negotiate a peace treaty to end the war in Korea.


The stated cause was disagreement over whether Germany should be reunited. The underlying cause was Stalin’s desire to take over West Berlin.

Checkpoint

Truman provided aid to Greece. He established the Truman Doctrine, which promised military aid to countries fighting communism. He also set up the Marshall Plan to economically help struggling countries so they wouldn’t fall under Communist control.


Possible answers: the baby boom, the growth of consumerism; possible answer: American civilians considered the soldiers heroes who had saved the world from tyranny.


(a) The government would have authority to take over businesses, set wages, and draft into the military any workers who remained on strike against industries being operated by the government. (b) No, because it took away a crucial tool unions used to negotiate with corporations.


Possible answers: It indicates that the results were close. It indicates that people thought that Truman would lose.

Checkpoint

Inflation angered consumers. It created a demand for higher wages among workers, and caused the government to intervene to stop strikes.


New technologies and the GI bill were major causes of prosperity. It led to the baby boom and a consumer society.

Reading Charts

(a) 1950–1952 (b) Inflation slowed, employment was high, and people felt more secure and confident about their future. Americans responded to this prosperity by spending money on products such as cars.

Page 839Draw Conclusions

Possible answers: He feared an all-out war with democratic nations.


(a) West Germany, Turkey, and Greece (b) Possible answer: Yes, because it separated Albania from the other Warsaw Pact nations.

Page 841Checkpoint

The powerful nations of the Security Council make decisions that are supposed to be accepted by other UN member nations.

Checkpoint

The Soviet Union tested an atomic weapon, and Communists took over China. These events made the Cold War much more dangerous.


1 (a) Stalin hoped to make the Soviet Union the dominant power in the world. (b) In response to Stalin, the United States created the Marshall Plan and supported the North Atlantic Treaty Organization (NATO). 2 (a) to maintain peace and to settle international disputes (b) Possible answers: Yes, because member nations all have a say and the most powerful permanent members can veto. No, because participation and compliance are voluntary. 3 The United States joined the UN to prevent wars, and joined NATO to halt the spread of communism. 4 to block the spread of communism and limit the expansion of Soviet power 5 The satellite country falls under the control of the other country. 6 Students’ responses will vary, but students should give reasonable explanations of their presentations.


08HTAK


6Apply Information

Possible answer: There were many Americans who did not attain an increased standard of living.


New technologies increased American productivity, which caused the economic recovery. The recovery raised Americans’ standard of living, resulting in a baby boom and a migration to the suburbs.

Checkpoint

Possible answers: People could afford new products to make their lives more comfortable such as air conditioners and televisions. New antibiotics helped people live longer.


1 (a) He ended a United Mine Workers strike by having the government take over operation of the mines. (b) Answers will vary. 2 (a) Television became the most important family activity. (b) Today, there are many more channels of programming. 3 Students should show an understanding of the effects of increased demand for consumer goods. 4 She couldn’t get a job there because only union members are hired. 5 Inner cities are the centers of older cities. In the 1950s, inner cities were abandoned by the middle class. 6 It measures how comfortable life is for a person, group, or country. 7 Answers will vary, but students’ choices of materials and their sentences should indicate an understanding of pop culture in the 1950s.


Students’ questions will vary, but should reflect an understanding of the changes in culture in the 1950s, and its effect on teenagers.

hold beliefs and speak freely. 3 Student responses should demonstrate ability to determine causes and effects. Possible chain: Soviet possession of atomic weapons, communism in China, stalemate in Korea, and rising American fears of Communist spies. 4 Yes. 5 No. The censure meant that the Senate condemned McCarthy’s activities. 6 No. The military are supposed to stay out of a demilitarized zone. 7 Answers will vary, but students’ responses should be suitable for a presentation on McCarthyism.


Possible answers: Yes, it is important to remain at the forefront of new technology and weaponry. No, with the Cold War over, it is no longer necessary to pursue the space program.

Reading Skill

Possible answers: Nations devoted a great deal of time, money, and manpower developing weapons. Tensions among nations increased, and the proliferation of nuclear arms became somewhat uncontrolled, as it remains today.

Checkpoint

It shocked Americans, many of whom probably believed that the Soviets might be able to launch nuclear missiles at American cities. Americans rushed to develop their own space program.


Possible answers: Short-term, citizens have new political freedoms and economic opportunities. Long-term, developing countries stabilize politically and economically and become participants in the global scene.


(a) 35th parallel (b) The armistice line was at the 38th parallel. People may have thought that the war was pointless, since the border was essentially unchanged at the end of the war.

Page 852Checkpoint

Since the end of World War II, the United States had backed a non-Communist government in South Korea. In 1950 North Korean troops invaded South Korea, and the United States intervened.


(a) Possible answer: It suggests that the investigators are willing to run over anyone who gets in their way. (b) Possible answer: The cartoonist does not feel that it is very successful— the cartoon depicts a lack of direction, and disaster in the committee’s wake.

Page 854Checkpoint

McCarthy kept a secret list of Communists in the State Department; he held hearings and bullied people accused of being Communists.


1 (a) North Korea invaded South Korea. (b) Under Truman’s urging, the UN sent a military force to Korea to force North Korea back. This was in line with Truman’s policy to contain communism. 2 (a) Senator McCarthy engaged in a campaign to expose alleged Communists in the U.S. government. Without evidence, he accused people of being Communists. He bullied witnesses before his Senate committee. (b) McCarthy’s action threatened Constitutional rights to


08HTAK


Checkpoint

by supporting the economic growth in developing nations and getting to know other nations’ people and their cultures

8 Analyze Cause and Effect

The Cuban missile crisis intensified the arms race.

Page 859Checkpoint

Possible answer: The events in Cuba showed the American government that the United States was not as safe as it thought it was.


1 (a) The U.S. government feared that these countries would develop alliances with the Soviet Union as revolts began. (b) Possible answer: Kennedy’s reputation as a tough negotiator was reinforced. Khrushchev’s reputation was damaged. 2 (a) The Soviet Union launched Sputnik into orbit. (b) Possible answer: It meant that the Soviet Union might be technologically more advanced than the United States, might dominate space with its satellites and threaten the United States. 3 Short-term effects include Soviet and U.S. involvement. Long-term effects include continuing instability and many deaths. 4 a contest in which each nation competed to build more numerous and more powerful nuclear weapons 5 countries whose military, economic, and political strength were so great they were able to influence events worldwide 6 Answers will vary, but students’ responses should include items that would be useful in a multimedia presentation about the Cuban missile crisis.

spending to reduce the role of government in the economy. (c) Answers will vary, but should be supported by information in the text. 8 (a) He believed that the United States should attack China and bomb Communist supply bases in that country. (b) Answers will vary, but may include: The Chinese army might have been forced to withdraw to its own country. The remaining North Korean forces would have lost the ability to combat UN troops. Alternately, the Soviet Union may have decided to protect China against American bombing. Escalation could have led to all-out war between the United States and the Communists just as Truman feared. 9 (a) Charts should reflect knowledge of the information in the chapter. Possible chart groupings—successes for the United States: Truman Doctrine, Marshall Plan, Berlin Airlift, NATO; successes for the Soviets: the Warsaw Pact, exploding an atomic bomb and a hydrogen bomb, Sputnik, and the failure of the Bay of Pigs invasion (b) Answers will vary, but students should be able to use examples from the text to support their opinions.


10 Paragraphs should indicate an ability to determine cause and effect as well as a clear understanding of the chapter’s subject matter.

Writing

11 Students’ presentations should address the topic. Thesis statements should open the presentations and there should be introductions and transitions. Presentations should end with a conclusion. 12 Scenes show creativity and include appropriate details, such as the characters’ comments.

Skills for Life

13 American influence in Western Europe. 14 The alternative suggested is to model the relationship between the United


Vocabulary Builder

Key Terms

1 The airlift provided Berliners with much needed supplies that had been cut off due to Stalin’s blockade. 2 President John Kennedy established a naval blockade of Cuba. 3 Television executives feared that viewers might see Presley’s shaking hips, something considered provocative in those days. 4 A demilitarized zone is an area between countries that contains no soldiers and no military equipment from either side. The purpose of such a zone is to act as a buffer between hostile parties.


5 (a) Truman was not well known and his leadership had not been tested. (b) Answers will vary. Students who say he was an effective leader may cite that he checked Communist expansion and saved Europe from falling to the Communists. Students who say he was ineffective may cite the fact that he didn’t win a complete military victory in Korea. 6 (a) The United States joined the United Nations and NATO. (b) The United States operated through the UN in the Korean war with the assistance of 16 other nations. The United States would gain European allies and coordinate defense efforts by being a member of NATO. The alliance would deter the Soviet Union from attacking Western Europe. 7 (a) Possible answer: Truman had to convert a nation geared for wartime production to a peacetime economy. Eisenhower worked to reduce the role of the federal government in the economy. (b) Truman tried to lessen the effect of inflation by trying to keep prices and wages down. Eisenhower cut


08HTAK


States and Western Europe on the relationship between the Soviet Union and Eastern Europe. 15 Answers will vary, but should reflect understanding of the relationship between the Soviet Union and Eastern Europe.


Test Yourself

1 B 2 A 3 C


Document 1 The Communists wanted to prevent people from defecting to West Berlin, and from interacting with westerners.

Document 2 Possible answer: The United States did not want to start a conflict or war with the Soviet Union.


08HTAK


1 Hamer’s goal on the day she is describing was to register to vote. 2 Hamer is unable to achieve her goal because the election official made her interpret an obscure passage from the state constitution and she is unable to do so. 3 Possible answer: Hamer probably has not given up her goal. Her quotation at the end, “Now ain’t that ridiculous?” suggests that she thinks the barriers to voting are wrong and should be overturned.


Possible answer: Perhaps they thought going to court was the only way to end segregation. Their long-term goal was to achieve complete equality for all citizens in the United States.

Checkpoint

Possible answer: The NAACP succeeded in overturning grandfather clauses.


No, because segregation is illegal today.

Page 876Checkpoint

Truman proposed laws to outlaw lynching, protect voters, and ban hiring discrimination. He also integrated the armed forces.


Possible answer: The picture would likely have made the viewers sympathetic to Eckford, who is shown as peaceful, and unsympathetic to the mobs that gathered to deny Eckford her rights.

believes the civil rights movement has more work to do. It indicates she is hopeful but not ready to declare the work of the civil rights movement accomplished. Possible answer: The title reflects Madgett’s optimism mixed with determination.

Analyze Literature

Both poems are first-person accounts of struggle with racial injustice, but Madgett’s speaker sees more concrete signs of improvement than Hughes’ speaker.

Page 882 Interpret Charts

(a) Mapp, Gideon, and Miranda


(b) Answers will vary, but students’ responses should show an understanding of each ruling and its impact on American society.

Checkpoint

The Miranda decision required law enforcement officers to make suspects fully aware of their rights.

Page 883 Make Inferences

Possible answer: The store owner was probably among the millions of Americans shocked by Kennedy’s murder.


(a) Johnson believes that poverty reduced opportunities for education and that education provided a way out of poverty. (b) Head Start provided preschool education to needy children.

Checkpoint

His support of the space program

Reading Skill

Possible answer: Johnson became the majority leader of the Senate

Checkpoint

The court ruled that the doctrine of “separate but equal” resulted in inequality and it ordered the desegregation of public schools.


Possible answer: The boycott succeeded because it brought segregation to the attention of the whole country.

Page 879Checkpoint

The boycott ended when boycott leaders boarded the bus after the Supreme Court ruled that segregation on buses was unconstitutional.


1 (a) In that case, the Supreme Court ruled that segregation was legal if equal accommodations were provided. (b) Brown overturned Plessy. 2 (a) The Montgomery bus boycott was a boycott of the public transportation in Montgomery, Alabama, to protest segregation laws and the arrest of Rosa Parks. (b) Possible answer: The boycott denied money to the transportation system and brought nationwide attention to the protests against segregation. 3 Eisenhower probably supported the ruling because he sent federal troops to Little Rock to enforce it. 4 Tables will vary; check for accuracy. 5 Answers will vary, but students’ sentences show an accurate understanding of the circumstances surrounding the moment the photograph was taken that he or she has chosen.

Page 880 Analyze Titles

Possible answers: “Midway” means that she has seen progress but still

Chapter 26


08HTAK


and he was able to pass many of his reforms after he became President.

5Checkpoint

Head Start provided preschool education for needy children, and Medicaid provided money to assist poor people in need of medical care.


1 (a) Kennedy wanted to take action to end poverty, fight disease, and ensure justice for all Americans. (b) Possible answer: In the long run his program was successful because many of his goals were taken up by Lyndon Johnson. 2 (a) Possible answer: Medicare helped older citizens pay for medial care, and the creation of HUD helped provide poor and middle-income Americans with affordable housing. (b) Answers will vary, but should reflect an understanding of the role of government and the need for social programs. 3 Possible answer: Johnson grew up in a poor family and taught school in a poor area. 4 Possible answer: It is a way of helping people overcome poverty by providing them with the necessities of life; Welfare is a system in which government agencies make cash payments to the poor. 5 Answers will vary, but students’ responses should reflect an accurate understanding of the scenario that they have chosen to write about, based on information presented in the text.

Page 887Checkpoint

Students may identify sources such as Jesus, Henry David Thoreau, Mohandas Gandhi, and A. Philip Randolph.


Answers will vary, but should reflect

Page 892Checkpoint

African Americans were elected mayor in several large cities and to the Senate, Thurgood Marshall was appointed to the Supreme Court, and thousands of African Americans entered professions such as law and medicine.


1 (a) King favored the use of civil disobedience and nonviolent protests. (b) King worked for integration, but early in his career, Malcolm X advocated separation of races. 2 (a) The Act abolished barriers, such as literary tests, that were used to keep African Americans from voting in the South. (b) Governors of some southern states had refused to enforce laws and court orders that required them to integrate public accommodations, schools, and other places. 3 Possible answer: Television helped publicize the campaigns of civil rights workers and the violent tactics Southern law enforcement officials used to quell the demonstrations. 4 or poor, run-down neighborhoods 5 a program that encouraged businesses and schools to give preferences to members of groups that had been discriminated against in the past 6 the peaceful refusal to obey unjust laws 7 Answers will vary, but students’ responses should be based on a person from the text and students’ details should be important to that person or event.


(a) approximately 32 percent, approximately 44 percent (b) Answers will vary, but should reflect the fact that women’s incomes will probably continue to rise in the future.

Reading Skill

Possible answer: Friedan’s book became a bestseller, but some

knowledge of the protests and opinions of people that either supported or opposed segregation.

Page 889Checkpoint

Freedom Riders rode on buses to integrate bus stops in the South.

Apply Information

The chief goal of the March on Washington was to show support for the proposed Civil Rights Act of 1964 and for civil rights in general.

Page 890Checkpoint

The goal of the Act was to extend civil rights to everyone by banning discrimination in public facilities and employment. It also extended voting rights and accelerated school desegregation. Compare King wanted to achieve integration through nonviolent means. Malcolm X and Carmichael did not believe integration would work and were more militant in their approach.


(a) African Americans expected equal treatment at home after serving in World War II. (b) Answers will vary, but should reflect an understanding of the impact of the effects of the civil rights movement.

Reading Skill

Possible answer: Some Americans were more confident than others that progress in civil rights was being made.

Checkpoint

“Black power” worked to advance African American equality by starting and supporting African American-owned businesses and emphasizing pride in one’s heritage.


08HTAK


women opposed the ERA.

Checkpoint

Friedan argued that many women were secretly unhappy with their limited roles in society.

5Biography Quest

1994

Checkpoint

The Supreme Court decided that courts could not exclude Mexican Americans from a jury.


Possible answer: The Constitution protects the rights of free speech and assembly, which are two important tools for people to express a desire for change.

Page 897Checkpoint

Older Americans formed the AARP to lobby for programs that benefit older Americans and formed organizations to combat age discrimination.


1 (a) The Equal Rights Amendment was a proposed Constitutional amendment that would have forbidden any form of sex discrimination. (b) Possible answer: Supporters argued that the ERA would give women legal protections against discrimination, while opponents argued that it would undermine traditional values. 2 (a) Answers will vary, but should reflect an understanding of the way that each group worked for better treatment, according to the text. (b) Possible answer: Each of these groups organized to advance their interests and described their efforts as a movement toward greater equality. 3 Possible answer: Mexican Americans benefited from the Civil Rights Act of 1975, which

group of people over another. 9 (a) Disability rights groups wanted to modify public places in ways that made them more accessible to people with disabilities using ramps, elevators, and other public facilities. (b) Possible answer: As more places became accessible, people with disabilities were able to accept jobs in a wider variety of locations.


10 Answers will vary, but should reflect an understanding of discrimination before and after the civil rights movement and be well-supported with accurate details.

Writing

11 Answers will vary, but students’ responses should accurately describe an individual and the circumstances they faced during the time period that was chosen. 12 Answers will vary, but students should be able to describe the problems that were faced by the Freedom Riders.

Skills for Life

13 (a) African Americans faced widespread racial discrimination. (b) protests in Birmingham and the brutal response of local law enforcement officers 14 The President pushed for legislation. Answers will vary, but should reflect an understanding of the section.


Test Yourself

1 A 2 B 3 D


Document 1 She argues that the amendment should be adopted because current laws did not adequately protect women’s rights and women and men should be equally protected by the law.

Document 2 She argues that the ERA would take away women’s existing rights and would put an end to single-sex colleges.

required bilingual elections in some areas. 4 Bilingual 5 mandatory retirement 6 Answers will vary, but students’ responses should reflect an understanding of the circumstances that each person might face, based on information from the text.


Vocabulary Builder

Key Terms

1 No, separate schools were part of the system of segregation that separated races. 2 Yes, civil disobedience is the peaceful refusal to obey unjust laws. 3 No, he urged people to boycott grapes to force owners of grape farms to negotiate with the union he formed. 4 No, ghettos are crowded urban areas.


5 (a) He argued that segregation violated the equal protection clause of the Fourteenth Amendment. (b) Possible answer: The picture shows an African American student entering a previously segregated school and protesters trying to prevent her from entering. 6 (a) Possible answer: The Warren Court was willing to overturn previous decisions, such as the decision in the Plessy case. (b) Answers will vary, but should reflect an understanding of the term judicial activism. 7 (a) Martin Luther King, Jr. favored civil disobedience and nonviolent protest. (b) Sit-ins and freedom rides were forms of peaceful disobedience against unjust laws. 8 (a) Affirmative action programs are designed to promote equality by giving preference to members of groups that previously faced discrimination. (b) Possible answer: Affirmative action can help provide new opportunities that some groups were previously denied. Opponents argue that it unfairly favors one


08HTAK


1 Al Santoli 2 He had taken care of her once when she was in pain and had met her family and had eaten lunch with them many times. 3 Possible answer: The woman was probably put on the helicopter to evacuate her from a dangerous area or because people in her village were suspected of being Communists.


Possible question: How was the United States response to Communist movements in Indochina similar to its response to movements in Latin America?

Checkpoint

The United States supported the French because they wanted to block the spread of communism.


(a) China, North Vietnam, North Korea, Mongolia, and the Soviet Union (b) They fought for influence and control in new nations.

Page 908 Interpret Photographs

Possible answer: The war may have killed them, destroyed their homes and villages, or made it too dangerous for them to farm their land.

Page 909Checkpoint

The United States sent aid and military advisers to assist the Diem government.


1 (a) Ho Chi Minh began to lead a movement toward independence for the Vietnamese to end French rule. (b) Ho Chi Minh gained a strong


Answers will vary, but should reflect an understanding of the issues that divided the nation during the Vietnam War and why an individual would decide to demonstrate on one side or another.

Page 915Checkpoint

They organized sit-ins and marches.


1 (a) two alleged attacks on U.S. ships in the Gulf of Tonkin (b) President Johnson used the Gulf of Tonkin Resolution to increase the number of U.S. troops in Vietnam. (c) The war escalated in terms of the number of U.S. troops sent to Vietnam. 2 (a) The North Vietnamese launched surprise attacks against most cities in South Vietnam. (b) Some Americans began to doubt whether the United States could win the war in South Vietnam. 3 Possible question: Why did President Johnson ask Congress for the authority to resolve the conflict in Vietnam without officially requesting a declaration of war? 4 Yes 5 No, opponents of the war were called doves; those who supported escalating the war were called hawks. 6 Yes 7 Answers will vary, but students’ responses should show an accurate understanding of protest marches that took place during the Vietnam War.


The Vietcong used the terrain to confuse American troops and to launch surprise attacks against them. They were also able to store

following in the north because he defeated the French and forced them to surrender and give up. 2 (a) He was an oppressive and corrupt ruler. (b) Possible answer: Diem may have believed that he would lose to Ho Chi Minh in a popular election that included North Vietnam. 3 Questions will vary, but should reflect an understanding of the section. 4 Guerrilla soldiers carry out attacks quickly and run. 5 Descriptions will vary, but should show that the war made life very difficult in Vietnam.

Page 911Checkpoint

The Gulf of Tonkin Resolution gave President Johnson the authority to escalate U.S. involvement in the Vietnam War without having to go through Congress to declare war.


Possible answer: Guerrillas could easily hide from the bombers, and the unintended civilian deaths from the bombs increased sympathy for the guerrillas.


Possible question: How did American search-and-destroy missions affect Vietnamese civilians?

Make Predictions

Possible answer: The war in Vietnam will hurt President Johnson’s chances in the 1968 election.

Page 913Checkpoint

The goal of battles in other wars was usually to win territory, but much of the fighting in Vietnam was done for the purpose of killing as many of the enemy as possible.

Chapter 27


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weapons, food, and other supplies in networks of hidden tunnels.

8Checkpoint

Nixon promised to win with “peace and honor” in Vietnam.


(a) North Vietnam, South Vietnam, Cambodia, and Laos (b) Possible answers: One advantage was that the route went through neighboring countries, providing some additional protection against attack. One disadvantage was that the route was not a direct route to the battlefield and it could take longer getting supplies to their troops.


(a) Possible answer: Important characteristics for nurses included bravery, compassion, and expertise. (b) Possible answer: She means that the Americans in Vietnam were trying to help each other survive the war.


Possible question: What did Nixon hope to achieve by bombing North Vietnam near the end of the war?

Checkpoint

President Nixon’s policy of Vietnamization allowed for the gradual removal of U.S. troops from Vietnam as the South Vietnamese assumed greater responsibility for the war.

Critical Thinking

The evacuation was caused by the advance of the North Vietnamese Army into Saigon, and its effect was panic and the fleeing of South Vietnamese to the sea.

Checkpoint

Nixon’s policy was surprising because the United States had maintained a policy of not recognizing the Communist leaders as the legitimate government of China.


(a) Nixon is caught in the tapes that directly tied him to the coverup of the Watergate break-in. (b) He would likely have been impeached by Congress and removed from office.

Reading Skill

Possible question: How did the Watergate burglary lead the House of Representatives to take steps toward impeaching President Nixon?

Checkpoint

Watergate exposed crimes committed by the Nixon administration, and Congress moved to impeach him.

Page 927Checkpoint

Ford faced rising inflation, high unemployment, and recession.


1 (a) President Nixon ended American involvement in Vietnam, engaged in dialogue with China, and agreed to a treaty limiting certain types of weapons with the Soviet Union. (b) Possible answer: Each of these accomplishments eased tensions with foreign powers and established a basis for continually improving relationships. 2 (a) The Watergate break-in was a burglary of Democratic Party offices in Washington, D.C., conducted by Nixon’s reelection committee. (b) President Nixon tried to cover up his involvement in the break-in. (c) His cover-up of the break-in and authorization of the payment of hush money led Congress to

Page 922Checkpoint

The North Vietnamese Army defeated the South Vietnamese Army and captured Saigon.

Biography Quest

Lin’s design was originally considered controversial due to its abstract, austere nature.

Page 923Checkpoint

The war killed hundreds of thousands of Vietnamese and left millions homeless. Many people in South Vietnam fled the country.


1 (a) Nixon promised to bring “peace with honor” and end the Vietnam War. (b) Possible answer: Nixon believed he would not be able to get the North Vietnamese to negotiate without escalating the war. 2 (a) Congress passed the War Powers Act to require Presidents to get Congressional approval before sending American troops into combat for more than 60 days. (b) Possible answer: Congress believed it needed to reassert its authority as the branch of government with the Constitutional power to declare war. 3 Possible question: How do people in Vietnam today view the involvement of the United States in the Vietnam War? 4 No, Kissinger secretly negotiated with the North Vietnamese over conditions for American withdrawal from the country. 5 Answers will vary, but students’ responses should accurately reflect a point of view for the situation they have chosen.

Page 925 Organize Information

The United States and Communist China were divided over whether Mao’s Communist government should be recognized as legitimate.


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prepare articles of impeachment against him. 3 Possible question: Could Nixon have succeeded in meetings with the Communist Chinese government if he had not negotiated with the North Vietnamese? 4 Prices rise during periods of inflation. 5 Descriptions will vary, but students’ responses should accurately reflect an understanding of the perspective they have chosen.


Vocabulary Builder

Key Terms

1 No, hawks supported escalation of the war in Vietnam and would not have joined antiwar protests. 2 No, Nixon tried to reduce American involvement in Vietnam through his Vietnamization policy. 3 No, guerrillas oppose a government by waging an armed fight against it. 4 Yes 5 No, according to the domino theory, if Vietnam fell to the Communists, other nearby nations would also become Communist.


6 (a) The South Vietnamese government both during and after Diem was undemocratic and oppressive. (b) The nature of the South Vietnamese government increased sympathy for the Vietcong. 7 (a) The Tet Offensive was an attack by Vietcong and North Vietnamese soldiers on every major city in South Vietnam during the Vietnamese New Year holiday. (b) As a result of the Tet Offensive, many felt that the United States could not win the war in Vietnam, and President Johnson’s popularity suffered as a result. 8 (a) Vietnamization was a policy by which American troops would begin leaving Vietnam and the South Vietnamese would assume


Document 1 Possible answer: The more the United States became involved in Vietnam, the more Americans were killed or wounded in action.

Document 2 Possible answer: Murphy views his Vietnam service as a terrible tragedy and regrets the losses of fellow service members and the poor treatment of those who served when they returned to the United States.

responsibility for fighting the war. (b) Student conclusions should include reference to the withdrawal of American troops by 1973, the bombing of Cambodia, and the increased responsibility for the war effort by the South Vietnamese. 9 (a) Tables will vary; check for accuracy. (b) Tables will vary; check for accuracy. (c) Answers will vary based on tables but should reflect the greater knowledge of the terrain by the North Vietnamese, support from Communist China, and their greater resolve over the long-term to win the war. 10 (a) President Ford gave former President Nixon a full pardon for any crimes he may have committed in connection with Watergate. (b) His pardon increased mistrust of leaders because Ford had allowed Nixon to avoid being held accountable.


11 Responses will vary, but should reflect knowledge of the chapter’s content and main ideas.

Writing

12 Students’ paragraphs should include accurate information based on the text and should be from an eyewitness’s point of view. 13 Answers will vary, but should show an understanding of each person’s perception.

Skills for Life

14 Diane Carlson Evans, who served as a nurse in Vietnam 15 Both indicate that nurses placed a crucial role in providing medical care and comfort to wounded and dying American soldiers. 16 Women played a very prominent and important role in the war, but did not participate in the combat.


Test Yourself

1 C 2 B 3 C


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1 President Ronald Reagan 2 Conservative Americans 3 He comes across as a strong leader who shares their concerns and wants to reassure them that he is with them.

Page 936Checkpoint

lack of experience with Washington politics, high taxes and inflation, and a hostage crisis in Iran


Answers may vary, but students should cite the fact that the goals of the Moral majority centered on faith in God and the sacredness of marriage. Liberals in the 1960s and 1970s had goals that did not include these beliefs.


(a) to protect liberty and private property rights (b) The cartoon illustrates popular resentment of taxes. It reflects the belief that government is too large.

Page 938Checkpoint

Conservatives wanted to reduce taxes and the power of federal government. Analyze Cause and Effect: A leader who could act would be able to assume a calm persona under tense circumstances and could deliver speeches with ease.

Page 939Checkpoint

Reagan’s tax cuts and military spending resulted in record deficits; however, he did slow the growth of government.

that industry. 5 Businesses reduce their operations and laid off workers. 6 The government spends only as much as it takes in. 7 A government has collected more money than it is spending. 8 Student outlines should demonstrate an accurate understanding of the facts of the presidential election of 2000.


(a) Possible answers: Defense could take place from space. Critics derided SDI as sci-fi fantasy, hence the name “Star Wars.” (b) The cartoonist probably opposed SDI because of the way that Reagan is caricatured, like a knight in armor.


The Iran-Contra threw a shadow over Reagan’s last years in office, but it did not drive him out of office, as the Watergate scandal did to Nixon.

Checkpoint

In secret, arms were sold to Iran to raise money that was given to the Contras. Identify Costs: U.S. military buildup pressured the Soviets to overspend in an effort to keep apace, which ultimately weakened the Soviet economy.

Page 946Checkpoint

He restructured the Soviet economy to allow more freedom. He also adopted a policy of speaking openly about Soviet problems.


Possible answer: If people were able to earn a higher wage, they would be less in need of welfare.

Checkpoint

He raised taxes on higher income groups and reduced some spending. He abolished direct federal government spending on welfare.


(a) 2.31 percent (b) It was the first time that the Supreme Court ruled in a presidential election.

Page 942Checkpoint

For: President Bush said that the budget surplus was the people’s money. Against: Critics claimed that the tax cuts favored the wealthy and would lead to more deficits.

Frame Questions

Questions will vary, but should demonstrate students’ knowledge of the No Child Left Behind law.


1 (a) It wanted to lower taxes, reduce the size and power of federal government, and increase the national focus on family values. (b) They reasoned that businesses and taxpayers would boost the economy. New businesses and factories would open. 2 (a) by not raising taxes, limiting the growth of government, advocating traditional values, and increasing funding for the defense industry (b) Answers will vary, but should demonstrate an understanding of the presidents’ accomplishments and struggles. 3 The public was enthusiastic about the presidency after Reagan left office, but was not after either Nixon or Carter. 4 The government would scale back business rules for

Chapter 28


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7 Identify Benefits

Possible answers: more freedoms, increased economic opportunity, the ability to vote

Page 948Checkpoint

Gorbachev lost interest in supporting Communist governments. After they collapsed, national boundaries shifted, new republics emerged, and the Cold War ended.


1 (a) He increased defense spending by 50%. He had the “Stealth” bomber built. He pushed the Strategic Defense Initiative, designed to protect the United States with a space-based laser system. (b) The Soviets tried to keep up with the United States on military expenditures. They did not have the money, and the expenditures undermined their economy. 2 (a) He restructured the economy to allow more freedom. He adopted a policy of speaking openly about Soviet problems. He negotiated arms agreements with Reagan. (b) Gorbachev’s reforms had created an atmosphere where people could seek freedom and they used the opportunity to get it. 3 Gorbachev had hoped to reform the system. Instead, it collapsed. 4 No. The policy of glasnost was one of discussing Soviet problems openly. 5 Responses may vary, but student narratives should accurately describe the facts surrounding the falling of the Berlin Wall from an eyewitness point of view.


They feared losing China as a trade partner.

Checkpoint

The United States relaxed refugee restrictions while lawmakers considered resuming trade.

accurately describe incidents that took place in Tiananmen Square in China in 1991.

Page 953Checkpoint

The Middle East has vast resources of oil, which the United States buys.


Reasons include: migrating to their homeland and fleeing the Holocaust; Conclusion: Palestine was seen by Jews as a safe homeland where they could practice their religion freely.


(a) It was returned to Egypt. (b) Many Israelis consider the West Bank to be their homeland. The Palestinians want it to become an independent state.

Page 955Checkpoint

Jews migrated to Palestine, where many Arabs lived, and claimed it as their homeland. The Jews established the nation of Israel, which most Arab nations do not recognize formally.


because of our support of the harsh-ruling, undemocratic Shah

Page 957Checkpoint

Hussein was forced to withdraw his troops from Kuwait and the UN imposed strict sanctions on Iraq.

Biography Quest

1958; Army second lieutenant


1 (a) The state of Israel was formed. (b) Many Jews believed that they needed a refuge for Jewish people


They both concentrate on reducing highly destructive weapon types (nuclear and long-range). They reflect the need for cooperation to achieve arms reduction.


(a) the United States, Russia, the United Kingdom; (b) Possible answers: They are both small countries, compared to the superpowers that developed the technology. Both countries have unstable governments and economies, making their situations more volatile.

Page 952Checkpoint

The danger of nuclear war increases with the number of groups that have the weapons.


1 (a) The United States imposed sanctions on South Africa to help force it to end its policy of apartheid. In Northern Ireland, the United States helped arrange an agreement for sharing power between the Protestant majority and the Catholic minority. (b) Although President Bush condemned the crackdown on democracy advocates, he wanted to maintain good relations with the powerful Asian nation. He chose a more gentle policy of persuasion over punishment. 2 (a) India and Pakistan developed nuclear weapons. Iran and North Korea began programs to develop nuclear weapons. (b) The more countries that have nuclear weapons, the more likely a nuclear war will occur. 3 Answers may vary, but should include the fact that in both Northern Ireland and South Africa, minorities tried to exert more power over those in the majority. 4 No. Apartheid was a policy of racial separation so blacks were not able to live and work anywhere they wanted to. 5 Yes 6 Student outlines should


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from around the world. The land of Israel was chosen because of its biblical connection with the Jewish people. 2 (a) Ruholla Khomeini was a Muslim religious leader who overthrew the Shah of Iran and took over the country. (b) His ideas on a strict form of Islam might spread to neighboring countries, resulting in the downfall of their pro-American regimes. 3 The reactions to Israeli-Arab conflicts were to make peace because the United States has an interest in remaining on good terms with both groups. The reaction against Iraq was different because it protected U.S. oil interests and overthrew an undemocratic leader. 4 Westernization means that a country adopts ideas, culture, and technology associated with Western regions of the world. The adoption might become popular and replace existing cultures. 5 Student paragraphs should accurately narrate the rising action of one of the events listed.

9 Analyze Geography and History

Student essays should explain the methods and advantages to using various energy sources.


Key Terms

1 deficit 2 westernization 3 balanced budget 4 sanctions 5 deregulation


6 (a) Conservatives wanted to shrink government and have more power given to local and state government. They wanted to curb government regulation of business. They wanted to slash social programs, cut taxes, and balance the federal budget. (b) Reagan cut more than $40 billion from the federal budget. He got Congress to

(b) The United States has been trying to bring peace between Israel, the Palestinians, and neighboring Arab countries. The United States had supported the Shah of Iran. The United States also fought the Persian Gulf War to drive Saddam Hussein’s forces out of Kuwait. (c) Possible answers: The United States overthrew dictator Saddam Hussein. It also tried to work within the region to forge peaceful relationships. It has continued to support Israel.


11 Conclusions or generalizations should demonstrate a firm grasp of the chapter content and an ability to compare and contrast.

Writing

12 Student paragraphs should accurately expand on one of the narratives from the chapter. The action of the event should be described from an eyewitness perspective. 13 Letters should explain what is hoped to be accomplished and the challenges faced.

Skills for Life

14 Conservatives wanted to reduce the size of the federal government, not increase it. 15 (a) none; (b) all of them 16 No, it is not valid. The facts contradict what is stated.


Test Yourself

1 D 2 B 3 B


Document 1 According to Moore, Reagan’s main economic ideas were to cut taxes, stop raging inflation, and rebuild the military.

Document 2 According to Reich, Reaganomics caused a huge deficit, which caused a huge recession in 1990 and 1991. The gap between rich and poor began to widen.

lower taxes. He reduced antipollution regulations and opened protected federal lands to oil and lumber companies. (c) Reagan’s policies helped shrink economic inflation. He made major breakthroughs with the Soviet Union to end the Cold War. 7 (a) To make schools more accountable by using standardized testing (b) Presidents have focused on education because it has been proven that education helps people get better jobs. 8 (a) Spending on weapons had taken a terrible toll on the economy. The people had to endure severe shortages. Soviet strength was undermined by defeat in Afghanistan. Gorbachev’s reform efforts led to demands for further reform. (b) The collapse of the Soviet Union offered the peoples of Eastern Europe and the former Soviet republics a chance for self-determination, freedom of speech, and freedom of religion. However, unrest and fighting developed. 9 (a) The United States backed reforms made by Gorbachev and supported the new democracies that emerged from the collapse of the Soviet Union. It used its powers of persuasion to advocate democracy for China. It backed democratic countries such as Israel and tried to get self-rule for the Palestinian people. It opposed the strict Islamic regime that had taken over Iran. (b) On the whole, the United States was very successful in supporting democratic movements. Many of the countries of Eastern Europe and republics of the former Soviet Union set up democratic governments. South Africa became a democracy and democratic movements were strengthened in the Philippines. The United States was less successful in moving China toward democracy or promoting democracy in the Middle East. 10 (a) The Middle East is vital to the United States because of its vast petroleum reserves. It is also home to Israel, which is important to the people of the United States.


08HTAK


1 Quindlen writes that the United States is unique in that people who have differing opinions and backgrounds live together and that Americans accept this diversity. 2 Americans respond to crisis by joining together.

Page 969Checkpoint

Examples include a truck bomb planted under the twin towers by Middle East extremists in 1993 and a truck bomb placed near a federal office building in Oklahoma City by two Americans.


Questions may include: Why did this happen? Are we safe? Who is taking care of the family members of the victims? Who did this to us?


(a) It makes it easier for law enforcement people to track and capture potential enemies. (b) The main point of the cartoon is that Americans now experience the invasion of personal privacy. Bush would most likely not agree that the invasion of privacy is so pervasive.

Checkpoint

They hijacked airplanes and flew them into the towers.


American soldiers defended Iraq after the invasion, making that nation safe to hold elections.

Checkpoint

Bush accused Hussein of having ties to terrorist leader Bin Laden and of


Captions will vary, but should reflect the emotions shown in the photographs. Students should describe how the photographs make them feel.


(a) 1990: exports to: around $28 billion; 2000: exports to: around $111 billion. (b) The United States had a trade deficit with Canada in 2000 because it exported $50,000 less in goods than it imported.

Page 978Checkpoint

NAFTA encouraged free trade by reducing restrictions among the United States, Canada, and Mexico.


Answers may vary, but should include information from the text, such as: People lost their homes and businesses; thousands of people were stranded in flooded cities. The Port of New Orleans shut down. Oil production dropped and prices rose.

Checkpoint

In 1970, Nixon created the EPA. In 1980, a “superfund” was created to clean up hazardous waste sites.


(a) Advantage: It produces no waste or pollution; it is a renewable resource. Disadvantage: It requires large equipment; its availability depends on the weather. (b) Answers will vary, but students should support their opinions with information in the text.

developing weapons of mass destruction.


Possible answer: Americans increasingly questioned the length of time and amount of resources being spent in Iraq.

Checkpoint

Kerry believed that Bush had mishandled the war in Iraq. Bush believed that Kerry would not fight terrorism strongly, as he felt he had.


1 (a) Millions of Americans volunteered money, supplies, and time to help victims and victims’ families. (b) Agree: Terrorists had attacked Americans in foreign lands much earlier. Disagree: The United States became committed to a war on terrorism only after September 11. 2 (a) Bush sent troops to Afghanistan to get Bin Laden. Bush sent troops to Iraq because he claimed that Hussein had ties with Bin Laden and that Hussein was developing WMDs. (b) For the war: Iraq has been a threat to U.S. security for decades and has been accused of harboring terrorists and developing WMDs. Against the war: The Iraqi war is diverting money, supplies, and troops that were needed to pursue Bin Laden. 3 Students should cite the fact that soldiers work for legitimate governments, whereas terrorists do not. 4 Terrorism is the use of violence to force change. Counterterrorism are measures taken to thwart terrorists. Counter must mean to act against. 5 Paragraphs should convey the emotions and thoughts of someone who was very close to the disaster. Paragraphs should cite the influence that September 11, 2001, will have on his or her life.

Chapter 29


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Reading Skill

Possible answer: The United States has not been able to use alternative energy sources on a large scale to meet the nation’s energy needs.

Checkpoint

They take thousands of years to form and are not easily replaced.

Page 981Checkpoint

Scientists warn that global warming will turn green fields into deserts and threaten the existence of many plants and animals.


1 (a) because goods were being produced more cheaply and sold at lower prices overseas (b) by outsourcing and by raising tariffs on foreign goods 2 (a) Rachel Carson wrote Silent Spring, which began the modern environmental movement. (b) Both Carson and the muckrakers raised awareness of problems. 3 Possible answers: Environmental regulations can overburden American industries financially. Protecting areas, such as the Arctic Refuge, withhold valuable resources from businesses. 4 or, energy sources that are more easily restored by nature 5 or, the removal of trade barriers 6 or, having work done in other countries 7 In 1925, you could buy a full tank of gas for less than a dollar. During the 1950s, gasoline cost about 27 cents a gallon. During the Arab oil embargo, the price more than doubled. Now, more than 30 years later, that 1974 price of 57 cents a gallon looks good!


Gates and his wife, Melinda, established the Bill and Melinda Gates Foundation, which has donated more than $5 billion to improve healthcare around the world.

rewritten in an improved style with a consistent tone.


Possible answer: “The terrorist attacks raised fears that other immigrants might be linked to terrorist groups.”

Checkpoint

They fear for their economic security and safety from terrorists. Reading Graphs

(a) by around 600,000 people per year (b) Possible answers: Immigration rates soar during times of prosperity and innovation. Trends in the sources of immigration have practically reversed in the past 100 years.


Puerto Ricans are American citizens from birth.

Page 989Checkpoint

Latinos are the nation’s largest ethnic minority.

Page 990Checkpoint

More educational opportunities and professions have become opened to women in the past few decades.

Draw Conclusions

Possible answers: because illegal drugs are a leading problem for young people; because young people are at greater risk for long-term problems if they use drugs

Checkpoint

Schools have installed metal detectors, had police patrols in school hallways, and trained students and teachers in conflict resolution skills.

Checkpoint

The invention of conductors allowed computers to become smaller.


Possible answers: X-rays and CT scans


Possible answer: Scientists must temper applications of their research with accepted societal ethics.

Checkpoint

AIDS has killed millions of people worldwide and millions of dollars have been spent researching and distributing cures.


1 (a) Before the 1970s, mainframe computers were huge and not practical for home use. Semiconductors enabled computers to become smaller in the 1970s. Apple and IBM designed computers for home use, and Microsoft began developing user-friendly software. (b) Possible answers: Yes, perhaps a different invention could have made computers smaller and cheaper than mainframes. No, because without semiconductors, computers were too big and expensive. 2 (a) Responses should include lasers, magnetic resonance imaging, new drugs, cloning, and bionics. (b) Responses will vary, but should include the fact that medical technology has lengthened people’s lives. 3 Possible answer: Computer and cell phone technologies have increased the speed and convenience with which we can work and communicate. 4 Table definitions: e-commerce is buying and selling on the Internet. A laser is a powerful beam of focused light. Cloning is the process of making a genetic duplicate of a plant or animal. 5 Paragraph should be


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account using information from the chapter. Paragraphs should include details about the event as well as how the eyewitness felt about the event. 14 Students’ letters should reveal knowledge of our nation’s history and the student’s feelings about it, as well as the student’s hopes for the future. Details may include how the United States has encouraged the spread of democracy around the world or the rights gained (or taken away) by Supreme Court decisions.

Skills for Life

15 (a) Population Growth by Region, 1980–2000 16 (a) About 50 million people lived in the Northeast. (b) It increased from under 30 million to 100 million. 17 Possible answer: Based on the previous 30 years, a graph in 2020 would also show an increase in the number of people living in the South.


Test Yourself

1 C 2 C 3 A 4 C


Document 1 Alsop means that he can do things that he and his parents could not do before the advent of new software technology.

Document 2 Possible answer: The cartoon shows a negative increase in stimuli.

donated money and supplies for victims, and generally pulled together in solidarity. (b) Possible answer: Americans pulled together to grieve the losses and fight back after both events. 8 (a) Trade among the United States, Mexico, and Canada increased. (b) The president of the company would like cheaper parts and labor and the new market to sell in. The American worker probably would be upset about losing his job to a low-paid worker. The Mexican worker might be happy to have a new job in an outsourced American firm. 9 (a) protected wildlife areas, increased regulations on industries, and passed legislation to require recycling (b) It would cost them money to meet the new regulations. (c) Possible answer: Yes: Ruining the environment would cost more in the long run. No: It is not worth it to pay more now for measures that have not been proven effective. 10 (a) Limits on non-European immigrants were lifted, so immigration from non-European countries increased. (b) The government has imposed stiffer penalties on businesses that use undocumented workers and allowed people who illegally immigrated prior to 1982 to be granted amnesty. 11 (a) Schools have installed metal detectors, enlisted police in patrolling the halls, and trained students and teachers in conflict resolution. (b) Possible answers: Solutions to violence may include: education programs about its pervasiveness and effects as well as punishment for behaving violently or rewards for nonviolent behavior.


12 Students should demonstrate an ability to draw conclusions, and to make and support a generalization. Responses should accurately and insightfully address the prompt.

Writing

13 Students’ paragraphs should accurately describe an eyewitness

Page 991Checkpoint

Answers may include: faith in democracy, respect for individual rights, tolerance for different viewpoints, and the opportunity to build a better future.


1 (a) There were fewer limits on non- Europeans, resulting in more people immigrating from Asia and Latin America. (b) Possible answer: People seek economic opportunities and political refuge in the United States. 2 (a) Increased longevity have made the population of the United States older. (b) Possible answers: Agree: Policies for older people now will affect young people later. Younger people may be paying a larger share of Social Security taxes. Disagree: Older people have nothing to do with younger people. The world will have changed significantly by the time any effects would reach younger people. 3 Answers will vary, but should cite specific text examples that support the statement. 4 No. Many feared that undocumented workers would drive down wages and that immigrants would drain funds for education, health care, and welfare. 5 No. Refugees are those who seek safety from war or persecution in their own countries. 6 Yes. 7 The paragraph should be correctly punctuated, with no misspellings.


Vocabulary Builder

Key Terms

1 trade deficit 2 renewable resources 3 refugees 4 counterterrorism 5 undocumented workers 6 outsourcing


7 (a) Americans volunteered,


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LESSON 44

Lesson Manual

Amendments 11–27

Elections, Succession,and Terms of Office

Rights of Citizens Miscellaneous

12: election of president and vice president

17: popular election of senators

20: presidential terms; sessions of Congress; death or disqualification of president-elect

22: presidential tenure

23: presidential electorsin the District of Columbia

25: presidential succession; vice-presidential vacancy; presidential inability

13: slavery and involuntary servitude

14: rights of citizens

15: right to vote

19: women’s suffrage

24: right to vote in federal election; taxpayment

26: right to vote; age

11: suits against states

16: income tax

18: prohibition of alcoholic beverages

21: repeal of prohibition

27: congressional pay

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