skills i practice acti - glencoe.com

This Resource From Glencoe and The Princeton Review:

Provides Test-Taking Tips and Strategies for Standardized Tests

Includes Chapter Activities Correlated to Social Studies Objectives

Helps You Succeed onStandardizedTests!

WORKBOOK

PRACTICESKILLS

TAKS PRACTICESKILLS

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Standardized Test SkillsPractice Workbook

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Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted toreproduce the material contained herein on the condition that such material be reproduced only forclassroom use; be provided to students, teachers, and families without charge; and be used solelyin conjunction with The American Republic Since 1877. Any other reproduction, for use or sale, isprohibited without written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240

ISBN 0-07-828976-9

Printed in the United States of America

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Table of ContentsObjectives Addressed in the Activities....................................................................iv

Workbook Overview ..............................................................................................iv

Preparing for a Standardized Test ...........................................................................v

Activity 1 Arranging Events in Sequential Order .................................1

Activity 2 Using Latitude and Longitude on a Map.............................3

Activity 3 Distinguishing Between Fact and Nonfact...........................5

Activity 4 Making Inferences ....................................................................7

Activity 5 Interpreting Diagrams .............................................................9

Activity 6 Detecting Bias..........................................................................12

Activity 7 Evaluating the Consequences of Decisions ........................14

Activity 8 Predicting Outcomes..............................................................16

Activity 9 Analyzing a Political Cartoon...............................................18

Activity 10 Persuasive Writing About an Issue......................................20

Activity 11 Analyzing Statistics................................................................22

Activity 12 Interpreting Primary Sources ...............................................24

Activity 13 Persuasive Writing About an Issue......................................27

Activity 14 Recognizing Forms of Propaganda .....................................29

Activity 15 Forming Hypotheses ..............................................................31

Activity 16 Classifying Facts and Details................................................33

Activity 17 Identifying and Evaluating Evidence..................................35

Activity 18 Outlining Information for Writing.......................................37

Activity 19 Interpreting Charts and Tables.............................................39

Activity 20 Making Decisions ...................................................................41

Activity 21 Writing a News Story.............................................................44

Activity 22 Interpreting Graphs................................................................47

Activity 23 Making Generalizations ........................................................49

Activity 24 Recognizing Point of View....................................................52

Activity 25 Writing to Inform an Audience ............................................54

Activity 26 Using Bar Graphs to Interpret Data ....................................56

Activity 27 Developing a Process to Solve a Problem...........................58

Activity 28 Forming Hypotheses..............................................................60

Activity 29 Interpreting and Evaluating Editorials ...............................62

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Objectives Addressed in the ActivitiesThe objectives in this workbook are addressed in many standardized social studies tests.

The activities in the workbook give you the opportunity to practice the skills related to theseobjectives.

You will:

• Organize and interpret information on time lines and analyze information by sequencing events.

• Interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change.

• Analyze information by distinguishing between fact and nonfact.• Analyze information by making inferences.• Organize and interpret information from diagrams.• Identify bias in written, oral, and visual material.• Use social studies information to evaluate the consequences of a decision.• Analyze social studies information by making predictions.• Interpret social and political messages of cartoons.• Support a point of view on a social studies issue or event.• Analyze statistics to interpret social studies information.• Locate and use primary and secondary sources such as computer software,

databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States.

• Recognize propaganda in written, oral, and/or visual materials.• Analyze information by forming hypotheses.• Identify relevant factual material and group data in appropriate categories.• Evaluate written, oral, and visual evidence of social studies information.• Organize information by outlining prior to writing.• Interpret information in charts and tables.• Examine decisions made in history.• Create written, oral, and visual presentations of social studies information.• Analyze information by interpreting graphs.• Analyze information by making generalizations.• Identify points of view from the historical context surrounding an event and the

frame of reference that influenced the participants.• Use problem-solving and decision-making skills.• Evaluate print, visual, and electronic sources of information.

Workbook OverviewThis workbook helps you prepare for standardized tests. Standardized tests in social

studies cover many types of skills, some of which overlap with the skills found in other subject areas, such as mathematics, language arts, and science.

The activities in this workbook provide practice with the following social studies skills:

• Map reading• Chart and graph reading, interpretation, and construction• Time line reading and construction• Graphic organizer reading and construction• Diagram interpretation

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• Political cartoon interpretation• Reading and writing about social studies topics• Critical thinking about social studies topics• Understanding historical and geographical concepts• Applying social studies knowledge to new situations• Primary and secondary source use• Making inferences and drawing conclusions• Understanding the main idea of a passage• Writing a unified essay• Detecting bias• Analyzing propaganda

In addition, the activities in this workbook provide practice in three major question formats:

• Multiple choice• Open-ended short response• Open-ended extended response

Preparing For a Standardized Test

LEARNING ABOUT THE TEST

Standardized tests differ from one another. You need to become familiar with the specifictest you will be taking. How can you best do this? There are three steps to preparing for anytest:

• Read about the test.• Review the content covered by the test.• Practice on questions like those on the test.

Reading About the Test

To do your best on a test, it is important that you learn all you can about the test. Youshould:

• Know that you can always prepare for a test! At the very least, become familiar withthe format of the test and the types of questions that will be asked.

• Use materials from The Princeton Review and Glencoe to learn about your particulartest.

• Read any information the state or testing company releases. Check with the school orthe state board of education’s Internet Web page.

Reviewing the Content Covered by the Test

If there are specific objectives or standards that are covered by the test that you will betaking, review the facts or skills specified by each standard.

Practicing

The most important part of your preparation for any standardized test is practice. Practicequestions allow you to become familiar with the content and format of the real exam.

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Reviewing practice questions and tests also allows you to review specific areas covered bythe exam, to understand why you chose wrong answers, and to learn how to choose the bestanswers in the future.

Pacing

Pace yourself depending on how the test is administered.

• If the test is timed, work carefully, but do not allow yourself to become stuck on anyone question.

• If the test is untimed, work slowly and carefully. If you have trouble with an item,mark it and come back to it later. Remember, you have no time limit.

Using the Order of Difficulty

Not all standardized tests are arranged in order of question difficulty, but some are.

• If the test questions are arranged in order of difficulty, then the questions run fromeasy to medium to difficult, in that order. Get the easy and medium questions rightbefore moving on to the most difficult questions.

• As you enter the difficult sections of a test arranged to progress from easy to difficult,be aware that answer choices will become trickier. The obvious answer is probably notthe correct answer to a difficult question.

• If the questions are not arranged in order of difficulty (that is, any question at anypoint could be easy, medium, or difficult), skip through the test, answering all the easier questions. Then go back and answer the more difficult items.

Guessing

Some tests impose a penalty for incorrect answers, usually a fraction of a point. Others do not. Find out if the test you are taking imposes a guessing penalty.

• If there is no penalty for incorrect answers, then you should answer every single question, even if you do not have time to read it.

• If there is a penalty for incorrect answers, then you should only answer a question ifyou have read it, understand it, and are able to eliminate at least one answer choice.

Using the Process of Elimination

For any multiple choice question, you should know how to quickly and effectively use the process of elimination to narrow down the possible answer choices. Even when you are certain you know which answer is best, always confirm your knowledge by reading the other choices and eliminating them.

What is the capital of Western Samoa?

A Paris

B London

C Vila

D Apia

The question above might be difficult to answer. However, you can easily eliminate choices A and B. This leaves you with a 50 percent chance of guessing correctly! Eliminating wrong answer choices can help you get the tough questions right.

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Standardized Test Practice 1

Name __________________________________ Date ____________________ Class ____________

Social Studies Objectives: The student will organize and interpret information on time lines andanalyze information by sequencing events.

A time line is a graphic illustration that shows events in order of occurrence over a particularperiod of time. It is easier to understand the order of events and their relationship to one another ifthe events are seen in chronological sequence on a time line. Creating your own time lines can alsohelp you better understand how to read the time lines that you see on standardized tests.

★ Practicing the SkillStudy the example of a time line below and complete the activity that follows.

c. 28,000 B.C. Asians begin migrating over Beringia during last Ice Agec. 8000 B.C. End of last Ice Agec. 1500 B.C. Rise of Olmec civilization in Mexicoc. 1000 B.C. Great Serpent Mound in present-day Ohio builtc. A.D. 700 Height of Mayan civilization in Central Americac. A.D. 850 Anasazi built first pueblos in North Americac. A.D. 1100 Mississippians built Cahokia in present-day Illinoisc. A.D. 1325 Aztec built Tenochtitlán on an island in Lake Texcoco in central Mexicoc. A.D. 1400 Height of Inca civilization in South Americac. A.D. 1500 Apache and Navajo settle in present-day southwestern United States

★ Learning to Read Time LinesUse the following steps to understand how events are arranged in sequential order on a time line.

• Read the time line’s title to determine itspurpose.

• Look at the span of years and the number ofevents.

• Identify the relationships among the events.• Draw conclusions or inferences from your

study.

ACTIVITY 1Arranging Events in Sequential Order

Standardized Test Practice

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DIRECTIONS: A time line provides an organized look at a sequence of events. In the space providedbelow, create your own time line that shows some of the major events of your own life from birth to thepresent.

Title: ________________________________

Standardized Test PracticeUsing the time line on the previous page, answer the following questions.

Name __________________________________ Date ____________________ Class ____________

2 Standardized Test Practice

1 Which event occurred first?

A Inca reached height of civilization inSouth America

B Last Ice Age ended

C Great Serpent Mound built

D Mississippians built Cahokia

2 Which entry on the time line comesafter the building of Cahokia?

F Olmec civilization developed inMexico

G Anasazi built pueblos in NorthAmerica

H Great Serpent Mound built

J Aztecs built Tenochtitlán

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Name __________________________________ Date ____________________ Class ____________

ACTIVITY 2Using Latitude and Longitude on a Map


Social Studies Objective: The student will interpret maps to answer geographic questions, infergeographic relationships, and analyze geographic change.

Geographers use absolute location as a kind of global address to describe the exact positionof a place on Earth. To find absolute location, geographers use the numbers on a set of grid linesdrawn on a map or globe. These grid lines measure distances north or south of the Equator, andeast and west of the Prime Meridian. The measurements of distances are given in numbers ofdegrees (°) and minutes (′). Lines north and south of the Equator show latitude. Lines east andwest of the Prime Meridian show longitude.


Georgia

SouthCarolina

NorthCarolina

Virginia

Conn.

NewYork

Pennsylvania

Maine(part of Mass.)

Md.

N.J.

R.I.

N.H.

Charles Town

PhiladelphiaNew York

Boston

35° N

80° W 75° W

40° N

45° N

70° W

ATLANTICOCEAN

LakeHuron

LakeErie

LakeOntario Mass.

Baltimore

Richmond

Del.

The Original 13 Colonies

0 100 200 miles

0 100 200 kilometers

★ Learning to Use Latitude and LongitudeUse the following guidelines to find the absolutelocation, or global address, of a place on a map.

• Locate the parallel lines of latitude, whichcircle the Earth horizontally.

• Identify the labels on the lines of latitude.The letter N or S following the degreesymbol identifies a given latitude line asbeing north or south of 0° latitude, knownas the Equator.

• Locate the lines of longitude, which runfrom the North Pole to the South Pole.

• Identify the labels on the lines of longitude.The letter E or W following the degreesymbol identifies a given longitude line asbeing east or west of 0° longitude, known as the Prime Meridian.

★ Practicing the SkillStudy the map at the right and complete the activitythat follows.

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DIRECTIONS: To determine distance and direction on a globe or map, geographers developed a gridof crisscrossed lines of latitude and longitude. Each place on Earth has an address on this grid, called itsabsolute location. Lying parallel to the Equator, lines of latitude measure the degrees north or south ofthe Equator, which is located at 0 degrees latitude. Lines of longitude measure distances east and west ofthe Prime Meridian, which is located at 0 degrees longitude.

1. Using the map “The Original 13 Colonies,” how many degrees west of the Prime Meridian isPhiladelphia located? How many degrees north of the Equator is Philadelphia?

2. What parallel, or line of latitude, lies directly above South Carolina?

3. Between what two meridians, or lines of longitude, does Massachusetts lie?

Name __________________________________ Date ____________________ Class ____________


Standardized Test PracticeUsing the map on the previous page, answer the following questions.

1 According to the map on the previouspage, what is the absolute location, orglobal address, of Philadelphia?

A 43°N, 71°W

B 75°N, 40°W

C 40°N, 75°W

D 30°N, 80°W

2 According to the map on the previouspage, what colonial city is located at 33°N, 80°W?

F Richmond

G Charles Town

H Baltimore

J Philadelphia

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Name __________________________________ Date ____________________ Class ____________

Social Studies Objective: The student will analyze information by distinguishing between fact and nonfact.

Learning to distinguish fact from nonfact can help you make reasonable judgments about whatothers say. A fact is a statement that can be proved by evidence such as records, documents,statistics, or historical sources. A nonfact, often expressed as an opinion, is a statement that maycontain some truth but also contains a personal view or judgment.

★ Practicing the SkillRead the following information and complete the activity that follows.

ACTIVITY 3Distinguishing Between Fact and Nonfact

★ Learning to Distinguish Fact from NonfactUse the following guidelines to help you distinguish facts from nonfacts, or opinions, and to judge thereliability of what you read or hear.

• Identify the facts. Ask yourself the following:Can these statements be proved? Where canI find information to verify them?

• Identify the nonfacts or opinions. Sometimesopinions contain phrases such as I believe, in

my view, and I think. They often describe theway a person feels.

• Identify the statement’s purpose. What doesthe speaker or author want you to believe orto do?


The American Revolution was more than afight between rebellious colonists and GreatBritain. It was also a civil war that pitted colonistagainst colonist. Some colonists, refusing toabandon their allegiance to the king, remainedloyal to the British government. They were calledLoyalists. Many Loyalists joined the British army.

Rebel colonists, who wanted to break away fromGreat Britain, were sometimes called Patriots.The struggle between Patriots and Loyalists wasas bitter as the struggle between the rebels andthe British. Patriots believed that the Loyalistswere traitors to the American cause. The twoviewpoints are expressed below.

The American Revolution

Loyalist viewpoint, Charles Inglis, 1776:“I think it no difficult matter to point out many advantages which will certainly attend our

reconciliation and connection with Great Britain. . . . By reconciliation with Britain, a period would be put to the present calamitous war, by which

so many lives have been lost, and so many more must be lost if it continues. . . . By a reconciliation with Great Britain, peace—that fairest offspring and gift of heaven—will be

restored. In one respect peace is like health—we do not sufficiently know its value but by itsabsence. . . .

But if America should now mistake her real interest . . . they will infallibly destroy this smilingprospect. They will dismember this happy country, make it a scene of blood and slaughter, andentail wretchedness and misery on millions yet unborn.”Source: Charles M. Dollar and Gary W. Reichard, American Issues, A Documentary Reader (New York: Glencoe/McGraw-Hill,1994, pp. 77–78)

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Standardized Test PracticeAfter reading the viewpoints above, answer the following questions.

DIRECTIONS: Remember that opinions often include expressions of approval or disapproval, or qualifyingphrases. Study the opposing views about the American Revolution. Then answer the following questions.

1. Identify the facts. Is there a way to prove that many lives had been lost? Also, were the Patriots,in fact, able to attain foreign assistance? What could you do to check these and other statements?

2. Notice the nonfacts or opinions. What phrases do the writers sometimes use to signal their ownpoints of view?

3. What is the intention of each writer? What does each writer want readers to believe?

4. How does knowing the intention of each writer help you distinguish fact and nonfact in thematerial?

Patriot viewpoint, “Declaration of the Causes and Necessity of Taking Up Arms, 1775”“. . . We are reduced to the alternative of choosing an unconditional submission to the tyranny

of irritated ministers, or resistance by force. – The latter is our choice. – We have counted the cost ofthis contest and find nothing so dreadful as voluntary slavery. – Honour, justice, and humanity,forbid us tamely to surrender that freedom which we received from our gallant ancestors, and whichour innocent posterity have a right to receive from us.

Our cause is just. Our union is perfect. Our internal resources are great, and, if necessary,foreign assistance is undoubtedly attainable. . . .

In our own native land, in defence of the freedom that is our birthright, . . . for the protectionof our property, acquired solely by the honest industry of our fore-fathers and ourselves, againstviolence actually offered, we have taken up arms.”Source: Charles M. Dollar and Gary W. Reichard, American Issues, A Documentary Reader (New York: Glencoe/McGraw-Hill,1994, pp. 76–77)

Name __________________________________ Date ____________________ Class ____________

1 Which of the following statements is anOPINION expressed in the viewpoints?

A Many lives had been lost in the war.

B The Patriots chose to use force toresist the British.

C The cause of the Patriots was just.

D Reconciliation with Britain wouldend the war.

2 Which of the following statements is aFACT expressed in the viewpoints?

F The Patriots’ ancestors were gallant.

G Many lives had been lost in the war.

H Future Americans would have sufferedif the Loyalists had won the war.

J Honour and humanity justified theefforts of the Patriots.


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★ Practicing the SkillRead the paragraph below. Complete the activity that follows.

Social Studies Objective: The student will analyze information by making inferences.

Using diagrams, charts, and other data sources requires careful reasoning skills. Sometimes youhave to draw conclusions based on the evidence in a source. This is known as making an inference.Making an inference involves combining the limited facts at hand and your general knowledge toform a reasonable conclusion.

★ Learning to Make InferencesUse the following guidelines to help you make accurate inferences.

• Observe the key features and details of thesource.

• Decide what general topic is being presentedor illustrated.

• Review what you already know about thetopic.

• Use logic and common sense to form aconclusion about the topic.

• If possible, find specific information thatproves or disproves your inference.

Name __________________________________ Date ____________________ Class ____________

ACTIVITY 4Making Inferences


Despite general distrust of political parties,toward the end of Washington’s second term aspresident, Americans began to divide intoopposing groups and formed factions, as politicalparties were then called.

One group, or party, came to be called theFederalists. They generally supported the policiesof Alexander Hamilton and stood for a vigorousfederal government. They admired Britain becauseof its stability and distrusted France because of theviolent changes following the French Revolution.Federalist policies tended to favor manufacturingand trade, and their strongest support came frommerchants, bankers, urban workers, and farmers inthe East who benefited from trade.

Opposition to the Federalists becameorganized in the early 1790s. Thomas Jeffersonand James Madison were the leaders of this anti-Federalist party, which came to be called theRepublicans, or the Democratic-Republicans.

The Republicans wanted to leave as much poweras possible to the state governments. They fearedthat a strong federal government would endangerpeople’s liberties. They supported the French and condemned what they regarded as theWashington administration’s pro-British policies.Republican policies appealed to the rural Southand West.

The Federalists also favored a looseinterpretation of the Constitution. In other words,they believed that the federal government hadimplied powers that were not specificallymentioned in the Constitution. Hamilton used theidea of implied powers to justify a national bank.The Republicans disagreed. They believed in a strict interpretation of the Constitution. In theirview, unless the Constitution specifically men-tioned government powers in a particular area, the government had no authority to act.

The Formation of Political Parties

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Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: Observing details can help you make inferences. Analyze the chart below that showsthe differences between the first political parties in the United States. Use the chart and the informationon the previous page to answer the questions that follow.

1. What details and key features areshown on the chart?

2. What information do you alreadyknow about early political partiesthat might help you in drawingconclusions about the chart?

3. What inferences can you make about the first political parties in the United States?

Favored: Rule by the wealthy class Strong federal government Emphasis on manufactured products Loose interpretation of the Constitution British alliance National bank Protective tariffs

Favored: Rule by the people Strong state governments Emphasis on agricultural products Strict interpretation of the Constitution French alliance State banks Free trade

Democratic-RepublicansFederalists

Leader:Alexander Hamilton

Leader:Thomas Jefferson

Differences Between the FirstPolitical Parties

Standardized Test PracticeAnswer the following questions based on the chart and your knowledge of social studies.

1 Based on the chart, what inference canyou make about the early politicalparties in the United States?

A They were defined mostly by thepersonalities of their leaders, not bythe viewpoints on the specificpolitical issues.

B Economic issues were not a basis ofpolitical disagreement between parties.

C The parties were divided on severalissues—domestic, foreign, andeconomic.

D In the early years of the nation, mostAmericans were not concernedabout politics or political parties.

2 Based on the chart and the reading onthe previous page, which of thefollowing would Federalists in the 1790slikely oppose?

F a tax on machinery imported fromEurope

G a trade agreement with Great Britain

H a law to abolish all tariffs on imports

J tax breaks for businessmen whobuild factories

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Name __________________________________ Date ____________________ Class ____________

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

Social Studies Objective: The student will organize and interpret information from diagrams.

A simplified drawing that shows how something works is called a diagram. Some diagramsuse arrows to show movement or relationships. For example, the diagram in this activity showshow a textile mill in New England in the 1830s worked.

★ Learning to Interpret a DiagramUse the following guidelines to help you interpret diagrams.

• Review the diagram’s title to find the subjector concept.

• Study the information on the diagram,noting the direction of arrows or theconnection of lines.

• Identify the relationships among the parts ofthe diagram.

ACTIVITY 5Interpreting Diagrams



In the early 1800s, New England became acenter of manufacturing in the United States. Itwas here that the Industrial Revolution first tookhold in America. New England had the people towork in factories, and many rushing rivers andstreams that provided the waterpower to runmachinery. New England was also close to otherresources like coal and iron, and it had severalports for shipping.

Most importantly, merchants in NewEngland had capital—money for investment. The merchants of Boston and Providence grewwealthy as American shipping thrived in the late1700s and early 1800s. Their money—capital—was essential for developing needed machineryand building industries.

In 1811 Francis Cabot Lowell, a wealthyNew Englander, traveled to Great Britain where

he studied and made detailed drawings of British factories and machinery. Upon his returnto the United States, Lowell borrowed capital to establish a textile mill, which he called theBoston Manufacturing Company. Lowell used the knowledge he gained in Britain andimproved upon the design of the British powerlooms.

In 1814 he opened a textile plant inWaltham, Massachusetts. For the first time, all the stages of cloth making were performedunder one roof. Lowell’s mill launched the“factory system,” a system bringingmanufacturing steps together in one place toincrease efficiency. The factory system was asignificant development in the way goods weremade—and an important part of the IndustrialRevolution.

Industry in New England

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10 Standardized Test Practice10 Standardized Test Practice

DIRECTIONS: Diagrams and maps together provide insights about historical events andrelationships. Study the map and diagram below and answer the following questions.

Mississippi R.

CANADA

MichiganTerritory

MichiganTerritory

Ill. Ind.

Ky.

Ohio

Cleveland

Pittsburgh

Buffalo

Pa.Pennsylvania

Canal

Va.

James andKanawha Canal

Richmond

Washington, D.C.

Md.

Del.

Chesapeake and Ohio Canal

PhiladelphiaN.J.

N.Y.

Conn.R.I.

Mass.Troy

Vt.

N.H.

Maine

La Salle

Chicago Toledo

Evansville

Cincinnati

Erie Canal

Illinois andMichigan Canal

Miami andErie Canal

ChamplainCanal

Wabash andErie Canal

Ohio andErie Canal

Lake Erie

ATLANTICOCEANIlli

nois

R.

W

abash R.

Lake

Mic

higa

n

Ohi

o

R.

LakeH

uron

Lake Ontario

Potomac R.

Hud

son

R.

LakeChamplain

Mia

m

i R.

200 kilometers0Lambert Conic projection

200 miles0

Canals, 1820–1850

N

S

EW

lllllll

llllllllllllllllllllllllllllll

lllllll

llllllllllllllllllllllllllllll

Textile MillThe Lowell factory system was designed to bring work and workers together. A typical Lowell textile mill in 1830 housed 4,500 spindles, 120 power looms, and more than 200 employees under one roof. What type of energy powered the mills?

Waterwheels provide the power to move the gears. The gears, in turn, run the pulleys connected to the mill’s machinery.

The first steps in textile production clean the raw cotton and turn loose cotton into crude yarn.

The spinning process transforms the yarn into thread.

At the weaving stage, power looms interlace the threads into coarse cloth or fabric.

Fabric is measured and batched for dyeing. Vegetable dyes

were the earliest known dyes.

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Name __________________________________ Date ____________________ Class ____________


1. What information is shown in the map and the diagram?

2. What do the lines on the diagram indicate?

3. How do you think the development of textile mills affected New England?

Standardized Test PracticeAnswer the following questions based on the information above.

1 What source of energy was used to runthe power looms in New England textilemills?

A coal

B electricity

C steam

D water

2 How did the canal system of the early1800s in the United States benefit thetextile mills and other factories of NewEngland?

F Workers could use the canals tocommute to work each day.

G The canals could be used to shipgoods to consumers in the West.

H The canals provided recreationalactivities for people in New England.

J The canals allowed New Englandfactory owners to import goodsfrom Europe.

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Name __________________________________ Date ____________________ Class ____________

Social Studies Objective: The student will identify bias in written, oral, and visual material.

A viewpoint or set opinion that a person brings to a subject is called a bias. People havepreconceived feelings, opinions, and attitudes that affect their judgment on many topics. For thisreason, ideas presented as facts may actually be opinions. Detecting bias enables us to evaluate theaccuracy of information.


ACTIVITY 6Detecting Bias

★ Learning to Detect BiasUse the following guidelines to help detect bias.

• Identify the writer’s or speaker’s purpose.• Find emotionally charged visuals or words,

such as hate, terrorize, and cheat.• Look for generalizations such as always,

never, nobody, and everybody.

• Examine the writing for imbalances—leaningonly to one viewpoint and failing to provideequal coverage for other possible viewpoints.

• Watch for opinions stated as facts.• Analyze the material to see if it presents

equal coverage of differing views.



The Missouri Compromise (1820) broughtonly a temporary lull in the controversy overslavery. As the United States expanded westward,the issue of whether to allow slavery in theterritories continued to reappear.

In the 1840s, the debate over slavery once again heated up. Texas, which won its independence from Mexico in 1836, and the territories of New Mexico andCalifornia became the focus of disagreementbetween pro-slavery and antislavery forces.

Many Southerners hoped to see Texas,where slavery already existed, join the Union as a slave state. This would give pro-slaveryadvocates more votes in Congress. Theannexation of Texas became a major issue inthe election of 1844. James Polk, a Democratfrom Tennessee, favored annexing Texas. He

won the election, and Texas became a state in1845.

The discovery of gold in California quicklyled to that territory’s application for statehood. A decision had to be made about whetherCalifornia would enter the Union as a free stateor a slave state.

The Debate Over Slavery

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DIRECTIONS: Usually, factual statements answer the who? what? when? and where? questions.Statements of bias, on the other hand, reflect emotion or opinion. Read the following two statementsmade during the 1830s and 1840s about slavery. Then, on the lines below, list words or phrases from thecomments that you think reflect bias. Explain your choices.

Standardized Test PracticeAnswer the following questions based on the above comments about slavery.

1 With which of the following statementswould John C. Calhoun have agreed?

A Africans in America enjoyed a highstandard of living compared tolaborers of other nations.

B Africans in America lived in verypoor conditions.

C Northern wage laborers enjoyed ahigher standard of living thanenslaved Africans in America.

D Africans in America wanted toremain in slavery.

2 According to Angelina Grimké, whateffect did slavery have upon Africans inAmerica?

F Africans in America receivedeconomic benefits from slavery.

G Slavery had a destructive effect onAfricans in America.

H Slavery made Africans in Americahappy.

J Enslaved Africans in America werebetter educated than whites.

John C. Calhoun, while serving as Secretaryof State, 1844:

“On the other hand, the census and otherauthentic sources of information establish thefact, that the condition of the African racethroughout all the States where the ancientrelation [i.e., slavery] between the two has beenretained, enjoys a degree of health and comfortwhich may well compare with that of anylaboring population in any country inChristendom; and, it may be added, that in noother condition, or in any other age of country,has the negro race ever attained so high anelevation in moral, intelligence, and civilization.”Source: Charles M. Dollar and Gary W. Reichard, AmericanIssues, A Documentary Reader (New York: Glencoe/McGraw-Hill, 1994).

Angelina Grimké, abolitionist, from an addressto the National Anti-Slavery Convention, 1838:

“As a Southerner, I feel that it is my duty tostand up here to-night and bear testimonyagainst slavery. I have seen it! I have seen it! Iknow it has horrors that can never be described. I was brought up under its wing. I witnessed formany years its demoralizing influences and itsdestructiveness to human happiness. I have neverseen a happy slave. I have seen him dance in hischains, it is true, but he was not happy. There is awide difference between happiness and mirth[high spirits]. Man can not enjoy happiness whilehis manhood is destroyed.”Source: Diane Ravitch, ed., The American Reader, Words ThatMoved a Nation (New York: HarperCollins, 1990).

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Social Studies Objective: The student will use social studies information to evaluate the consequencesof a decision.

All decisions produce consequences, or results. Predicting consequences can be difficult. Themore information you have, however, the more accurate your predictions can be. To recognize theconsequences of decisions, use both information about the present situation and information aboutsimilar past events.


ACTIVITY 7Evaluating the Consequences of Decisions

★ Learning to Evaluate ConsequencesUse the following guidelines to help you evaluate consequences.

• Gather information about the decision.• Use your factual knowledge to identify

consequences.

• Evaluate each consequence of the decision.• Decide if the decision was accurate,

considering the consequences.



When the war began, both sides had advan-tages and disadvantages. How they used thosestrengths and weaknesses helped to determinethe war’s outcome.

The North enjoyed the advantages of a largerpopulation to support the war effort, moreindustry, and more abundant resources than theSouth. The North also benefited from a betterbanking system that helped finance the war, alarger navy which was used to blockade Southernports, and a more extensive and efficient railwaynetwork.

Disadvantages faced by the North includedthe need to invade the South and maneuveramong a hostile population, a difficult task forany military force. Furthermore, public opinionin the North was divided over the war, and

support for the war effort remained shaky untilvery near the end.

One of the main advantages the South hadwas the strong support its white population gavethe war. They also had the advantage of fightingon familiar territory—defending their land, theirhomes, and their way of life. At least at first,Southern military leadership was superior to theNorth’s. The South had a large pool of well-trained officers.

The South faced material disadvantages. It had a smaller population, possessed fewerfactories, and produced less food than theNorth. Moreover, with less than half the milesof railroad track and fewer trains, theConfederate government had difficultysupplying its troops.

The Civil War: Comparing North and South

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Northern Aims and Strategies

Main aim:bring Southern states back into Union; endingslavery not major aim at first, but this changed aswar continued

Strategies:1. blockade (close) Southern ports with superior

navy to prevent supplies from reaching South and to prevent South from earning money byexporting cotton

2. gain control of the Mississippi River to cutSouthern supply lines and split Confederacy

3. capture Richmond, the Southern capital

Southern Aims and Strategies

Main aim:win recognition as an independent nation

Strategies:1. defend homeland, hold as much territory as

possible until North tired of fighting2. get Britain and France, which imported large

amounts of Southern cotton, to pressure North to end war and recognize Confederateindependence

3. occasionally take offensive, move troops northward, to persuade North that it could notwin war

Name __________________________________ Date ____________________ Class ____________


DIRECTIONS: Analyze potential consequences by asking, “How likely is it that this will occur?” Thetable below lists key aims and strategies for each side in the Civil War. Study the table and review theguidelines for evaluating consequences. Below the table, two actions are listed. For each action, evaluatewhether it strengthened or weakened the North or the South.

Standardized Test PracticeAfter studying the chart and the reading on the previous page, answer the questions below.

1 Which of the following statements aboutthe advantages and disadvantages ofeach side is most accurate?

A The South had a larger populationthan the North.

B The South could get weapons to itstroops faster than the North.

C The North produced more weaponsthan the South.

D The North was fighting a defensivewar.

2 The Battle of Gettysburg was aconsequence of which of the followingstrategies?

F blockading Southern ports to makeit harder to transport supplies

G fighting a defensive war andprotecting home territory

H invading the North to convince theUnion government that it could notwin

J gaining control of the MississippiRiver to split the South

1. Lincoln issued the Emancipation Proclamation (abolished slavery in Confederate states).

2. The North won victories at Vicksburg and Port Hudson (gained control of Mississippi River).

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Social Studies Objective: The student will analyze social studies information by making predictions.

Making accurate predictions depends both on gathering reliable facts and observing pastbehaviors in similar situations.


ACTIVITY 8Predicting Outcomes

★ Learning to Predict OutcomesUse the following guidelines to help you predict outcomes.

• Review what you already know bylisting facts, events, and people’sresponses. The list will help you recallimportant events and how they affectedpeople.

• Define and analyze patterns. Try todetermine what the patterns show.

• Incorporate your knowledge andobservations of similar situations.

• Make a prediction.



The nation’s railroad network expandedrapidly between 1865 and 1900. In that periodthe miles of track in the United States soaredfrom about 35,000 to more than 200,000.

Railroad construction was made possible bylarge government subsidies—financial aid andland grants from the government. Railroadexecutives argued that their companies shouldreceive free public land on which to lay trackbecause a railroad network would benefit theentire nation.

The national government—and states, too—agreed. In all, the federal government grantedmore than 160 million acres of land to therailroad companies. Much of the land was takenor obtained by treaty from Native Americans.

The government grants included land for thetracks plus strips of land along the railway, 20 to80 miles wide. Railroad companies sold thosestrips of land to raise money for construction costs.

The search for a route for a transcontinentalrail line—one that would span the continent andconnect the Atlantic and Pacific coasts—began in the 1850s. The challenge was enormous. It involved laying track more than 1,700 milesacross hot plains and through rugged mountains.Two companies accepted the challenge. TheUnion Pacific Railroad began laying trackwestward from Omaha, Nebraska, while theCentral Pacific Railroad worked eastward fromSacramento, California. They competed fiercely.Each wanted to cover a greater distance in orderto receive more of the government subsidies.

On May 10, 1869, construction wascompleted. The two sets of track met atPromontory Point in Utah Territory. The nationhad a transcontinental railroad. By 1883 twomore transcontinental lines and dozens of shorterlines connected cities in the West with the rest ofthe nation.

A Transcontinental Railroad

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DIRECTIONS:Review the guidelines forpredicting outcomes.Study the map at right.Then answer thequestions about thewestward movement inthe United States.

1. Based on the information inthe reading and the map,what effect do you think thetranscontinental railroadshad upon NativeAmericans?

2. Can you think of transportation industries today that get government subsidies similar to thosereceived by the transcontinental railroads?

Standardized Test PracticeAfter reading the selection on the previous page and studying the map, answer the following questions.

1 What would have been the likelyoutcome if the government had notsubsidized the transcontinental railroadcompanies?

A Substitute means of transportationwould have been funded.

B Settlers would have been able tomove west at a faster rate.

C It would have taken longer to buildthe transcontinental railroads.

D The transcontinental railroads wouldhave been unaffected.

2 What effect did government landsubsidies to railroad companies have onsettlement of the West?

F They had the effect of dispersingpeople fairly evenly throughout theWest.

G They had the effect of causingpeople to settle fairly close torailroad lines.

H They had the effect of slowing thegrowth of Western cities.

J They had the effect of helpingNative Americans maintain theirtraditional way of life.

PACIFICOCEAN

GREATSALT LAKE

El Paso

Santa FeLos Angeles

Portland

Sacramento

Seattle

Omaha

Minneapolis

Duluth

St.Louis

PromontoryPoint

SanFrancisco

KansasCity

90° W100° W110° W120° W130° W

TOPE

KA & SANTA FE

ATCH

ISON

SOUTHERN PACIFICSO

UTH

ERN

PACIFIC

NORTHERN PACIFIC

GREAT NORTHERN

UNION PACIFICCENTRALPACIFIC

Color ado R.

Miss

issip

piR.

Miss

issip

piR.

Missouri R.

Colum bi a R.Colum bi a R.

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ACTIVITY 9Analyzing a Political Cartoon



Social Studies Objective: The student will interpret social and political messages of cartoons.

Expressions of opinion are often presented visually in the form of political cartoons. Usingcaricature and symbols, political cartoons help readers see relationships and draw conclusions aboutpersonalities and events.

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

With the economy growing after the CivilWar, many railroads and other businesses lookedfor ways to expand. To do so they needed toraise capital, or money. They needed capital tobuy raw materials and equipment, to payworkers, and to cover shipping and advertisingcosts.

One way a business could raise capital(money for investment) was by becoming acorporation—a company that sells shares, orstock, of its business to the public. The peoplewho invested in the corporation by buying stockwere its shareholders, or partial owners.

In good times, shareholders earneddividends—cash payments from the corporation’sprofits—on the stock they owned. If thecompany prospered, its stock rose in value, andthe shareholders could sell it for a profit. If thecompany failed, however, the shareholders losttheir investment. Hundreds of thousands ofpeople shared in corporate profits by buying and

selling stocks in special markets known as stockexchanges.

In 1870 John D. Rockefeller organized theStandard Oil Company of Ohio and set out todominate the oil industry. He acquired most ofthe oil refineries in Cleveland and other cities.

One method Rockefeller used to build hisempire was horizontal integration—the combiningof competing firms into one corporation. Thecorporation also practiced vertical integration—producing its own tank cars, pipelines, and even its own wooden barrels, which were made fromforests owned by Standard Oil. Standard Oil grewin wealth and power, becoming the most famouscorporate empire of the day. To strengthenStandard Oil’s position in the oil industry,Rockefeller lowered his prices long enough todrive his competitors out of business. In addition,he pressured customers not to deal with rival oilcompanies, and he persuaded the railroads to granthim rebates in exchange for his business.

The Growth of Big Business After the Civil War

★ Learning to Write About a Political CartoonUse the following guidelines to help write about political cartoons.

• Determine the main theme or subject of thecartoon.

• Find out what the cartoon’s caricatures andsymbols represent.

• Identify the issues that are addressed.• Write a topic sentence based on the

information you have gathered.• Use supporting ideas to clarify the

relationships among the cartoon’s figuresand symbols.

• Draw conclusions about the cartoonist’spoint of view.

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DIRECTIONS: For special effect, cartoonists often exaggerate a person’s or an object’s appearance.These representations can be positive or negative, depending on the cartoonist’s point of view. Study thepolitical cartoon and answer the following questions.

1. What is the theme of the cartoon?

2. What do the cartoon’s figures andsymbols represent?

3. What is the cartoonist’s interpretation of the Standard Oil Company?

4. Is the cartoonist supporting or opposing the growth of large corporations like Standard Oil in theAmerican economy after the Civil War? Explain.

Standardized Test PracticeAnswer the following questions based on the reading and the cartoon.

1 What do the tentacles wrapping aroundthe buildings in the cartoon suggest?

A Standard Oil was purchasing toomuch real estate.

B Standard Oil had too muchinfluence over government officials.

C Standard Oil favored an overthrowof the government.

D Standard Oil wanted increasedgovernment regulation of the oilindustry.

2 Which of the following is the mostaccurate statement about the cartoonist’smessage?

F Large corporations like Standard Oilare good for the American economy.

G Large corporations like Standard Oildeserve more support from thegovernment.

H Large corporations like Standard Oilhave too much power over theeconomy.

J Suppliers are charging too much tolarge corporations like Standard Oil.

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

A writer uses persuasion to express his or her opinion and to make readers agree with it,change their own opinion, or sometimes take action. Like other types of writing, persuasivewriting consists of a topic, a main idea about the topic, and supporting details. However, yourmain purpose in persuasive writing is to influence other people. Therefore, you need to pay specialattention to your audience, presenting your supporting ideas in a way that will persuade youraudience to accept your opinion.


ACTIVITY 10Persuasive Writing About an Issue

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

• Direct your argument to a particularaudience.

• Present your viewpoint in a main ideastatement.

• Support your main idea statement with factsand relevant opinions.

• Use supporting evidence that appeals to bothreason and emotion.

• Anticipate and respond to possible opposingviewpoints.

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



Industrial growth in the late 1800s creatednew jobs and raised the standard of living for manyAmerican workers. Yet workers paid a price foreconomic progress. As mass production spread,factories became larger and less personal. Industriallaborers worked for 10 or 12 hours a day, 6 days aweek. They could be fired at any time for any reason.

Working conditions in factories and mineswere noisy, unhealthy, and unsafe. Accidents werecommon. Steel workers suffered burns from spillsof hot iron. Coal miners died in cave-ins andfrom the effects of gas and coal dust. Textileworkers’ lungs were damaged by airborne lint.Garment workers toiled in crowded urbanfactories called sweatshops where they ruinedtheir eyesight by sewing for hours in poor light.

Dissatisfied workers organized into groups—labor unions—to demand better pay and workingconditions from their employers. Earlier in the1800s, skilled workers had formed unions torepresent workers in certain crafts or trades, such as carpentry. These trade unions had littleinfluence because each represented only onetrade. By the mid-1800s, labor leaders looked to expand their unions.

In 1881 a group of national trade unionsformed a federation that became known as theAmerican Federation of Labor (AFL). TheAFL represented skilled workers in various crafts. By 1900 the American Federation ofLabor had a membership of about 500,000. The organization pressed for higher wages,

The Rise of Labor Unions

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DIRECTIONS: Persuasive writing involves the use of facts or opinions that favor one side. Imaginethat you support the American Federation of Labor. Following the guidelines on the previous page, writea persuasive composition on the merits of forming labor unions. Write your composition on another sheetof paper. Make an informal outline for your essay in the space below.

Standardized Test PracticeImagine that you are a citizen who favors collective bargaining, or the right of unions to bargain withmanagement on behalf of its members. On a separate sheet of paper, write a letter to the editor aimed atconvincing people that collective bargaining will benefit ordinary men and women. Make an informal outlineof your essay before you begin to write.

an eight-hour workday, better and safer working conditions, and the right to have unions represent workers in bargaining withmanagement.

Although violent strikes turned public feelingagainst workers and unions in the late 1880s, the AFL survived and grew. By 1904 the AFLclaimed more than 1.6 million members.

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ACTIVITY 11Analyzing Statistics



★ Practicing the SkillRead the selection and study the table below. Complete the activity that follows.

In the mid-1880s, patterns of immigration tothe United States started to change. Large groupsof “new” immigrants arrived from eastern andsouthern Europe. Greeks, Russians, Hungarians,Italians, Turks, and Poles were among thenewcomers. At the same time, the number of“old” immigrants started to decrease. By 1907only about 20 percent of the immigrants camefrom northern and western Europe.

Many of the newcomers from southern andeastern Europe were Catholics and Jews. Few spoke English. Because of this, they did not blend into American society as easily as the “old” immigrants had. Manyfelt like outsiders, and they clustered together in urban neighborhoods made up of people of the same nationality.

After 1900 immigration from Mexico also increased. In addition, many people came to the United Statesfrom China and Japan. They, too, brought unfamiliar languages and religious beliefs and had difficulty blendinginto American society.

Social Studies Objective: The student will analyze statistics to interpret social studies information.

Sets of tabulated information, or statistics, may be gathered through surveys and othersources. When studying statistics, consider the following:

• Two types of samples are a biased sample, one that does not represent the wholepopulation, and an unbiased sample, called a representative sample.

• A correlation can be positive if there is a relationship between two sets of data, or negativeif no relationship exists.

• A statistical significance exists if there is a less than 5 percent possibility that the results aredue to chance.

★ Learning to Analyze StatisticsUse the following guidelines to help you in analyzing statistics.

• Determine if there is a correlation(positive or negative relationship) amongthe data.

• Draw conclusions about the importanceof the data and any relationships amongthe data.

Changing Immigration Patterns Immigration to the United States, 1880–1919

1880–1889

Northwestern Europe

Eastern Europe

1890–1899

1900–1909

1910–1919

Central Europe

Southern Europe

Americas

Asia

72.3%

3.6%

6.8%

5.2%

9.9%

1.3%

Source: Dollar and Reichard, American Issues (Glencoe, 1994).

49.4%

13.0%

17.4%

17.5%

1.1%

1.5%

21.6%

19.8%

24.8%

26.4%

3.4%

2.9%

17.5%

18.5%

18.6%

24.6%

16.9%

3.2%

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DIRECTIONS: Study the table on the previous page and the graph below. Then answer the followingquestions.

1. From which area of origin did theUnited States experience thegreatest increase of immigrantsbetween 1900 and 1920?

2. What correlation might existbetween immigration and growthof the cities in the late 1800s?

Standardized Test PracticeStudy the table on the previous page and the graph above. Answer the following questions.

1 What happened to the percentage ofimmigrants coming from northwesternEurope between 1880 and 1920?

A There was a steady increase in thepercentage.

B There was a steady decrease in thepercentage.

C There was no change in thepercentage.

D There was a sharp increase followedby a sharp decrease in thepercentage.

2 Which of the following statements abouturban and rural populations between1860 and 1900 is true?

F The gap between urban and ruralpopulations narrowed in the late1800s.

G The gap between urban and ruralpopulations widened in the late1800s.

H The gap between urban and ruralpopulations remained unchanged inthe late 1800s.

J By 1900 more people in the UnitedStates lived in urban areas than inrural areas.

Urban and Rural PopulationGrowth, 1860–1900

Source: Historical Statistics of the United States.

0

10

20

30

40

50

1860 1870 1880 1890 1900Po

pula

tion

(in

mill

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) Urban Rural

Year

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ACTIVITY 12Interpreting Primary Sources



Social Studies Objective: The student will locate and use primary and secondary sources such ascomputer software, databases, media and news services, biographies, interviews, and artifacts to acquireinformation about the United States.

Original records of events made by eyewitnesses are known as primary sources. Primarysources include letters, journals, autobiographies, legal documents, drawings, photographs, maps,and other objects made at the time. Each primary source can give some kinds of information butdoes not necessarily give a complete picture of an event. For example, a letter from an immigrantmight describe in detail the events of the difficult journey, but might not tell you how many peopleimmigrated.


The term imperialism means a country’sdomination of the political, economic, and sociallife of another country. By the end of the 1800s,a handful of European countries, together withthe United States, carried out policies ofimperialism through which they controlled nearlythe entire world. Not surprisingly, the erabetween 1800 and 1914 has come to be calledthe Age of Imperialism.

The imperialism of the 1800s and early1900s resulted in three key developments. First,nationalism prompted rival nations to buildempires in their quests for power. Second, theIndustrial Revolution created a tremendousdemand for raw materials and new markets.

Finally, feelings of cultural and racial superiorityinspired Americans and Europeans to imposetheir cultures on distant lands.

Imperial powers built roads, railroads, ports,and urban centers in the overseas lands theyacquired. They also set up schools, health clinics,and hospitals. However, many ruling nationstook advantage of their colonies by exploitingnatural resources without providing economicbenefits for most of the native people.

The relentless pursuit of colonies and foreigntrade heightened international tensions duringthe late 1800s and early 1900s. In 1914 thisgrowing rivalry contributed to the outbreak ofWorld War I.

Imperialism

★ Learning to Interpret Primary SourcesUse the following guidelines to help you interpret primary sources.

• Determine the origin of the source (thesource’s author) and when and where thesource was written.

• Analyze the data for the main idea orconcept as well as supporting ideas.

• Learn what data is provided and what data ismissing or needed for a full understandingof the concept.

• Consider the author’s personal beliefs andattitudes.

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DIRECTIONS: Remember that primary sources include many different formats. The following primarysources deal with the concept of imperialism as it was practiced during the late 1800s and early 1900s.Study the sources and answer the questions that follow each one.

Primary Source A

1. What is the theme of this cartoon?

2. What nations do the characters represent?

3. Why is the British figure angry?

Primary Source BMuch has been given to us, and much will

rightfully be expected from us. We have duties toothers and duties to ourselves, and we can shirkneither.

We have become a great nation, forced by thefact of its greatness into relations with other nations of the earth, and we must behave as beseems a people with such responsibilities. Toward all other nations, largeand small, our attitude must be one of cordial and sincere friendship. We must show not only in our words, butin our deeds, that we are earnestly desirous of their good will by acting toward them in a spirit of just andgenerous recognition of all their rights. But justice and generosity in a nation, as in an individual, count mostwhen not shown by the weak but by the strong. While ever careful to refrain from wrongdoing others, we mustbe no less insistent that we are not wronged ourselves. . . . No weak nation that acts manfully and justly shouldever have cause to fear us, and no strong power should ever be able to single us out as a subject for insolentaggression.

Source: Theodore Roosevelt’s Inaugural Address, March 4, 1904

1. How does Roosevelt see the role of the United States in a world dominated by imperialism?

2. What kind of international relationships is Roosevelt suggesting?

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Primary Source CWe hold that the policy known as imperialism is hostile to liberty and tends toward militarism, an evil from

which it has been our glory to be free. We regret that it has become necessary in the land of Washington andLincoln to reaffirm that all men, of whatever race or color, are entitled to life, liberty and the pursuit ofhappiness. We maintain that governments derive their just powers from the consent of the governed. We insistthat the subjugation of any people is “criminal aggression”. . . .

Source: Platform of the American Anti-Imperialist League, October 17, 1899

Standardized Test PracticeAfter studying the cartoon and the two excerpts, answer the following questions.

Name __________________________________ Date ____________________ Class ____________

1 Which of the following statements mostaccurately describes the theme of thecartoon?

A international cultural exchanges

B international cooperation

C international rivalry for territory

D international economic cooperation

2 Which of the following statements bestdescribes Roosevelt’s view?

F The United States should not getinvolved with other nations.

G The United States should use forceto get what it wants in the world.

H The United States should disarm itsarmy, dismantle its navy, and relystrictly on diplomacy.

J The United States should treat othernations respectfully, but from aposition of military strength.

3 Which of the following is the most likelyposition of the American Anti-Imperialist League?

A support the annexation of thePhilippines

B oppose the annexation of thePhilippines

C support American entry intoSpanish-American War

D favor building a large navy

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

A writer uses persuasion to express his or her opinion and to make readers agree with it,change their own opinion, or sometimes take action. Like other types of writing, persuasivewriting consists of a topic, a main idea about the topic, and supporting details. However, yourmain purpose in persuasive writing is to influence other people. Therefore, you need to pay specialattention to your audience, presenting your supporting ideas in a way that will persuade youraudience to accept your opinion.


ACTIVITY 13Persuasive Writing About an Issue

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

• Direct your argument to a particularaudience.

• Present your viewpoint in a main ideastatement.

• Support your main idea statement withfacts and relevant opinions.

• Use supporting evidence that appeals toboth reason and emotion.

• Anticipate and respond to possibleopposing viewpoints.

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


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

Wisconsin, for example, made changes in the political process to give voters more powerand to limit the influence of political parties. The reform included a direct primary election, in which all party members could vote for acandidate to run in the general election.

Progressives in other states passed morereforms. The initiative allowed citizens to placea measure or issue on the ballot in a stateelection. The referendum gave voters theopportunity to accept or reject measures that the

state legislature enacted. The recall enabledvoters to remove unsatisfactory elected officialsfrom their jobs.

Progressives also changed the way UnitedStates senators are elected. The Constitution hadgiven state legislatures the responsibility forchoosing senators, but party bosses and businessinterests often controlled the selection process.Progressives wanted to give the people anopportunity to vote for their senators directly.Support for this idea grew. In 1912 Congresspassed the Seventeenth Amendment to theConstitution to provide for the direct election of senators. Ratified in 1913, the amendmentgave the people a voice in selecting theirrepresentatives.

Progressive Reforms

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DIRECTIONS: Persuasive writing involves the use of facts or opinions that favor one side. Imaginethat you support the passage of the Seventeenth Amendment in 1912. Following the guidelines on theprevious page, write a persuasive composition on the merits of the amendment. Write your compositionon another sheet of paper. Make an informal outline for your essay in the space below.

Standardized Test PracticeImagine that you are a citizen who favors the passage of the initiative, referendum, and recall in your state. On aseparate sheet of paper, write a letter to the editor aimed at convincing people that the passage of these reformswill make your state more democratic. Make an informal outline of your essay before you begin to write.


Initiativeallowedcitizens toplace ameasure orissue on theballot in a stateelection

Referendumgave voters theopportunity toaccept orrejectmeasures thatthe statelegislatureenacted

Recallenabled votersto removeunsatisfactoryelectedofficials fromtheir jobs

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Social Studies Objective: The student will recognize propaganda in written, oral, and/or visual materials.

In contrast to communication that is based on factual evidence, propaganda aims to persuadepeople to accept a viewpoint that may be good or bad. Through appeals to the emotions,propaganda attempts to force the public to accept a particular viewpoint without careful reflection.

★ Practicing the SkillRead the following selection, study the poster, and complete the activity that follows.

ACTIVITY 14Recognizing Forms of Propaganda

★ Learning to Recognize PropagandaUse the following guidelines to help you recognize propaganda.

• Look for emotion-filled words.• Identify various techniques of

propagandists.

• Find out who is the target for propaganda.• Draw conclusions about the use of

propaganda to unite and motivate.


When Europe went to war in August 1914, most Americansbelieved that the war did not concern them. President Wilsonagreed. He declared that the United States would be neutral in thewar. Despite Wilson’s plea to remain neutral, Americans soon beganto take sides. Both the Allies and the Central Powers wanted theUnited States to enter the war on their side. To gain the support ofAmericans, both sides in World War I used propaganda—informationdesigned to influence public opinion.

Allied propaganda emphasized the German invasion of neutralBelgium and included horror stories of German atrocities (brutal orcruel acts). It called the Germans “Huns” and pictured them assavage barbarians.

The propaganda from the Central Powers was equally horriblebut, because of British sympathies, the Allied propaganda was moreeffective in influencing Americans.

After the United States entered the war, the Americangovernment also used propaganda. Propaganda became the tool bywhich business, labor, government, and American opinion would bemolded to fight and win the war.

The Use of Propaganda in War Time

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DIRECTIONS: Propaganda appeals to people’s hopes, fears, and biases. Study the poster from WorldWar I below. Answer the questions below that relate to propaganda in the war.

1. What is the general purpose of propaganda?

2. What emotionally charged words, phrases and/orvisual images do you find in the poster to the right?

3. On the lines below, briefly state how propaganda isused or described in the two posters.

Standardized Test PracticeBased on the reading and the posters, answer the following questions.

1 The aim of the poster “RememberBelgium” on the previous page is to

A encourage people to buy war bonds.

B encourage people to join the armedforces.

C urge workers to increase industrialoutput during the war.

D promote unity among the Allies.

2 The aim of the poster “Blood or Bread”above is to

F encourage people to give blood todonate to hospitals.

G encourage people to pay their taxes.

H encourage people to support the wareffort by conserving resources.

J encourage people to plant gardensto grow more food.


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Social Studies Objective: The student will analyze information by forming hypotheses.

An educated guess, or hypothesis, is based on evidence that a person has about a situation, aproblem, or a puzzle. Forming a hypothesis is a step in the scientific method. To prove or disprove ahypothesis, you must organize and analyze data and draw conclusions that are relevant to the situation.


ACTIVITY 15Forming Hypotheses

★ Learning to Make and Test HypothesesUse the following guidelines to help you in making and testing hypotheses.

• Observe and ask a detailed questionabout your observation. Ask questionssuch as why, how, where, when, which,and if.

• Form a hypothesis by making aneducated guess to answer the questionasked.

• Gather and analyze data to prove ordisprove your hypothesis.

• Challenge your hypothesis by testingand discarding irrelevant data.

• Modify your conclusion and retest.• Interpret results and draw conclusions,

giving facts to prove or disprove it.


After World War I, the American economyexperienced problems readjusting to peacetime.Millions of soldiers returned, entering the laborforce and competing for jobs. Governmentorders for wartime goods came to a halt, forcingmany companies to lay off workers. Othercompanies went bankrupt. Prices rose, making ithard for workers to make ends meet.

This economic downturn, or recession, lastedabout two years. Then the economy began asteady growth that lasted most of the decade. In1922 the nation’s gross national product(GNP)—the total value of all goods and servicesproduced—was $70 billion. By 1929 it had risento $100 billion.

Technology made rapid growth possible, andelectricity powered American industry. Before

World War I, only about 30 percent of Americanfactories were run by electricity. By 1929 thisfigure had risen to 70 percent. Electricity wascheaper than steam power. By cutting costs,businesses could lower prices and increaseprofits.

American industry changed in another way aswell. As electricity became more available,demand grew for appliances using electric power.By the 1920s, more than 60 percent of Americanhouseholds had electricity. Consumers eagerlyacquired refrigerators, stoves, vacuum cleaners,fans, and radios. As demand for these items grew,more and more of them were produced, leadingto reduced production costs and lower prices.Between 1920 and 1929, for example, the cost ofa refrigerator dropped from $600 to $300.

Economic Boom

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DIRECTIONS: Test each hypothesis to see if it fits the known facts and is reasonable. Based on thereading and the graph, speculate about how the postwar economic boom affected the daily life ofordinary American citizens. Follow the steps listed below.

1. Ask a detailed question.

2. State a hypothesis.

3. Test the hypothesis.

4. State a conclusion.

Standardized Test PracticeAfter reading the selection and studying the graph above, answer the following questions.

1 Which of the following questions mightan economist ask in order to develop ahypothesis about consumer spending inthe United States after World War I?

A What products did consumers buy inthe 1920s?

B How many labor strikes occurred inthe 1920s?

C What was the average hourly wage inthe 1920s?

D How long did it take to produce acar in the 1920s?

2 The economic boom that followedWorld War I changed the daily lives ofmany Americans. Which of the followingstatements expresses one of the majoreffects of the boom?

F Labor strikes increased.

G Anti-union sentiment increased.

H Electrical appliances made everydaylife easier.

J Jazz became a popular form ofmusic.


4,500

4,250

4,000

3,750

3,500

3,250

3,000

2,750

2,500

2,250

2,000

1,750

1,500Sale

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1920

1921

1922

1923

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1925

1926

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1928

1929

YearSource: Historical Statistics of the UnitedStates from Colonial Times to 1970.

Auto Sales, 1920–1929

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ACTIVITY 16Classifying Facts and Details


Social Studies Objective: The student will identify relevant factual material and group data inappropriate categories.

A common way to organize information is by classifying. It involves sorting or grouping factsand details into general and/or specific common features. Nearly everything can be classified; mostthings can be classified in more than one way. When you are faced with a large list of facts anddetails, think about different sets of common features that are present.


★ Learning to Classify Facts and DetailsUse the following guidelines to help you understand how to classify facts and details.

• Read and study the information. • Decide the different categories you will

use to group data.

• Sort data into categories and drawconclusions about similarities anddifferences.

Although the automobile existed before the1920s, it was viewed as a luxury item instead of anecessity. Henry Ford was the catalyst behind themovement to develop more efficient and cheapermeans of producing reliable and practical cars forthe average consumer. Henry Ford’s massproduction of the Model-T made the automobilemore available and affordable than it had everbeen before. As a result, millions of Americanspurchased automobiles. By the end of thetwenties, there was almost one car per family inthe United States. It had become a necessity forthe American way of life.

One of the most notable changes theautomobile brought about was how Americansviewed debt. Prior to the 1920s, most Americansdisapproved of being in debt and saved theirmoney to pay cash for purchases. However, mostmiddle and lower-middle class consumers couldnot pay cash for a new car. To make it possible

for lower-income consumers to own a car, theautomobile industry encouraged them to buy acar using an installment plan, or credit.Consumers would make partial payment at thetime they purchased the car and would pay forthe rest of the car in installments. Theautomobile industry was so successful at usingthis method to sell its product that otherbusinesses began to advertise installment plans,or buying on credit, as a way to purchase theirproducts. By the end of the decade, it hadbecome an accepted practice for Americans topurchase consumer goods using credit.

As the consumer demand for automobilesincreased, industries that created material formaking cars, such as petroleum and steel,experienced growth. With more and morecars on the roads, it became apparent that theroadway systems needed to be improved. TheFederal Road Act of 1924 made federal funds

The Impact of the Automobile in the 1920s

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Standardized Test PracticeAnswer the following questions based on your lists and the reading.

1 Which of the following was both a socialand economic effect of the automobile?

A Use of installment plan, or credit, topurchase products

B Growth of industries that suppliedmaterials to the automobile industry

C Creation of new roadway systems

D Increase of service industries

2 Which of the following events was not asocial impact that the automobile had inthe 1920s?

F Women gained greater independence.

G Teenagers’ ways of socializingchanged.

H Service industries increased.

J Workers lived farther away fromwork.

available to the states for this purpose. As aresult, most states began aggressive programs tobuild new roads. This effort to improve theroadway systems had a direct economic impact. Itprovided jobs to thousands of workers whoconstructed the new roadways. Servicebusinesses, such as restaurants, garages, gasstations, motels, and roadside camps, sprang upalong the roadways to meet the needs anddemands of the more mobile consumer.

The impact of the automobile was not limitedto the economy. Automobiles provided greatermobility and decreased the time it took to reach adestination, so workers no longer needed to live

close to work in order to arrive on time. As aresult, new suburbs began to emerge aroundsome large cities. With the overall economybecoming more productive and efficient,Americans had more leisure time. Women beganto drive cars, which gave them greater independ-ence. Homemakers used the convenience of carsto complete their domestic chores. People wholived in rural areas drove to the cities for shoppingor entertainment. Families made more frequenttrips to visit relatives or took vacations to moredistant places. Teenagers used the cars as a meansto escape from the confines of home and tosocialize with their peers.

DIRECTIONS: Lists are a convenient way to place facts and details in appropriate categories. Usinginformation in the reading, classify the economic and social effects that the automobile had on theUnited States in the 1920s.

Economic Effects of the Automobile Social Effects of the Automobile

• •

• •

• •

• •

• •

• •

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ACTIVITY 17Identifying and Evaluating Evidence

Social Studies Objective: The student will evaluate written, oral, and visual evidence of social studiesinformation.

Any information that proves a claim or conclusion is known as evidence. There are four basickinds of evidence: oral accounts (eyewitness testimony), written documents (diaries, letters,books, articles), objects (artifacts), and visual forms (photographs, videotapes, paintings,drawings). These kinds of evidence fall into one of two categories—primary evidence andsecondary evidence. Participants or eyewitnesses to events produce primary evidence. Secondaryevidence is produced later by those who did not experience events directly.

★ Practicing the SkillRead the claim and study the photo and textbook excerpt below about the 1930s Dust Bowl. Then completethe activity that follows.

Claim: The Dust Bowl was an ecological and human catastrophe.

★ Learning to Evaluate EvidenceUse the following guidelines to help you identify and evaluate evidence.

• Clearly define the issue, claim, or conclusion.• Use evidence to support or disprove a

conclusion.

• Compare the evidence to see if they agree.• Rate the evidence on objectivity or bias.

On Sunday, April 14, 1935, one of thebiggest dust storms of the 1900s swept over theGreat Plains of the United States. Huge blackclouds of dust, more than 1,000 feet high,formed a wall miles wide. Birds flew franticallytrying to escape suffocation in the roiling storm.Motorists were stranded for hours along thehighway, totally blinded by the impenetrablecloud. The rain sent mud balls splattering to theground. Dust from the “black blizzard” piled upon railroad lines, and it took snowplows severaldays to clear the tracks.

Standardized Test PracticeC

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DIRECTIONS: Evidence that is interpreted the same way by all observers must be given moreconsideration than evidence that is less definite. Use the following evidence to support or disprove aclaim.

1. Study the map and the John Steinbeck reading below.

2. On the following lines, provide evidence supporting the claim that the Dust Bowl was anecological and human catastrophe. Also list the types of evidence you used.

Standardized Test PracticeAfter completing the activity, answer the following questions.

“And then the dispossessed were drawn west—from Kansas, Oklahoma, Texas, New Mexico;from Nevada and Arkansas families, tribes, dustedout, tractored out. Carloads, caravans, homeless,and hungry; twenty thousand and fifty thousandand a hundred thousand and two hundredthousand. They streamed over the mountains,hungry, restless—restless as ants, scurrying tofind work to do—to lift, to push, to pull, to pick,to cut—anything, any burden to bear, for food.The kids are hungry. We got no place to live.Like ants scurrying for work, for food, and mostof all for land.”

The Grapes of Wrath, John Steinbeck, 1939

1 Which of the following pieces ofevidence is a secondary source?

A the photograph of the migrant family

B the excerpt from a textbook

C a diary of a migrant worker

D a 1930s newspaper article about themigration

2 Which of the following pieces ofevidence is a primary source?

F an encyclopedia excerpt

G a recent map of the Dust Bowl area

H a letter from a migrant family

J a historical account written in the1990s

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ACTIVITY 18Outlining Information for Writing


Social Studies Objective: The student will organize information by outlining prior to writing.

Before writing a paper, you can start by outlining the information you have researched. Anoutline is a summary of main points and supporting ideas. Formal outlining involves the use of asystem of numbers and letters to help you organize your material and further focus your researchefforts. Informal outlining can be more helpful for the essays you write for standardized textsbecause it allows you to quickly organize your ideas before you begin writing.

★ Practicing the SkillRead the writing prompt below, and then complete an informal outline structured like the one suggested.

★ Learning to Informally Outline for WritingUse the following guidelines to help you develop an outline for standardized test essays.

• Informal outlines do not need letters andnumbers.

• Organize your material into a few maintopics; decide on subtopic headings.

• Under subtopics, place relevant details toelaborate on the subtopic.

• After research, prepare a final version ofyour outline.

• Write a sentence or statement expressingthe central idea of your paper.

Eleanor Roosevelt, who was an advocate ofmany causes, was also the recipient of thousandsof letters from people who were deeply affectedby the Depression. A 15-year-old girl from PortMorris, New Jersey, wrote to her in March 1934:“Do you realize how hard its [sic] going to befor most people? Like me, for instance, I am ayoung girl of fifeteen [sic] and I need a coat, sobad I have no money, nor any means of gettingany. My father has been out of work for twoyears.” Her story of hardship was not uncommonduring this difficult time in our nation’s history.

Imagine that you are this 15-year-old girl, ora teenage boy during the Depression. On anothersheet of paper, write an essay in which you

describe how you think you would feel if youwere this girl or boy. What kinds of fears orworries do you think you would experience?How do you think your life would have changed?How do you think your family took care of basicneeds such as food, clothing, and shelter? Whatkind of future would you envision for yourgeneration? Before you write, complete aninformation outline like the one below.• Introduction• Main Idea

— Supporting point or detail— Supporting point or detail— Supporting point or detail

• Conclusion

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On May 7, 1933, President Franklin D.Roosevelt addressed the nation in one of hisfireside chats. During the radio show, he outlinedthe New Deal program. The goal of the programwas to encourage economic recovery of thenation, provide relief to needy American citizens,and bring about legislative reforms to ensure thatan economic disaster of this magnitude did nothappen again.

Several new administrations were createdunder the New Deal. The Federal EmergencyRelief Administration made federal funds availableto state and local relief agencies to provide aid tothe unemployed. The Home Owners’ LoanCorporation provided low-interest loans to peoplewho were struggling to pay their mortgages. TheAgricultural Adjustment Administration (AAA)was created to help businesses and farmers get

back to work. However, the AAA tried to raisefarm prices by limiting production, and criticsstated that farmers should not cut foodproduction when so many in the nation weregoing hungry. A system of providing federalretirement funds was established under the SocialSecurity Act. However, this law excluded millionsof farmers and domestic workers. The PublicWorks Administration (created in 1933) andWorks Progress Administration (created in 1935)were both established to relieve unemployment,but by 1940, about 8 million people were stillwithout work.

In 1937 the economy took a downturn and asevere recession occurred. The New Deal helpedrelieve much of the nation’s economic distress,but no major New Deal legislation was enactedafter 1938.

The New Deal

Imagine that you are an unemployed worker in the late 1930s. You may or may not support some orall of the changes presented in Roosevelt’s New Deal program. In the space below, prepare aninformal outline for an editorial on the issue. Add additional supporting points or details ifnecessary. Also draft an introductory sentence that explains the topic and your approach to it. Then,on a separate sheet of paper, write the editorial in which you explain your position.

• Introduction

• Main Idea

— Supporting point or detail



• Conclusion

Read the selection below and complete the activity that follows.

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ACTIVITY 19Interpreting Charts and Tables


★ Practicing the SkillUse the information in the chart to complete the activity on the following page.

Social Studies Objective: The student will interpret information in charts and tables.

A chart or table is often used to organize data. After studying the data in a chart or table, youwill be able to analyze trends or patterns. A chart or table, for example, may show population trendsover a period of time. Information in a chart or table may also compare different types of data.

★ Learning to Interpret Charts and TablesUse the following guidelines to help you interpret data in tables and charts.

• Read the chart’s or table’s title todetermine its subject.

• Read each column’s heading and eachrow’s label.

• Study the data vertically in each columnand horizontally across the rows.

• Identify relationships and drawconclusions.

Japanese American Internment Camps of World War II

Amache (Granada),Colorado August 24, 1942 October 15, 1945 7,318

Gila River, Arizona July 20, 1942 November 10, 1945 13,348

Heart Mountain,Wyoming August 12, 1942 November 10, 1945 10,767

Jerome, Arkansas October 6, 1942 June 30, 1944 8,497

Manzanar, California March 21, 1942 November 21, 1945 10,046

Minidoka, Idaho August 10, 1942 October 28, 1945 9,397

Poston (ColoradoRiver), Arizona May 8, 1942 November 28, 1945 17,814

Rohwer, Arkansas September 18, 1942 November 30, 1945 8,475

Topaz (Central Utah),Utah September 11, 1942 October 31, 1945 8,130

Tule Lake, California May 27, 1942 March 20, 1946 18,789

PeakLocation of Camps Date Camp Opened Date Camp Closed Population

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DIRECTIONS: Breaking down the chart into its specific elements or parts will help you to interpretthe chart. Using the chart on the previous page as a guide, answer the following questions about theelements of a chart.

1. What is the subject of the chart?

2. What are the chart’s column headings? Row labels?

3. Study the data in each column and row. What generalization(s) can you make from the data inthe chart?

Standardized Test PracticeUse the chart on the previous page to answer the following questions.

1 Based on the chart, which camp openedfirst?

A Minidoka, Idaho

B Jerome, Arkansas

C Poston (Colorado River), Arizona

D Manzanar, California

2 Based on the chart, which camp had thelargest peak population?

F Gila River, Arizona

G Tule Lake, California

H Heart Mountain, Wyoming

J Poston (Colorado River), Arizona

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Social Studies Objective: The student will examine decisions made in history.

In problem solving, a choice made among two or more alternative courses of action is knownas a decision. Your final decision should not conflict with your goals or values, so you must weigheach choice carefully.

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

ACTIVITY 20Making Decisions

★ Learning to Examine DecisionsUse the following guidelines to help you examine decisions.

• Find out what issue required a decision.• List the alternative decisions that were

available.• Identify the positive and negative

consequences of each choice.

• Evaluate each choice and itsconsequences.

• Evaluate the decision.


By the spring of 1945, the Japanese facedcertain defeat. Yet they continued to fight. Theirrefusal to surrender led the United States to usea powerful new weapon: the atomic bomb. In1939 the German-born physicist Albert Einsteinhad sent a letter to President Roosevelt warninghim that the Nazis might try to use the energyof the atom to build “extremely powerful bombsof a new type.” Wanting to develop suchweapons first, Roosevelt created a top-secretoperation, the Manhattan Project. After years ofwork, on July 16, 1945, scientists tested theatomic bomb in the New Mexico desert.Truman now had to decide whether to use thebomb against Japan. The Allies issued the

Potsdam Declaration, warning that if Japan did not surrender, it faced “prompt and utterdestruction.” The Japanese leader did notsurrender, and Truman ordered the use of thebomb.

On August 6, 1945, an American B-29bomber, the Enola Gay, dropped an atomic bombon the Japanese city of Hiroshima. Three dayslater, a second bomb was dropped on the city ofNagasaki. The atomic bombs caused unimaginabledestruction. The first bomb leveled Hiroshima andkilled from 80,000 to 120,000 people instantly;the Nagasaki bomb killed between 35,000 and74,000 people. Thousands more were injured, and many died later from radiation.

The Atomic Bomb

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DIRECTIONS: Making decisions involves weighing the costs and benefits that each course of actionmay bring. Imagine that you are President Truman in the spring of 1945. Should you give the order todrop the atomic bomb on Japan? Study the following source related to the decision to drop the bomb andanswer the questions that follow.

In July 1945, President Truman went to Potsdam, near Berlin, for a meeting with WinstonChurchill and Josef Stalin. While the president was on his way back to the United States, an atomicbomb was dropped on Hiroshima, Japan. Three days later a second bomb was dropped onNagasaki. On August 15, 1945, the Japanese surrendered. Many Americans have questioned thewisdom and morality of using the atomic bomb. In recent years, some historians have suggestedthat the real reason for dropping the atomic bomb was to show the Soviet Union that the UnitedStates had a trump card in any postwar dispute. In his memoirs, from which this excerpt is taken,President Truman offers his own explanation of his decision to use the atomic bomb.

“The historic message of the first explosion of an atomic bomb was flashed to mein a message from Secretary of War Stimson on the morning of July 16. The mostsecret and the most daring enterprise of the war had succeeded. We were now inpossession of a weapon that would not only revolutionize war but could alter thecourse of history and civilizations.

“The Army plan envisaged an amphibious landing in the fall of 1945 on theisland of Kyushu, the southernmost of the Japanese home islands. The first landingwould then be followed approximately four months later by a second greatinvasion, which would be carried out by our Eighth and Tenth Armies, followed bythe First Army transferred from Europe, all of which would go ashore in the Kantoplains near Tokyo. In all, it had been estimated that it would require until the latefall of 1946 to bring Japan to her knees.

“This was a formidable conception, and all of us realized fully that the fightingwould be fierce and the losses heavy. General Marshall told me that it might costhalf a million American lives to force the enemy’s surrender on his home grounds.

“Let there be no mistake about it. I regarded the bomb as a military weapon andnever had any doubt that it should be used.

“In deciding to use this bomb I wanted to make sure that it would be used as aweapon of war in the manner prescribed by the laws of war. That meant that Iwanted it dropped on a military target. I had told Stimson that the bomb should bedropped as nearly as possible upon a war production center of prime militaryimportance.”

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1. Why did Truman want to avoid an invasion of Japan with American troops?

2. According to Truman’s military advisers, how many American lives might have been lost in aninvasion of Japan?

3. Upon what kind of target did Truman want the atomic bomb dropped?

4. What effect did Truman come to believe the atomic bomb would have on history?

Standardized Test PracticeAfter completing the activity, answer the following questions.

Name __________________________________ Date ____________________ Class ____________

1 In recent years, some historians havesuggested that Truman’s real reason fordropping the atomic bomb was

A to save the thousands of Japaneselives that would be lost during aninvasion.

B to save the enormous amount ofmoney that would be required tomount a full-scale invasion of Japan.

C to show the Soviet Union that theUnited States had the atomic bombin case of any disputes after the war.

D to keep the Japanese fromdeveloping the atomic bomb.

2 Truman said that he chose to drop theatomic bomb on Japan because

F the Soviet Union was about toinvade Japan.

G the Soviet Union would soon havean atomic bomb of its own.

H the Japanese could never be defeatedwith conventional forces.

J too many American lives would belost in an invasion of Japan.

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Social Studies Objective: The student will create written, oral, and visual presentations of social studiesinformation.

The primary purpose of a news story is to provide the latest information about current affairsto the reader. In a news story, the first paragraph—the lead—captures attention and summarizesthe main points of the story. Other details are related in decreasing order of importance. Most ofthe details in a news story are facts—statements, events, and observations—that can be proved ordisproved. The goal of a news story is to answer basic questions (the 5 Ws and H )—Who? What?Where? When? Why? and How?

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

ACTIVITY 21Writing a News Story

★ Learning to Write a News StoryUse the following guidelines to help you write a news story.

• Gather information that will addauthority and interest to your writing.

• Write a strong lead. Grab the reader’sattention and summarize your main points.

• Present the details in order of importance.

Start with the most important points.• Be fair. Cover all sides of the story, and

keep your own opinions out of your article.• Make sure your facts are accurate and

that proper names are spelled correctly.



In 1945, as the Allies moved toward victoryin World War II, questions about the organi-zation of the postwar world arose. Soviet forceshad pushed back German armies and occupiedmuch of Eastern and Central Europe. Shouldthese areas remain in Soviet hands?

In February 1945, the “Big Three” Alliedleaders—Franklin D. Roosevelt, Winston Churchill,and Josef Stalin—met at Yalta, a Soviet port on theBlack Sea. They met to discuss issues affecting thepostwar world. Out of this meeting came the Yaltaagreement, in which the Soviet Union agreed toenter the war against Japan. In return, the Sovietsreceived some territories in Asia.

Reaching an agreement on postwararrangements proved more difficult. Roosevelt

and Churchill feared the Soviet domination ofEastern Europe and the spread of communism.Stalin, on the other hand, wanted to keep a largearea of land between the Soviet Union and itspotential enemies in the West.

Germany presented a special problem. TheAllies finally agreed to divide Germany into fourzones until elections could be held to determineits future. The Soviet Union, the United States,Britain, and France would each control a singlezone.

Stalin agreed to allow free elections inoccupied Eastern Europe and to cooperate inplanning for the new international organization(the United Nations) proposed by the UnitedStates and Britain. Roosevelt and Churchill felt

The Cold War

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DIRECTIONS: Most of the details in a news story are facts. Use information from the selection aboveto answer the six basic questions of news writing in the chart below.

encouraged about a peaceful postwar world.Their hopes went unfulfilled.

The uneasy wartime alliance between theWestern nations and the Soviet Union did notlast. Stalin did not keep his promise to hold freeelections in Eastern Europe. Instead the Sovietsset up Communist governments in thesecountries, and Soviet forces remained in theregion.

Developments in Eastern Europe led to agrowing distrust between the Soviet Union andWestern nations. Europe split into two camps: theSoviet-controlled Communist governments of theEast and the capitalist democracies. WinstonChurchill declared in a speech in 1946 that an“iron curtain” had descended on Europe. TheCold War that resulted from these events lasteduntil the breakup of the Soviet Union in 1991.

5 Ws and H

Who was involved? Who caused the action? Who else was affected?

What happened? What was the action? What were the reactions?

When did it take place? When would related actions occur?

Where did it happen? What was the scene like?

Why did it happen? Why was it significant?

How did it happen? How does it work? How will it affect people?

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Standardized Test PracticeImagine that you are a reporter who was present at the Berlin Blockade and Airlift in 1948–1949. Usethe guidelines on writing a news story and the information below to write a news story of two to threeparagraphs. Here are the facts for writing the news story. Write your story on another sheet of paper.

• Background: At Yalta the Allied leaders had divided Germany into four occupation zones; the SovietUnion controlled the eastern part of the country; the United States, Britain, and France divided thewestern part.

• Background: The German capital of Berlin, located deep within Soviet-controlled East Germany, wasalso divided among the four nations.

• On June 7, 1948, the United States, Britain, and France announced that they were uniting theirzones to form a new West German republic.

• Each nation’s section of Berlin would be included in this republic as well, even though the city waswithin Soviet-held East Germany.

• On June 24, 1948, Stalin established a blockade of Berlin. Soviet troops rushed into position aroundthe edge of West Berlin. All traffic into and out of West Berlin was stopped. Berlin and its twomillion citizens were cut off from vital supplies.

• American and British cargo planes began flying food, fuel, and other supplies into West Berlin. Theairlift continued day and night for 11 months, delivering more than 2 million tons of supplies toWest Berlin.

• In May 1949, Stalin ended the Berlin blockade.

Use the space below to write an informal outline organized around the “5 Ws and H.”

Who: ________________________________________________________________________________

________________________________________________________________________________

What: ________________________________________________________________________________

________________________________________________________________________________

When: ________________________________________________________________________________

________________________________________________________________________________

Where: ________________________________________________________________________________

________________________________________________________________________________

Why: ________________________________________________________________________________

________________________________________________________________________________

How: ________________________________________________________________________________

________________________________________________________________________________

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★ Practicing the SkillStudy the bar graph below to discover changes in where Americans lived between 1901 and 1960, and thenanswer the questions.

Many Americans moved to the suburbs during the1950s.

1. Between 1951 and 1960, what percentage ofpopulation growth was in the central cities?

2. How did the percentage of suburbandwellers change from 1921 to 1960?

3. Which group experienced increases inpercent of population growth every decadebetween 1901 and 1960?

Social Studies Objective: The student will analyze information by interpreting graphs.

Drawings that present statistical data are known as graphs. Each kind of graph has certainadvantages in presenting numerical facts. Line graphs are best for showing how statistics changeover time. Bar graphs are better for making statistical comparisons. Circle graphs show relationshipsamong parts of a whole.

★ Learning to Interpret GraphsUse the following guidelines to help you interpret graphs.

• Read the graph’s title.• Read data on the axes of bar graphs, follow

the dot/lines on a line graph, or read thelabels for each segment in a circle graph.

• Analyze the data, make comparisons,and draw conclusions.

ACTIVITY 22Interpreting Graphs


70

60

50

40

30

20

10

0Perc

ent

of p

opul

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n gr

owth

Year1901–10 1911–20 1921–30 1931–40 1941–50 1951–60

Source: Bureau of the Census.

Where Americans Lived,1901–1960

Ruraldwellers

Central citydwellers

Suburbandwellers

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Standardized Test PracticeAnalyze the bar graph on the previous page and answer the following questions.

Name __________________________________ Date ____________________ Class ____________


1 In what period of years did suburbandwellers experience their highestpercentage of population growth?

A 1901–10

B 1921–30

C 1941–50

D 1951–60

2 How did the percent of populationgrowth for rural dwellers change from1910 to 1960?

F decreased by about 20 percent

G increased by about 50 percent

H remained the same

J increased by about 50 percent

DIRECTIONS: Use the information in the bar graph on the previous page to make a line graphbelow. On a line graph, numbers usually appear on the vertical axis, while time is usually shown on thehorizontal axis. Lines on the graph show whether the trends go up or down over time. On your line graph,show changes in where people lived in the United States over time. Compare rural dwellers to central citydwellers to suburban dwellers by representing each group with a differently colored line. Then drawconclusions about the impact of these changes on American society.

Title:

PER

CEN

T O

F P

OP

ULA

TIO

N G

RO

WT

H

70

60

50

40

30

20

10

01901–10 1911–20 1921–30

YEAR

1931–40 1941–50 1951–60

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ACTIVITY 23Making Generalizations


Social Studies Objective: The student will analyze information by making generalizations.

A broad statement drawn from a group of facts about a topic is called a generalization. To bevalid, a generalization must be supported by evidence that is logical and factual. Learning to makegeneralizations will help you develop conclusions and identify trends. An example of a general-ization is “Only tall people play basketball well.” Can this be supported by facts? If not, it is not avalid generalization.

★ Practicing the SkillRead the paragraphs below, and then complete the activity that follows.

Soon after becoming president, Lyndon B.Johnson outlined a set of programs even moreambitious than John F. Kennedy’s New Frontier.He called his proposals the “Great Society.” In aspeech he explained his vision of America:

“In a land of great wealth, families must not live in hopeless poverty. In a land rich in harvest, children must not go hungry. . . . In a great land of learningand scholars, young people must be taughtto read and write.”

Johnson had acquired great skills as alegislator during his 26 years of congressionalexperience. He used this skill to persuadeCongress to launch programs that would makethe Great Society real.

In January 1964, President Johnson declared“an unconditional war on poverty in America.”The first part of his plan for a Great Societyconsisted of programs to help Americans wholived below the poverty line—the minimumincome needed to survive.

The Great Society

★ Learning to Make GeneralizationsUse the following guidelines to help you make generalizations.

• Collect facts about a topic.• Identify the relationships among the facts.

• Make a generalization that states arelationship and is consistent with most ofthe supporting facts.

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DIRECTIONS: Generalizations are made from individual, supporting facts. Study the chart below. Payparticular attention to who was helped and how money was spent. Complete the Venn diagram on thenext page about the New Deal and the Great Society. In one circle list the characteristics of the NewDeal; in the other circle, the characteristics of the Great Society. In the area of the diagram where thetwo circles overlap, list the characteristics shared by both programs. Label each circle.

New Deal/FDRCivilian Conservation Corps (CCC)—provided jobsfor young men to plant trees, build bridges and parks,and set up flood control projects

Tennessee Valley Authority (TVA)—built dams to provide cheap electric power to sevensouthern states; set up schools and health centers

Federal Emergency Relief Administration (FERA)—gave relief to the unemployed and needy

Agricultural Adjustment Administration (AAA)—paid farmers not to grow certain crops

National Recovery Administration (NRA)—helped devise standards for production, prices, andwages

Public Works Administration (PWA)—built ports, schools, and aircraft carriers

Federal Deposit Insurance Corporation (FDIC)—insured savings accounts in banks approved by thegovernment

Rural Electrification Administration (REA)—loaned money to extend electricity to rural areas

Works Progress Administration (WPA)—employed men and women to build hospitals,schools, parks, and airports; employed artists, writers,and musicians

Social Security Act (SSA)—set up a system of pensions for the elderly,unemployed, and people with disabilities

Farm Security Administration (FSA)—lent money to sharecroppers; set up camps formigrant workers

Great Society/LBJProject Head Start—provided preschool education for the children of poor families

Upward Bound—helped poor students attend college

Job Corps—offered job training to young people who wanted towork

Volunteers in Service to America (VISTA)—domestic peace corps; put citizens to work in poorneighborhoods

Medicare—helped pay for medical care for senior citizens

Medicaid—helped poor people pay their hospital bills

Department of Housing and Urban Development(HUD)—helped fund public housing projects

Model Cities—provided money to help rebuild cities

Elementary and Secondary Education Act—greatly increased spending for education

Civil Rights Act of 1964—prohibited discrimination against African Americansin employment, voting, and public accommodations;banned discrimination by race, color, sex, religion, ornational origin

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DIRECTIONS: After creating the Venn diagram, consider what conclusions you might draw from it.Formulate a generalization about the New Deal and Great Society. You can use the information on thediagram and your own knowledge of American history. Choose to focus on the people who were helped,the purposes for which money was spent, or some other characteristic of the two programs. Write yourgeneralization on the lines below.

Standardized Test PracticeAnswer the following questions based on the reading, chart, and diagram.

1 Which of the following characteristicsapply to both the New Deal and theGreat Society?

A They both addressed labor issues.

B They both addressed issues relatedto senior citizens.

C They both focused on problemsrelated to farm production.

D They both included extensive dambuilding programs.

2 Based on the diagram, what general-ization can you make about the twoprograms?

F Both used the federal government toaddress problems of poverty.

G Neither used federal funds toimprove education.

H Both favored letting the statesindividually handle problems relatedto poverty.

J Both provided jobs for writers,artists, and musicians.


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Social Studies Objective: The student will identify points of view from the historical contextsurrounding an event and the frame of reference that influenced the participants.

A person’s point of view is the way he or she interprets topics or events. There are a numberof factors that affect a person’s point of view, including age, gender, ethnic background, andreligion. The ability to interpret points of view will help you determine the objectivity of anargument or the accuracy of a description.

★ Practicing the SkillRead the following introduction and excerpts from speeches given by Martin Luther King, Jr. Then answer thequestions that follow.

ACTIVITY 24Recognizing Point of View

★ Learning to Recognize Point of ViewUse the following steps to help you recognize point of view.

• Read the material and identify thegeneral subject.

• Identify the tone or attitude the authortakes toward the subject.

• Identify aspects of the topic that theauthor has emphasized or excluded.

• Identify any words or phrasessuggesting a personal opinion.



Martin Luther King, Jr., had his roots in theSouthern Baptist church—both his father andmaternal grandfather were Baptist preachers.King skipped two grades in high school andentered college at the age of 15. Instead of goinginto law as he originally intended, his fatherencouraged him to go into the ministry. Kingwas ordained as a minister in 1947 and went onto obtain his bachelor’s and doctorate degrees.He studied the ideas of several philosophers andtheologians. In his studies, he became particularlyinterested in Mohandas Gandhi’s philosophy ofnonviolence and Henry David Thoreau’s 1849essay, Civil Disobedience, which defendednonviolent resistance to oppression.

In 1954 King became the pastor of DexterAvenue Baptist Church in Montgomery,Alabama. In December 1955, Rosa Parks wasarrested in Montgomery for refusing to give up

her seat on a bus to a white passenger. This eventspurred black activists in that city to form theMontgomery Improvement Association, whichcoordinated the efforts to boycott the city’spublic bus system. At the age of 26, King waschosen as their leader. This moved him frombeing a relatively unknown preacher to becominga voice that was recognized throughout thenation. Intelligent, articulate, and well educated,he turned into a powerful leader in the civilrights movement. He was able to mobilize andunify the black masses by appealing to their rootsin the African American church. Instead ofseeking vengeance against the white majority, heoffered brotherhood. At the heart of King’sleadership was promoting equality for all peoplethrough nonviolent means.

In a speech at the annual NAACPconvention on July 27, 1956, King stated:

Martin Luther King, Jr.

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DIRECTIONS: Identifying point of view helps you determine the accuracy of a description. Review theguidelines for recognizing point of view and answer the following questions.

1. What is the general subject of the excerpts of speeches given by Martin Luther King, Jr.?

2. What do you know about Martin Luther King, Jr., that might reveal his point of view?

3. What words or phrases indicate his point of view?

4. Based on the excerpts, do you agree or disagree with his viewpoint?

Standardized Test PracticeAfter reading the excerpts on the previous page and above, answer the following questions.

1 According to the introduction andexcerpts from speeches given by MartinLuther King, Jr., which of the followingstatements is accurate?

A The unequal treatment of AfricanAmericans was an acceptable practice.

B Segregation was not a problem inthe United States.

C Passive resistance was a morepowerful and honorable way toprotest inequality.

D The best way to fight for equalrights was with violent means.

2 According to the excerpts, King believedthat the courage to protest nonviolently

F would require suffering and sacrifice.G might result in being sent to jail.H could lead to physical death.J All of the above.

“Where segregation exists, we must bewilling to rise up en masse and protestcourageously against it. I realize this type ofcourage means suffering and sacrifice. It mightmean going to jail. If such is the case, we musthonorably fill up the jailhouses of the South. Itmight even lead to physical death. But if suchphysical death is the price that we must pay tofree our children from a life of permanentpsychological death, then nothing could be morehonorable. This is really the meaning of themethod of passive resistance. It confronts

physical force with an even stronger force, soulforce.”

In a speech to a large crowd at the St. JohnA.M.E. Church on December 20, 1956, Kingdeclared:

“This is the time that we must evince calmdignity and wise restraint. Emotions must notrun wild. Violence must not come from any ofus, for if we become victimized with violentintents, we will have walked in vain, and ourtwelve months of glorious dignity will betransformed into an eve of gloomy catastrophe.”

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Social Studies Objective: The student will create written, oral, and visual presentations of social studiesinformation.

Writing that involves imparting information to an audience is called informative, orexpository, writing. This kind of writing may include giving directions, presenting a new idea,comparing one thing to another, or explaining how to do something. Knowing your audience—itsinterests, background, and vocabulary—will help you focus your writing and choose details.


ACTIVITY 25Writing to Inform an Audience

★ Learning to Write Effectively for an AudienceUse the following guidelines to help you write informational material.

• Identify your audience. Consider itsinterests and background. Use languagethat your readers will understand.

• Support your main idea with interestingdetails that will help readers grasp

unfamiliar information or relateinformation to their own experiences.

• Use facts, statistics, or quotations to helpreaders understand the importance ofthe topic.



As more and more American troops weresent to fight in Vietnam, opposition to the wargrew. Students and other opponents of theVietnam War came to be called doves. Supportersof the war became known as hawks.

Opposition to the war also grew within thegovernment. Two sets of Senate hearingsintensified the debate between the hawks and thedoves.

In 1966 Senator William J. Fulbright, headof the Senate Foreign Relations Committee, heldhearings on the war in Vietnam. Some of thegovernment officials who testified thought thewar was a mistake. The televised hearingsbrought the debate into Americans’ homes.Fulbright, who had once supported the war, nowdoubted “the ability of the United States toachieve [its] aims.”

Senator John C. Stennis of Mississippi heldanother round of hearings in 1967. At thesehearings of the Senate Armed ServicesCommittee, officials made a case for continuingthe war. A report from the Stennis hearingsconcluded that the United States should “dowhatever is necessary . . . and apply the force thatis required to see the job through.”

Congress was of two minds about theVietnam War. The same could be said of theAmerican people. Across the nation, more andmore Americans came to view the warunfavorably. Some thought the United Statesshould not be fighting in Vietnam. Othersopposed the way the government conducted thewar. Both hawks and doves criticized PresidentJohnson for his handling of the war in Vietnam,and his approval rating declined dramatically.

Hawks and Doves

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DIRECTIONS: To prepare for informative writing, you must thoroughly understand your subject sothat you can explain it to your audience in a clear, straightforward way. Read the selection and study thepicture below. Then answer the following questions. Also use the reading on the previous page to help youanswer the questions.

Along with the increasing number of United States troops in Vietnam, the antiwar movementalso grew. Religious groups, peace groups, antinuclear groups, civil rights groups, and women’sgroups joined the students in protesting the war.

Huge antiwar rallies in the spring of 1967 drew tens of thousands of protesters to New York Cityand San Francisco. Marching alongside the students were Americans from all walks of life: priests,business people, and mothers pushing children in strollers.

Antiwar protests grew as more and more Americans demonstrated a willingness to risk arrest inacts of civil disobedience protesting the war. On October 21, 1967, more than 50,000 protesterscrowded onto the Pentagon steps where armed troops waited. Scores of young men burned theirdraft cards as supporters chanted, “Burn cards, not people!” Some protesters, pleading with thetroops to join them, placed flowers in the barrels of the rifles. Hundreds of protesters were arrested,and many were beaten.

From the St. Louis Post-Dispatch, May 3, 1970:

“In asking the American people tosupport the expansion of the Vietnam War toCambodia, as he has already expanded it toLaos, [Nixon] asks them to believe the samefalse promises which have repeatedlybetrayed them against their will into everdeeper involvement on the mainland of Asia.

“They are asked to seek peace bymaking war; to seek withdrawal of ourtroops by enlarging the arena of combat; todiminish American casualties by sendingmore young men to their death.”

1. What details in the picture reveal that the protesters were willing to risk arrest or injury?

2. What does the St. Louis Post-Dispatch believe about expanding the war into Cambodia?

Standardized Test PracticeLook carefully at the picture and read the selections above. On a separate sheet of paper, write a shortinformative essay describing what is happening in the picture. Your audience is a group of students unfamiliarwith the Vietnam War and the protests against it. Before writing, think about what your audience needs toknow and how you can relate your information to their experiences.

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ACTIVITY 26Using Bar Graphs to Interpret Data



★ Practicing the SkillRead the following paragraphs and study the table. Then complete the activity that follows.

Social Studies Objective: The student will analyze information by interpreting bar graphs.

You can use a bar graph to compare different items or changes in the same item over time.The horizontal and vertical axes of a bar graph provide the structure for the data. When these axesrepresent numbers, each amount of space along the axis should represent the same unit or number.

★ Learning to Make a Bar GraphUse the following guidelines when making a bar graph.

• Collect statistical data for the bar graph.• Create a grid with horizontal and

vertical axes.

• Decide how each axis will be dividednumerically. Label each unit.

• Give the graph a title and create bars byfilling in data.

Until the twentieth century, an Americanwoman’s traditional role was as wife andmother—her life centered around her home. Bythe 1960s, the largest percentage of women thathad worked outside of the home was 36 percent.This was in 1944, when the demand for workersrose due to increased manufacturing for WorldWar II. Women filled this demand since a largesegment of the male population was serving inthe war.

The 1960s marked a period of political andsocial change in the United States. During thattime, women’s movements began to emerge thatchallenged women’s traditional role and workedfor greater equality for women in all areas of theirlives—at work, at home, and in society. Thesemovements contributed to an increasedacceptance of women having careers, opening upgreater opportunities for women in theworkplace.

Women in the Workplace

Percentages of Women and Men in Civilian Labor Force

Year Women* Men* Year Women* Men*

1960 37.7 83.3 1985 54.5 76.3

1965 39.3 80.7 1990 57.5 76.1

1970 43.3 79.7 1995 58.9 75.0

1975 46.3 77.9 2000 60.2 74.7

1980 51.5 77.4 (*16 years and older)Source: Bureau of Labor Statistics

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DIRECTIONS: Bar graphs may be drawn vertically or horizontally. Study the chart as well as theguidelines for making a bar graph on the previous page. In the bar graph below, add the missing data forthe percentage of women in the labor force over the past three decades by using data from the chart. Thebars representing the percentage of men in the civilian labor force are shown. Use a different color orpattern to draw in bars that represent the percentage of women in the civilian labor force.

Standardized Test PracticeAnswer the following questions based on the information in the graph.

1 Which decade had the greatest increasein percentage of women in the civilianlabor force?A 1960sB 1970sC 1980sD 1990s

2 Which of the following statements isaccurate?F Since 1960, the percentage of

women in the labor force has

remained greater than thepercentage of men in the labor force.

G Since 1960, the percentage ofwomen in the labor force hassteadily decreased.

H Since 1960, the percentage ofwomen in the labor force hassteadily increased.

J Since 1960, the percentage ofwomen in the labor force hasremained unchanged.

1960 1965 1970 1975 1980 1985 1990 1995 200005

101520253035404550556065707580859095

100

Women

Men

Percentages of Women and Men in Civilian Labor Force, 1960–2000

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ACTIVITY 27Developing a Process to Solve a Problem



Social Studies Objective: The student will use problem-solving and decision-making skills.

A logical sequence of steps directed toward the solution of a problem is known as a process.When you develop a process for problem solving, you first look closely at the problem and analyzeits causes and effects. Then you present the detailed steps involved in completing the process andreaching a solution.

★ Practicing the SkillIn the 1970s many people became concerned about the economy. Europe and Japan challenged America’sworld economic supremacy. Study the information below about the economy during this period. Thencomplete the activity that follows.

Economic Problems in the 1970s• Japanese and European products provided strong

competition to American-made goods.• Organization of Petroleum Exporting Countries (OPEC)

embargoed (stopped) all oil shipments to the UnitedStates and raised its price for oil.

• Energy crisis

Major Concerns/Effects• Foreign competition led to factory closings, layoffs, and

underemployment in the United States.• OPEC oil embargo and increased prices led to oil

shortages and inflation (continuous rise in the price ofgoods and services).

• In addition to inflation, the energy crisis increased thetrade deficit. Because American money flowed overseas topurchase oil (i.e., energy), the value of foreign importsexceeded the value of American exports.

★ Learning to Develop a Problem-Solving ProcessUse the following guidelines to help you develop a process to solve a problem.

• Identify the problem and its probable causesand effects.

• Study possible solutions and evaluate thepros and cons of each.

• Identify the steps of a process for solving theproblem. Arrange the steps in sequentialorder. Explain one step at a time.

• Provide supporting information.• Use transition words such as first, next, then,

and finally to point the way as you write.• Check to make sure that your explanation is

complete and accurate.• Suggest or carry out the solution and

evaluate its effects.

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DIRECTIONS: Developing a process tosolve a problem involves comparing differenttypes of information. Study the informationon the previous page and the graphs to theright. After analyzing this data, answer thefollowing questions that will help you developa problem-solving process.

1. What problem is presented in the data? Whatwere its probable causes and effects?

Problem:

Causes:

Effects

2. What steps would you have proposed tosolve the problem? Briefly list below the stepsof a process directed toward a solution.

A. C.

B. D.

Solution:

Standardized Test PracticeOn a separate sheet of paper, write two or three paragraphs explaining your process for solving the energycrisis or the economic problems in the 1970s. Assume that your audience is students who are unfamiliar withboth the topic and the process.

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Social Studies Objective: The student will analyze information by forming hypotheses.

An educated guess, or hypothesis, is based on evidence that a person has about a situation, aproblem, or a puzzle. Forming a hypothesis is a step in the scientific method. To prove or disprovea hypothesis, you must organize and analyze data and draw conclusions that are relevant to thesituation.

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

ACTIVITY 28Forming Hypotheses

★ Learning to Make and Test HypothesesUse the following guidelines to help you in making and testing hypotheses.

• Observe and ask a detailed question aboutyour observation. Ask questions such as why,how, where, when, which, and if.

• Form a hypothesis by making an educatedguess to answer the question.

• Gather and analyze data to prove or disproveyour hypothesis.

• Challenge your hypothesis by testing anddiscarding irrelevant data.

• Modify your conclusion and retest.• Interpret results and draw conclusions, giving

facts to prove or disprove it.


Ronald Reagan’s election to the presidencyin 1980 marked a significant conservative shift inAmerica. The conservative movement grew acrossthe country, particularly in the South andSouthwest, a region known as the Sunbelt.

Conservatives shared the view that the federalgovernment made too many rules, collected toomuch in taxes, and spent too much money onsocial programs. As part of his promise to reducegovernment and “get the government off thebacks of the American people,” President Reaganpursued a policy of deregulation. This meantremoving the rules and regulations governmentagencies placed on businesses. Under PresidentReagan, for example, the Department ofTransportation wrote new rules for automobileexhaust systems and safety measures that madeproduction less expensive for car manufacturers.

Reagan believed that lower taxes would allowindividuals and corporations to invest in newbusinesses. Because a tax cut would mean lessgovernment income, Reagan also called for lessgovernment spending. In 1981 Congress loweredtaxes and slashed nearly $40 billion from federalprograms such as school lunches, student aid,welfare, low-income housing, and food stamps.

While Reagan cut domestic programs, heincreased military spending. With higher defensespending and lower taxes, the government spentmore money than it collected in revenue. It hadto borrow money to make up the difference. Thisborrowing increased the federal debt, or theamount of money owed by the government.Between 1970 and 1980, the federal debt grewfrom $381 to $909 billion. By 1990 the debthad jumped to $3.2 trillion.

Economic Policy During the Reagan Presidency

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Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: Test each hypothesis to see ifit fits the known facts and is reasonable. Basedon the reading and the graph, speculate abouthow President Reagan’s economic policies,sometimes called supply-side economics, affectedthe federal debt. Follow the steps below.

1. Ask a detailed question.

2. State a hypothesis.

3. Test the hypothesis.

4. State a conclusion.

Standardized Test PracticeAfter reading the selection and studying the graph above, answer the following questions.

1 Which question might an economist askto develop a hypothesis about PresidentReagan’s economic policy, sometimescalled supply-side economics?

A What caused the gross national debtto rise so dramatically in the 1980s?

B How many Americans consideredthemselves “conservative” in the1980s?

C What was the gross national debt ofthe Soviet Union during the Reaganadministration?

D How long was President Reagan inoffice?

2 President Reagan promised to reducegovernment during his two terms inoffice. Which of the following expressesone of the effects of his promise?

F The federal debt declined.

G Government regulations onbusinesses increased.

H Taxes were raised to help pay for theincrease in military spending.

J Congress cut spending on socialprograms such as school lunches.

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YearSource: Statistical Abstract of the United States.

1945

1950

1955

1960

1965

1970

1975

1980

1985

1990

1994

1995

*

5

4

3

2

1

*estimate

Gross National Debt

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Name __________________________________ Date ____________________ Class ____________

Social Studies Objective: The student will evaluate print, visual, and electronic sources of information.

An article written for publication that expresses the writer’s opinion on an issue is known as aneditorial. In some editorials the writer makes a strong case for his or her opinion, but in othereditorials the writer may contrast several viewpoints as background for presenting his or her ownposition on the issue. As with a political cartoon, the purpose of an editorial is to influence publicopinion and to generate discussion.

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

ACTIVITY 29Interpreting and Evaluating Editorials

★ Learning to Interpret and Evaluate an EditorialUse the following guidelines to help you interpret and evaluate editorials.

• Focus on the subject and purpose.• Familiarize yourself with the pros and

cons of the subject as well as the factsthat support both sides.

• Evaluate both sides in terms ofobjectivity and bias.

• Develop your own viewpoint based onthe available information.



NATO is a political and military allianceformed in 1949 among western European states,Canada, and the United States to prevent Soviet

expansion into westernEurope. It was designed toestablish a balance toSoviet military power,including its nuclearthreat. The North Atlantic

Treaty establishing NATO stated that an armedattack against one or more of the NATO memberswould be considered as an attack on all members.

Twelve nations signed the North AtlanticTreaty in 1949. They were Belgium, Great Britain,Canada, Denmark, France, Iceland, Italy, Luxem-bourg, the Netherlands, Norway, Portugal, and

the United States. Greece and Turkey signed thetreaty in 1951, West Germany in 1954, and Spainin 1982. West Germany had been created in 1949,when the nation of Germany was divided intoeastern and western parts. In 1990, following thecollapse of the Communist Warsaw Pact, Germanywas reunited and replaced West Germany as aNATO member.

After the Warsaw Pact’s collapse, NATOmade its forces available for peacekeepingmissions to non-NATO European countries,especially those in the war-torn Balkan Peninsula.It also began to cooperate with former WarsawPact members. By the late 1990s, several of theseformerly Communist countries were seekingmembership in the NATO alliance.

The North Atlantic Treaty Organization (NATO) Copyright ©

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Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: Editorials appeal to both reason and emotion in persuading people to accept a givenviewpoint. In early 1998, a debate began on what the response of the United States should be to theadmission of former Communist nations, such as Poland, Hungary, and the Czech Republic, to the NATOalliance. Study the following editorial from the Dallas Morning News, March 2, 1998, and answer thequestions on the next page.

• Military alliances are unnecessarywhen there is no enemy againstwhich to defend.

• Russia objects. It is showing itspique by delaying implementation of a treaty toreduce nuclear arms. The priority should be toengage Russia, not to fuel its paranoia byexpanding an obsolete alliance.

• It will cost too much. The Congressional BudgetOffice estimates that expansion will cost theNATO allies as much as $125 billion over 10years, of which the United States could beexpected to pay about one-quarter.

• The United States is obliged to defend NATOmembers in case of attack. Americans are notwilling to die for Poland, Hungary, and theCzech Republic.

• The United States should exit NATO altogether.Europe is strong and rich enough to defend itself.

• NATO discouraged Iraqiaggression against Turkey duringthe 1991 Persian Gulf War andbombed Bosnia’s Serbs into negotiating peace in 1995,proving it’s still relevant.

• Russia is resigned to expansion. A new treatyobligating NATO to consult Russia on securitymatters will build understanding.

• The cost to the United States would bemanageable, about $150 million per year over10 years, the Pentagon estimates. Higherestimates are based on false assumptions of aRussian invasion.

• An attack against a NATO member does notautomatically trigger U.S. involvement. NATOallows countries to judge how to respond.

• It makes no sense to guarantee the security ofEurope’s old democracies while neglecting the new.

Should former Communist nations be admitted to NATO?NO

YES

Editor’s Comment

OUR VIEW: U.S. Senate should agree to expand NATOThe Senate should ratify NATO membership for Poland, Hungary, and the Czech Republic.If it declines, those nations would inhabit a “gray zone” of insecurity between NATO and Russia,

increasing the risk of instability and the likelihood that the United States would be drawn into anotherEuropean war.

The concerns about Russia are legitimate. But Russia is getting used to having lost its vassal states. It isbeginning to understand that NATO membership for Poland, Hungary, and the Czech Republic will make itmore, not less, secure. Its people are more concerned about economic opportunity and strengtheningdemocracy than about NATO. Barring some unlikely authoritarian backlash, its parliament will ratify the nucleararms treaty.

One benefit would be psychological. At last, the artificial line dividing West and East would be erased. As NATO members, Poland, Hungary, and the Czech Republic would retake their place in the community ofEuro-Atlantic democracies, from which they were forcibly separated after World War II.

NATO is emerging as something radically new. Don’t think of it anymore as a lot of tanks, troops, andairplanes congregated along a long front. Think of it as projecting stability and managing crises in a broaderstrategic sense. Bosnia is just one example of the kind of “out of area” mission that NATO might undertake inthe future.

Cold War or no Cold War, there is value in collective defense. Like it or not, the United States needs allieswho share its values. The Senate should ratify expansion, and by more than the required two-thirds majority.

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1. What is the subject and purpose of the editorial?

2. Which fact do you think is the strongest argument for the Yes position? Why?

3. Which fact do you think is the strongest argument for the No position? Why?

Standardized Test PracticeAnswer the following questions based on the editorial.

Name __________________________________ Date ____________________ Class ____________


1 Which of the following statementswould an opponent of NATO admissionmake?

A It increases the danger of involvingAmericans in war.

B NATO has been successful in solvingcrises in recent years.

C Eastern Europe’s new governmentsdeserve security.

D Russia will accept expansion.

2 According to the editor, what is a majorargument for supporting the new NATOexpansion?

F Russia is upset about losing herallies.

G The cost of expanding NATO is notsignificant.

H Russia will reduce her nuclear armseven if the expansion takes place.

J NATO provides a collective defenseagainst instability and crises.

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ISBN 0-07-828976-9

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This booklet was reviewed by The Princeton Review, the nation’sleader in test preparation. The Princeton Review helps millions of students every year prepare for standardized assessments of all kinds.Through its association with Glencoe/McGraw-Hill, The PrincetonReview offers the best way to address preparation for standardizedtesting.

The Princeton Review is not affiliated with Princeton University or Educational Testing Service.

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