STANDA TEST RDIZED PRACTICE - glencoe.com

Strategies to Help You Succeed on Standardized Tests!

WORKBOOK

STANDARDIZED TEST PRACTICE

INCLUDES: Skills lessons and test-taking strategies to help studentsprepare for success when taking standardized tests.

Helps students through:

Test-taking tips

Chapter activities specifi c to The American Vision and correlated to American history objectives

TAV©08_STPW_878431-X.indd 1 6/18/07 7:51:28 PM

Creating a Customized FileThere are a variety of ways to organize Glencoe Social Studies teaching aids. Several

alternatives in creating your own files are given below.

• Organize by category (all activities, all tests, etc.)

• Organize by category and chapter (all Chapter 1 activities, all Chapter 1 tests andquizzes, etc.)

• Organize sequentially by lesson (activities, quizzes, tests, for Chapter 1/Section 1,Chapter 1/Section 2, etc.)

No matter what organization you use, you can pull out individual worksheets from thesebooklets for your files, or you may photocopy directly from the booklet and file the photo-copies. You will then be able to keep the original booklets intact and in a safe place.

Image Credits015 The Library of Congress Prints and Photographs; 025 Library of Congress; 030 Library of Congress; 034 Library of Congress;035 Library of Congress; 038 The Library of Congress Prints and Photographs; 043 The Granger Collection, New York; 058 Francis Miller/TimePix/Getty Images; 063 National Archives

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. All rightsreserved. Permission is granted to reproduce the material contained herein on the condition thatsuch material be reproduced only for classroom use; be provided to students, teachers, and fami-lies without charge; and be used solely in conjunction with The American Vision program. Anyother reproduction, for use or sale, is expressly prohibited.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027

ISBN: 978-0-07-878431-6MHID: 0-07-878431-X

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 024 10 09 08 07

000ii STP SE FM 878431-X 6/13/07 8:46 PM Page ii

Table of ContentsObjectives Addressed in the Activities ...................................................................ivWorkbook Overview...............................................................................................vPreparing for a Standardized Test .........................................................................vi

Activity 1 Sequencing Events ................................................................................1Activity 2 Distinguishing Fact from Opinion .........................................................3Activity 3 Comparing and Contrasting ..................................................................5Activity 4 Making Inferences ................................................................................7Activity 5 Reading a Map......................................................................................9Activity 6 Determining Cause and Effect .............................................................11Activity 7 Reading a Special Purpose Map..........................................................13Activity 8 Detecting Bias.....................................................................................15Activity 9 Making Generalizations ......................................................................17Activity 10 Identifying the Main Idea ...................................................................20Activity 11 Formulating Questions .......................................................................22Activity 12 Interpreting Political Cartoons............................................................24Activity 13 Analyzing Information ........................................................................26Activity 14 Analyzing Primary Sources.................................................................29Activity 15 Identifying the Main Idea ...................................................................32Activity 16 Evaluating Information .......................................................................34Activity 17 Drawing Conclusions ..........................................................................36Activity 18 Analyzing Secondary Sources .............................................................38Activity 19 Determining Cause and Effect.............................................................40Activity 20 Interpreting Political Cartoons............................................................42Activity 21 Evaluating Information .......................................................................45Activity 22 Sequencing Events ..............................................................................48Activity 23 Interpreting Graphs ............................................................................51Activity 24 Making Generalizations......................................................................53Activity 25 Analyzing Primary Sources.................................................................56Activity 26 Comparing and Contrasting ................................................................59Activity 27 Interpreting Graphs ............................................................................61Activity 28 Synthesizing Information....................................................................63Activity 29 Formulating Questions .......................................................................65Activity 30 Drawing Conclusions ..........................................................................67Activity 31 Making Inferences ..............................................................................70

iii

000i-00viii STP TAE FM 878432-8 6/8/07 10:55 AM Page iii

OBJECTIVES ADDRESSED IN THE ACTIVITIESThe objectives in this workbook are addressed in many standardized social studies tests.

The activities in the workbook give students the opportunity to practice the skills related tothese objectives.

The student will:

• Organize and interpret by sequencing events.

• Interpret special purpose maps.

• Identify, interpret, and evaluate primary and secondary sources.

• Analyze information by distinguishing between fact and nonfact.

• Analyze information by comparing and contrasting.

• Analyze information by making inferences.

• Analyze information by determining cause-and-effect relationships.

• Make generalizations about social studies content.

• Analyze information by identifying the main idea.

• Interpret social and political messages of cartoons.

• Identify relationships among people and events.

• Analyze information and statistics to interpret social studies information.

• Recognize propaganda in written, oral, and/or visual materials.

• Evaluate written, oral, and visual evidence of social studies information.

• Interpret information in charts and tables.

• Evaluate the usefulness of information.

• Analyze information by interpreting graphs.

• Analyze information by making generalizations.

• Use problem-solving and decision-making skills.

• Analyze information by formulating questions.

• Identify the main idea of a passage.

• Draw conclusions based on social studies information.

• Synthesize information.

• Identify bias in written, oral, and visual material.

• Examine decisions made in history.

iv

000i-00viii STP TAE FM 878432-8 5/18/07 10:59 AM Page iv

WORKBOOK OVERVIEWThis workbook helps students prepare for standardized tests. Standardized tests in social

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

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

• Making Inferences

• Determining Cause and Effect

• Comparing and Contrasting

• Distinguishing Fact from Opinion

• Analyzing Information

• Predicting

• Making Generalizations

• Evaluating Information

• Detecting Bias

• Drawing Conclusions

• Formulating Questions

• Synthesizing Information

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

• Multiple choice

• Open-ended short response

• Open-ended extended response

v

000i-00viii STP TAE FM 878432-8 6/8/07 11:00 AM Page v

LEARNING ABOUT THE TEST

Standardized tests differ from one anoth-er. Students need to familiarize themselveswith the specific test they must take. Howcan they best do this? There are three stepsto preparing for any test. Students should:

• Read about the test.

• Review the content covered by the test.

• Practice on questions like those that willbe on the test.

Reading About the Test

Inform students of the sources they can con-sult to learn about the test. Students should:

• Know that they can always prepare for atest. At the very least, students can famil-iarize themselves with the format of thetest, the types of questions that will beasked, and the amount of time they willhave to complete the test.

• Use materials from Glencoe to learnabout their particular test.

• Read any information the state or testingcompany releases. Sometimes the test-writers will release information throughthe school. If they do not, students canlook for information on the testing com-pany’s or state board of education’sInternet site.

Reviewing the Content Covered by the Test

In addition to learning about the formatof the test, students will benefit fromreviewing the subject matter covered on the test. This will ensure that they areready for both what the test asks and howit does so.

If there are specific objectives or stan-dards that are tested on the exam your stu-dents must take, help them review the factsor skills specified by each standard inadvance to be sure they are proficient inthem. This workbook can help you do this.Each activity focuses on a common social

studies objective. You can assign the activi-ties in order, or focus on those that are mostimportant for the test your students willtake.

Practicing

The most important part of a student’spreparation for any standardized test isextensive practice. Practice tests allow stu-dents to become familiar with the content,format, and timing of the real exam. Review-ing the practice tests also allows students toreview specific areas covered by the exam,to understand why they chose wronganswers, and to learn to avoid choosingwrong answers in the future. Studentsshould:

• Practice all the types of questions theywill encounter on the test—multiplechoice, short response, and extendedresponse. Students should practice onreal released tests whenever possible.

• Understand the guidelines that will beused to evaluate their constructedresponses. Students cannot give the testscorers what they want if they do notknow what the test scorers want.

HELPING STUDENTS APPLY WHAT THEYKNOW ABOUT THE TEST

Make sure students know that theyshould pace themselves, use the order ofdifficulty when it is applicable, guess whenit is beneficial, and use the process of elimi-nation to score their highest.

Pacing

Students should pace themselves differ-ently on how the test is administered. If thetest is timed, students should work careful-ly but not allow themselves to become stuckon any one question. As they practice, theyshould try to increase the number of ques-tions they can complete correctly within thetime limit.

PREPARING FOR A STANDARDIZED TEST

vi

000ii-00viii STP TAE FM 8#E8032 6/18/07 8:20 PM Page vi

If the test is not timed, students shouldwork slowly and carefully. If they havetrouble with an item, they should mark itand come back to it later. Students shouldkeep in mind that they have no time limit,so they should not let themselves speed upunnecessarily.

Using the Order of Difficulty

Not all standardized tests are arranged inorder of question difficulty, but some are. Ifthe test questions are arranged in order ofdifficulty, then the questions run from easyto medium to difficult, in that order. Studentsshould be extra certain that they get the easyand medium questions correct before mov-ing on to the most difficult questions.

As students enter the difficult sections ofa test that progresses from easy to difficult,they should be aware that answer choiceswill become trickier. The obvious answer isprobably not the correct answer to a diffi-cult question.

If the questions are not arranged in orderof difficulty (that is, any question at anypoint could be easy, medium, or difficult),students should skip through the test,answering all the easier questions. Thenthey can go back and answer the more diffi-cult items.

Guessing

Some tests impose a penalty for incorrectanswers, usually a fraction of a point.Others do not. Find out if the test your students must take imposes a guessingpenalty. If there is no penalty for incorrectanswers, then students should answerevery single question, even if they do nothave time to read it. If there is a penalty forincorrect answers, then students shouldonly answer a question if they have read it,understood it, and are able to eliminate atleast one answer choice.

Using the Process of Elimination

For any multiple choice question, stu-dents should know how to quickly andeffectively use the process of elimination tonarrow down the possible answer choices.Even when they are certain they know

which answer is best, students shouldalways confirm their knowledge by readingthe other choices and eliminating them.

What is the capital of Western Samoa?A ParisB LondonC VilaD Apia

The question above might be difficult formany students to answer. However, moststudents will easily be able to eliminatechoices A and B, leaving them with a 50percent chance of guessing correctly. If stu-dents do not eliminate any answer choices,they have only a 25 percent chance ofguessing correctly.

Students should physically cross outanswer choices they have eliminated (when-ever the testing situation allows) so thatthey do not mistakenly fill in an answer ovalfor a choice they have mentally eliminated.Crossing out eliminated choices also ensuresthat students will not waste time rereadingan answer that they know is wrong.

If a test has a definite order of difficulty,students should be aware that toward theend of the test it will be harder to eliminatechoices, because the questions will becometrickier and may involve vocabulary and/orconcepts with which students are unfamil-iar. Students should be sure to eliminateonly those choices they understand com-pletely and are certain are incorrect.

Right Before the Test

Students should be sure to do the followingbefore they take any test:

• Get at least eight hours of sleep eachnight for the week leading up to the test.

• Eat a nutritious breakfast.

• Bring any necessary paperwork withthem to the test, such as identificationand registration forms.

• Have plenty of sharpened pencils anderasers available.

• Complete a few easy warm-up questionsthe morning of the test, allowing them-selves to get into a test-taking mode.

vii

000i-00viii STP TAE FM 878432-8 5/18/07 11:00 AM Page vii

000i-00viii STP TAE FM 878432-8 5/14/07 11:18 AM Page viii

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.

Standardized Test Practice 1Standardized Test Practice 1

Name __________________________________ Date ____________________ Class ____________

Social Studies Objectives: The student will organize and interpret information on time lines and analyzeinformation 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. 30,000–15,000 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. A.D. 850 Anasazi began to build first pueblos in North Americac. A.D. 900 The Maya abandon their cities in the Yucatánc. A.D. 1050 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. 1200–1500 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 1Sequencing Events

Standardized Test Practice

001-020 TAV STP TAE 878432-8 5/18/07 11:47 AM Page 1

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

1 Which event occurred first?

A Inca reached height of civilization inSouth America

B Last Ice Age ended

C Apache and Navajo settle in present-day southwestern United States

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 Last Ice Age ended

J Aztec built Tenochtitlán

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: ________________________________

Name __________________________________ Date ____________________ Class ____________

2 Standardized Test Practice2 Standardized Test Practice

Copyright ©

Glencoe/M

cGraw

-Hill, a division of T

he McG

raw-H

ill Com

panies, Inc.


Standardized Test Practice 3

Name __________________________________ Date ____________________ Class ____________

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

Learning to distinguish fact from opinion can help you make reasonable judgments about whatothers say. A fact is a statement that can be proved by evidence such as records, documents,statistics, or historical sources. An opinion is a statement that may contain some truth but alsocontains a personal view or judgment.

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

ACTIVITY 2Distinguishing Fact from Opinion

★ Learning to Distinguish Fact from OpinionUse the following guidelines to help you distinguish facts from opinions and to judge the reliability ofwhat you read or hear.

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

• Identify the opinions or nonfacts. 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)


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.



Name __________________________________ Date ____________________ Class ____________

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

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.

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)

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, infact, able to attain foreign assistance? What could you do to check these and other statements?

2. Notice the opinions. What phrases do the writers sometimes use to signal their own points of view?

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

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

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Standardized Test Practice 5Standardized Test Practice 5

Name __________________________________ Date ____________________ Class ____________

Social Studies Objective: The student will analyze information by comparing and contrasting.

When you compare two or more subjects, you explain how they are similar. When youcontrast them, you explain how they are different. Writing about comparisons and contrasts,however, involves more than stating similarities and differences. You also explore relationships anddraw conclusions.

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

ACTIVITY 3Comparing and Contrasting

★ Learning to Compare and ContrastUse the following guidelines to help you compare and contrast and write about your conclusion.

• Identify or decide what subjects will becompared and contrasted.

• Determine common categories, or areas, inwhich comparisons and contrasts can be made.

• Look for similarities and differences withinthese areas.

• Organize your comparisons/contrasts bycreating a graphic organizer.


In May 1787, delegates from 12 statesassembled in Philadelphia. They had come toaddress some of the weaknesses in the Articles ofConfederation. Instead of changing the Articles,however, the delegates proposed an entirely newsystem of national government—the Constitutionof the United States.

The Preamble, or introduction to theConstitution, reflects the basic principle ofAmerican government—the right of the peopleto govern themselves. It also lists six goals for the United States government. First, theConstitution provides a framework in whichstates agree to operate as a single country andcooperate on major issues, for the benefit of all.Second, the Constitution provides a nationalsystem of courts to protect the people’s rightsand to hear cases involving violations of federallaw and disputes between the states. Third, the

Constitution provides a strong centralgovernment “to insure domestic Tranquility”—that is, to keep peace among the people. Fourth,the Constitution gives the federal governmentthe power to maintain armed forces to protectthe country and its citizens from attack. Fifth, theConstitution includes measures that promote thegeneral welfare of the people by maintainingorder and protecting individual liberties. Last, theConstitution guarantees that no American’s basicrights will be taken away.

The Constitution defines three types ofgovernment powers. Certain powers belong onlyto the federal government and are calledenumerated powers. The second kind of powersare those retained by the states, known asreserved powers. The third set of powers areconcurrent powers—powers shared by the stateand federal governments.

The Constitutional Convention

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.



Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: In comparing and contrasting, you may find two kinds of graphic organizersparticularly useful: comparison frames and Venn diagrams.

Comparison Frame If you know the categories you want to compare and contrast, you may wish to use achart known as a comparison frame. To create a comparison frame, write the subjects as headings acrossthe top. Then list on the left side the categories that you will compare and contrast. Finally, list relevantinformation in the boxes. Below is an example of a comparison frame that compares and contrasts thepowers of the national government and the powers of state governments.

Venn Diagram To explore the similarities and differences in your subjects, you can also create a Venndiagram. On another sheet of paper, draw two large intersecting circles, similar to those below.Review the types of powers in the reading on the previous page. Label one circle “EnumeratedPowers” and the other “Reserved Powers.” Label the place where the circles overlap “ConcurrentPowers.” List the powers that belong to the national government or state governments in the placesthat do not overlap. Place the powers that belong to both the national and state governments in thearea that overlaps.

Standardized Test PracticeOn a separate sheet of paper, write a four-paragraph composition comparing and contrasting the powers ofthe national government and the powers of state governments. Before writing, develop an informal outline.Make certain to refer to the comparison frame and your Venn diagram. At the end of your composition, drawconclusions about why the powers are divided or shared as they are.

Powers of the National Government and State Governments

Powers National Government State Governments

Raise/support armed forces

Coin and print money

Grant patents/copyrights

Establish a postal system

Collect taxes

Make and enforce laws

Establish and maintain courts

Charter banks

Provide for public welfare

Write business/corporation laws

Establish and maintain public schools

Pass marriage/divorce laws

Conduct elections

Ratify constitutional amendments

Regulate immigration

yes

yes

yes

yes

yes

yes

yes

yes

yes

no

no

no

no

no

yes

no

no

no

no

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

no

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.

001-020 TAV STP TAE 878432-8 6/13/07 7:04 PM Page 6


Name __________________________________ Date ____________________ Class ____________

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.

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

ACTIVITY 4Making Inferences

★ 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.


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 astrict 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

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.



Name __________________________________ Date ____________________ Class ____________

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

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

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.



Name __________________________________ Date ____________________ Class ____________

★ Practicing the Skill

Social Studies Objective: The student will learn to understand information on a map.

Maps can provide specific information about a geographic area. When reading a map, you mustunderstand the parts of a map and their purposes. Maps often include a compass rose, a key, and ascale bar. The compass rose shows the cardinal directions of north, south, east, and west. The map keytells you what the symbols on the map represent. The scale bar helps you estimate distance on a map.

★ Learning to Read a MapUse the following guidelines to help you analyze maps.

• Determine the general geographic location ofthe area the map represents. Sometimes amap includes a relative location featureshowing a larger geographic area.

• Locate the compass rose and confirm themap’s positioning in relation to the cardinaldirections.

• Find the scale bar and determine therelationship between measurements on the map and actual distance.

• Identify landmasses and bodies of water.Note cities, capitals, and boundary linesshown on the map. Read all labels carefully.

• Read the map key to understand themeaning of the symbols, shaded areas, andcolors on the map.

• Locate lines of latitude and longitude on themap.

ACTIVITY 5Reading a Map


The Growth of TransportationIn the early 1800s, innovations in travel on

land and on water led to social and economicchanges in the United States. Severaldevelopments contributed to the growth oftransportation. In 1807, Robert Fulton andRobert R. Livingston achieved record travel timeswith their improved version of the steamboat.This caused people to turn to river travel as a fastand inexpensive mode of transportation.Numerous canals were built, stimulating tradeand economic growth. After years of dangerous

construction, the Erie Canal was completed in1825. It was the nation’s longest canal.

Transportation by land improved as well.The federal government built the National Road,a major east-west highway. Private companiesbuilt miles of toll roads connecting Eastern cities.Other roads stretching westward were also built.At the same time, railroads developed. In 1830,Peter Cooper completed the steam locomotive,which later carried the nation’s first trainpassengers. Railroads made transportation lessexpensive and opened new markets for goods.

Read the text. Then study the map at the right and complete the activity that follows.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.



Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: Studythe map and answer thefollowing questions.

1. What information is shownon the map?

2. What is the approximatedistance in miles betweenDetroit and Chicago?

3. What are three cities on themap that have both canals and roads?

4. What form of transportation is mentioned in the text that is not represented on the map?

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

1 According to the map, which of thefollowing states had no canals in1810–1840?

A Michigan

B Indiana

C Pennsylvania

D Virginia

2 Which part of the United States shownon the map has the most roads andcanals combined?

F the Western states

G the Southern states

H the Northeastern states

J the Northwestern states

Lake Huron

Lake

Mic

hig

an

L. Ontario

Lake Erie

ATLANTICOCEAN

Boston

Portland

New York City

Philadelphia

Washington, D.C.

Richmond

Norfolk

Buffalo

Pittsburgh

Detroit

Chicago

Green Bay

St.Louis

Disputed

Wisc.Terr.

Mo. N.C.

Ill.Ind.

Ky. Va.

Md.Ohio

Mich.

Pa.

N.Y.

N.J.

Conn.

Mass.

N.H.

Vt.

Maine

R.I.

Del.

CANADA

200 miles

200 kilometers

0

0

Albers Equal-Area projection

N

S

WE

RoadsErie CanalOther canals

The Transportation Revolution, 1810–1840

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.



Name __________________________________ Date ____________________ Class ____________


Social Studies Objective: The student will analyze information by identifying cause-and-effectrelationships.

Any condition or event that makes something happen is known as a cause. What happens as aresult is an effect. Cause-and-effect relationships explain why things happen and how actionsproduce other actions. Cause-and-effect relationships can be simple or complex. Sometimes severaldifferent causes produce a single effect. At other times, one cause can produce several effects.

★ Learning to Determine Cause and EffectUse the following guidelines to help you in determining cause and effect.

• Select an event.• Compare the situation at the time of the

event with conditions before it happened(causes) and after it happened (effects).

• Look for vocabulary clues to help decidewhether one event caused another. Words orphrases such as brought about, produced,

resulted in, when, and therefore indicatecause-and-effect relationships.

• Describe the causes and effects of the event.• Look for other relationships between the

events. Check for other, more complex,connections beyond the immediate cause andeffect.

ACTIVITY 6Determining Cause and Effect


While the United States had expandedwestward by the 1830s, large numbers of NativeAmericans still lived in the eastern part of thecountry. In Georgia, Alabama, Mississippi, andFlorida, the Cherokee, Creek, Choctaw,Chickasaw, and Seminole held valuable land.Many white Americans wanted to obtain this landfor themselves.

Because the area west of the Mississippi River was dry and seemed unsuitable for farming, few white Americans lived there. Many settlerswanted the United States government torelocate Native Americans living in the South-east, and to force them to leave their lands andmove west of the Mississippi River. PresidentAndrew Jackson, a man of the frontier himself,supported the settlers’ demands for NativeAmerican land.

Congress responded by passing the IndianRemoval Act of 1830. The law allowed the federalgovernment to pay Native Americans to movewest. Jackson then sent federal officials tonegotiate treaties with Native Americans of theSoutheast. Most accepted payment for their landsand agreed to move. In 1834 Congress createdthe Indian Territory, an area in present-dayOklahoma, for Native Americans of the Southeast.

The Cherokee Nation, however, refused togive up its land. In 1835 the federal governmentpersuaded a few Cherokee to sign a treaty givingup their people’s land. Yet most of the 17,000Cherokee refused to honor the treaty and stayedon their land. In 1838 President Martin Van Burenordered General Winfield Scott to use troops toremove the Cherokee from their homes and movethem west.

The Indian Removal Act of 1830

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.



DIRECTIONS: When studying complex historical events such as the Indian Removal Act and the Trailof Tears, a graphic organizer can help in understanding multiple causes and effects. Fill in the graphicorganizer below with information you just read about the causes and effects of removing NativeAmericans and the Trail of Tears. The first one is done for you.

Standardized Test PracticeAfter reading the selection above about the removal of Native Americans in the 1830s, answer the followingquestions.

Name __________________________________ Date ____________________ Class ____________

1 Which of the following was a majorcause of removing Native Americans andthe Trail of Tears in the 1830s?

A Native Americans running out ofbuffalo to hunt on their original land

B white Americans’ desire for NativeAmerican lands in the Southeast

C a Supreme Court decision givingNative Americans land in Oklahoma

D fertile land west of the MississippiRiver

2 Which of the following was a majoreffect of removing Native Americans andthe Trail of Tears in the 1830s?

F Thousands of Native Americans diedon the march west to IndianTerritory.

G Native Americans were able to holdonto their lands in the Southeast.

H The Supreme Court enforced itsdecision in favor of NativeAmericans.

J Presidents Jackson and Van Burensupported the claims of NativeAmericans.

The Cherokee knew that fighting would onlylead to their destruction. Filled with sadness andanger, their leaders gave in, and the long march tothe west began. One Kentuckian wrote of seeinghundreds of Cherokee marching by: “Even [the]aged . . . nearly ready to drop in the grave, weretraveling with heavy burdens attached to their

backs, sometimes on frozen ground and sometimeson muddy streets with no covering for their feet.”

Brutal weather along the way claimedthousands of Cherokee lives. The forced journeywest became known to the Cherokee as the“Trail Where They Cried.” Historians call it“The Trail of Tears.”

Causes Effect (Cause) Effects• American settlers moving • Congress passed Indian

westward in the 1830s Native Removal Act in 1830.Americanremovalpolicy of1830s

12 Standardized Test Practice

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


DIRECTIONS:Study the specialpurpose map showingMexican and Texantroop movements andvictories during theTexas War forIndependence. Thenanswer the followingquestions.

1. According to the map,who won the battle thattook place at Goliad?


Name __________________________________ Date ____________________ Class ____________

Social Studies Objective: The student will learn to understand and interpret information on a specialpurpose map.

Special purpose maps, sometimes called thematic maps, focus on a topic. Their purpose is torelay specific information about that topic in the map. When reading a special purpose map, thereare several features you should keep in mind.

★ Learning to Read a Special Purpose MapUse the following guidelines to help you analyze special purpose maps.

• Read the title of the map. It will tell you itstopic and purpose, and it may containrelevant dates.

• Identify the geographic location of the map.Note bodies of water, major cities, andboundary lines. Read all labels carefully.

• Refer to the map key to see what symbols inthe map represent. There may also be shadedareas and colors used to designate differentareas of the map.

• Consider the “big picture” of the map. Whatis the information on the map telling you?

ACTIVITY 7Reading a Special Purpose Map


Brazoria

San Antonio

Washington-on-the-Brazos

Gulf of Mexico

Red R.

Brazos R.

Colorado R.

Nueces R.

Rio Grande

La.

Ark.

Unorganized Terr.UNITED STATES

M E X I C O

REPUBLIC OF TEXAS

28°N

26°N

SAN

TA A

NN

A 1

836

SAN

TA A

NN

A 1

836

UR

REA

1836U

RR

EA 1836

HOUSTON 1836

Boundary claimed by Texas

Boundary claimed by M

exico

San JacintoApril 21, 1836

Bexar,Dec. 10, 1835

Alamo,March 6, 1836

Alamo,March 6, 1836

Goliad,March 20, 1836

Goliad,March 20, 1836

Gonzales,Oct. 2, 1835Gonzales,Oct. 2, 1835

Refugio,March 14, 1836Refugio,March 14, 1836

San PatricioFeb. 27, 1836San PatricioFeb. 27, 1836

200 miles

200 kilometers

0

0

Albers Equal-Area projection

N

S

W E

Mexican forcesMexican victoryTexan forcesTexan victoryAustin’s colonyDisputed territory

The Texas War for Independence, 1835–1836

★ Practicing the SkillStudy the map at the right and complete the activity that follows.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.



Name __________________________________ Date ____________________ Class ____________

2. What two U.S. states bordering the Republic of Texas are shown on the map?

3. When did the battle of Refugio take place?

4. What major battle occurred inside Austin’s colony?

Standardized Test PracticeAnswer the following questions based on the map on the previous page.

1 According to the map, what is locateddirectly north of the Republic of Texas?

A Louisiana

B unorganized territory

C disputed territory

D Mexico

2 According to the map, where did thefirst Mexican victory in the Texas Warfor Independence take place?

F Refugio

G Alamo

H Bexar

J San Patricio

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.



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.

★ Learning to Detect BiasUse the following guidelines to help you 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.

ACTIVITY 8Detecting Bias


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 itsindependence from Mexico in 1836, and theterritories of New Mexico and California becamethe focus of disagreement between pro-slaveryand antislavery forces.

Many Southerners hoped to see Texas, whereslavery already existed, join the Union as a slavestate. This would give pro-slavery advocates morevotes in Congress. The annexation of Texas becamea major issue in the election of 1844. James Polk, aDemocrat from Tennessee, favored annexing

Texas. He won the election, and Texas became astate in 1845.

The discovery of gold in California quicklyled to that territory’s application for statehood.

A decisionhad to bemade aboutwhetherCaliforniawould enterthe Union as afree state or aslave state.

The Debate Over Slavery

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.



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

Name __________________________________ Date ____________________ Class ____________

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).

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.

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.



Name __________________________________ Date ____________________ Class ____________


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

A generalization is a broad statement drawn from a group of facts about a topic. Ageneralization must be supported by evidence that is logical and factual. Learning to makegeneralizations will help you develop conclusions and identify trends.

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

• Gather information about the topic.• Identify relationships among the facts.

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

ACTIVITY 9Making Generalizations


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 and possessed fewerfactories. 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

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Name __________________________________ Date ____________________ Class ____________

Aims

The North The South

bring Southern states back intothe Union; ending slavery not a major aim at first, but thischanged as war continued

win recognition as an independentnation

defend homeland, hold as muchterritory as possible

get Britain and France, whichimported large amounts ofSouthern cotton, to pressureNorth to end war and recognizeConfederate independence

blockade (close) Southern ports to prevent supplies fromreaching South and to preventSouth from earning money byexporting cotton

gain control of the MississippiRiver to cut Southern supply lines and split Confederacy; also capture other key rivers tosplit Confederacy and gain riverroutes

take offensive during battle, movetroops northward, to persuadeNorth that it could not win war

capture New Orleans andRichmond, the Southern capital

smaller population made it hard to replace depleted troops; mili-tary draft with certain exceptions introduced in 1862

food and supply shortages led to riots and soldiers deserting toreturn home to help their families

recruiting civilian volunteers assoldiers proved insufficient; military draft in 1863 led to riots

preventing Britain and Francefrom recognizing the Confederacyand interfering in the war

collapsed transportation system,depleted economy

ending slavery without losing loyalty of border states

Strategies

Challenges

DIRECTIONS: Generalizations are made from individual, supporting facts. Study the chart below.Using information from the selection and the chart, complete the Venn diagram on the following page. Inone circle, list the characteristics of the North. In the other circle, list the characteristics of the South. Inthe area of the diagram where the two circles overlap, list the characteristics both sides share. Label eachcircle.

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.




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

1 Which of the following characteristicsdid both the North and the South sharein the Civil War?

A Both sides enjoyed strong publicsupport.

B Both sides had similar aims in thewar.

C Both sides needed to institute a draftto replenish troops.

D Both sides had enough resources tomaintain their troops.

2 What generalization can you make aboutthe strategy of the North?

F The North was united on politicalissues, including slavery.

G Northern strategy involved dividingand weakening the Confederacy.

H The North’s military strategy reliedupon the support of the British tosupply goods.

J Northern strategies to cut off supplylines to the South were not effective.

DIRECTIONS: After creating the Venn diagram, consider what conclusions you might draw from it.Formulate generalizations about both sides. Write your generalizations below.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.



Name __________________________________ Date ____________________ Class ____________

ACTIVITY 10Identifying the Main Idea



Social Studies Objective: The student will analyze information by identifying the main idea.

The question, “What is this writing about?” is answered in the main idea. Every section in the textbooks you read has a main idea. Sometimes titles and headings reveal it. Individual para-graphs are built around a main idea. The rest of the sentences explain, give details about, orsupport the idea. The main idea is often stated in the topic sentence that can be at the beginning,in the middle, or at the end of the paragraph. Sometimes the topic is implied rather than stated.

★ Learning to Identify the Main IdeaUse the following guidelines to help you identify the main idea.

• Read the selection carefully.• Look for the main idea and jot it down in

your own words.• Look for the same main idea in a topic

sentence. Remember that the topic may beimplied.

• Read the selection to see whether othersentences support the main idea.

The end of the Civil War raised manydifficult questions. For example, should theslaveholding Southerners be punished orforgiven? What rights should be given to thefreed African Americans? How could the war-torn nation be brought back together?

The Civil War left the South with enormousproblems. Most of the major fighting had takenplace in the South. Towns and cities were inruins, mills and crops burned, and bridges andrailroads destroyed.

More than 250,000 Confederate soldiersdied in the war, and illness and wounds weakenedmany more. Many Southern families faced thetask of rebuilding their lives with few resourcesand without the help of adult males.

People in all parts of the nation agreed that thedevastated Southern economy and society neededto be rebuilt. They disagreed bitterly, however, overhow to accomplish this. This period of rebuilding iscalled Reconstruction. Reconstruction also refers tothe various plans for accomplishing the rebuilding.

The Reconstruction Debate

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.



Name __________________________________ Date ____________________ Class ____________


DIRECTIONS: In searching for the main idea in a reading, you need to distinguish the topic sentencefrom other sentences. Using information from the selection on the previous page, fill in the spaces below.

1. Topic sentence:

• Detail sentence:



2. Concluding sentence(s):

Standardized Test PracticeAnswer the following questions based on the reading on the previous page.

1 Which of the following sentences beststates the main idea of the reading?

A The Southern economy was strongfollowing the Civil War.

B Reconstruction was a period ofSouthern prosperity.

C The South was nearly destroyed bythe Civil War and had many problemsto solve when the war ended.

D There was general agreementthroughout the United States as tohow Reconstruction should beaccomplished.

2 Which sentence below best represents aconclusion that can be drawn from thisreading?

F Reconstruction of the Southfollowing the Civil War was anextremely difficult and controversialpolitical issue.

G Both the Republicans and theDemocrats were in agreement as tohow Reconstruction should beaccomplished.

H After the Civil War, Southerners hada relatively easy time rebuilding theireconomy.

J Rebuilding the South after the CivilWar was made easier by the excellenttransportation and communicationsystems that remained.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.



Name __________________________________ Date ____________________ Class ____________

ACTIVITY 11Formulating Questions


Social Studies Objective: The student will formulate questions to learn more about a particular topic.

Formulating questions while you are reading can help you become a more effective reader.One good way to formulate questions is to ask how, who, what, why, when, or where. Often, you willfind answers to your questions as you continue reading the text. In cases where your questions arenot answered, you can search for answers in other sources, such as the Internet or an encyclopedia.Formulating and answering questions can also help you to confirm or disprove conclusions youdraw about information in the text.


In the late 1800s, a religious revival calledthe Ghost Dance swept the American West––onethat promised to allow Native Americans to goback to the life they knew before the arrival ofthe white man. Wovoka, a Paiute holy man wholed the revival, claimed that the earth and NativeAmericans would soon die and then come aliveagain in a pure state. The Native Americans,including the dead, would live an existence freefrom suffering, while the white settlers woulddisappear from the earth and Native Americanswould then inherit it. To earn this new world,Wovoka stressed that Native Americans had tolive harmoniously and honestly, never hurtingothers. Avoiding the ways of the white man wasimperative, especially drinking alcohol. Instead,

Native Americans should participate in prayers,chanting, meditation, and, most importantly, theGhost Dance. The Ghost Dance, it was believed,would accelerate the arrival of this new world.

The phenomenon alarmed white officials,who viewed the Ghost Dance as a possibleuprising. In December 1890, the dance wasbanned on Lakota reservations. When the ritescontinued, troops were called in to the PineRidge reservation. White officials ordered thearrests of Native American leaders. One of theseleaders was Big Foot, an enthusiastic believer inthe Ghost Dance. After another Sioux leader,Sitting Bull, was killed by police, Big Foot led hisfollowers south toward Pine Ridge, hoping forthe protection of Red Cloud, a leader who had

The Ghost Dance and Wounded Knee

★ Learning to Formulate QuestionsUse the following guidelines to help you formulate questions.

• Determine why the author wrote the passage.• Draw conclusions about information from the text.• Formulate questions about information that might support your conclusions.• Answer the questions using information from the text or other sources.• Confirm or disprove your conclusions based on answers to your questions.

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________


attempted to make peace with the whites.Major Samuel M. Whitside was ordered to

arrest Big Foot and take him to an encampmentat Wounded Knee Creek. He intercepted BigFoot’s band near Porcupine Creek and took theentire band back to Wounded Knee. There theband was allowed to rest for the night.

The next morning, Colonel James Forsyth,who had taken over command the night before,had his troops begin the process of disarming the

Indians. A young man named Black Coyote heldhis rifle over his head and shouted he would notgive up his expensive rifle unless he wascompensated for it. By some accounts, BlackCoyote was deaf, and therefore may not haveheard the shouts of the cavalry to lay down hisweapon. He was grabbed from behind and spunaround. A shot was heard, its source not clear,but it began the killing. Soon some 200 Lakotawere dead, including many women and children.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.

1 Which of the following questions can beanswered using information in thepassage above?

A Who influenced Wovoka’s early lifeand development?

B How did Wovoka spread his messageof the Ghost Dance?

C What religious revival did Wovokalead?

D How old was Wovoka when hebegan to spread word of the GhostDance?

2 Which of the following questions wouldrequire further research in order to beanswered?

F Who was ordered to arrest Big Foot?G What events followed the attack at

Wounded Knee?H From whom did Big Foot seek

protection?J How did white officials view the

Ghost Dance?

DIRECTIONS: Read the selection again, and formulate a question for which you would like to knowthe answer. Write the question in the space provided. If the text contains the answer, write it in the spaceprovided. Then write a logical conclusion about the information based on your question and answer.Write down resources where you might further research the answer to your question.

1. Question:

Answer:

2. Conclusion:

3. Resources:

Standardized Test PracticeAnswer the following questions based on the reading on the previous pages.



Name __________________________________ Date ____________________ Class ____________

ACTIVITY 12Interpreting Political Cartoons


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

Expressions of opinion are often presented visually in the form of political cartoons. 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 itsown 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 Interpret Political CartoonsUse the following guidelines to help you interpret 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.

• Clarify the relationships among thecartoon’s figures and symbols.

• Draw conclusions about the cartoonist’spoint of view.

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.



Name __________________________________ Date ____________________ Class ____________

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

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.



Name __________________________________ Date ____________________ Class ____________

ACTIVITY 13Analyzing Information


★ 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 social studies information.

Analyzing information involves critically assessing what the author is trying to get across. Toanalyze information, it is often helpful to break down the information into meaningful parts so thatit can be understood. The ability to analyze information helps you form your own opinions on atopic.

★ Learning to Analyze InformationUse the following guidelines to help you in analyzing information.

• Identify the topic that is being discussed.• Examine how the information is organized

and study it for a thorough understanding. • Determine the main points and consider what

the author is trying to communicate globally.

• Summarize the information in your ownwords.

• Form an opinion of your own based on yourunderstanding and knowledge of the topic.

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%

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.



Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: Study the information on the previous page and the primary source below. Thenanswer the following questions.

“A group of Slovenian immigrants, of whichthe writer was one, arrived in New York from . . .Austria. . . . It was a beautiful morning in May1906. After leaving the French ship LATOURAINE, we were transported to Ellis Islandfor landing and inspection. There we were‘sorted out’ as to the country we came from andplaced in a ‘stall’ with the letter ‘A’ above us. (‘A’was for Austria.)

There were at least a hundred Slovenianimmigrants. We separated ourselves, as was thecustom at home—men on the right and womenand children on the left. All of us were waiting toleave for all parts of the United States.

The day was warm and we were very thirsty.An English-speaking immigrant asked the near-by

guard where we could get a drink of water. Theguard withdrew and returned shortly with a pailof water, which he set before the group ofwomen. Some men stepped forward quickly tohave a drink, but the guard pushed them backsaying: ‘Ladies first!’ When the women learnedwhat the guard had said, they weredumbfounded, for in Slovenia . . . women werealways second to men. . . . Happy at the suddenturn of events, one elderly lady stepped forward,holding a dipper of water, and proposed thistoast:

‘Zivijo Amerika, kjer so zenske prve!’(Long live America, where women are first!)”—Marie Priesland, recalling her arrival in the

United States.

Memoir Reflecting on Arrival at Ellis Island

1. What is the topic of the text?

2. How is the topic presented? How is the text organized?

3. What is the author trying to get across to the readers?

4. Does the author make her point using mostly facts or opinions?

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Name __________________________________ Date ____________________ Class ____________


Standardized Test PracticeRead the information and the primary source text on the previous pages. Write an essay stating your opinionson how immigration affected the development of the nation in the early 1900s. Suppose that your audienceis a group of students who are unfamiliar with this part of American history. Before writing, think aboutwhat information your audience needs to know to understand your point of view. Make an informal outlinefor your essay in the space below. Write your essay on a seperate sheet of paper.

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________

ACTIVITY 14Analyzing Primary Sources



Social Studies Objective: The student will locate and use primary sources such as computer software,databases, media and news services, biographies, interviews, and artifacts to acquire information.

Original records of events made by eyewitnesses are known as primary sources. 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 strongcountry’s domination of the political andeconomic life of weaker countries. By the end ofthe 1800s, a handful of European countries,together with the United States, carried outpolicies of imperialism through which theycontrolled nearly the entire world. Notsurprisingly, the era between 1800 and 1914 hascome to be called the 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 Analyze Primary SourcesUse the following guidelines to help you analyze 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.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Name __________________________________ Date ____________________ Class ____________


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?

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________


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.

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

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Name __________________________________ Date ____________________ Class ____________

ACTIVITY 15Identifying the Main Idea



Social Studies Objective: The student will analyze information by identifying the main idea.

The question “What is this writing about?” is answered in the main idea. Every section in thetextbooks you read has a main idea. Sometimes titles and headings reveal it. Individual paragraphsare built around a main idea. The rest of the sentences explain, give details about, or support theidea. The main idea is often stated in the topic sentence, which can be at the beginning, in themiddle, or at the end of the paragraph. Sometimes the topic is implied rather than stated.


★ Learning to Identify the Main Idea Use the following guidelines to help you identify the main idea.

• Read the selection carefully.• Look for the main idea and jot it down in

your own words.• Look for the same main idea in a topic

sentence. Remember that the topic may beimplied.

• Read the selection to see whether othersentences support the main idea.

In the early 1900s, Progressives backed anumber of reforms designed to increase thepeople’s direct control of the government.Wisconsin, for example, made changes in thepolitical process to give voters more power and tolimit the influence of political parties. The reformincluded a direct primary election, in which allparty members could vote for a candidate to runin the general election.

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

Progressives also changed the way U.S.

senators are elected. The Constitution had givenstate legislatures the responsibility for choosingsenators, but party bosses and business interestsoften controlled the selection process. Progressiveswanted to give the people an opportunity to votefor their senators directly. Support for this ideagrew. In 1912 Congress passed the SeventeenthAmendment to the Constitution to provide for thedirect election of senators.

Progressive reforms changed the nature ofAmerican democracy by giving the people agreater voice and more real power in the politicalprocess. With these reforms, voters could selecttheir representatives more directly; approve, reject,and introduce legislation; and call for a specialelection to remove an elected official from office.

Progressive Reforms

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________


DIRECTIONS: In searching for the main idea in a reading, you need to distinguish the topic sentencefrom other sentences. Using information from the selection on the previous page, fill in the spaces below.

1. Topic sentence:




2. Concluding sentence(s):


1 Which of the following statements beststates the main idea of the reading?

A Progressive reforms increasedpeople’s direct control of thegovernment.

B Wisconsin gave voters more powerin the political process than otherstates.

C Progressives thought that peopleshould be able to vote for theirsenators directly.

D People had less control over thegovernment after Progressivereforms were passed.

2 Which sentence below best represents aconclusion that can be drawn from thisreading?

F Progressive reforms made people’slives easier by allowing thegovernment to take care of moreissues.

G Progressives backed increasedparticipation of political parties andbusiness interests in selectinggovernment officials.

H Progressives believed that by placingmore power in the hands of thevoters, the political process would befairer and less corrupt.

J Progressives’ most significant reformin the early 1900s was the recall.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Name __________________________________ Date ____________________ Class ____________

ACTIVITY 16Evaluating Information



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

Information that aims to persuade people to accept a viewpoint may not be based on factualevidence. By evaluating information, you critically assess the information and form a judgmentabout its accuracy and usefulness.

★ Learning to Evaluate InformationUse the following guidelines to help you evaluate information.

• Consider whether the information to beevaluated is written, oral, or visual.

• Read the source for its content.• Identify the author’s opinions and biases.

Look for emotion-filled words.• Consider the motives the author may have

had in writing the document and the

author’s target audience. • Based on your evaluation, form a judgment

on how accurate and trustworthy theinformation is.

• Draw a conclusion as to the usefulness of theinformation.

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

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

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________


DIRECTIONS: Propaganda is a kind of information that should be evaluated critically. It appeals topeople’s hopes, fears, and biases. Study the poster from World War I below. Answer the questions belowthat relate to propaganda in the war.

1. What information is given in the poster? What informationis not provided?

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

3. On the lines below, briefly state how the information is used 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.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Name __________________________________ Date ____________________ Class ____________

ACTIVITY 17Drawing Conclusions



Social Studies Objective: The student will analyze information and draw conclusions.

When you draw a conclusion, you analyze and interpret facts and information to arrive at aconclusion, or a reasonable judgment that sums up the information. Drawing conclusions mayoften involve gathering information that is not mentioned in the text. You can use information youalready know about a topic to help you draw conclusions.


★ Learning to Draw ConclusionsUse the following guidelines to help you draw conclusions.

• Read the selection carefully.• Identify the main ideas related to the topic.• Look for key information and data in the

text, graphics, and any illustrations orphotos.

• Carefully consider all points of viewpresented in the text.

• Draw conclusions about the topic based onthe information given.

• Ask yourself whether your conclusions arebased on information in the text.

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 the goods andservices produced—was $70 billion. By 1929 ithad risen to $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 increase profits.

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

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________


DIRECTIONS: To draw conclusions from a text, first identify the main ideas. Then sum up theinformation you have identified. Using information from the selection on the previous page and thegraph below, answer the following questions.

1. What are the main ideas in the selection?

2. What is the main idea of the graph?

3. Based on the information in the selection and graph,what logical conclusion can you draw?


1 Which of the following conclusions ismost logical based on information in thefirst paragraph of the selection?

A The transition from a wartimeeconomy to a peacetime economywas difficult.

B Soldiers traumatized by war hadproblems concentrating on their newjobs at home.

C Workers were expecting theeconomic boom to happen soonerthan it did.

D Consumer products improved thequality of life of the American public.

2 What conclusion can you draw aboutthe daily lives of ordinary citizens in the1920s?

F The prices of automobiles rose dueto decreased consumer demand.

G Americans did not understand thenew advances in technology.

H Americans preferred to save theirearnings rather than spend them.

J Americans’ lives became easierbecause of the improvement in theeconomy and the affordability ofconsumer goods.

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

s (i

n th

ousa

nds

of a

utom

obile

s)

1920

1921

1922

1923

1924

1925

1926

1927

1928

1929

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

Auto Sales, 1920–1929

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Name __________________________________ Date ____________________ Class ____________

ACTIVITY 18Analyzing Secondary Sources



Social Studies Objective: The student will analyze information in secondary sources.

A secondary source draws from primary sources to explain a topic. A secondary source mayuse other secondary sources to gather information, as well. Secondary sources are usually writtenby people who have not experienced the events they describe firsthand. In analyzing a secondarysource, it is important to consider whether it gives a complete and accurate picture of the topic.


★ Learning to Analyze Secondary SourcesUse the following guidelines to help you analyze secondary sources.

• Read the selection carefully. Take notes onyour reactions to the information.

• Determine the structure and organization ofthe selection.

• Identify the main ideas and topic sentences.• Consider the reliability of the primary and

secondary sources the author has used.

• Read any footnotes, source lists, oracknowledgments. Consider any biases thesesources may have.

• Consider whether the author intends topresent an argument and whether theargument is based on sound reasoning, logic,and evidence.

When a drought struck the Great Plains inthe 1930s, an ecological and economic disasteroccurred. The soil on many of the over-plowed,uncultivated fields turned to dust. Once fertile,wheat fields became barren and desert-like,plagued by terrible dust storms. At times, the soilin some areas was dry to a depth of three feet.Though the entire nation suffered from thedrought, which was one of the most severe thecountry had ever experienced, the area mostseverely affected was southeastern Colorado,southwest Kansas, northeastern New Mexico, andparts of Oklahoma and Texas. This regionbecame known as the “Dust Bowl.”

On Sunday, April 14, 1935, one of thebiggest dust storms of the 1900s swept over theGreat Plains of the United States. Huge black

clouds of dust, more than 1,000 feet high,formed a wall miles wide. Birds flew franticallytrying to escape suffocation from the roiling

The Dust Bowl

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________


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

1 Which of the following is a secondarysource?

A a photograph of a migrant family

B an excerpt from a textbook

C the diary of a migrant worker

D a 1930s newspaper article aboutmigration

2 Which of the following was most likelythe author’s purpose for writing theselection above?

F to persuade the readers to donatemoney to help people affected bythe dust storm

G to inform the readers about the DustBowl by providing details of thestorm and its effects

H to list the primary sources fromwhich he obtained information

J to warn people about naturalcatastrophes in the Great Plains

storm. Motorists were stranded for hours alongthe highway, totally blinded by the impenetrablecloud, and fearful of being smothered. Dust fromthe “black blizzard” piled up on railroad lines,and it took snowplows several days to clear the

tracks. The day this dust storm hit becameknown as “Black Sunday.” The day after BlackSunday a reporter first used the expression “theDust Bowl” to describe the devastated area.

DIRECTIONS: After reading the section, answer the following questions.

1. What is the topic sentence of the first paragraph of the text?

2. What is the topic sentence of the second paragraph of the text?

3. Based on the information in the text, what primary sources do you think the author may have used?How reliable do you think these sources are?

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Name __________________________________ Date ____________________ Class ____________

ACTIVITY 19Determining Cause and Effect



Social Studies Objective: The student will analyze information by identifying cause-and-effectrelationships.

Any condition or event that makes something happen is known as a cause. What happens as aresult is an effect. Cause-and-effect relationships explain why things happen and how actionsproduce other actions. Cause-and-effect relationships can be simple or complex. Sometimes severaldifferent causes produce a single effect. At other times, one cause can produce several effects..


★ Learning to Determine Cause and EffectUse the following guidelines to help you in determining cause and effect.

• Select an event or circumstance• Compare the situation at the time of the

event with conditions before it happened(causes) and after it happened (effects).

• Look for vocabulary clues to help decidewhether one event caused another. Certainwords or phrases may indicate cause-and-effect relationships.

• Describe the causes and effects of the event.• Look for other relationships between the

events. Check for other, more complexconnections beyond the immediate cause andeffect. Remember that there may be severalcauses, several effects, or several of both.

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 the 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 werecreated under the New Deal.

When Roosevelt took office, approximatelyone in every four workers was unemployed. Tohelp the unemployed, the Federal EmergencyRelief Administration (FERA) made federal fundsavailable to state and local relief agencies. ThePublic Works Administration (PWA) aimed toreduce unemployment by creating moreconstruction jobs through new government-

funded projects. When both the FERA and PWAfailed to reduce unemployment significantly, thefederal government set up the Civil WorksAdministration (CWA). The CWA hired workersdirectly. Despite these New Deal programs, by1940 about 8 million people were still withoutwork.

During the Depression people cut theirspending to try to ensure they would haveenough money to pay their mortgages. TheHome Owners’ Loan Corporation (HOLC) gavelow-interest loans to people who were struggling.It also offered loans with longer terms ofrepayment. HOLC did not help farm owners orthe unemployed.

The Agricultural Adjustment Administration(AAA) aimed to reduce the farm surplus. To dothis, the AAA tried to raise farm prices by

The New Deal

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________


limiting production. Though the programachieved its goal—lowering the farm surplus andincreasing total farm income—it also caused

many poor tenant farmers to lose their jobs whenproduction of their fields was limited.

1 According to the text, which of thefollowing was a cause of the creation ofthe Civil Works Administration?

A corruption in state and local reliefagencies

B FERA and PWA’s failure to reduceunemployment significantly

C President Roosevelt’s desire to createnew construction projects

D a increasing homelessness due to theeconomy

2 Which of the following is an undesirableeffect brought about by the measures ofthe Agricultural AdjustmentAdministration?

F reduction in farm production

G higher tenant farmer unemployment

H increased income for farmers

J lower total farm surplus

• Unemployed needed assistance. • FERA sends funds to state and localrelief agencies. PWA and CWA createdconstruction jobs.

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

DIRECTIONS: When studying complex historical situations such as the Great Depression, a graphicorganizer can help you understand multiple causes and effects. Fill in the graphic organizer below withinformation from the text above. List causes and effects of the New Deal programs that were introduced.The first one has been done for you.

New DealPrograms

Causes Effects

After completing the activity, answer the following questions.

•

• •

•

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Name __________________________________ Date ____________________ Class ____________

ACTIVITY 20Interpreting Political Cartoons



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

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


★ Learning to Interpret Political CartoonsUse the following guidelines to help you interpret 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.

• Clarify the relationships among the cartoon’sfigures and symbols.

• Draw conclusions about the cartoonist’spoint of view.

Before the United States entered World WarII, most Americans were in favor of isolationism.Americans were preoccupied with the GreatDepression. Hitler and Mussolini did not seem tobe of American concern. Some Americans believedthat the United States had been pushed into warin 1917. They did not want that to happen again.Liberals believed that war would push the UnitedStates toward fascism. Conservatives argued thatwar could result in a move toward socialism. TheAmerica First Committee put pressure on thegovernment and encouraged public support fornonintervention. It feared that aid would result inmilitary involvement.

President Roosevelt, however, was aninternationalist. He believed in the benefits fromtrade and cooperation between nations. He feltthat the United States should not stand by andwitness horrors taking place in other countries. Asthe war continued, public support for U.S.involvement grew. When France fell underGerman control in 1940, Great Britain faced the

Nazis practically alone. Without becoming directlyinvolved in the war, Roosevelt helped the Alliesthrough the destroyers-for-bases deal and theLend-Lease Act.

When the Japanese attacked Pearl Harbor onDecember 7, 1941, American isolationism virtuallyended. The America First Committee broke up.The public could not deny the need to go to war.However, isolationism had left the nationunprepared for war. With a poorly trained andpoorly equipped military, it would take nearly twoyears for the United States to build forces capableof large-scale operations.

President Roosevelt was determined toprevent the United States from returning toisolationism. He promoted political harmony bycreating the United Nations. He also aidedinternational economic cooperation through theWorld Bank and the International Monetary Fund.By the autumn of 1945, American isolationismhad ended. The United States had become apowerful world leader.

Isolationism

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________


DIRECTIONS: Study the political cartoon and answer the following questions. Be sure to read thetitle and any labels carefully.

1. What is the theme of the cartoon?

2. What do the cartoon’s figures and symbols represent?

3. Does the cartoonist express an opinion about whether or not the United States should intervene inthe war?

4. What conclusions can you draw about the cartoonist’s viewpoint about American involvement in thewar?

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Name __________________________________ Date ____________________ Class ____________


Standardized Test PracticeAnswer the following questions based on the cartoon on the previous page.

1 What does the kneeling position of thewoman in the cartoon suggest?

A She is pleading with the UnitedStates to not become involved in the war.

B Democracy is strong and will prevail.

C The United States wants to helpBritain and France defeat Germany.

D Countries depend upon one anotherto survive economically.

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

F The United States must defenddemocracy by fighting in the war.

G Democracy is holding firm in otherparts of the world.

H The Allies will probably win the warwithout the need for U.S.intervention.

J In order to save democracy, theUnited States must not becomeinvolved in the war.

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________


ACTIVITY 21Evaluating Information


Social Studies Objective: The student will evaluate information to determine its usefulness.

Information that aims to persuade people to accept a viewpoint may not be based on factualevidence. By evaluating information, you critically assess the information and form a judgmentabout its accuracy and usefulness.

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

★ Learning to Evaluate InformationUse the following guidelines to help you evaluate information.

• Consider whether the information to beevaluated is written, oral, or visual.

• Read the source for its content.• Identify the author’s opinions and biases.

Look for emotion-filled words.• Consider the motives the author may have

had in writing the document and theauthor’s target audience.

• Based on your evaluation, form a judgmenton how accurate and trustworthy theinformation is.

• Draw a conclusion as to the usefulness of theinformation.

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

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Name __________________________________ Date ____________________ Class ____________


DIRECTIONS: Often, a writer will try to persuade readers to accept a certain viewpoint. Read thefollowing text and primary source. As you read, evaluate the information. Ask yourself if the reasoning issupported by sound factual information and if the passages appeal to the emotions and biases of thereaders. Then answer 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 on Nagasaki.On August 15, 1945, the Japanese surrendered. Many Americans have questioned the wisdom andmorality of using the atomic bomb. In recent years, some historians have suggested that the realreason for dropping the atomic bomb was to show the Soviet Union that the United States had atrump card in any postwar dispute. In his memoirs, from which this excerpt is taken, PresidentTruman offers his own explanation of his decision to use the atomic bomb.

“The historic message of the first explosion of an atomic bomb was flashed to me ina message from Secretary of War Stimson on the morning of July 16. The most secretand the most daring enterprise of the war had succeeded. We were now in possessionof a weapon that would not only revolutionize war but could alter the course ofhistory and civilizations.

“The Army plan envisaged an amphibious landing in the fall of 1945 on the islandof Kyushu, the southernmost of the Japanese home islands. The first landing wouldthen be followed approximately four months later by a second great invasion, whichwould be carried out by our Eighth and Tenth Armies, followed by the First Armytransferred from Europe, all of which would go ashore in the Kanto plains near Tokyo.In all, it had been estimated that it would require until the late fall of 1946 to bringJapan 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 cost half amillion 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 I wantedit dropped on a military target. I had told Stimson that the bomb should be droppedas nearly as possible upon a war production center of prime military importance.”

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________


1. What viewpoint does Truman want the reader to understand?

2. What factual information is presented in the passages? Do the sources of the factual information seemtrustworthy?

3. Briefly explain how Truman presents his defense of his decision to use the atomic bomb and whetherhis defense is effective.


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.C

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill, a

div

isio

n of

The

McG

raw

-Hill

Com

pani

es, I

nc.


Name __________________________________ Date ____________________ Class ____________


ACTIVITY 22Sequencing Events


Social Studies Objective: The student will organize and analyze information by sequencing events.

To show the sequence, or order, in which events occur, authors use such words as first, next,then, later, before, after, and at the same time. These words can act as signals and help youunderstand the sequence of events and their relationship to one another. Dates and times also showthe sequence of events. Sequencing events will help you better understand the events and thecontext in which they occur.

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

★ Learning to Sequence EventsUse the following guidelines to help you sequence events.

• Identify individual events. Look for keywords signaling when they occurred.

• Look for dates and times in the text.• Identify the relationships among events.

• Consider the events in the order theyhappened.

• Consider the context of the events.• Draw conclusions or inferences about the

events and their context.

As the Allies moved toward victory in WorldWar II, questions about the organization of thepostwar world arose. In 1945, Soviet forcespushed back German armies and occupied muchof Eastern and Central Europe. After the Sovietsfreed Poland from German rule in 1944, theycreated a pro-Communist government.

From February 4 to February 11 of 1945,Allied leaders Franklin D. Roosevelt, WinstonChurchill, and Josef Stalin met at the Soviet portof Yalta to discuss the postwar world. Rooseveltand Churchill feared Soviet control of EasternEurope and the spread of communism. Stalin, onthe other hand, wanted to keep a large area ofland between the Soviet Union and its potentialenemies in the West. Finally, the leaders reached

an agreement on Poland. Stalin agreed to allowfree elections in occupied Eastern Europe, andthe leaders issued the Declaration of LiberatedEurope.

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 zone.Roosevelt and Churchill felt encouraged about apeaceful postwar world. But their hopes wentunfulfilled.

The wartime alliance between the Westernnations and the Soviet Union did not last. Justtwo weeks after the Yalta conference, the king ofRomania appointed a Communist government.

The Cold War

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________


Then, contrary to Stalin’s promises at Yalta, theSoviets limited the number of non-CommunistPoles in the Polish government. In addition, nomoves were made to set up free elections.

During March and early April of 1945,President Roosevelt accused Stalin of breakingthe promises he had made at Yalta. Then, onApril 12, 1945, President Roosevelt died. HarryTruman became president. A staunch anti-communist, Truman met with Soviet ForeignMinister Molotov a short time later. Hedemanded free elections be held in Poland andcriticized Soviet behavior in Poland.

In July 1945, President Truman met with

Stalin at the Potsdam Conference to try to workout a deal on Germany. The Soviets wantedGermany to pay reparations for the war, butTruman supported the recovery of Germany’sindustry and economy. An agreement was finallyreached, but the Soviets were unhappy with thedeal. Tensions continued to escalate.

Developments in Eastern Europe led to adistrust between the Soviet Union and Westernnations. Ultimately, Europe split into two camps:the Soviet-controlled Communist governments ofthe East and the capitalist democracies. By 1946,the Cold War had begun.

DIRECTIONS: Study the events in the selection on the previous page. Identify any words or phrasesthat show the order in which the events occurred. Consider the relationships among the events, thenanswer the following questions.

1. What happened shortly after the Yalta conference that angered President Roosevelt?

2. Which conference of the Allied leaders took place first?

3. What does the author attempt to describe through the sequence of events?

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Name __________________________________ Date ____________________ Class ____________


Standardized Test PracticeImagine that you are a reporter who was present at the Berlin Blockade and Airlift in 1948–1949. Usethe information in the flowchart below to write a news story of two to three paragraphs. Use key words anddates to show the sequence of events.

Who: ________________________________________________________________________________

________________________________________________________________________________

When: ________________________________________________________________________________

________________________________________________________________________________

Where ________________________________________________________________________________

________________________________________________________________________________

Why: ________________________________________________________________________________

________________________________________________________________________________

How: ________________________________________________________________________________

________________________________________________________________________________

At Yalta the Allied leaders divided Germany into four occupation zones; the Soviet Union controlled the eastern part of the country; the United States, Britain, and France divided the

western part. The German capital of Berlin, located deep within Soviet-controlled East Germany, was also divided among the four nations.

In May 1949, Stalin ended the Berlin blockade.

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

On June 24, 1948, Stalin established a blockade of Berlin. Soviet troops rushed into position around the edge of West Berlin. All traffic into and out of West Berlin was stopped. Berlin

and its two million citizens were cut off from vital supplies.

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

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

Use the flowchart above to write an article describing the events around the Berlin blockade in sequential order.If you need more space, write your article on a separate sheet of paper.

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________


ACTIVITY 23Interpreting Graphs


★ 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 suburban dwellerschange from 1921 to 1960?

3. Which group experienced increases in percentof population growth every decade between1901 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 lines on a line graph, or read the labelsfor each segment in a circle graph.

• Analyze the data, make comparisons, anddraw conclusions.

70

60

50

40

30

20

10

0Perc

ent

of p

opul

atio

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

SuburbandwellersC

opyr

ight

© G

lenc

oe/M

cGra

w-H

ill, a

div

isio

n of

The

McG

raw

-Hill

Com

pani

es, I

nc.


Name __________________________________ Date ____________________ Class ____________


Analyze the bar graph on the previous page and answer the following questions.

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


Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________


ACTIVITY 24Making 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.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Name __________________________________ Date ____________________ Class ____________


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 prepare poor students for 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

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


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.

Name __________________________________ Date ____________________ Class ____________


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.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Name __________________________________ Date ____________________ Class ____________


ACTIVITY 25Analyzing Primary Sources


Social Studies Objective: The student will locate and use primary sources such as computer software,media and news services, biographies, interviews, and artifacts to acquire information.

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.


★ Learning to Analyze Primary SourcesUse the following steps to help you analyze primary sources.

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. Heentered college at the age of 15. Instead of goinginto law as he originally intended, his fatherencouraged him to go into the ministry. Kingbecame a minister in 1947. He went on to obtainhis bachelor’s and doctorate degrees. He studiedthe ideas of several philosophers and theologians.In his studies, he became interested in MohandasGandhi’s philosophy of nonviolence and HenryDavid Thoreau’s 1849 essay, Civil Disobedience,which defended nonviolent resistance tooppression.

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 eventled black activists in that city to form theMontgomery Improvement Association. Thegroup coordinated the efforts to boycott thecity’s public bus system. At the age of 26, Kingwas chosen 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 became a powerful leader in the civil rightsmovement.

The Montgomery bus boycott lasted formore than a year. Finally, in November 1956, theSupreme Court ruled that Alabama’s laws on bussegregation were unconstitutional. King becamethe first president of the Southern ChristianLeadership Conference (SCLC). He was able tounify the black community by appealing to theirroots in the African American church. Instead of

Martin Luther King, Jr.

Social Studies Objective: The student will locate and use primary sources such as computer software,media and news services, biographies, interviews, and artifacts to acquire information.

Original records of events made by eyewitnesses are known as primary sources. Primarysources include speeches, letters, journals, autobiographies, legal documents, drawings,photographs, maps, and other objects made at the time. Each primary source can give some kindof information but does not necessarily give a complete picture of an event. For example, a letterfrom an immigrant might describe in detail the events of the difficult journey, but might not tellyou how many people immigrated.

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

• 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 understanding ofthe concept.

• Consider the author’s personal beliefs orattitudes.

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________


DIRECTIONS: Remember that primary sources include many different formats. The following primarysources deal with the struggles of the civil rights movement. Study the sources and answer the questionsthat follow each one.

Primary Source AWhere segregation exists, we must be willing to rise up en masse and protest courageously against it. I

realize this type of courage means suffering and sacrifice. It might mean going to jail. If such is the case, wemust honorably fill up the jailhouses of the South. It might even lead to physical death. But if each physicaldeath is the price that we must pay to free our children from a life of permanent psychological death, thennothing could be more honorable. This is really the meaning of the method of passive resistance. It confrontsphysical force with an even stronger force, soul force.

Source: Martin Luther King, Jr., speech at the annual NAACP convention on July 27, 1956

1. What does Martin Luther King say could happen to people who protest?

2. What does he believe makes those risks honorable?

Primary Source BThis is the time that we must evince calm dignity and wise restraint. Emotions must not run wild. Violence

must not come from any of us, for if we become victimized with violent intents, we will have walked in vain,and our twelve months of glorious dignity will be transformed into an eve of gloomy catastrophe.

Source: Martin Luther King, Jr., speech at the St. John A.M.E. Church on December 20, 1956

1. How does Martin Luther King tell people to act as they protest?

2. What is King referring to when he mentions “twelve months of glorious dignity”?

working against the white majority, he offeredbrotherhood. At the heart of King’s leadershipwas promoting equality for all people throughnonviolence.

In 1963 African American leadersorganized a march in Washington, D.C., tosupport President Kennedy’s civil rights bill.There King delivered a powerful speech on hisdream for equality.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Standardized Test PracticeAnswer the following questions based on the reading and the primary sources.

1 Which of the followingstatements most accuratelydescribes the theme of thephoto?A King was a leader who

united people insupport of civil rights.

B King lead people insong to inspire themto work for civil rights.

C King struggled withnervousness whenspeaking in front oflarge crowds.

D King was anintelligent, well-educated person.

2 Which of the followingstatements best describesKing’s philosophy of howto end segregation?F People should fight for

their rights, even if itmeans using violence.

G African Americans willgo to jail and even dieto end segregation.

H Nonviolent resistanceis more powerful thanphysical force.

J African Americansdeserve to becompensated for theirhistorical mistreatment.

3 Which of the followingwould King most likelyhave advised an AfricanAmerican protester who isbeing arrested to do?A Resist arrest by

screaming for help.B Fight the police,

escape arrest, andmobilize others toprotest.

C Tell the police thatwhat they are doing iswrong.

D Behave peacefully withcourage and dignity.

Name __________________________________ Date ____________________ Class ____________


August 28, 1963: Martin Luther King, Jr., addresses attendees at the March on Washington, where he delivered his famous “I Have a Dream” speech.

1. What does the photograph tell you about the popularity of Dr Martin Luther King, Jr.?

2. What information from the caption helps you understand the significance of the event at which thephotograph was taken?

Primary Source CC

opyright © G

lencoe/McG

raw-H

ill, a division of The M

cGraw

-Hill C

ompanies, Inc.


Name __________________________________ Date ____________________ Class ____________


ACTIVITY 26Comparing and Contrasting


Social Studies Objective: The student will analyze information by comparing and contrasting.

When you compare two or more subjects, you explain how they are similar. When youcontrast them, you explain how they are different. Writing about comparisons and contrasts,however, involves more than stating similarities and differences. You also explore relationships anddraw conclusions.


★ Learning to Compare and ContrastUse the following guidelines to help you compare and contrast and write about your conclusion.

• Identify or decide what subjects will becompared and contrasted.

• Determine common categories, or areas, in which comparisons and contrasts can be made.

• Look for similarities and differences withinthese areas.

• Organize your comparisons/contrasts bycreating a graphic organizer.

As more and more American troops weresent to fight in Vietnam, the nation becamedivided over U.S policy in Vietnam. Supportersof the war who wanted American troops toremain in Vietnam and fight came to be knownas hawks. Opponents of the war who wanted theUnited States to withdraw troops came to beknown as doves.

Hawks believed that if South Vietnam fell tothe Communist regime in North Vietnam, thenthe rest of the region eventually would fall underCommunist rule. This idea, known as thedomino theory, made a victory in Vietnamessential to stop the spread of communism.Hawks viewed war protesters as unpatriotic.Many hawks supported even stronger military

action in Vietnam. They criticized PresidentJohnson for not doing enough.

Doves sought a more immediate peace.Religious groups, peace groups, antinucleargroups, civil rights groups, and women’s groupsjoined in protesting the war. They opposed thewar and President Johnson’s policies for a varietyof reasons. Some objected to becoming involvedin what they viewed as a war for independence ora civil war. Others questioned the morality of theUnited States backing a corrupt SouthVietnamese government. Still others thought thewar could simply not be won. Many youngprotesters felt it was unfair that they were able tobe drafted but not able to vote in elections. Civilrights leaders were angry that a disproportionatenumber of African Americans died in the conflict.

Hawks and Doves

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


DIRECTIONS: Fill in the Venn diagram to help you explore the similarities and differences betweenhawks and doves. Label one circle “Hawks” and the other “Doves.” Label the place where the circlesoverlap “Similarities.” Then fill the diagram with information from the selection.

DIRECTIONS: After creating the Venn diagram, consider what conclusions you might draw from it.Write a short essay below comparing and contrasting the views of hawks and doves. Before writing, referto the diagram to help you organize what information you want to include. At the end, draw conclusionsabout why hawks and doves held the views that they did. Use a separate sheet of paper if your essayneeds more room.

Name __________________________________ Date ____________________ Class ____________


1 With which of the following statementswould the hawks have agreed?

A Americans should have pulled out ofVietnam much earlier.

B The spread of communism posed aserious threat to Southeast Asia.

C The war in Vietnam was a civil warthat should have been handled bythe Vietnamese people.

D The draft system was unfair andneeded to be reformed.

2 With which of the following statementswould both hawks and doves have likelyagreed?F African Americans were treated fairly

in the military.G The South Vietnamese government

was an honest regime.H President Johnson’s foreign policy in

Vietnam was not effective.J American intervention was needed in

order to achieve a lasting peace inVietnam.

Answer the following questions based on the selection on the previous page.

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.




Name __________________________________ Date ____________________ Class ____________

ACTIVITY 27Interpreting Graphs


★ 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

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.



Name __________________________________ Date ____________________ Class ____________

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 since 1960, for the percentageof women in the labor force?F It has remained greater than the

percentage of men in the labor force.G It has steadily decreased.H It has steadily increased.J It has remained unchanged.

1960 1965 1970 1975 1980 1985 1990 1995 200005

101520253035404550556065707580859095

100

Women

Men

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

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.



Name __________________________________ Date ____________________ Class ____________

ACTIVITY 28Synthesizing Information


Social Studies Objective: The student will combine information from two or more sources to make logicalconnections.

Synthesizing information involves reading or viewing more than one source and combiningthe information from each source. Knowledge gained from each source often sheds new light uponother data, and can help you make logical connections.

★ 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 and Effects• Foreign competition led to factory closings, layoffs, and

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

shortages and inflation (continuous rise in the price 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 Synthesize InformationUse the following steps to help you synthesize information from the sources you read.

• Analyze each source separately to understandits meaning.

• Determine what information from eachsource adds to the subject you are studying.

• Identify points of agreement anddisagreement between the sources.

• Determine whether one source gives younew information or helps you think in a newway about the other source.

• Find relationships between the informationin the sources.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.



Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: Synthesizing informationinvolves analyzing different types ofinformation. Study the information on theprevious page and the graphs to the right.After analyzing this data, answer thefollowing questions that will help yousynthesize information from the sources.

1. How does the first graph relate to theinformation in the text?

2. What information does the second graph giveyou that is not in the text on the previous page?

Carter takes officeFord takes office

19720

0.5

1.0

1.5

2.0

2.5Total Federal Budget Deficit

Dolla

rs (i

n hu

ndre

d bi

llion

s)

Year

1973 1974 1975 1976 1977 1978 1979 1980

The United States Economy, 1972–1980

Inflation Unemployment

Source: U.S. Department of Labor; Bureau of Labor Statistics.

Year

19741972 1976 1978 198002468

101214

Perc

enta

ge

Inflation and Unemployment Rates


1 Which of the following from the texthelps you to understand theunemployment numbers of the firstgraph?A In addition to inflation, the energy

crisis increased the trade deficit.B The OPEC oil embargo and

increased prices led to oil shortagesand inflation.

C OPEC stopped all oil shipments tothe United States and raised itsprices for oil.

D Foreign competition led to factoryclosings, layoffs, and unemploymentin the United States.

2 How does the photo connect with thetext you read?F It shows how the trade deficit grew.G It shows the effects of the oil

shortages.H It demonstrates the increase in

unemployment.J It illustrates how rising prices

affected consumers.

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.



Name __________________________________ Date ____________________ Class ____________

ACTIVITY 29Formulating Questions


Social Studies Objective: The student will formulate questions to learn more about a particular topic.

Formulating questions while you are reading can help you become a more effective reader.One good way to formulate questions is to ask how, who, what, why, when, or where. Often, youwill find answers to your questions as you continue reading the text. In cases where your questionsare not answered, you can search for answers in other sources, such as the Internet or anencyclopedia. Formulating and answering questions can also help you to confirm or disproveconclusions you draw about information in the text.

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

★ Learning to Formulate QuestionsUse the following guidelines to help you formulate questions.

• Determine why the author wrote thepassage.

• Draw conclusions about information fromthe text.

• Formulate questions about information thatmight support your conclusions.

• Answer the questions using information fromthe text or other sources.

• Confirm or disprove your conclusions basedon answers to your questions.

Ronald Reagan’s election to the presidencyin 1980 marked a significant conservative shift inAmerica. The conservative movement grew acrossthe country, particularly in the South and theWest, 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 on socialprograms. 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 Reagan, forexample, the National Highway Traffic and SafetyAdministration reduced requirements for fuelefficiency and safety measures, making productionless 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. Between1970 and 1980, the federal debt grew from $381to $909 billion. By 1990 the debt had jumped to$3.2 trillion.

Economic Policy During the Reagan Presidency

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.



Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: Based on the reading and thegraph, formulate questions about PresidentReagan’s economic policies. Answer eachquestion you ask.

1. Ask and answer a “how” question.

2. Ask and answer a “why” question.

3. Ask and answer a “what” question.

4. Ask and answer an opinion question.

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

1 Which question might an economist askto draw a conclusion about PresidentReagan’s economic policy?

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 Reagan in office?

2 Which question might help youunderstand how President Reagan’spolicies affected the federal debt?

F How much did the federal debtgrow while Reagan was in office?

G Did government regulations onbusinesses increase or decrease whileReagan was in office?

H Where did the conservativemovement grow most in the 1980s?

J What social programs were cutduring Reagan’s presidency?

Deb

t (i

n tr

illio

ns o

f do

llars

)

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

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________


ACTIVITY 30Drawing Conclusions



Social Studies Objective: The student will analyze information and draw conclusions.

When you draw a conclusion, you analyze and interpret facts and information to arrive at aconclusion, or a reasonable judgment that sums up the information. Drawing conclusions mayoften involve gathering information that is not mentioned in the text. You can use information youalready know about a topic to help you draw conclusions.

★ Learning to Draw ConclusionsUse the following guidelines to help you draw conclusions.

• Read the selection carefully.• Identify the main ideas related to the topic.• Look for key information and data in the

text, graphics, and any illustrations orphotos.

• Carefully consider all points of viewpresented in the text.

• Draw conclusions about the topic based onthe information given.

• Ask yourself whether your conclusions arebased on information in the text.

In a sense, the world became a smaller placein the late 20th century. New technologybrought people around the world together. Manygovernment leaders supported an interconnectedworld economy. In the 1990s, the United Statesdealt with globalization in several areas, includingforeign trade and environmentalism.

The United States was not a new promoterof free trade. The government had supported theexport of American goods and the import ofinexpensive goods since World War II. In 1994,the country showed its support of free trade withthe North American Free Trade Agreement(NAFTA). This agreement got rid of tradebarriers between Canada, the United States, andMexico. It promoted fair competition andinvestment opportunities.

Support of increased international trade wasseen in other parts of the world, too. TheEuropean Union was established in 1993. It

created a common bank and currency. It also gotrid of trade barriers between member states.Leaders of the Asia Pacific EconomicCooperation (APEC) met in 1993 to discusseconomic interdependence. The group promisedto support open foreign trade. More foreign-made goods became available to consumers.

Nations also met to discuss environmentalissues. Public concern over climate changeincreased after record temperatures in thesummer of 1988. Scientists studied the likelihoodof severe global warming. Effects of such awarming included rising temperatures and sealevels and more extreme weather in general.These effects would threaten agriculture, causethe extinction of valuable species, and couldincrease tropical disease.

Political leaders could not ignore thepossibility of such dangerous effects on theworld’s climate. In 1997, thirty-eight countries

Globalization

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


and the European Union met in Kyoto, Japan.They promised to reduce carbon dioxideemissions to fight global warming. Reaching anagreement on how to reduce global warmingproved difficult, however. Although the UnitedStates was the largest emitter of greenhouse gases

in the world, it signed the Kyoto Protocol in asymbolic gesture. President Clinton did notsubmit it to Congress for ratification. Emissionsof carbon dioxide increased throughout thedecade.

Name __________________________________ Date ____________________ Class ____________


DIRECTIONS: To draw conclusions from atext, first identify the main ideas. Then sum upthe information you have identified. Usinginformation from the selection above and thegraph, fill in the spaces below.

1. What are the main ideas in the selection?

2. What is the main idea of the graph?

3. Based on the information in the selection and graph, what logical or reasonable conclusion can youdraw about the policies of the United States?

GDPTrade

Source: Australia’s Foreign and Trade Policy White Paper.

35,00030,00025,00020,00015,00010,000

5,0000

1985 1990 1995 2000 2001U.

S. d

olla

rs (b

illio

ns)

Rise of Global Trade and Global GDP

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


Name __________________________________ Date ____________________ Class ____________


Standardized Test PracticeAfter reading the selection on the previous pages, answer the following questions.

1 Which of the following generalconclusions is most logical based oninformation in the selection?

A The world is becoming moreinterconnected in various ways.

B Nations are becoming more isolatedfrom one another because ofdifferences in opinion onenvironmental issues.

C Solving global environmental issuesis more important than increasingfree trade between countries.

D Countries depend upon one anotherto survive economically.

2 Based on the selection, what conclusioncan you draw about global warming?

F Global warming was not a seriousconcern to many nations.

G While the United States expressedconcern over global warming, itrefused to commit to measures tocombat it.

H Scientists disagreed on how fastglobal warming would occur.

J The United States was committed toreducing global warming.

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.


Name __________________________________ Date ____________________ Class ____________


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.


ACTIVITY 31Making Inferences

★ 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.


The presidential election of 2004 was a closerace. George W. Bush won with 286 electoralvotes, as opposed to John Kerry’s 251 electoralvotes. A third candidate, Independent RalphNader, did not win any electoral votes. Theelection enjoyed a high turnout of voters. Sixty-four percent of voting-age citizens voted,resulting in the highest turnout in a presidentialelection since 1992. A higher percentage ofwomen voted than men. Notably, voter turnoutincreased with each level of educationalattainment. In analyzing the results of theelection, several factors, including geographiclocation and voter profile, can be considered.

Bush gained support of the southern statesand the Great Plains, while Kerry took the WestCoast, the Northeast, and parts of the Midwest.

Utah had the highest percentage of voters pickBush. Wyoming, Idaho, and Nebraska alsoturned out high popular votes for Bush. Anoverwhelming 90 percent of voters in theDistrict of Columbia voted for Kerry. Kerry alsodid well in many urban and inner suburban areas,while Bush was more popular in rural areas.

Gender, race, marital status, and religionwere also factors in the voters’ profiles. Moremen voted for Bush, and more women voted forKerry. African American, Hispanic, and Asianvoters preferred Kerry, while Bush had themajority of the white vote. Married men andwomen were more likely to vote for Bush, whileKerry had the support of more unmarried voters.

President Bush, who had placed emphasis on“moral values,” gained more votes from

The Election of 2004

Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.


churchgoers than Kerry. A full 61 percent ofpeople from all faiths who attend servicesweekly—41 percent of the electorate—voted forBush. Bush had the support of 78 percent of

white evangelicals and 52 percent of the RomanCatholic vote in defeating Kerry, who was thefirst Catholic presidential candidate from a majorparty since John F. Kennedy.

Name __________________________________ Date ____________________ Class ____________


Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.

DIRECTIONS: Observing details can help you make inferences. Analyze the information in theselection, and the chart and map below, then answer the following questions.

The Presidential Election of 2004

Issues George W. Bush John KerryEconomy

NationalDefense

Environment

• Supported cutting taxes• Believed tax cuts helped the

economy, jobs

• Backed building a strong nationaldefense

• Supported increase in militaryspending

• Supported opening ArcticNational Wildlife Refuge for oiland gas exploration

• Opposed oil exploration in ArcticNational Wildlife Refuge

HealthCare

• Said he would extend Medicarebenefits with a prescription drugplan

• Supported limiting damageawards in medical lawsuits

• Promoted wider health carecoverage for children

• Supported encouraging smallbusinesses to provide healthinsurance

HomelandSecurity

• Supported Patriot Act• Opposed granting citizenship to

illegal immigrants

• Supported letting Patriot Actexpire

• Said he would put illegalimmigrants on path to citizenship

ForeignAffairs

• Authorized war in Iraq • Supported the war in Iraq; lateraccused Bush of misleading thenation

SocialIssues

• Opposed abortion except incertain cases

• Opposed same-sex marriage• Supported death penalty• Supported privatizing Social

Security• Called for limits on stem cell

research

• Supported right to abortion• Opposed death penalty• Opposed privatizing Social

Security• Supported affirmative action

policies• Supported stem cell research

• Supported pursuing war on terror• Said he would invest in new

equipment, technology

• Supported raising taxes on thewealthy, cutting taxes on middleclass, and increasing child taxcredit

• Promoted creating jobs byassisting small businesses


1. What details and key features are shownon the chart?

2. What do you know about the support thateach candidate received in the election?

3. Based on the information in the graph,what inferences can you make about theelection?

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

1 What inference can you make aboutwomen’s stands on social issues?

A Women tend to support the deathpenalty and oppose same-sexmarriage.

B Women are more likely to vote forBush.

C Women’s views on social issuescoincide with Kerry’s.

D Women are more concerned aboutthe economy than social issues.

2 Based on the chart and the informationon the previous page, which of thefollowing statements is a logicalinference?

F More ethnic minorities live in ruralareas.

G Voters in Alaska strongly opposeBush’s views on the environment.

H Voters in the Great Plains probablyquestioned going to war in Iraq.

J Southern voters tend to favor astrong military.

Name __________________________________ Date ____________________ Class ____________


Copyright ©

Glencoe/M

cGraw


he McG

raw-H

ill Com

panies, Inc.

WA11

MT3

UT5

WY3

CO9

NM5

TX34

ID4

CA55

AK3

HI4

AZ10

KS6

NE5

OR7

NV5

NY31

VT3

NH4 ME

4

MA12

MI17

OK7

SD3

ND3

MN10* WI

10

IA7

MO11

AR6

LA9

MS6

AL9

GA15

FL27

TN11

IL21

IN11

OH20

WV5 VA

13MD10D.C.

3

DE3

NJ15

CT7

RI4

PA21

KY8

SC8

NC15

PresidentialCandidate

PopularVotes

% ofPopular

VoteElectoral

Votes

BushKerryNader

62,028,28559,028,109

463,647

50.75%48.30%0.38%

2862510

* One Kerry elector from Minnesota cast an electoral vote for Vice Presidential candidate John Edwards.

Presidential Election of 2004


ISBN: 978-0-07-878431-6MHID: 0-07-878431-X

www.glencoe.com

TAV©08_STPW_878431-X.indd 2 6/18/07 7:55:18 PM

Documents

STANDA TEST RDIZED PRACTICE - glencoe.com