Page 1 of 1
CHAPTER
25
EP
I LO GU E
The United States Since 1919
Section 1 Prosperity and the Great Depression Section 2 The Rise of Dictators and World War II Section 3 The Cold War Section 4 Life in America Since 1945
1920 Warren G. Harding is elected president. USA World
1941 Japanese bomb Pearl Harbor, and U.S. enters World War II.
1945 Germany and Japan surrender, ending World War II.
1950 Korean War begins.
1919
1922 Benito Mussolini becomes prime minister of Italy.
704
1929 Stock market crash marks beginning of Great Depression.
1932 Franklin D. Roosevelt is elected president.
1933 Adolf Hitler is appointed chancellor of Germany.
1937 Japan invades China.
1939 Germany invades Poland, setting off World War II.
1948 Gandhi is assassinated in India.
Page 1 of 2
Interact with History During the 20th century, the United States has experienced many challenges. These include war, economic depression, and the struggle for equal rights. New challenges await you in the 21st century. You must decide what they are and how you will respond.
How do you think the 21st century will differ from the 20th century? What Do You Think? • How will technology play a part in your life? • What are your talents, and how could you use them to benefit yourself and society?
RESEARCH LINKS CLASSZONE.COM Visit the Chapter 6 links for more information about the American Revolution.
1963 President Kennedy is assassinated.
1972 President Nixon travels to China.
1980 Ronald Reagan is elected president.
2000 George W. Bush is elected president.
2001 The World Trade Center in New York City is attacked by terrorists.
present 1959 Fidel Castro overthrows Batista in Cuba.
1973 Arab nations and Israel fight in Yom Kippur War.
1989 Berlin Wall is torn down.
1991 The Soviet Union collapses.
The United States Since 1919
705
Page 2 of 2
CHAPTER
25 EP UE I I LO G
Reading Strategy:
Categorizing Information
What Do You know?
CALIFORNIA STANDARDS
What do you think of when you hear the phrase “the Great Depression”? Who do you think fought in World War II? How can a war be a “Cold War”?
Think About • what you’ve learned about any of these topics from movies, television, or travel • how great events shape the lives of individuals • your responses to the Interact with History about what the future holds (see page 705)
Reading 2.0 Students read and understand grade-levelappropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.
What Do You Want to Know? What questions do you have about great events of the 20th century? Record these questions in your notebook before you read the chapter.
Categorizing Information To help you make sense of what you read, learn to categorize. Categorizing means sorting information into groups. The chart below will help you to categorize the information in this chapter. Use the chart to take notes on important political, economic, and social events of selected decades of this century. See Skillbuilder Handbook, page R6.
Taking Notes The 20th Century Political Events
Economic Events
Social Events
1920–1939
Republican presidents dominate 1920s; FDR elected in 1932
Great Depression
Rise of popular entertainment in sports, music, and movies
1940–1959
Harry S. Truman elected president in 1948; Eisenhower elected in 1952
Post-World War II economic boom
1960–1979
Kennedy elected president in 1960; Nixon elected in 1968 then resigns in 1974 after Watergate
Vietnam War drained money from Great Society programs
Women go to work in factories during World War II; Civil Rights movement grows Counterculture emerges
1980–1999
Reagan elected president in 1980; Clinton impeached in 1998; G. W. Bush wins disputed 2000 election
Reagan cut taxes and increased military spending; strong economic growth
706 CHAPTER 25 EPILOGUE
Continuing immigration adds to diversity of nation
Page 1 of 1
1
Prosperity and the Great Depression MAIN IDEA The stock market crash of 1929 and the Great Depression led to Franklin D. Roosevelt’s New Deal.
WHY IT MATTERS NOW The New Deal increased the role of the federal government.
TERMS & NAMES Warren G. Harding
Great Depression
Calvin Coolidge
Franklin D. Roosevelt
jazz
New Deal
Harlem Renaissance
ONE AMERICAN’S STORY
CALIFORNIA STANDARDS
Louis Armstrong grew up in New Orleans.
CST1 Students explain how major events are related to one another in time.
Armstrong often listened to jazz music played at funeral processions, dance halls, saloons,
REP4 Students assess the credibility of primary and secondary sources and draw sound conclusions from them.
and lawn parties. He became a great jazz musician. In 1922, he accepted a job offer to play jazz with a Chicago band. A V O I C E F R O M T H E PA S T
Louis Armstrong
When I left New Orleans to go up North in 1922 the toughest Negro . . . his name is Slippers . . . he gave me a pep talk. . . . He loved the way I played those Blues. . . . When he found out that I was leaving to go to Chicago, he was the first one to congratulate me. . . . He said, “I love the way you blow that Quail.” Of course he meant the cornet.
HI2 Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long- and short-term causal relations.
Louis Armstrong, quoted in Louis: The Louis Armstrong Story
In this section, you will read about popular culture, the Harlem Renaissance, and the stock market crash of 1929.
The Roaring Twenties’ Business Boom By the start of the 1920s, Americans were turning away from progressive reforms. World War I was over. Americans were disappointed with the Treaty of Versailles. This, and the terrible human cost of the war, made them unwilling to fight “other people’s wars.” Now they wanted to help themselves. Americans were ready for a decade-long buying spree. Earlier in the century, presidents like Roosevelt and Taft had sought to place tighter controls on business. Under presidents Warren G. Harding and Calvin Coolidge, the government put into practice pro-business policies. These policies made business growth easier and more profitable. President Coolidge came into office in 1923. He spoke for many when he said, “the chief business of the American people is business.”
Taking Notes Use your chart to take notes about events in the 1920s and 1930s. The 20th Century Political Events 1920–1930 1940–1950 1960–1970 1980–1990
The United States Since 1919
707
Page 1 of 5
2
The Rise of Dictators and World War II MAIN IDEA
WHY IT MATTERS NOW
In the 1930s, the rise of dictators and their military aggression led to World War II.
Lessons learned in fighting aggression in World War II continue to influence American foreign policy.
CALIFORNIA STANDARDS
CST1 Students explain how major events are related to one another in time. CST3 Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems. HI1 Students explain the central issues and problems from the past, placing people and events in a matrix of time and place. HI3 Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.
Taking Notes Use your chart to take notes about events during World War II. The 20th Century Political Events 1920–1930 1940–1950 1960–1970 1980–1990
712 CHAPTER 25 EPILOGUE
TERMS & NAMES Benito Mussolini
World War II
fascism Adolf Hitler
Dwight D. Eisenhower
Nazi
Holocaust
ONE AMERICAN’S STORY Margaret Bourke-White was a photographer. Beginning in the 1930s, her powerful pictures in magazines and books helped Americans understand the events of their time. She was one of Life magazine’s first photographers. As you will read in this section, during the 1940s the United States joined Britain in fighting a war against Nazi Germany. As the first female photographer attached to U.S. forces, Bourke-White risked her life to send home vivid images of combat. She joined stunned soldiers entering Nazi concentration camps and was one of the first photographers to record the horrors they saw there.
Dictators Take Power The Great Depression spread around the world. In Germany and Italy, dictators appealed to desperate citizens by promising to restore prosperity. In Italy, Benito Mussolini built a political movement called fascism—a system under which the government rules through terror and by appealing to racism and nationalism. Using black-shirted followers to enforce his rule, Mussolini became prime minister in 1922. He won over nationalists by promising to turn Italy into a new Roman Empire. In 1935 his fascist troops invaded Ethiopia in Africa. The League of Nations had been formed to halt such aggression. However, it had little success. In Germany, Adolf Hitler joined the National Socialist German Workers’, or Nazi, Party. He tapped the bitter anger many Germans felt about the unfairness of the peace agreement ending World War I. The treaty required Germany to pay millions for war damages. Hitler skillfully blamed the nation’s economic woes on Jews and other groups. After coming to power in 1933, he jailed critics. His expansion of German territory began with a violation of the World War I peace agreement. He sent troops into the Rhineland, a part of Germany near the French border. In
Page 2 of 5
1938, he invaded Austria and attached it to Germany. Prime Minister Neville Chamberlain of Britain met with Hitler in Munich, Germany, in September 1938. Chamberlain agreed to allow Germany to take parts of Czechoslovakia. In return, Hitler promised not to demand any more land. During this same period, dictator Joseph Stalin controlled the Soviet Union. Communist parties loyal to the Soviet Union had followers throughout Europe. Both Nazis and Fascists won many supporters by opposing the Communists. People feared Communist governments would seize their businesses and outlaw private property. In Japan, military leaders held a powerful position in the government. In 1931, Japan invaded Manchuria, a province of China. This signaled the beginning of a planned Asian expansion. The League of Nations did little. In 1940, Japan, Italy, and Germany formed the Axis Powers.
War Breaks Out in Europe
A. Interpreting Time Lines Which of the steps leading to World War II took place in Asia? A. Answer Japanese invasions of Manchuria and China
On September 1, 1939, the Nazis invaded Poland. Germany’s massive air and ground attack finally made Britain and France understand that Hitler could only be stopped by force. Two days later, Britain and France declared war on Germany. World War II had begun. The early war years were dark ones for the Allies, which included Britain, France, and the Soviet Union, among others. The German military seemed unstoppable. In the spring of 1940, German troops conquered Norway, Denmark, the Netherlands, and Belgium. Paris and much of France fell to the Germans in June. In 1941, German forces smashed through Eastern Europe and invaded the Soviet Union. Great Britain now stood alone against Hitler. Despite nightly bombings of London and other cities by the Germans, Britain’s prime minister, Winston Churchill, inspired Britons to hold on. In the United States, isolationists still urged Americans to stay out of European affairs and avoid war.
Surprise Attack on Pearl Harbor Roosevelt began his third term in 1941. He was the first and only president to serve more than two terms. He believed that failure to stop the
Steps to World War II, 1920–1939 March 1936 Germany reoccupies the Rhineland.
1920
1930
January 1933 Hitler becomes chancellor of Germany.
September 1931 October Japan annexes Manchuria. 1935 Italy invades Ethiopia. July 1937 Japanese forces move into China.
March 1938 Germany annexes Austria. August 1939 Nazi-Soviet Pact signed.
1940
October 1922 Mussolini takes power in Italy.
WWII
September 1939 German troops invade Poland. September 1938 Munich Conference
713
Page 3 of 5
U.S.S. ARIZONA MEMORIAL The U.S.S. Arizona suffered extensive damage during the attack on Pearl Harbor. The ship sank, and 1,177 of its crew died. The nation chose not to raise the battleship. Instead, officials created a memorial that sits above the sunken hull (see below). The names of all the crewmen who perished are carved on the memorial. To commemorate the 50th anniversary of the attack against the U.S. naval base at Pearl Harbor, President George Bush visited the site in 1991.
Nazis and Fascists would endanger the United States. In early 1941, he gave a speech to Congress to prepare the public to aid the Allies. A V O I C E F R O M T H E PA S T We look forward to a world founded upon four . . . human freedoms. The first is freedom of speech and expression— everywhere in the world. The second is freedom of every person to worship God in his own way. . . . The third is freedom from want. . . . The fourth is freedom from fear . . . anywhere in the world. Franklin D. Roosevelt, State of the Union speech, January 6, 1941
Freedom required arms for its defense. Congress enacted the Lend-Lease Act in 1941. This law allowed the United States to ship arms and supplies, without immediate payment, to Britain and its allies. On December 7, 1941, Japan launched an attack against the U.S. naval base in Pearl Harbor, Hawaii. Calling December 7 “a date which will live in infamy,” FDR requested and Congress passed a declaration of war against Japan. Japan’s allies—Italy and Germany—then declared war on the United States. In 1942, the Axis Powers (Germany, Italy, Japan) seemed close to victory. By this time, the Soviet Union had joined the Allied Powers, following Germany’s invasion of its territory in June 1941.
The Home Front in America
Poster of factory worker during World War II
Once the United States entered the war, its automobile plants and other factories were turned into defense plants. Airplanes, ships, weapons, and other supplies rolled off production lines at a rapid pace. By 1944, American assembly lines were producing 50 percent more armaments than those in the Axis nations combined. Americans put up with wartime shortages so that resources such as steel, tin, and rubber could be redirected to military uses. Gasoline was in short supply. So were meat, butter, coffee, cheese, and sugar. Every family received ration books of stamps to buy goods. With millions of men at war, women went to work in factories, shipyards, and offices. At first, heavy industries resisted hiring female workers, but by 1944 some 3.5 million worked on assembly lines turning out cargo ships and bombers. As they had during World War I, hundreds of thousands of African Americans left the South for such cities as Cleveland, Chicago, and Detroit. More than 2 million took jobs in the defense industry. Roosevelt outlawed discrimination in industries with federal contracts.
714 CHAPTER 25 EPILOGUE
Page 4 of 5
B. Summarizing What were some of the activities and challenges faced by women and minorities on the home front? B. Answer Women worked in factories; African Americans moved north for jobs in defense industry; Japanese Americans on West Coast were sent to internment camps.
On the home front, Japanese Americans on the West Coast faced harsh treatment. By executive order, more than 100,000 loyal Japanese Americans were forced to leave their jobs, businesses, and homes. They were sent to internment camps throughout the West.
War Continues in Europe and Asia The invasion of Italy got under way with an attack on the island of Sicily in July 1943. The Allies forced the Germans out of Sicily and then swept into Italy. By this time, the Italians had imprisoned Mussolini. The new Italian government surrendered to the Allies in September 1943. Meanwhile, in August 1942, German forces attacked the Russian city of Stalingrad, an important industrial center. A brutal battle took place. Soviet forces encircled and trapped the German army. As winter approached, the German commander begged Hitler to let him retreat. The Führer (or “leader”) refused. The trapped Germans had no food or supplies. Each day, thousands of Nazi soldiers froze or starved to death. In late January 1943, the German troops surrendered. Each side had suffered staggering losses. With its defeat at Stalingrad, Germany’s hopes of conquering the Soviet Union ended. Another turning point in World War II came on June 6, 1944, known as D-Day. About 156,000 Allied troops crossed the English Channel and landed on the beaches of Normandy in northern France. They were
Skillbuilder Answers 1. Spain, Portugal, Ireland 2. Okinawa
World War II in Europe and Asia, 1942–1945
i
on
o f N o rth A
40° N
, 1942 f r i ca
800 Miles
0 0
1,600 Kilometers
Axis Powers Axis-controlled Allied Powers Neutral nations Allied advances Allied victories 20° N
Invasion of Italy, 1943 Sicily
MONGOLIA
Medit
GREECE
Beijing
(Peking)
CHINA
KOREA Hiroshima
n Sea
JAPAN
180° E 0
1,000 Miles
0
2,000 Kilometers
PACIFIC OCEAN
Tokyo
Nagasaki Okinawa Iwo Jima 1945 1945
40° N
Midway Island 1942 20° N
TURKEY
Crete
erranea
ALASKA
MANCHURIA
NIA
SPAIN
ALBA
In v a s
PORT.
SOVIET UNION Berlin IRELAND NETH. Sov iet Off GERMANY D-Day London 3 e n siv e, 194 Invasion, 1944 BE LG POLAND . CZECHOS LOVAKIA Paris IA RY STR GA FRANCE SWITZ. AU UN H ATLANTIC YU ROMANIA GO ITALY OCEAN SL AV IA BULGARIA Rome
160° E
LITH. EAST PRUSSIA
140° E
l
60° N
SOVIET UNION
LATVIA
tic
120° E
Ba
ESTONIA
100° E
DENMARK
Se
GREAT BRITAIN
North Sea
a
0°
20° E
60° N
PHILIPPINES Guam 1944
Leyte Gulf 1944
Tarawa 1943
GEOGRAPHY SKILLBUILDER Interpreting Maps 1. Region Which three countries on the western fringes of Europe remained neutral? 2. Movement Which battle was fought closest to Japan?
0°
NEW GUINEA Guadalcanal 1942-1943 Coral
AUSTRALIA
Sea
20° S
715
Page 5 of 5
part of a vast Allied invasion under the command of American General Dwight D. Eisenhower. British and American forces advanced on Germany from the west. The Soviets closed in from the east. In early May of 1945, Germany surrendered. In the Pacific, the Japanese fought on. After 12 years as president, FDR died suddenly in April 1945, making Harry S. Truman the president. Truman decided to end the war before an invasion of Japan caused huge losses. In August 1945, American bombers dropped atomic bombs on Hiroshima and Nagasaki. In Hiroshima about 70,000 people died instantly. On September 2, 1945, Japan surrendered.
DWIGHT D. EISENHOWER 1890–1969
The War Is Over
If ever there was a general who cared about his troops, it was General Dwight D. Eisenhower (at left, above). As Allied forces battled in Italy, Ike learned that he and another general were scheduled to stay in two large villas. “That’s not my villa!” he exploded. “And that’s not General Spaatz’s villa! None of those will belong to any general as long as I’m Boss around here. This is supposed to be a rest center—for combat men—not a playground for the Brass [officers]!”
World War II had been the costliest and most destructive war in history. Approximately 55 million people died. Among them were some 6 million Jews, or almost two-thirds of Europe’s Jews. Victims were shot, gassed, and worked to death in Nazi concentration camps, death camps, and slave labor camps. This systematic mass murder of 6 million Jews and other ethnic minorities by the Nazis became known as the Holocaust. At war’s end, the United States joined the United Nations, the international peacekeeping organization that replaced the League of Nations. New York City became its headquarters. The Soviet Union joined as well. Nevertheless, conflict between the former allies would lead to a new era of tension, as you will read in the next section.
How might Eisenhower’s concern for the common man have affected his standing with the troops?
Section
2
C. Reading a Map Use the map on page 715 to point out the locations of Hiroshima and Nagasaki on the Japanese mainland.
Assessment
1. Terms & Names
2. Using Graphics
3. Main Ideas
4. Critical Thinking
Explain the significance of:
Arrange these events with their dates on a time line: (CST2)
a. What events following World War I led to the rise of Hitler and Mussolini? (HI2)
Analyzing Causes What elements in Nazi thinking might have contributed to the Holocaust? (HI2)
• • • • • •
Benito Mussolini fascism Adolf Hitler Nazi World War II Dwight D. Eisenhower • Holocaust
event 2 event 1
• • • • ACTIVITY OPTIONS •
LANGUAGE ARTS TECHNOLOGY
event 4
event 3
event 5
Normandy Invasion U.S. bombs Hiroshima Germany invades Russia Pearl Harbor bombed Germany invades Poland
b. Why were Americans reluctant to go to war? What made them change their minds? (HI2) c. What ended the war in the Pacific? (HI2)
THINK ABOUT • wartime fears • attitudes toward minorities • prejudice
Research women working in wartime factories. Write a diary entry of one woman’s experiences or plan the contents of a Web page about women in World War II. (REP4)
716 CHAPTER 25 EPILOGUE
Page 1 of 5
3
The Cold War MAIN IDEA After World War II, the United States and the Soviet Union entered into a deadly struggle for world power.
WHY IT MATTERS NOW This struggle affected American foreign policy for almost half a century.
TERMS & NAMES Harry S. Truman
Lyndon B. Johnson
Cold War
Vietnam War
containment
Richard M. Nixon
John F. Kennedy
Watergate scandal
ONE AMERICAN’S STORY World War II had destroyed European roads, bridges, mines, and railroads. Factories were shut down. U.S. leaders wanted to help the European economies and stop Communist expansion. George C. Marshall, secretary of state under President Harry S. Truman, came up with a plan to put Europe back on its feet. A V O I C E F R O M T H E PA S T [The] United States should do whatever it [can] to assist in the return of . . . economic health in the world, without which there can be no political stability and no. . . peace. Our policy is directed . . . against hunger, poverty, desperation, . . . chaos.
CALIFORNIA STANDARDS
REP4 Students assess the credibility of primary and secondary sources and draw sound conclusions from them. HI1 Students explain the central issues and problems from the past, placing people and events in a matrix of time and place. HI2 Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long- and short-term causal relations.
George C. Marshall, speech at Harvard University, June 5, 1947
As you will read in this section, the Marshall Plan helped make Western and Southern Europe stable again.
The Cold War Begins After World War II, fear and mistrust between the superpowers grew. The United States had hoped Eastern European nations would become democracies. Stalin feared that Eastern Europe could again become an invasion route into his country. For this reason, Stalin and the Soviets helped Communist governments come to power throughout Eastern Europe in the late 1940s. President Truman and his advisers feared the spread of communism and looked for ways to stop it. This struggle marked the start of the Cold War between the superpowers. It was called a Cold War because there was no actual, direct fighting between the superpowers. This conflict was waged mainly with threats, spying, propaganda, and war in other countries.
Taking Notes Use your chart to take notes about events after World War II. The 20th Century Political Events 1920–1930 1940–1950 1960–1970 1980–1990
The United States Since 1919
717
Page 2 of 5
Truman’s anti-Soviet policy was called containment. It sought to contain, or stop, the Soviet Union from gaining influence outside its borders. Containment became the foundation of American foreign policy. The Marshall Plan and the North Atlantic Treaty Organization (NATO) were key elements of containment. The Marshall Plan helped pay for Western and Southern Europe’s recovery. Under the NATO agreement, Western allies formed a defense pact. The members pledged to protect one another in case of attack. The Soviet Union and its allies formed the Warsaw Pact.
The Korean War and McCarthyism In 1949, the Communists led by Mao Zedong took power in China. In 1950, troops from Communist North Korea, supplied by the Soviet Union, invaded American-backed South Korea. U.S. troops made up most of a UN force commanded by General Douglas MacArthur. The UN force drove the North Koreans out of the South and back into North Korea. Fighting continued after General Dwight D. Eisenhower became the new U.S. president in 1953. He soon arranged a truce that ended the three-year war. The national boundaries of the two Koreas had changed very little. However, the United States had shown that the free world would fight Communist aggression. In the postwar United States, public fears of communism allowed Senator Joseph McCarthy of Wisconsin to gain great power. He claimed that hundreds of government workers were Communists or Communist supporters. His hunt for Communists ruined many lives. A new word— McCarthyism—described the use of unproven charges against opponents and innocent citizens. By 1954, however, the public had turned away in disgust from McCarthy. His power quickly faded.
A. Answer Fear of communism spurred by events in Asia allowed McCarthy to gain power. A. Recognizing Effects What effect did the Communist takeover in China and Communist aggression in Korea have on American political life?
Nuclear Threat and Superpower Conflicts This photograph shows a Soviet ship thought to be carrying nuclear missiles to Cuba.
718
In 1945, the United States had dropped two atomic bombs on Japan to end World War II. Four years later, the Soviets built their own atomic bomb. A deadly arms race had begun. Both superpowers stockpiled nuclear weapons. By the end of the decade, both sides were developing missiles to carry bombs to each other’s doorsteps. Neither superpower wanted to risk an all-out war. Instead, they pursued their rivalry indirectly by supporting opposite sides in conflicts in the Third World. These were the poorer nations of Latin America, Asia, and Africa. One such conflict brought the superpowers to the brink of war. In Cuba, Fidel Castro led a revolution that brought a Communist government to power in 1959. Attempts by the United States to topple Castro failed.
Vocabulary stockpiled: maintained a supply for future use
Page 3 of 5
B. Summarizing What are some examples of superpower rivalry? B. Answer nuclear arms race; third-world conflicts; space race
Then, in 1962, President John F. Kennedy learned that the Soviets were supplying Cuba with missiles. U.S. navy ships blockaded the island. The threat of nuclear war seemed very real. The world waited to see if the Soviets would remove all missiles and missile bases from Cuba. Finally, the Soviet Union agreed to remove them. By the 1960s, the superpowers were in a space race as well as an arms race. Americans were stunned in 1957 when the Soviets sent Sputnik, a man-made satellite, into orbit around the earth. Alarm deepened as a Soviet cosmonaut took the first manned space flight. Throughout the 1960s, the two nations raced to see who would be first to put a person on the moon. Americans cheered as Neil Armstrong and Buzz Aldrin made the first lunar landing in 1969. In 1963, Kennedy was assassinated in Dallas, Texas. Kennedy’s vicepresident, Lyndon B. Johnson, succeeded him as president. Under Johnson, the United States became more deeply involved in conflict in the Southeast Asian countries of North and South Vietnam.
The U.S. flag is planted on the surface of the moon in July 1969.
War in Vietnam
Background The idea that if one nation fell to the Communists, others would soon follow, was called the “domino theory.”
In 1954, Vietnam was divided in two. The Communists controlled North Vietnam and the non-Communists controlled South Vietnam. The Vietnam War began in 1957 when Communist forces rebelled against the South Vietnamese government. American presidents Eisenhower, Kennedy, and Johnson all feared a Communist victory in South Vietnam. Experts argued that if South Vietnam fell to the Communists, other Southeast Asian nations would soon fall. By 1968, more than 500,000 American troops were serving in Vietnam. U.S. planes dropped thousands of tons of bombs on North Vietnam. The large, wellequipped U.S. military faced a disciplined North Vietnamese force. Communist soldiers used hit-andrun guerrilla tactics. They sometimes relied on civilians for shelter and supplies. American soldiers won many battles, but they were stuck in an unwinnable war. By 1968, the war had divided the United States. Strong criticism of Johnson’s Vietnam policy contributed to his decision not to run for reelection. Richard M. Nixon, who was elected president in 1968, pledged to end the war. Over the next four years, he expanded the air war into neighboring Cambodia and Laos. At the same time, Nixon withdrew U.S. ground troops from South Vietnam. A 1973 ceasefire brought American troops home. Two years later, South Vietnam fell to the Communists. In 1976, the two Vietnams were united under Communist rule.
THE “TELEVISION WAR” The Vietnam War was the first “television war,” broadcast each night on the evening news. Reports rarely showed actual battles, partly because much of the fighting occurred off and on and at night between small units. Networks also tried to avoid gruesome scenes because they did not want to offend viewers. In addition, the networks agreed not to show any American dead or wounded so that their families would not recognize them on screen. Still, the images of war shocked viewers.
719
Page 4 of 5
CAUSE AND EFFECT: The Cold War, 1945–1991 CAUSES
IMMEDIATE EFFECTS
LONG-TERM EFFECTS
Soviet domination of Eastern Europe
Truman Doctrine and Marshall Plan
Arms race between United States and Soviet Union
Communist victory in China
THE COLD WAR
Distrust between United States and Soviet Union
East-West tension Founding of NATO and Warsaw Pact
Rivalry between United States and Soviet Union for world power
SKILLBUILDER Interpreting Charts 1. Which of the causes was not centered in Europe? 2. Which alliance was founded by the Soviet Union and its allies?
Nixon as President In the early 1970s, President Nixon took steps to improve relations with the Soviet Union and Communist China. In 1972, Nixon visited China. He reopened direct communication between the two nations after a 21year break. After Nixon’s visit to the Soviet Union, the superpowers signed an agreement limiting nuclear arms. The Watergate scandal took up much of Nixon’s second term as president. People who worked for Nixon carried out illegal activities. These included wiretapping telephones and breaking into the Democratic Party headquarters in the Watergate building in Washington, D.C. An investigation showed that Nixon had ordered his staff to cover up White House involvement in these crimes. In 1974, a congressional committee wanted to impeach Nixon. Rather than face impeachment, Nixon resigned. He became the only U.S. president to do so. Gerald Ford succeeded Nixon as president and eventually pardoned him.
Skillbuilder Answers 1. Communist victory in China 2. Warsaw Pact
Foreign Policy of the 1970s and 1980s Jimmy Carter won the 1976 presidential election, defeating Gerald Ford. He made human rights a cornerstone of his foreign policy. In 1977, Carter signed a treaty to turn the Panama Canal over to Panama in 2000. Carter also negotiated the Camp David Accords—a peace agreement between Egypt and Israel. In 1979, the Soviet Union invaded Afghanistan to prop up a proCommunist government. Ronald Reagan, who became president in 1980, took a tough stance toward the Soviet Union. Reagan increased U.S. defense spending and pledged to oppose communism in Central America. For several years, U.S.-Soviet relations became more tense. By the late 1980s, however, U.S.-Soviet relations improved. A new Soviet leader, Mikhail Gorbachev, tried to reform the Soviet government and economy. Reagan and Gorbachev signed treaties agreeing to destroy some of their own nations’ nuclear weapons. 720 CHAPTER 25 EPILOGUE
C. Answer Reagan increased military spending to oppose the spread of communism, but he also negotiated treaties with the Soviets to destroy some nuclear weapons.
C. Summarizing What were Reagan’s policies toward the Soviet Union?
Page 5 of 5
Meanwhile, many people in Communist nations wanted more freedom. They overthrew Communist rulers and formed democratic governments. In 1991, Communist leaders also lost power in the Soviet Union. The country split into independent states. Russia remained the largest of these states. The collapse of the Soviet Union ended the Cold War.
New Threats to the United States As the Soviet Union fell apart, the United States stood as the world’s only superpower. But major issues still challenged the nation. In 1990, Iraq invaded Kuwait. President George H. W. Bush organized a coalition of nations to drive Iraq out of Kuwait. In 1991, the coalition defeated Iraq in the Persian Gulf War and freed Kuwait of Iraqi control. Then, in 2001, Americans faced a more direct threat. On September 11, 2001, terrorists hijacked commercial airplanes and crashed them into the World Trade Center in New York City, the Pentagon, and in a Pennsylvania field. Within hours, both World Trade Center towers collapsed. In these attacks, nearly 3,000 people died. President George W. Bush (George H. W. Bush’s son) began a war against terrorism. In October 2001, the United States led a coalition attack on Afghanistan. The goal of the attack on Afghanistan was to break up the al-Qaeda terrorist network believed responsible for the September 11 attacks. And in March 2003, U.S. and British forces invaded Iraq. The goal of the war in Iraq was to prevent Iraq from supplying terrorists with weapons of mass destruction (WMD). (For more information on terrorism and the war in Iraq, see pages 732-737.) Section
3
Smoke billows from the World Trade Center buildings after the terrorist attack of September 11, 2001.
Assessment
1. Terms & Names
2. Using Graphics
3. Main Ideas
4. Critical Thinking
Explain the significance of:
Use a diagram to summarize America’s Cold War policy. (HI1)
a. How did the goals of the Soviet Union and the United States for Eastern Europe differ after World War II? (HI1)
Comparing How were the Korean War and the Vietnam War similar and different? (CST1)
b. What were the space race and the arms race? (HI1)
THINK ABOUT • American goals • those who fought on each side • the outcome of each struggle
• • • • • • • •
Harry S. Truman Cold War containment John F. Kennedy Lyndon B. Johnson Vietnam War Richard M. Nixon Watergate scandal
COLD WAR Containment
c. How did the breakup of the Soviet Union change U.S.-Soviet relations? (HI2)
ACTIVITY OPTIONS
SPEECH SCIENCE
Give an oral presentation on one scientific challenge of landing on the moon or create a diagram of the lunar module. (HI1)
The United States Since 1919
721
Page 1 of 6
4
Life in America Since 1945 MAIN IDEA
WHY IT MATTERS NOW
Since World War II, civil rights, economic growth, and social change have dominated American life.
CALIFORNIA STANDARDS
Prosperity, equality, and rapid change will remain important issues in the 21st century.
TERMS & NAMES baby boom
Great Society
Dr. Martin Luther King, Jr.
counterculture
ONE AMERICAN’S STORY
REP4 Students assess the credibility of primary and secondary sources and draw sound conclusions from them.
When World War II ended, Americans
HI6 Students interpret basic indicators of economic performance and conduct cost-benefit analyses of economic and political issues.
looking for a way out of crowded city
were eager to return to normal life. Newlyweds and young families were apartments. Builder William J. Levitt had the answer. He built cheap houses using assembly-line methods. On New York’s Long Island, Levitt built more than 17,000 homes in Levittown. It was America’s first suburban housing development. Levitt
Levittown, New York
liked to brag that his home building was helping to win the war against Communism. “No man who owns his own house and lot,” he said, “can be a Communist. He has too much to do.” As you will read, in the 1950s a home in the suburbs became a part of the American dream.
Economic Boom and Baby Boom
Taking Notes Use your chart to take notes about events in America after World War II. The 20th Century Political Events 1920–1930 1940–1950 1960–1970 1980–1990
722 CHAPTER 25 EPILOGUE
After World War II, the U.S. economy boomed. The GI Bill offered returning soldiers schooling and job training. The Veterans Administration provided low-interest mortgages to home buyers. Rising demand for homes made possible the rapid growth of the suburbs. Other home builders were soon copying the building methods pioneered by Levitt. Car sales soared, too. Suburban families needed cars. They drove to work, to shopping centers, to movie theaters, and to restaurants. During the late 1940s and the 1950s, the population grew rapidly. Americans were having more children, a trend known as the baby boom. Many people moved from the cities to the suburbs. They also moved from the Northeast to the sunbelt—the states of the South and the Southwest. As Americans earned more, they spent more. Television appeared in almost every home. Americans eagerly bought the cars, electrical appliances, and other goods advertised on television and in magazines.
Page 2 of 6
Not all Americans shared in the new prosperity, however. In the 1950s, African Americans and other minorities continued to face discrimination, as did working women. In rural areas and inner cities, many people struggled to survive. HISTORIC DECISIONS OF THE SUPREME COURT
For more information on Brown v. Board of Education of Topeka, see pp. 752–753.
The Civil Rights Movement In the 1950s, reformers began to win legal victories to end segregation in the South. In 1954, in Brown v. Board of Education of Topeka, the Supreme Court ruled that segregated public schools were illegal. Two years later, after a black-led boycott of the Montgomery, Alabama, bus system, the Court ruled that segregated public transportation was against the law. By the early 1960s, a young minister named Dr. Martin Luther King, Jr., led a strong civil rights movement. Despite attacks by whites, the movement for equal rights remained largely nonviolent. At the 1963 March on Washington, King inspired more than 200,000 supporters with his words.
DR. MARTIN LUTHER KING, JR. 1929–1968 Dr. King (shown below) became leader of the Montgomery bus boycott. Fresh out of school, he had been in Montgomery about a year. But his courage and eloquence made him the perfect person to lead the movement. King learned about nonviolence by studying religious writers and thinkers. He came to believe that only love could convert people to the side of justice. He described the power of nonviolent resisters: “We will soon wear you down by our capacity to suffer. So in winning . . . freedom . . . you will be changed also.” How might King’s beliefs have supported his leadership of a nonviolent protest?
A V O I C E F R O M T H E PA S T I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today. Martin Luther King, Jr., “I Have a Dream,” August 28, 1963
A. Recognizing Effects What goals did Dr. Martin Luther King, Jr., help to achieve in civil rights? A. Answer King led civil rights movement; spoke at March on Washington; helped inspire Civil Rights Acts of the 1960s.
In 1964, President Johnson pushed a Civil Rights Act through Congress. It banned discrimination in employment and voter registration. It also banned discrimination in public places such as restaurants, motels, and gas stations. Four years later, the Fair Housing Act outlawed discrimination in housing. Many of these changes were inspired by the leadership of Dr. King. King’s assassination in Memphis, Tennessee, on April 4, 1968, stunned the nation. Laws now guarantee African Americans and other minority groups equal treatment. With a growing number of African Americans elected to local, state, and federal offices, they have a greater voice in government.
The Great Society In 1964, President Lyndon B. Johnson convinced Congress to fund his War on Poverty. This effort created many government and private agencies to fight poverty. Some agencies provided job training. Others sent volunteers to teach in poor rural communities and rundown urban neighborhoods. Some programs funded part-time jobs for needy college students. Others offered preschool classes to give poor children a head The United States Since 1919
723
Page 3 of 6
start on learning. In 1965, Johnson got Congress to set aside millions for health care for poor, elderly, and disabled people. These health-care programs were called Medicare and Medicaid. Reducing poverty, extending civil rights, and expanding medical care were all parts of Johnson’s plan for a better America. He called it the Great Society. Like FDR’s New Deal, the Great Society reflected Johnson’s belief that government can improve people’s lives. Johnson’s social programs were costly. However, they attempted to reduce the poverty rate during the 1960s. As the U.S. role in the Vietnam War grew, though, fewer dollars were directed to Great Society programs.
Rights for All In the 1960s, minorities and women struggled for equal rights. Native Americans turned to the courts to fight for their land rights. They held protests highlighting the federal government’s failure to honor treaties. One of the most outspoken Native American groups was the American Indian Movement (AIM). In the early 1960s, César Chávez began organizing poorly paid MexicanAmerican farm workers in California. He led a five-year-long strike by grape pickers. Then Chávez formed the nation’s first successful union of farm workers. It later became the United Farm Workers of America. Chávez’s success inspired other Mexican Americans to work for change. In 1969–1970, they formed La Raza Unida—“the united people.” This group worked to improve the lives of Mexican Americans and others. In 1963, Betty Friedan wrote a best-selling book called The Feminine Mystique. This book led many women to rethink their roles. In 1966, Friedan and other activists founded the National Organization for Women (NOW). NOW and other women’s groups such as Working Women and The American Association of University Women have worked to change laws that discriminate against women. They have helped to reform property rights and hiring. They continue working for equal pay and fair treatment in the workplace. César Chávez organized the United Farm Workers of America during the 1960s.
Youth Protests and the Counterculture No controversy was more heated than that over the Vietnam War. Opponents of the war argued that it was a civil war between Communists and non-Communists for control of Vietnam. They stated that the United States had no right to interfere. The war’s supporters considered these opponents to be traitors who were undermining the war effort. Antiwar protests brought millions of Americans into the streets. Shouting matches and flag burnings followed. Some protests turned violent. Antiwar activists clashed with supporters of the war. At Ohio’s Kent State University in 1970, National Guardsmen fired their weapons and killed four students.
724 CHAPTER 25 EPILOGUE
B. Answer Native Americans, Mexican Americans, and women all struggled for equal rights— Native Americans for land rights, Mexican Americans for better pay and working conditions, and women for equal treatment in the workplace. B. Comparing and Contrasting What was similar and different about the struggles of various groups for their rights?
Page 4 of 6
Vietnam widened the gap between younger and older Americans. Differences in beliefs and values between generations eventually gave rise to the counterculture. These were groups of people seeking new ways of living. One of the central values for members of the counterculture was a concern for the environment. Environmentalists sought to protect the environment by fighting pollution of the country’s natural resources. Some younger Americans had different values from those of the mainstream. Many critics spoke out against the way young people questioned American values. Despite such concerns, in 1971 the Twenty-Sixth Amendment lowered the voting age to 18.
Reagan, Bush, and Conservatism
C. Summarizing What are some examples of how Reagan limited the role of government in economic affairs? C. Answer Reagan slashed taxes and social spending, and abolished many government regulations on business.
Throughout the 1960s and 1970s, Democratic presidents such as Jimmy Carter had favored a strong role for government in the economy. They favored regulation of big business, support for organized labor, and public spending on the poor. Ronald Reagan, a former movie actor and governor of California, was elected president in 1980, defeating Jimmy Carter. Reagan, a conservative Republican, wanted to reduce the role of government in American life. He sharply cut taxes and slashed spending on social programs for the poor. At the same time, he greatly increased military spending. The tax cuts, coupled with heavy defense spending, caused the national debt to skyrocket. The government was borrowing more money to pay for spending than it was taking in through taxes. As a result, the national debt doubled in size from 1981 through 1986. Reagan pushed pro-business economic policies. He abolished thousands of government regulations on business. After a recession in 1982, the economy sharply improved. Reagan’s successor, George Bush, shared his conservative outlook. In the early 1990s, after his successful management of the Persian Gulf War, Bush’s popularity surged. However, when the country headed into a recession, Bush’s approval ratings fell sharply. In 1992, Bush lost his reelection bid to Democrat Bill Clinton, the governor of Arkansas.
Protesters march in 1969 in opposition to the war in Vietnam.
The Clinton Presidency During his first term, Bill Clinton focused on domestic issues. To reduce the deficit, he supported tax increases and spending cuts. To fight crime, he pushed gun-control laws through Congress. In 1994, the Democrats lost control of Congress to the Republicans. The new Congress pushed for deeper cuts in taxes and social programs than Clinton would support. A compromise led to deep cuts in some government social programs but protected some spending for education, welfare, and health care programs for the needy. The nation’s strong economy helped Clinton win reelection in 1996. The United States Since 1919
725
Page 5 of 6
Clinton’s second term in office was marred by scandal. An investigation into Clinton’s finances revealed that he had had an improper relationship with a White House intern. And he allegedly had lied about it under oath. The charges led to his impeachment in 1998. The Senate opened its trial of President Clinton in January 1999. Nearly a month later, the Senate acquitted him and Clinton remained in office.
The Bush Presidency
Arnold Schwarzenegger became California’s governor after winning the 2003 recall election.
In 2000, the nation held a presidential election to choose Clinton’s successor. The Democrats nominated Vice-President Al Gore as their candidate. The Republicans chose Texas governor George W. Bush, the son of the former president. The 2000 election was one of the closest in U.S. history. By the morning after Election Day, Gore held a narrow lead in the popular vote. However, he did not have enough electoral votes to claim the presidency. Bush led in Florida by a few hundred votes, which promised to give him enough electoral votes to win the election. For five weeks, the two campaigns fought legal battles over recounts of the Florida ballots. Finally, on December 12, the U.S. Supreme Court voted 5 to 4 to stop the recounts, ensuring that Bush would win the presidency. The election controversy widened the country’s political divide. Critics wondered how Bush could govern effectively without winning the popular vote. Bush began his term working on domestic policies, such as educational reform. After the terrorist attacks of September 11, 2001, he focused on fighting terrorism at home and overseas. (See the Special Report beginning on page 732.) Political differences in California led to a historic recall election in 2003. A number of economic problems in 2000 and 2001, including a statewide electricity crisis, led many Californians to lose confidence in Democratic governor Gray Davis. Despite faltering support, Davis won reelection in 2002 by a slim margin. Shortly thereafter, Davis opponents began petitioning for a recall vote under state law, eventually gathering more than 1.3 million signatures. On October 7, 2003, more than 55 percent of voters chose to recall Davis. Actor Arnold Schwarzenegger was elected the new governor, receiving over 48 percent of the vote against 134 candidates. While Bush’s antiterrorism policies gained initial support, many Americans began to question his handling of the invasion of Iraq. In 2004, Massachusetts senator John Kerry challenged Bush. After both sides waged one of the most expensive campaigns in history, Bush was able to win a majority of the popular vote. However, once again the electoral vote came down to one state. In Ohio, Bush held a lead of more than 130,000 votes, which would give him the state’s 20 electoral votes and the presidency. After deciding that the uncounted absentee and paper ballots would not be enough to take the lead, Kerry conceded the race to Bush the day after the election.
726 CHAPTER 25 EPILOGUE
D. Contrasting What effect did the economy have on the elections of 1992 and 1996? D. Answer The weak economy of 1992 helped to defeat Bush; the strong economy of 1996 helped to reelect Clinton.
Page 6 of 6
Immigrants and the New Millennium
Skillbuilder Answers 1. the countries that make up the former Soviet Union 2. North America (Mexico); Central America (El Salvador); Asia (Philippines, Vietnam, China, India, Korea); Caribbean (Dominican Republic, Jamaica)
Section
4
The American People Origins of Immigrants, 1981–1996
Numbers of Immigrants*
From 1981 to 1996, nearly 13.5 million legal immigrants came to the 1. Mexico 3,300,000 United States. These new immi2. Philippines 840,000 grants increased U.S. diversity. Most 3. China˚ 730,000 of the immigrants who arrived in 4. Vietnam 720,000 America during earlier periods had come from Europe. Nearly 85 per5. Dominican 510,000 Republic cent of the most recent arrivals came from Latin America or Asia. The 6. India 500,000 Census Bureau predicts that by 7. Korea 450,000 2020 the U.S. Hispanic population † 8. Soviet Union 420,000 will increase from 12.5 percent to 17 9. El Salvador 360,000 percent. At the same time, the Asian population is expected to climb from 10. Jamaica 320,000 3.6 percent to nearly 6 percent. * Numbers rounded to nearest 10,000. While immigrants bring their includes Taiwan. ˚ China † The Soviet Union broke apart in 1991. This figure includes culture to America, they also have the former Soviet republics. embraced many American tradiSource: U.S. Bureau of the Census tions. Most wear American clothes, adopt American customs, SKILLBUILDER Interpreting Charts 1. From which European countries were there still substantial and learn English. Furthermore, numbers of immigrants in the 1980s and 1990s? they share with other Americans a 2. From what regions of the world do most recent belief in democracy and freedom. immigrants come? Citizens of all races and backgrounds will play a vital role in shaping America. So will today’s students. You have a part to play in helping the United States embrace people from every culture and land. You are the generation that will create the America of the future. Assessment
1. Terms & Names
2. Using Graphics
3. Main Ideas
4. Critical Thinking
Explain the significance of:
Use the chart to examine the aims of groups that protested in the 1960s. (HI1)
a. How did the civil rights movement of the 1960s lessen discrimination against African Americans? (HI2)
Supporting Opinions Do any youth countercultures exist today? Why or why not? (HI1)
b. What were the goals of President Johnson’s Great Society programs? (HI3)
THINK ABOUT • music and the arts • politics • religion • values
• baby boom • Dr. Martin Luther King, Jr. • Great Society • counterculture
Goal African Americans Mexican Americans Native Americans Women
Success
c. How did Reagan attempt to reduce the role of government in American life? (HI1)
ACTIVITY OPTIONS
LANGUAGE ARTS MATH
Find out about voters’ attitudes toward politicians. Create a survey, conduct a poll, and either write a report or display your results in a graph. (REP3)
The United States Since 1919
727
Page 1 of 4
Protecting the Environment The nation has made great strides over the past several decades in taking better care of the environment. However, much work remains to be done. As the United States embarks on a new century, the country continues to face such controversial issues as global warming and the problems of water pollution and a growing amount of waste. COOPERATIVE LEARNING You have recently joined a local organization whose goal is to find solutions to the environmental challenges that affect your community. On these pages are three challenges you face as a member of the organization. Working with a small group, decide how to deal with each challenge. Choose an option, assign a task to each group member, and do the activity. You will find useful information in the Data File. Present your solutions to the class.
ECONOMICS CHALLENGE
“from a feel-good issue to a bottom-line issue” A growing number of businesses have begun taking steps to curb the amount of trash they produce. These companies have found that scaling back on waste helps to save money. How can you convince businesses in your community to follow this trend? Use the Data File for help. Use one of these options: • Create an economic report showing companies ways they can cut back on waste while saving money. • Write a proposal outlining further ways companies can reduce waste.
ART CHALLENGE
“very troubled waters” In the decades after the Clean Water Act of 1972, many U.S. rivers became cleaner. Recently, however, the government has had to name more waterways as unsuitable for fishing or swimming. The main pollutants include pesticide and sewage runoff from large farms, runoff from city and suburban sewer systems, and chemical waste from mining. How can you alert people in your community to these problems? Use the Data File for help. Present your information using one of these options: • Design a poster showing one or more types of pollutants reaching a river. • Create a graphic for town officials that depicts the Data File information about contaminated rivers.
CALIFORNIA STANDARDS
HI6 Students interpret basic indicators of economic performance and conduct costbenefit analyses of economic and political issues. Reading 2.6 Use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem. Listening and Speaking 2.3 Deliver research presentations
728
Page 2 of 4
MATH CHALLENGE
“the seas would rise . . . and whole forest types could disappear” Global warming remains a pressing environmental problem. Many scientists believe that air pollutants create a ceiling that traps heat near the earth’s surface. Foremost among the pollutants is carbon dioxide—which is generated by factories, automobiles, and common household appliances. Encourage families to cut back on their carbon dioxide output. Use the Data File for help. Present your information using one of these options: • Make a graph showing the yearly carbon dioxide output of various household items. • Write a report detailing ways in which a family could reduce its carbon dioxide output by 25 percent.
Global Warming Average U.S. Household’s Yearly Output of Carbon Dioxide (in pounds): Human respiration (2-6 persons)—1,950 Television—510 Range—933 Dishwasher—1,038 Lighting—1,045 Refrigerator—1,136 Dryer—1,177 Washer—1,199 Oil-fired water heater—4,476 Oil-fired space heater—12,958 Car—20,956
What’s in Our Dirty Rivers From a 1998 study: 36 percent of U.S. rivers are contaminated. Percentage of contaminated rivers affected by the following pollutants: • Toxic chemicals—9% • Waste and chemicals from mining—13% • City/suburban run-off (trash, chemical fertilizers)—13% • Treated sewage (nitrogen and phosphorus)—14% • Silt and sediment (from construction projects)—37% • Agriculture runoff (dirt, manure, chemical fertilizers)—70%
Corporate Conservation • Colonial Pacific Leasing Corp. in Oregon cut $5,200 from its yearly electrical bill by using energy-efficient light bulbs. • Stonyfield Farm Inc. in New Hampshire saved $60,000 one year by reducing the amount of plastic packaging on products.
ACTIVITY WRAP- UP Present to the Class Meet as a group to review your responses to various environmental challenges. Pick the most creative solution for each challenge and present these solutions to the class.
• Mercer Color Corp. in Ohio made $8,000 one year by selling its waste for recycling. • Xerox saves more than $200 million a year by reusing print and toner cartridges. For more about conservation . . .
RESEARCH LINKS CL ASSZONE .COM
729
Page 3 of 4
VISUAL SUMMARY
The United States Since 1919 (CST2)
Chapter 25 Epilogue ASSESSMENT TERMS & NAMES
CRITICAL THINKING
Briefly explain the significance of each of the following.
1. USING YOUR NOTES: CATEGORIZING INFORMATION
1. Great Depression 2. New Deal
1920s: Prosperity; increased income and leisure
3. fascism 4. World War II
Great Depression; New Deal; rise of dictators
1940s: World War II; beginning of Cold War
6. Harry S. Truman 8. containment 9. baby boom
1980s: Soaring federal deficit; U.S.-Soviet relations improved
1990s: Collapse of Soviet Union; prosperity
730 CHAPTER 25 EPILOGUE
1960–1970
1980–1990
Using your completed chart, answer the questions below. (CST1) a. What was an important political event in the period 1940–1950?
REVIEW QUESTIONS Prosperity and the Great Depression (pages 707–711) 1. What role did the market crash play in the Great Depression? (HI2)
3. What problems did FDR’s New Deal address? (HI1)
Détente; Vietnam War ends; Nixon resigns
1940–1950
c. What was an important economic event in the period 1980–1990?
Prosperity; growth of suburbs; baby boom
1970s:
Social Events
b. What was an important social event in the period 1960–1970?
2. What was the purpose of Roosevelt’s bank holiday? (HI1)
Civil rights movement; Vietnam War
Economic Events
10. Great Society
1950s:
1960s:
Political Events
1920–1930
5. Holocaust 7. Cold War
1930s:
The 20th Century
The Rise of Dictators and World War II (pages 712–716) 4. How did Hitler and the Nazi Party gain the support of Germans in the 1930s? (HI2) 5. How did the role of the United States in World War II change between 1939 and 1945? (HI1) The Cold War (pages 717–721) 6. What differences between the Soviet Union and the United States fueled the Cold War? (HI2) 7. What strategies did the United States use to carry out its containment policy? (HI1) 8. How did the end of the Cold War change the United States’ role in world affairs? (HI3) Life in America Since 1945 (pages 722–729) 9. What methods did civil rights activists use? (HI1) 10. How did the views of presidents Johnson and Reagan differ on the role of government? (HI1)
2. APPLYING CITIZENSHIP SKILLS How has the African-American struggle for civil rights changed since the 1960s? (HI1) 3. THEME: AMERICA IN THE WORLD As the world’s most powerful nation, does the United States have a special responsibility to intervene in conflicts around the world? Why or why not? (HI1) 4. ANALYZING LEADERSHIP How do the leadership skills of a president differ in times of war and in times of peace and prosperity? Explain your answer. (HI1) 5. FORMING AND SUPPORTING OPINIONS Should the government’s focus today be on domestic issues or on foreign affairs? Explain your answer. (HI1)
Interact with History Now that you’ve read the chapter, what are some ways the 21st century may be the same as and different from the 20th century? Explain your ideas.
Page 4 of 4
STANDARDS-BASED ASSESSMENT Use the map and your knowledge of U.S. history to answer questions 1 and 2.
2. What is the subject of this map? (HI1) A. volcanic activity during the Cold War B. popular travel spots during the Cold War
Cold War Hot Spots, 1945–1990
B
E
A
D
F
G
C. points of conflict during the Cold War D. places occupied by foreign armies during the Cold War This quotation is from President Franklin D. Roosevelt’s first inaugural address. It was delivered in 1933, during the Great Depression. Use the quotation and your knowledge of U.S. History to answer question 3.
C P R I M A RY S O U R C E
A. Korea
D. China
F. Iraq
B. Soviet Union
E. Germany
G. Cuba
C. Vietnam
Additional Test Practice, pp. S1–S33. 1. Which Cold War hot spot was located in Europe? (HI1)
This great nation will endure as it has endured, will revive and will prosper. So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself. Franklin D. Roosevelt, First Inaugural Address, March 4, 1933
3. What was Roosevelt trying to convey to Americans with this speech? (REP4) A. a sense of reassurance B. a growing feeling of fear
A. Cuba
C. the worsening situation
B. Germany
D. the humor of the situation
C. Korea D. Iraq
TEST PRACTICE CL ASSZONE .COM
ALTERNATIVE ASSESSMENT
INTEGRATED TECHNOLOGY
1.
DOING INTERNET RESEARCH
WRITING ABOUT HISTORY
It is sometimes said that the 20th century will be remembered as the century of war. In other words, the thing that will be remembered most about the 20th century is the wars that were fought. Write a persuasive essay supporting or opposing this position. (REP5)
During the 1920s, there was a dramatic rise in popular entertainment. Using library resources and the Internet, find information about important celebrities of the time, such as Babe Ruth, Bessie Smith, or Charlie Chaplin. (REP4)
• Editorials in newspapers and magazines from 1999
• Find images of the celebrities and perhaps film clips
and 2000 discussing the past century might be helpful. • Remember to use specific examples to support your
case and persuade your reader of your position. 2. COOPERATIVE LEARNING Working in groups, make a list of social issues that concern Americans today, such as education, pollution, crime, or terrorism. Have each person research one issue and debate which is most important in front of the class. (REP4)
or recordings of the celebrities. • Include short biographies of the celebrities. • Present your research to the class. For more about celebrities of the 1920s . . .
INTERNET ACTIVITY CL ASSZONE .COM
The United States Since 1919
731
Page 1 of 2
7RITING ABOUT (ISTORY 7RITING -ODEL #LASS:ONECOM
2ESEARCH 2EPORTS 0ATTERNS OF )MMIGRATION
7RITING 7RITE RESEARCH REPORTS
0520/3% 4O WRITE A RESEARCH REPORT EXPLAINING THE MAIN REASONS PEOPLE HAVE IMMIGRATED TO THIS COUNTRY
0EOPLE HAVE SHAPED !MERICA -OST OF THESE PEOPLE WERE IMMIGRANTS PEOPLE WHO SETTLED HERE FROM OTHER LANDS !ND !MERICA CONTINUES TO BE FORMED BY ITS IMMIGRANTS TODAY "UT THESE FACTS RAISE IMPORTANT QUESTIONS 7HY DID THESE PEOPLE LEAVE THEIR HOMES 7HAT DID THEY HOPE TO FIND IN !MERICA 4HESE QUESTIONS CAN BE ANSWERED THROUGH RESEARCH !S YOU MAY REMEMBER A RESEARCH REPORT IS A COMPOSITION THAT PULLS TOGETHER INFORMATION FROM SEVERAL PRIMARY AND SECONDARY SOURCES
!S THIS PHOTOGRAPH SHOWS IMMIGRANTS FROM THE S OFTEN LIVED IN CROWDED CONDITIONS AND ENDURED OTHER HARDSHIPS IN THEIR PURSUIT OF THE !MERICAN DREAM
/RGANIZATION &OCUS
9OUR ASSIGNMENT IS TO WRITE A n WORD RESEARCH REPORT EXPLAINING WHY IMMIGRANTS HAVE COME TO THE 5NITED 3TATES THROUGHOUT ITS HISTORY 2EVIEW THE HISTORY OF IMMIGRATION AND FIND TWO OR THREE BROAD REASONS FOR IMMIGRATION 9OU SHOULD ALSO CONNECT WHAT YOU DISCOVER TO YOUR OWN FAMILY HISTORY $EFINE YOUR THESIS OR CONTROLLING MAIN IDEA IN THE INTRODUCTION OF YOUR REPORT 3UPPORT THE THESIS IN THE BODY OF YOUR REPORT $RAW MEANING ABOUT !MERICAS HISTORY AND YOUR OWN FAMILY HISTORY IN YOUR REPORTS CONCLUSION &INALLY INCLUDE A BIBLIOGRAPHY IN YOUR RESEARCH REPORT LISTING YOUR SOURCES )$%.4)&9).' 0520/3% !.$ !5$)%.#% !S YOU LEARN ABOUT IMMIGRATION
AND HOW IT HAS SHAPED !MERICA YOU WILL UNDERSTAND THE IMPACT IMMIGRATION HAS HAD ON YOUR OWN LIFE 9OUR AUDIENCE IS YOUR CLASSMATES AND YOUR PURPOSE IS TO EXPLAIN TO THEM WHY PEOPLE HAVE IMMIGRATED AND CONTINUE TO IMMIGRATETO !MERICA
2ESEARCH 4ECHNOLOGY HTTPWWWCLASSZONECOM
, +
"EGIN YOUR SEARCH FOR INFORMATION BY REVIEWING THIS BOOK ,OOK IN EACH CHAPTER FOR HEADINGS THAT SIGNAL INFORMATION ABOUT THE ARRIVAL OF IMMIGRANTS TO THIS LAND %XTEND YOUR RESEARCH BY CONSULTING LIBRARY AND )NTERNET SOURCES
! s 5NIT
4ECHNOLOGY 4IP 3EARCH FOR CENSUS INFORMATION ON THE )NTERNET 53 #ENSUS INFORMATION ONLINE IS ONE POSSIBLE TERM TO USE FOR THE SEARCH 9OU SHOULD BE ABLE TO FIND CENSUS INFORMATION DATING BACK TO
./ 02).4 :/.%
!5$)%.#% 9OUR CLASSMATES
Page 2 of 2
/2'!.):).' 9/52 ./4%3 4AKE NOTES FROM YOUR SOURCES 2ECORD
./ 02).4 :/.%
IMPORTANT IDEAS CONCEPTS AND DIRECT QUOTATIONS 0ARAPHRASE AND SUMMARIZE KEY IDEAS IN YOUR OWN WORDS "E SURE TO KEEP TRACK OF EACH SOURCE INCLUDING TITLE AUTHOR PUBLISHER DATE PAGE NUMBER OR 7EB ADDRESS 9OU WILL NEED THESE FOR YOUR BIBLIOGRAPHY !FTER YOU HAVE TAKEN NOTES FROM A VARIETY OF PRIMARY AND SECONDARY SOURCES LOOK THEM OVER CAREFULLY )DENTIFY THREE BROAD REASONS FOR IMMIGRATION AND ARRANGE YOUR NOTES WITHIN THOSE CATEGORIES !FTER YOU HAVE ORGANIZED YOUR NOTES YOU SHOULD BE ABLE TO ANSWER THE QUESTIONS IN THE CHART BELOW 2EASON
2EASON
2EASON
7HO IMMIGRATED FOR THIS REASON
7HO IMMIGRATED FOR THIS REASON
7HO IMMIGRATED FOR THIS REASON
7HEN DID THEY IMMIGRATE
7HEN DID THEY IMMIGRATE
7HEN DID THEY IMMIGRATE
7HAT WAS THEIR EXPERIENCE IN !MERICA
7HAT WAS THEIR EXPERIENCE IN !MERICA
7HAT WAS THEIR EXPERIENCE IN !MERICA
/54,).).' !.$ $2!&4).' 5SE YOUR ORGANIZED NOTE CARDS AND YOUR
ANSWERS TO THE QUESTIONS ABOVE TO OUTLINE YOUR RESEARCH REPORT !S YOU WRITE YOUR REPORT INDICATE WITH A FOOTNOTE ANY FACT OR QUOTATION YOU USE FROM A SOURCE 9OUR WORD PROCESSOR CAN PLACE YOUR FOOTNOTES AUTOMATICALLY 5SE VISUALS TO ILLUSTRATE YOUR REPORT $ISPLAY INFORMATION ON CHARTS MAPS AND GRAPHS
%VALUATION 2EVISION 3HARE YOUR FIRST DRAFT WITH A READER FOR FEEDBACK #AN YOUR READER IDENTIFY THE THREE REASONS FOR IMMIGRATION THAT YOU HAVE CITED #AN YOUR READER SEE A CLEAR CONNECTION BETWEEN WHAT YOU HAVE LEARNED ABOUT IMMIGRATION AND YOUR OWN FAMILY HISTORY )F YOUR READER CANNOT ANSWER THESE QUESTIONS YOU SHOULD MAKE THOSE PARTS OF YOUR DRAFT CLEARER
0UBLISH 0RESENT
3ELF #HECK
$OES MY REPORT HAVE A CLEARLY DEFINED THESIS SUPPORTING DETAILS DRAWN FROM A VARIETY OF SOURCES QUOTATION MARKS TO SHOW BORROWED WORDS AND IDEAS FOOTNOTES IN THE PROPER FORM A STRONG CONCLUSION A BIBLIOGRAPHY IN THE PROPER FORM
0REPARE A FINAL COPY OF YOUR REPORT AND PRESENT IT TO THE CLASS 5SE THE REPORT AS A SPRINGBOARD FOR A DISCUSSION OF IMMIGRATION IN THE 5NITED 3TATES TODAY
"
Page 1 of 6
TERRORISM AND THE WAR IN IRAQ
The Attack: September 11, 2001
Officials soon learned that those responsible for the attacks were part of a largely Islamic terrorist network known as al-Qaeda. Observers, including many Muslims, accuse al-Qaeda of preaching a false and extreme form of Islam. Its members believe, among other things, that the United States and other Western nations are evil. U.S. president George W. Bush vowed to hunt down all those responsible for the attacks. In addition, he called for a greater international effort to combat global terrorism. “This battle will take time and resolve,” the president declared. “But make no mistake about it: we will win.”
Terrorism is the use of violence against people or property to force changes in societies or governments. Acts of terrorism are not new. Throughout history, individuals and groups have used terror tactics to achieve political or social goals. In recent decades, however, terrorist groups have carried out increasingly destructive and high-profile attacks. The growing threat of terrorism has caused many people to feel vulnerable and afraid. However, it also has prompted action from many nations, including the United States. Many of the terrorist activities of the late 20th century occurred far from U.S. soil. As a result, most Americans felt safe from such violence. All that changed, however, on the morning of September 11, 2001.
A Surprise Strike As the nation began another workday, 19 terrorists hijacked four airplanes heading from East Coast airports to California. The hijackers crashed two of the jets into the twin towers of the World Trade Center in New York City. They slammed a third plane into the Pentagon outside Washington, D.C. The fourth plane crashed into an empty field in Pennsylvania after
CALIFORNIA STANDARDS
HI1 Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.
passengers apparently fought the hijackers. The attacks destroyed the World Trade Center and badly damaged a section of the Pentagon. In all, some 3,000 people died. Life for Americans would never be the same after that day. Before, most U.S. citizens viewed terrorism as something that happened in other countries. Now they knew it could happen on their soil as well.
Securing the Nation As the Bush Administration began its campaign against terrorism, it
ron Hu
CA
L. Michigan
. Flight Path of the Hijacked Airliners, SeptemberU.S11, 2001 VERMONT
L. Ontario MICHIGAN
NEW HAMPSHIRE
NEW YORK
Boston
MASSACHUSETTS
rie L. E INDIANA
PENNSYLVANIA
0
Pittsburgh
OHIO
Pentagon
Dulles
DELAWARE MARYLAND
ned return path undetermi
WEST VIRGINIA
100 miles
American Flight 11
N
American Flight 77 E
W
WASHINGTON, D.C. VIRGINIA
50
0 50 100 kilometers Azimuthal Equal–Area Projection
NEW JERSEY
Shanksville
KENTUCKY
RHODE ISLAND CONNECTICUT
New York City
Cleveland
732
ATLANTIC OCEAN
S
United Flight 93 United Flight 175
Page 2 of 6
also sought to prevent any further attacks on America. In October 2001, the president signed into law the USA Patriot Act. The law gave the federal government a broad range of new powers to strengthen national security. The new law enabled officials to detain foreigners suspected of terrorism for up to seven days without charging them with a crime. Officials could also monitor all phone and Internet use by suspects, and prosecute terrorist crimes without any time restrictions or limitations. In addition, the government created a new cabinet position, the Department of Homeland Security, to coordinate national efforts against terrorism. President Bush named former Pennsylvania governor Tom Ridge as the first Secretary of Homeland Security.
Underneath a U.S. flag posted amid the rubble of the World Trade Center, rescue workers search for survivors of the attack.
Some critics charged that a number of the government’s new anti-terrorism measures violated people’s civil rights. Supporters countered that occasionally limiting some civil liberties was justified in the name of greater national security.
Stunned bystanders look on as smoke billows from the twin towers of the World Trade Center moments after an airplane slammed into each one.
The federal government also stepped in to ensure greater security at the nation’s airports. The September 11 attacks had originated at several airports, with four hijackings occurring at nearly the same time. In November 2001, President Bush signed the Aviation and Transportation Security Act into law. The law put the federal government in charge of airport security. Before, individual airports had been responsible for security. The new law created a federal security force to inspect passengers and carry-on bags. It also required the screening of checked baggage. While the September 11 attacks shook the United States, they also strengthened the nation’s unity and resolve. In 2003, officials approved plans to rebuild on the World Trade Center site and construct a memorial. Meanwhile, the country has grown more unified as Americans recognize the need to stand together against terrorism.
733
Page 3 of 6
TERRORISM AND THE WAR IN IRAQ
Fighting Back The attack against the United States on September 11, 2001, represented the single most deadly act of terrorism in modern history. By that time, however, few regions of the world had been spared from terrorist attacks. Today, America and other nations are responding to terrorism in a variety of ways.
The Rise of Terrorism The problem of modern international terrorism first gained world attention during the 1972 Summer Olympic Games in Munich, Germany. Members of a Palestinian terrorist group killed two Israeli athletes and took nine others hostage. Five of the terrorists, all the hostages, and a police officer were later killed in a bloody gun battle. Since then, terrorist activities have occurred across the globe. In Europe, the Irish Republican Army (IRA) used terrorist tactics for decades against Britain. The IRA has long opposed British control of Northern Ireland. Since 1998, the two sides have been working
toward a peaceful solution to their conflict. In South America, a group known as the Shining Path terrorized the residents of Peru throughout the late 20th century. The group sought to overthrow the government and establish a Communist state. Africa, too, has seen its share of terrorism. Groups belonging to the al-Qaeda terrorist organization operated in many African countries. Indeed, officials have linked several major attacks against U.S. facilities in Africa to al-Qaeda. In 1998, for example, bombings at the U.S. embassies in Kenya and Tanzania left more than 200 dead and 5,000 injured. Most terrorists work in a similar way: targeting high profile
events or crowded places where people normally feel safe. They include such places as subway stations, bus stops, restaurants, or shopping malls. Terrorists choose these spots carefully in order to gain the most attention and to achieve the highest level of intimidation. Terrorists use bullets and bombs as their main weapons. In recent years, however, some terrorist groups have used biological and chemical agents in their attacks. These actions involve the release of bacteria or poisonous gas into the air. Gas was the weapon of choice for a radical Japanese religious cult, Aum Shinrikyo. In 1995, cult members released sarin, a deadly nerve gas, in subway stations in Tokyo. Twelve people were killed and more than 5,700 injured. The possibility of this type of terrorism is particularly worrisome, because biochemical agents are relatively easy to acquire.
Terrorism: A Global Problem
734
PLACE
YEAR
EVENT
Munich, Germany
1972
Palestinians take Israeli hostages at Summer Olympics; hostages and terrorists die in gun battle with police
Beirut, Lebanon
1983
Terrorists detonate truck bomb at U.S. marine barracks, killing 241
Tokyo, Japan
1995
Religious extremists release lethal gas into subway stations, killing 12 and injuring thousands
Omagh, Northern Ireland
1998
Faction of Irish Republican Army sets off car bomb, killing 29
Moscow, Russia
2002
Rebels from Chechnya seize a crowded theater; rescue effort leaves more than 100 hostages and all the terrorists dead
Page 4 of 6
Hunting Down Terrorists Most governments have adopted an aggressive approach to tracking down and punishing terrorist groups. This approach includes spying on the groups to gather information on membership and future plans. It also includes striking back harshly after a terrorist attack, even to the point of assassinating known terrorist leaders. Another approach that governments use is to make it more difficult for terrorists to act. This involves eliminating a terrorist group’s source of funding. President Bush issued an executive order freezing the U.S. assets of alleged terrorist organizations as well as various groups accused of supporting terrorism. President Bush asked other nations to freeze such assets as well. By the spring of 2002, the White House reported, the United States and other countries had blocked nearly $80 million in alleged terrorist assets.
The United States demanded that the Taliban turn over bin Laden. The Taliban refused. In October 2001, U.S. forces began bombing Taliban air defenses, airfields, and command centers. They also struck numerous al-Qaeda training camps. On the ground, the United States provided assistance to rebel groups opposed to the Taliban. By December, the United States had driven the Taliban from power and severely weakened the al-Qaeda network. However, as of September 2004, Osama bin Laden was still believed to be at large.
Osama bin Laden delivers a videotaped message from a hidden location shortly after the U.S.-led strikes against Afghanistan began.
Battling al-Qaeda In one of the more aggressive responses to terrorism, the United States quickly took military action against those it held responsible for the September 11 attacks. U.S. officials had determined that members of the al-Qaeda terrorist group had carried out the assault under the direction of the group’s leader, Osama bin Laden. Bin Laden was a Saudi Arabian millionaire who lived in Afghanistan. He directed his terrorist activities under the protection of the country’s extreme Islamic government, known as the Taliban.
Troops battling the Taliban in Afghanistan await transport by helicopter.
735
Page 5 of 6
TERRORISM AND THE WAR IN IRAQ
The War in Iraq In the ongoing battle against terrorism, the United States confronted the leader of Iraq, Saddam Hussein. The longtime dictator had concerned the world community for years. During the 1980s, Hussein had used chemical weapons to put down a rebellion in his own country. In 1990, he had invaded neighboring Kuwait—only to be pushed back by a U.S.-led military effort. In light of such history, many viewed Hussein as an increasing threat to peace and stability in the world. As a result, the Bush Administration led an effort in early 2003 to remove Hussein from power.
The Path to War One of the main concerns about Saddam Hussein was his possible development of so-called weapons of mass destruction. These are weapons that can kill large numbers of people. They include chemical and biological agents as well as nuclear devices. Bowing to world pressure, Hussein allowed inspectors from the United Nations to search Iraq for such outlawed weapons. Some investigators, however, insisted that the Iraqis were not fully cooperating with the inspections. U.S. and British officials soon threatened to use force to disarm Iraq. During his State of the Union address in January 2003, President Bush declared Hussein too great a threat to ignore in an age of increased terrorism. Reminding Americans of the September 11 attacks, Bush stated, “Imagine those 19 hijackers with other weapons and other plans—this time armed by Saddam Hussein. It would take one vial, one canister, one crate slipped into this country to bring a day of horror like none we have ever known. We will do every736
thing in our power to make sure that day never comes.”
Operation Iraqi Freedom In the months that followed, the UN Security Council debated what action to take. Some countries, such as France and Germany, called for letting the inspectors continue searching for weapons. British prime minister Tony Blair, however, accused the Iraqis of “deception and evasion” and insisted inspections would never work. On March 17, President Bush gave Saddam Hussein and his top aides 48 hours to leave the country or face a military strike. The Iraqi leader refused. On March 19, a coalition led by the United States and Britain launched air strikes in and around the Iraqi capital, Baghdad. The next day, coalition forces marched into Iraq though Kuwait. The invasion of Iraq to remove Saddam Hussein, known as Operation Iraqi Freedom, had begun. The military operation met with strong opposition from numerous countries. Russian
president Vladimir Putin claimed the invasion could “in no way be justified.” He and others criticized the policy of attacking a nation to prevent it from future misdeeds. U.S. and British officials, however, argued that they would not wait for Hussein to strike first. As coalition troops marched north to Baghdad, they met pockets of stiff resistance and engaged in fierce fighting in several southern cities. Meanwhile, coalition forces parachuted into northern Iraq and began moving south toward the capital city. By early April, Baghdad had fallen and the regime of Saddam Hussein had collapsed. After less than four weeks of fighting, the coalition had won the war.
U.S. Army Specialist Shoshana Johnson was one of several Americans held prisoner and eventually released during the war in Iraq.
Page 6 of 6
established their own saying that pre-war interim government intelligence regarding such several months after weapons was flawed. the war. The new govDespite the unresolved issues, erning body went to coalition leaders declared the work creating a constidefeat of Saddam Hussein to be a tution and planning victory for global security. In a postdemocratic elections. war speech to U.S. troops aboard Meanwhile, intellithe aircraft carrier USS Abraham gence officials searched Lincoln, President Bush urged the for clues of Saddam world community to keep moving Hussein’s whereabouts. forward in its battle against terrorThe defeated dictator ism. “We do not know the day of was captured near his final victory, but we have seen the hometown of Tikrit on turning of the tide,” declared the December 13, 2003. president. “No act of the terrorists Despite Hussein’s capwill change our purpose, or weakture, numerous U.S. en our resolve, or alter their fate. troops had to remain Their cause is lost. Free nations will behind to help maintain press on to victory.” order and battle pockets of Iraqi insurgents—different groups made up of As the regime of Saddam Hussein collapsed, statues of Hussein loyalists, the dictator toppled. followers of rebel Islamic clerics, and terrorists with links to al-Qaeda. Finally, weapons inspecDespite the coalition victory, tors were not able to find much work remained in Iraq. any weapons of mass disThe United States installed a truction in the months after civil administrator, retired diplomajor combat had ended. mat L. Paul Bremer, to help The governments of the President George W. Bush and British prime oversee the rebuilding of the United States and Britain minister Tony Blair stood together throughout nation. With the help of the war. issued reports in 2004 Bremer and others, the Iraqis
The Struggle Continues
Special Report Assessment
1. Main Ideas
2. Critical Thinking
a. What steps did the U.S. government take to make the nation more secure after the attacks on September 11, 2001? (HI2)
Analyzing Issues Is it important for the U.S. government to respect people’s civil rights as it wages a war against terrorism? Why or why not? (REP4)
b. Why did the United States take military action against the Taliban in Afghanistan? (HI2)
THINK ABOUT • what steps are necessary to protect the nation • a government that grows too powerful
c. What was the result of Operation Iraqi Freedom? (HI2)
737
Page 1 of 20
CALIFORNIA STANDARDS
8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
The Supreme Court The task of the Supreme Court, according to Chief Justice John Marshall, is “to say what the law is.” The Court reviews appeals of decisions by lower courts. It judges whether federal laws or government actions violate the Constitution. And it settles conflicts between state and federal laws. By interpreting the law, the Supreme Court wields great power, for its decisions affect practically every aspect of life in the United States. In the following pages, you’ll learn about some of the Supreme Court’s landmark cases—decisions that altered the course of history or brought major changes to American life.
“When we have examined . . . the Supreme Court and the [rights] which it exercises, we shall readily admit that a more imposing judicial power was never constituted by any people.” — ALEXIS DE TOCQUEVILLE, DEMOCRACY IN AMERICA (1835)
Chief Justice John Marshall established the principle of judicial review.
The development of steamships led to Supreme Court decisions on interstate commerce.
McCulloch v. Maryland decided if a state had the power to tax a federal agency.
1803
1824
1896
Judicial Review
State Versus Federal Authority
Segregation
Marbury v. Madison
Gibbons v. Ogden
1819
McCulloch v. Maryland Powers of Congress and States’ Rights
738
Plessy v. Ferguson
1857
Dred Scott v. Sandford Citizenship
Page 2 of 20
Marbury v. Madison (1803)
740–741
McCulloch v. Maryland (1819)
742–743
Gibbons v. Ogden (1824)
744–745
Dred Scott v. Sandford (1857)
746–747
Plessy v. Ferguson (1896)
748–749
Schenck v. United States (1919)
750–751
Brown v. Board of Education of Topeka (1954)
752–753
Reynolds v. Sims (1964)
754–755
Regents of the University of California v. Bakke (1978)
756–757
BEFORE YOU READ
Landmark decisions on school desegregation helped give rise to the civil rights movement.
Think About It Why is there a need for a judicial authority “to say what the law is”? How might the history of the United States have been different if the Supreme Court had not taken on this role? Find Out About It Use library resources or the Internet to find out what issues the Supreme Court is presently reviewing. How might the Court’s decisions on these issues affect you? For more information on the Supreme Court . . .
Opinions written by Justice Oliver Wendell Holmes, Jr., helped to set standards for free speech.
RESEARCH LINKS CL ASSZONE .COM
The Supreme Court has reviewed several affirmative-action cases in recent years.
1964
1919
Reynolds v. Sims
Schenck v. United States Freedom of Speech
1954
One Person, One Vote
1978
Brown v. Board of Education of Topeka
Regents of the University of California v. Bakke
School Desegregation
Affirmative Action
739
H ISTORIC D ECISIONS OF THE SUPREME COURT
TABLE OF CONTENTS
Page 3 of 20
Marbury v. Madison
(1803)
THE ISSUE Judicial Review ORIGINS OF THE CASE In 1801, just before he left office, President John Adams appointed dozens of Federalists as judges. Most of these “midnight justices” took their posts before Thomas Jefferson, Adams’s DemocraticRepublican successor, took office. Jefferson ordered his secretary of state, James Madison, to block the remaining appointees from taking their posts. One of these appointees, William Marbury, asked the Supreme Court to issue an order forcing Madison to recognize the appointments. THE RULING The Court ruled that the law under which Marbury had asked the Supreme Court to act was unconstitutional.
The Legal Arguments
U.S. CONSTITUTION/LEGISLATION Article 3, Section 2 (1789) “In all cases affecting ambassadors, other public ministers and consuls, and those in which a state shall be party, the Supreme Court shall have original jurisdiction. In all the other cases . . . the Supreme Court shall have appellate jurisdiction.” Judiciary Act, Section 13 (1789) “The Supreme Court shall . . . have power to issue . . . writs of mandamus, in cases warranted by the principles and usages of law.” RELATED CASES Fletcher v. Peck (1810) For the first time, the Supreme Court ruled a state law unconstitutional. Cohens v. Virginia (1821) For the first time, the Court overturned a state court decision.
Chief Justice John Marshall wrote the Court’s opinion, stating that Marbury had every right to receive his appointment. Further, Marshall noted, the Judiciary Act of 1789 gave Marbury the right to file his claim directly with the Supreme Court. But Marshall questioned whether the Court had the power to act. The answer, he argued, rested on the kinds of cases that could be argued directly in the Supreme Court without first being heard by a lower court. Article 3 of the Constitution clearly identified those cases that the Court could hear directly. A case like Marbury’s was not one of them. The Judiciary Act, therefore, was at odds with the Constitution. Which one should be upheld? Marshall’s response was clear: . . . [T]he particular phraseology of the Constitution of the United States confirms and strengthens the principle . . . that a law repugnant to the Constitution is void; and that courts . . . are bound by that instrument.
Since Section 13 of the Judiciary Act violated the Constitution, Marshall concluded, it could not be enforced. The Court, therefore, could not issue the order. With this decision, Marshall appeared to limit the powers of the Supreme Court. In fact, the decision increased the Court’s power because it established the principle of judicial review. This holds that the courts—most notably the Supreme Court—have the power to decide if laws are unconstitutional. William Marbury received his appointment as a reward for his loyal support of John Adams in the 1800 presidential election.
740
Page 4 of 20
Why Does It Matter Now?
The principle of judicial review had been set down in earlier state and lower federal court decisions. However, Marshall did not refer to those cases in Marbury. Rather, he based his argument on logic. For a written constitution to have any value, Marshall stated, it is logical that any “legislative act [that is] contrary to the Constitution is not law.” Only then could the Constitution be—as Article VI calls it—”the supreme law of the land.” Who, then, decides that a law is invalid? Marshall declared that this power rests only with the courts:
Over the years, judicial review has become a cornerstone of American government. The principle plays a vital role in the system of checks and balances that limits the powers of each branch of the federal government. For example, since 1803 the Court has struck down more than 125 acts of Congress as unconstitutional. The Court has cited Marbury more than 250 times to justify its decisions. In Clinton v. Jones (1997), for example, the Court found that presidents are not protected by the Constitution from lawsuits involving actions in their private lives. The Court supported this finding by pointing to its power “to say what the law is.” More recently, in United States v. Morrison (2000), the Court ruled that Congress went beyond its constitutional bounds by basing a federal law banning violence against women on the Fourteenth Amendment and the Commerce Clause of the Constitution. The opinion pointed out that “ever since Marbury this Court has remained the ultimate [explainer] of the constitutional text.”
It is, emphatically, the province and duty of the judicial department to say what the law is. Those who apply the rule to particular cases must of necessity expound and interpret that rule. If [the Constitution and a law] conflict with each other, the courts must decide on the operation of each.
Not only did the courts have this power, Marshall said, it was “the very essence of judicial duty” for them to exercise it.
John Marshall, a Federalist, was practically a “midnight justice.” John Adams appointed him chief justice in January 1801, just two months before Thomas Jefferson took office.
CONNECT TO HISTORY
CONNECT TO TODAY
1. Making Decisions Marshall was a Federalist, and many people expected him to act quickly on Marbury’s case. What do you think might have been the consequences if Marshall had found for Marbury?
2. Researching Find a recent instance of a law or administrative action that was ruled unconstitutional by the Supreme Court. What were the Court’s reasons for the ruling, and what impact did the decision have? Prepare a summary of your findings.
See Skillbuilder Handbook, page R14.
For more information on judicial review . . .
RESEARCH LINKS CL ASSZONE .COM
741
H ISTORIC D ECISIONS OF THE SUPREME COURT
Why Did It Matter Then?
Page 5 of 20
McCulloch v. Maryland (1819) THE ISSUES Balance of power between the federal and state governments
ORIGINS OF THE CASE The second Bank of the United States (BUS) was established by an act of Congress in 1816. It set up branches nationwide. But many states objected to the bank’s policies and wanted to limit its operations. In fact, Maryland set a tax on the currency issued by the Baltimore branch. The bank could avoid the tax by paying an annual fee of $15,000. However, James McCulloch, the branch cashier, refused to pay either the tax or the fee. The state sued McCulloch, and the Maryland courts ordered him to pay. McCulloch appealed the case to the Supreme Court. THE RULING The Court ruled that Congress had the power to establish a national bank and that the Maryland tax on that bank was unconstitutional.
The Legal Arguments U.S. CONSTITUTION/LEGISLATION Article 1, Section 8 (1789) “The Congress shall have the power to . . . make all laws which shall be necessary and proper for carrying into execution the [specific powers given to Congress].” Article 6, Section 2 (1789) “This Constitution, and the laws of the United States . . . shall be the supreme law of the land; . . . anything in the Constitution or laws of any state to the contrary notwithstanding.” RELATED CASES Fletcher v. Peck (1810) Noting that the Constitution was the supreme law of the land, the Supreme Court ruled a state law unconstitutional. Gibbons v. Ogden (1824) The Court ruled that the federal Congress—not the states—had the power to regulate interstate commerce.
742
The Court first addressed Maryland’s argument that the act establishing the BUS was unconstitutional. Chief Justice John Marshall wrote that the Constitution listed the specific powers of Congress. These included collecting taxes, borrowing money, and regulating commerce. In addition, the Elastic Clause gave Congress the authority to make all “necessary and proper” laws needed to exercise those powers. Establishing a bank, he concluded, was necessary for Congress to carry out its powers. The BUS, then, was constitutional. Next, Marshall addressed whether Maryland had the power to tax the BUS. Marshall acknowledged that the states had the power of taxation. But he said: [T]he constitution and the laws made in pursuance thereof are supreme . . . they control the constitution and laws of the respective states, and cannot be controlled by them.
So, to give a state the power to tax a federal agency created under the Constitution would turn the Supremacy Clause, Article 6, Section 2, on its head. Further, Marshall observed, “the power to tax involves the power to destroy.” If a state could tax one federal agency, it might tax others. This eventually “would defeat all the ends of government.” He added that the framers of the Constitution certainly did not intend to make the national government subject to the states: [T]he States have no power, by taxation or otherwise, to retard, impede, burden, or in any manner control, the operations of the constitutional laws enacted by Congress to carry [out its] powers.
The Maryland tax, therefore, was unconstitutional.
Page 6 of 20
Why Does It Matter Now?
At the time of the McCulloch case, there was considerable debate over what powers Congress held. Some people took a very limited view. They suggested that Congress’s powers should be restricted to those named in the Constitution. Others pointed out that the Elastic Clause implied that Congress had much broader powers. The McCulloch opinion followed this second view. Marshall wrote:
Since Marshall’s time, the United States has undergone many changes. Over the course of the 19th and 20th centuries, the country has grown dramatically. The population has increased and moved. In Marshall’s day, the United States was predominantly rural. Today, most people live in urban areas, where economic and leisure activities abound. The economy of the United States, too, has changed. The country has moved from an agricultural economy to one based on industry and, later, service and information. During this time, the federal government has stretched its powers to meet the needs of the ever-changing American society. Programs like Franklin Roosevelt’s New Deal and Lyndon Johnson’s Great Society came about through this expanding of powers. Marshall’s broad reading of the Elastic Clause in the McCulloch opinion, in large part, laid the groundwork for this growth in the size and power of the federal government.
Let the end be [lawful], let it be within the scope of the Constitution, and all means which are appropriate, which are plainly adapted to that end, which are not prohibited, but consist with the letter and spirit of the Constitution, are constitutional.
In other words, Congress could exercise the powers it considered appropriate to achieve its lawful goals. Marshall’s broad view of congressional power strengthened the federal government. And this stronger government reflected and encouraged the growing nationalist spirit in the early 1800s.
The Bank of the United States had branches throughout the country, including this one in Philadelphia.
CONNECT TO HISTORY
CONNECT TO TODAY
1. Forming and Supporting Opinions Chief Justice John Marshall considered the McCulloch decision the most important that he made. Why do you think he considered it such an important decision? Give reasons for your answer.
2. Researching One issue addressed in McCulloch was states’ rights and federal authority. Do research to find a recent Supreme Court case that has dealt with this issue. Write a paragraph describing the basis of the case and the Court’s decision.
See Skillbuilder Handbook, page R17.
For more information on states’ rights and federal authority . . .
RESEARCH LINKS CL ASSZONE .COM
743
H ISTORIC D ECISIONS OF THE SUPREME COURT
Why Did It Matter Then?
Page 7 of 20
Gibbons v. Ogden
(1824)
THE ISSUE Federal power to regulate interstate commerce ORIGINS OF THE CASE Aaron Ogden ran steamboats between New York City and New Jersey. The New York state legislature granted him a monopoly—the right to operate this service without any competition. However, Thomas Gibbons ran a competing service. He had a license to sail under the federal Coasting License Act of 1793. Ogden sued Gibbons for violating his monopoly. When the New York state courts found in Ogden’s favor, Gibbons appealed to the United States Supreme Court. THE RULING In a unanimous decision, the Court ruled that when state and federal laws on interstate commerce conflict, federal laws are superior.
The Legal Arguments
U.S. CONSTITUTION/LEGISLATION Article 1, Section 8 (1789) “The Congress shall have power to . . . regulate commerce with foreign nations, and among the several states, and with the Indian tribes.” Coasting License Act (1793) All ships licensed under this act, “and no others, shall be deemed ships or vessels of the United States, entitled to the privileges of ships or vessels employed in the coasting trade or fisheries.” RELATED CASES Fletcher v. Peck (1810) Citing the Supremacy Clause, the Court ruled that a state law was unconstitutional. McCulloch v. Maryland (1819) The Court established that states had no authority to tax federal agencies.
Chief Justice John Marshall wrote the Court’s unanimous opinion, which found for Gibbons. Since the Constitution gave Congress the power to regulate commerce among the states, Marshall began, it would be useful to decide what the word commerce meant. In arguments before the Court, Ogden’s lawyers had said that it simply referred to the buying and selling of goods. Marshall disagreed, suggesting that it also included the navigation necessary to move goods from one place to another. He wrote: The word used in the constitution comprehends . . . navigation within its meaning; and a power to regulate navigation is as expressly granted as if that term had been added to the word “commerce.”
Marshall then pointed to the Supremacy Clause of the Constitution. This is Article 6, Section 2, which states, “This Constitution, and the laws of the United States . . . shall be the supreme law of the land.” The New York monopoly law denied Gibbons the right to sail in New York waters. The federal Coasting License Act, however, gave him the right to sail all U.S. waters. According to the Supremacy Clause, the Constitution and federal laws were the supreme law of the land. So, Marshall concluded, the Coasting License Act was “the supreme law of the land,” and the New York monopoly was void.
Aaron Ogden obtained a monopoly on steamship operation between New York and New Jersey in 1815.
744
Page 8 of 20
Why Does It Matter Now?
At the time of the Gibbons case, navigation of the waters around New York was difficult. To encourage companies to provide water transportation, New York granted monopolies to the companies. Some states set up their own. Other states passed laws preventing New York steamboats from entering their waters. Obviously, such a situation was not good for trade among the states. By making it clear that the federal government regulated commerce among the states, the Gibbons decision brought order to interstate commerce. And this helped the national economy to grow. Unlike other decisions of the Marshall Court that strengthened the federal government, Gibbons proved popular. Most Americans—even New Yorkers—were opposed to the New York steamboat monopoly. They saw any kind of monopoly as a limit to economic competition. As a result, the Gibbons decision was well received throughout the country. One newspaper reported the following incident:
Marshall defined “commerce” very broadly in the Gibbons decision. Over the years, Congress has used Marshall’s definition to expand its authority over interstate commerce. Today, Congress regulates practically every activity that affects or is connected to commerce. In 1964, for example, Congress used the Commerce Clause to justify the passage of the Civil Rights Act. This law banned racial discrimination in hotels, restaurants, theaters, and other public places. The Supreme Court rejected two challenges to the Civil Rights Act—in Heart of Atlanta Motel, Inc. v. United States (1964) and Katzenbach v. McClung (1964). In both cases, the Court noted that racial discrimination could harm interstate commerce.
Yesterday the Steamboat United States, [commanded by] Capt. Bunker, from New Haven, entered New York in triumph, with streamers flying and a large company of passengers [celebrating] the decision of the United States Supreme Court against the New York monopoly. She fired a salute which was loudly returned by [cheers] from the wharves. After the first voyage of Robert Fulton’s Clermont in 1807, it soon became clear that operating steamships could be a profitable business.
CONNECT TO HISTORY 1. Drawing Conclusions Many of Chief Justice John Marshall’s opinions contributed to the growth of the nationalist spirit in the early 1800s. How do you think the Gibbons v. Ogden decision might have helped to build national unity? See Skillbuilder Handbook, page R13.
CONNECT TO TODAY 2. Researching Use library resources and the Internet to find recent Supreme Court cases that involved interstate commerce. Write a brief summary of one of these cases, noting whether it expanded or contracted Congress’s power to regulate commerce. For more information on interstate commerce . . .
RESEARCH LINKS CL ASSZONE .COM
745
H ISTORIC D ECISIONS OF THE SUPREME COURT
Why Did It Matter Then?
Page 9 of 20
Dred Scott v. Sandford
(1857)
THE ISSUE The definition of citizenship ORIGINS OF THE CASE Dred Scott was an enslaved African American who had lived for a while in Illinois and in the Wisconsin Territory, both of which banned slavery. Scott sued for his freedom, arguing that since he had lived in a free state and a free territory, he was a free man. In 1854, a federal court found against Scott, ruling that he was still a slave. Scott’s lawyers appealed to the Supreme Court, which heard arguments in 1856 and delivered its decision the following year. THE RULING The Court ruled that no African American could be a citizen and that Dred Scott was still a slave. The Court also ruled that the Missouri Compromise of 1820 was unconstitutional.
The Legal Arguments
U.S. CONSTITUTION/LEGISLATION Article 4, Section 3 (1789) “No person held to service or labor in one state, . . . escaping into another, shall, in consequence of any law or regulation therein, be discharged from such service or labor. . . .” Fifth Amendment (1791) “No person shall be . . . deprived of life, liberty, or property, without due process of law.” Missouri Enabling Act (1820) “[I]n all that territory . . . north of 36˚ 30' N latitude, . . . slavery . . . shall be . . . forever prohibited.” Also known as the Missouri Compromise. RELATED CASE Ableman v. Booth (1858) The Court ruled that laws passed in Northern states that prohibited the return of fugitive slaves were unconstitutional.
746
Chief Justice Roger Taney wrote the majority opinion for the Court. He began by addressing the issue of citizenship. He pointed out that since colonial times African Americans had been looked on as inferior and “had no rights which the white man was bound to respect.” Taney added that where African Americans were mentioned in the Constitution, they were referred to as property—slaves. African Americans, whether enslaved or free, he continued: . . . are not included, and were not intended to be included, under the word ‘citizens’ in the Constitution, and can therefore claim none of the rights and privileges which that instrument provides for and secures to citizens of the United States.
Since Scott was not a citizen, Taney concluded, he had no right to use the courts to sue for his freedom. Taney then went further, claiming Scott was still a slave because he had never been free. Congress had gone beyond its power when it passed the Missouri Compromise, he argued. The Constitution guaranteed the right to own property, and slaves were property. By banning slavery from the territories, Congress was, in effect, taking away private property without due process of the law. This action violated the Fifth Amendment. The Missouri Compromise was, Taney charged, “not warranted by the Constitution, and . . . therefore void.” As a result, Scott remained a slave, regardless of where he lived. Two justices disagreed with the majority on both grounds. They pointed to precedents—earlier legal rulings—that indicated that African Americans could, indeed, be citizens. They also argued that the Constitution gave Congress the power to establish rules and regulations for the territories.
Page 10 of 20
Why Does It Matter Now?
Dred Scott contributed to the growing dispute over slavery that led to the Civil War. White Southerners praised the ruling, seeing it as a spirited defense of their right to own slaves. Many Northerners, however, viewed it with alarm. They feared that if Congress could not ban slavery in the territories, slavery would spread. If this happened, slave states eventually would outnumber free states and would control Congress. Stephen A. Douglas, a Northern Democrat, disagreed with the Court’s finding. He favored leaving the issue of slavery to the voters in each territory. Most Southern Democrats, however, did not agree with him. As a result, the Democratic Party divided along sectional lines in the 1860 presidential election. Northern Democrats supported Douglas, while Southern Democrats backed a proslavery candidate. Because of this split, Abraham Lincoln of the anti-slavery Republican Party won the election. Soon after, many slave states seceded, and the Civil War began.
The issues addressed by Dred Scott were resolved by the Thirteenth and Fourteenth amendments to the Constitution. The Thirteenth Amendment, which was ratified in 1865, abolished slavery in the United States. The Fourteenth Amendment, ratified three years later, made it very clear who was a citizen: All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside.
This amendment went on to guarantee all citizens “equal protection of the laws” and the right to due process. These amendments meant the rulings in Dred Scott no longer had the force of law. Today, Dred Scott is not used as a precedent. Instead, it is pointed to as an example of how the Supreme Court can make mistakes. In fact, many legal scholars think it is the worst decision the Court has ever handed down.
Northern abolitionists held meetings to show their support for Scott (shown here) and their opposition to the Supreme Court decision.
CONNECT TO HISTORY
CONNECT TO TODAY
1. Forming and Supporting Opinions The Dred Scott decision was just one in a long line of events that led to the Civil War. Write an editorial about the case in which you evaluate its importance in bringing about the war.
2. Researching Use library sources and the Internet to research a contemporary Court decision that affects civil rights. Use newspaper indices, periodical guides, and library catalogs, for example, to locate sources of this information. Create a public service brochure to report your findings.
See Skillbuilder Handbook, page R17.
For more information on citizenship . . .
RESEARCH LINKS CL ASSZONE .COM
747
H ISTORIC D ECISIONS OF THE SUPREME COURT
Why Did It Matter Then?
Page 11 of 20
Plessy v. Ferguson
(1896)
THE ISSUE Segregation ORIGINS OF THE CASE By the 1890s, most Southern states had begun to pass laws enforcing segregation—the separation of the races—in public places. One Louisiana law called for “equal but separate accommodations for the white and colored races” on trains. On June 7, 1892, Homer Plessy, who was part African American, took a seat in a train car reserved for whites. When a conductor told him to move, Plessy refused. Plessy was convicted of breaking the “separate car” law. He appealed the case, saying that the law violated his rights under the Thirteenth and Fourteenth amendments.
THE RULING The Court ruled that “separate but equal” facilities for blacks and whites did not violate the Constitution.
The Legal Arguments U.S. CONSTITUTION/LEGISLATION Thirteenth Amendment (1865) “Neither slavery nor involuntary servitude . . . shall exist within the United States, or any place subject to their jurisdiction.” Fourteenth Amendment (1868) “No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.” RELATED CASE Cumming v. Board of Education of Richmond County (1899) The Court ruled that because education is a local issue, the federal government could not stop school districts from having separate facilities for black and white students.
748
The Court’s opinion, written by Justice Henry Billings Brown, rejected Plessy’s appeal. Brown first answered Plessy’s claim that the separate car law created a relationship between whites and blacks similar to that which existed under slavery. The Thirteenth Amendment simply ended the ownership of one person by another, Brown wrote. Louisiana’s law did not reestablish this system of ownership. Brown then turned to Plessy’s claim that the Fourteenth Amendment was designed to ensure the equality of the races before the law. Brown wrote that the amendment “could not have been intended to abolish distinctions based on color.” A law that treated the races differently did not brand one race as inferior. If a law made people feel inferior, it was because they chose to see it that way. Summing up, Brown stated: A [law] which implies merely a legal distinction between the white and colored races . . . has no tendency to destroy the legal equality of the two races.
Justice John Marshall Harlan strongly disagreed with the majority view. In a bitter dissent, he wrote that the “thin disguise” of separate but equal facilities would fool no one, “nor atone for the wrong this day done.”
In his dissent, Justice Harlan stated that “our constitution is color-blind, and neither knows nor tolerates classes among citizens.”
Page 12 of 20
Why Does It Matter Now?
Plessy was one of several cases in the late 1800s involving the civil rights of African Americans. In these cases, the Court misread the Fourteenth Amendment and let stand state laws that denied African Americans their rights. Plessy has come to stand for all of these decisions because it said that “separate but equal” facilities for blacks and whites did not violate the Constitution. Although the Plessy decision dealt only with public transportation, state governments across the South applied it to all areas of life. In time, “Jim Crow” laws forced African Americans to use separate restaurants, hotels, train cars, parks, schools, and hospitals. Signs reading “For Colored Only” and “Whites Only” ruled everyday life in the South for years to come.
After Plessy, many African Americans and some whites looked for ways to fight segregation. Some of these people helped to found the National Association for the Advancement of Colored People (NAACP). Throughout the first half of the 20th century, lawyers working for the NAACP chipped away at segregation laws. Their greatest victory came in 1954, in Brown v. Board of Education of Topeka. In this decision, the Supreme Court ruled that separate educational facilities were “inherently unequal” and, therefore, unconstitutional. Southern state and local governments had used the Plessy decision to build a system of legal segregation. In the same way, civil rights workers used the Brown ruling to dismantle it.
After the Plessy decision, signs designating separate facilities for whites and African Americans became a common sight throughout the South.
CONNECT TO HISTORY
CONNECT TO TODAY
1. Drawing Conclusions Read the section of the Fourteenth Amendment reprinted in the “Legal Sources” section on page 902. Based on that passage, what do you think “equal protection of the laws” means? How does it apply to the Plessy case?
2. Researching Use library resources and the Internet to find information on Supreme Court cases that dealt with segregation. Present your findings in a three-column chart. Use “Case,” “Brief Description of Issues Involved,” and “Decision” as column headings.
See Skillbuilder Handbook, page R13.
For more information on segregation and the law . . .
RESEARCH LINKS CL ASSZONE .COM
749
H ISTORIC D ECISIONS OF THE SUPREME COURT
Why Did It Matter Then?
Page 13 of 20
Schenck v. United States (1919)
THE ISSUE Freedom of Speech ORIGINS OF THE CASE In August 1917, Charles Schenck, a Socialist Party official, distributed several thousand antiwar leaflets throughout the city of Philadelphia. The leaflets called the draft a crime and urged people to work for the repeal of the Selective Service Act. Schenck was found guilty of violating the Espionage Act of 1917 and sentenced to prison. He appealed his conviction, arguing that the language in the leaflets was protected by the First Amendment. THE RULING The Court upheld the verdict against Schenck, noting that the leaflets presented “a clear and present danger” to the country during wartime.
U.S. CONSTITUTION/LEGISLATION First Amendment (1791) “Congress shall make no law . . . abridging the freedom of speech, or of the press.” The Espionage Act (1917) “[Anyone who] shall wilfully obstruct . . . the recruiting or enlistment service of the United States . . . shall be punished by . . . fine . . . or imprisonment . . . or both.” RELATED CASES Debs v. United States (1919) Upheld the conviction of Socialist Party leader Eugene V. Debs for violating the Espionage Act. Frohwerk v. United States (1919) Confirmed the guilty verdict against a newspaper publisher for printing articles opposing U. S. involvement in World War I. Abrams v. United States (1919) Upheld convictions of five people under the Espionage Act. Holmes dissented, arguing that their action did not present “a clear and imminent danger.”
750
The Legal Arguments Justice Oliver Wendell Holmes, Jr., wrote the Court’s unanimous opinion. In ordinary times, Holmes noted, Schenck’s claim of First Amendment rights might well be valid. “But the character of every act depends upon the circumstances in which it is done,” Holmes added. Schenck distributed the leaflets during wartime, when “many things that might be said in time of peace . . . will not be endured.“ Holmes suggested that Schenck’s “impassioned” appeal for people to oppose the draft was just like someone “falsely shouting fire in a theatre and causing a panic.” The First Amendment certainly did not protect such behavior. Holmes then went on to offer a guide for judging when speech is protected by the First Amendment: The question in every case is whether the words used are used in such circumstances and are of such a nature as to create a clear and present danger that they will bring about the . . . evils that Congress has a right to prevent.
Schenck’s words, Holmes charged, did pose “a clear and present danger” to the United States war effort. Therefore, they did not merit protection under the First Amendment. Justice Holmes’s opinions in the Espionage Act cases set the standard for free speech.
Page 14 of 20
Why Does It Matter Now?
The Supreme Court decisions in Schenck and other Espionage Act cases considered the limits of free speech during wartime. In Schenck, Justice Holmes stated that speech that presented “a clear and present danger” to the country’s well being was not protected. As he looked at other cases, however, Holmes began to refine this view. In Frohwerk v. United States (1919), decided just a week after Schenck, the Court again upheld a conviction under the Espionage Act. However, Holmes noted that anti-government speech uttered during wartime is not always a crime. “We do not lose our right to condemn either measures or men because the country is at war,” he wrote. Holmes broadened this statement in his dissent to the majority opinion in Abrams v. United States (1919). The government’s power to limit speech during wartime undoubtedly is greater, he noted, “because war opens dangers that do not exist at other times.” However, the basic principles of free speech are the same in war as in peace:
The Supreme Court has been asked to decide on free speech issues dozens of times since Schenck. In making these decisions, the Court has attempted to heed Justice Holmes’s words and strike a balance between protecting free speech and maintaining political and social order. Over the years, the Court has applied this balance test to free speech questions in many settings, including schools. In Tinker v. Des Moines Independent Community School District (1969), the Court upheld students’ right to protest in school. However, the Court added that in certain circumstances school officials might limit the exercise of such rights—if the students’ actions disrupt the work of the school, for example. In two later cases, Bethel School District No. 403 v. Fraser (1986) and Hazelwood School District v. Kuhlmeier (1988), the Court felt that such circumstances existed. In Bethel, the Court upheld the suspension of a student who, during a school assembly, gave a speech that included inappropriate language. The Court ruled that the school could punish behavior that “interferes with the educational process.” In Hazelwood, the Court ruled that school officials could censor the content of a student newspaper if it was “inconsistent with [the school’s] educational mission.”
It is only the present danger of immediate evil or an intent to bring it about that warrants Congress in setting a limit to the expression of opinion.
All opinions, even ones we find hateful, should be heard, Holmes concluded.
During the Vietnam War, some Americans vigorously challenged government policies.
CONNECT TO HISTORY
CONNECT TO TODAY
1. Making Inferences The Supreme Court decided Schenck and other Espionage Act cases during the Red Scare. Do you think the timing of the cases influenced the Court’s decisions? Why or why not?
2. Researching Working with a group of two or three other students, identify and research recent court cases involving free speech issues. Present your findings in a brief oral report to the class.
See Skillbuilder Handbook, page R12.
For more information on free speech . . .
RESEARCH LINKS CL ASSZONE .COM
751
H ISTORIC D ECISIONS OF THE SUPREME COURT
Why Did It Matter Then?
Page 15 of 20
Brown v. Board of Education of Topeka
(1954)
THE ISSUE School desegregation ORIGINS OF THE CASE In September 1950, Oliver Brown tried to enroll his seven-year-old daughter, Linda, at the neighborhood grade school. The school principal rejected Brown’s request because Linda was an African American. The school was for white students only. Linda ended up attending a school farther away from her home. Brown filed suit against the school board, demanding that Linda be allowed to go to the neighborhood school. The Supreme Court heard arguments in the Brown case in 1952 and 1953. THE RULING A unanimous court ruled that segregation in education was unconstitutional.
The Legal Arguments
U.S. CONSTITUTION/LEGISLATION Fourteenth Amendment (1868) “No state shall . . . deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.” RELATED CASES Plessy v. Ferguson (1896) Upheld Louisiana laws that segregated railroad passenger cars according to race. Established the doctrine of “separate but equal.” Brown v. Board of Education of Topeka (May, 1955) Ordered that desegregation take place “with all deliberate speed.” Often called “Brown II.”
Chief Justice Earl Warren wrote the Court’s decision. He began by reviewing the history of the Fourteenth Amendment. Its equal protection clause was the basis for the decision. The Court had ruled in Plessy v. Ferguson (1896) that “separate but equal” facilities for blacks and whites did not violate this amendment. However, Warren pointed out that Plessy involved transportation, not education. He then stressed the importance of education for society: It is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education.
Warren went on to suggest that segregation denied African-American children that opportunity. He concluded with Brown’s most famous statement: . . . [I]n the field of public education the doctrine of “separate but equal” has no place. Separate educational facilities are inherently unequal.
The Court expected whites in the South, where segregation was dominant, to resist the ruling. Therefore, it delayed orders on how to put the decision into action for several months.
Thurgood Marshall was one of the team of lawyers that represented Oliver Brown. In 1967, Marshall became the first African American appointed as a Supreme Court justice.
752
Page 16 of 20
Why Does It Matter Now?
The Fourteenth Amendment had guaranteed African Americans equal rights as citizens. In the late 1800s, however, many Southern states passed “Jim Crow” laws, which enforced separation of the races in public places. In 1896, the Supreme Court upheld a “Jim Crow” law in Plessy v. Ferguson. In the Court’s view, “separate but equal” rail cars did not violate the Fourteenth Amendment. Brown, however, stated that segregated schools denied African Americans the “equal protection of the laws” guaranteed by the Fourteenth Amendment. Segregation, therefore, had no place in school systems. As the Court expected, the decision met opposition. One Southern politician accused the Court of “a flagrant abuse of judicial power.” Even after Brown II, many school districts, particularly in the South, dragged their feet on desegregation. Some 10 years later, segregation was still the rule in most Southern school districts. Even so, the impact of the Brown decision on American society was immense. It marked the beginning of the civil rights movement, which you read about in Chapter 29.
Throughout the 1960s and 1970s, the Supreme Court continued to review the issue of school segregation. In Green v. New Kent County (1968), the Court called for the end of the dual school system—one white and one black. This involved integrating not only students, but also teachers, support staff, and services. In Swann v. Charlotte-Mecklenburg Board of Education (1971), the Court ruled that busing could be used to achieve school desegregation. Later, in Milliken v. Bradley (1974), the Court ruled that students might be bused between school districts to achieve this goal. However, this step could be taken only in very exceptional circumstances. In recent years, the Court has moved away from enforcing desegregation. Still, the Brown decision brought about far-reaching changes. The statement that separate facilities are “inherently unequal” proved a powerful weapon against segregation in all areas of American life. Indeed, the Court’s opinion in Brown provided the basis for most of the civil rights laws passed in the late 1950s and 1960s.
The Brown decision was a front-page story in newspapers across the United States.
CONNECT TO HISTORY
CONNECT TO TODAY
1. Analyzing Points of View Chief Justice Earl Warren wanted the Brown opinion to be unanimous. He even pressured Justice Stanley Reed, a southerner, not to file a dissenting opinion. Why do you think Warren insisted that all the justices agree to the Brown decision?
2. Researching Working with a group of two or three other students, conduct research to find out about efforts to desegregate another part of American society, such as the military, the workplace, or colleges. Report your findings to the class.
See Skillbuilder Handbook, page R9.
For more information on civil rights today . . .
RESEARCH LINKS CL ASSZONE .COM
753
H ISTORIC D ECISIONS OF THE SUPREME COURT
Why Did It Matter Then?
Page 17 of 20
Reynolds v. Sims
(1964)
THE ISSUE One Person, One Vote ORIGINS OF THE CASE Most state constitutions require a redrawing of legislative districts every 10 years, based on the latest U.S. Census figures. By the 1960s, however, many states had not redrawn their districts for decades. For example, Alabama’s last redrawing—in 1901—did not reflect the great population changes that had taken place. In 1962, a group of Alabama voters sued to have their legislative map redrawn. When a federal court found for the voters, the Alabama state legislature appealed to the Supreme Court. THE RULING The Court firmly established the principle of “one person, one vote.” It ruled that Alabama must redraw its legislative districts so that each district had about the same number of people.
The Legal Arguments U.S. CONSTITUTION/LEGISLATION Fourteenth Amendment (1868) “No state shall . . . deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.” Alabama Constitution, Article 9, Section 198 (1901) “The members of the house of representatives shall be apportioned by the legislature among the several counties of the state, according to the number of inhabitants in them, respectively, as ascertained by the decennial census of the United States.” RELATED CASES Baker v. Carr (1962) Ruled that federal courts could intervene in state legislative districting issues. Gray v. Sanders (1963) Ruled that when counting votes in primary elections, states should follow the principle of “one person, one vote.”
754
The Court’s ruling, written by Chief Justice Earl Warren, clearly stated the issue: The right to vote freely for the candidate of one’s choice is of the essence of a democratic society, and any restrictions on that right strike at the heart of representative government.
Weakening the power of an individual’s vote, Warren added, was as much a restriction as preventing that individual from voting. “Legislators represent people, not trees or acres,” Warren continued. Population, therefore, had to be the determining factor in redrawing legislative districts. Warren based his argument squarely on the Fourteenth Amendment:
Chief Justice Earl Warren considered Reynolds v. Sims one of the most important opinions he had written.
We hold that as a basic constitutional standard, the Equal Protection Clause requires that seats in . . . a . . . state legislature must be apportioned on a population basis. . . . [T]he Equal Protection Clause requires that a State make an honest and good faith effort to construct districts . . . as nearly of equal population as is practicable.
John Marshall Harlan—the grandson of the justice who wrote the famous dissent to Plessy v. Ferguson—dissented. He claimed that the Constitution did not give the Court the power to interfere in how states decide on their legislative districts.
Page 18 of 20
Why Does It Matter Now?
Reynolds was one of several voting rights cases that the Court heard in the 1960s. In the first, Baker v. Carr (1962), the Court broke with past decisions and said that federal courts had the power to make sure that states drew legislative districts fairly. A year later, in Gray v. Sanders (1963), the Court applied the principle of “one person, one vote” for the first time. The Court observed that the vote of someone living in one part of a state should count as much as that of someone living in another part. In Reynolds, the court extended the “one person, one vote” principle to the drawing of state legislative districts. In time, the Reynolds ruling forced most states to draw new district boundaries. As a result, there was a shift in political power in state legislatures. The number of state representatives from cities, which had larger populations, increased. In contrast, the number from rural areas, where fewer people lived, declined.
During the 1990s, the Court faced a new redistricting issue. The Voting Rights Act of 1965 urged states to increase minority representation in the legislatures. To do so, many states created districts where minorities made up a voting majority. However, some white voters challenged these districts under the Fourteenth Amendment. In several cases—Bush v. Vera (1996), for example—the Court ruled that such districts were unconstitutional. Since these districts were drawn solely based on race, the Court said, they violated the Fourteenth Amendment’s equal protection clause. In Lawyer v. Department of Justice (1997), the Court upheld a Florida district drawn to include several African-American communities. The Court found that in this case, race was only one of several factors used to draw district boundary lines. After the U.S. Census of 2000, the states began a new round of redistricting. As a result, the Supreme Court probably will revisit this issue over the next few years.
Representation in the Alabama State Legislature, 1962 COUNTY
P O P U L AT I O N
NUMBER OF HOUSE R E P R E S E N TAT I V E S
Bullock
13,462
2
Henry
15,286
2
Mobile
314,301
3
Jefferson
634,864
7
In 1962, the rural counties of Bullock and Henry had less than one-thirtieth of the population of the urban counties of Mobile and Jefferson. Even so, they returned close to half as many state representatives as did the two urban counties.
Source: U.S. Supreme Court, Reynolds v. Sims, 377 U.S. 533 (1964)
CONNECT TO HISTORY
CONNECT TO TODAY
1. Finding Main Ideas Use library or Internet resources to locate a copy of the majority opinion in Reynolds v. Sims. Make a chart listing the main idea and details for each part of the opinion. Make a similar chart for Harlan’s dissenting opinion in this case.
2. Researching Conduct research to find news stories about a recent Supreme Court decision on the issue of redistricting. Write a summary of the background of the case, the ruling the Court made, and the legal reasoning behind that ruling.
See Skillbuilder Handbook, page R5.
For more information on the Supreme Court and redistricting . . .
RESEARCH LINKS CL ASSZONE .COM
755
H ISTORIC D ECISIONS OF THE SUPREME COURT
Why Did It Matter Then?
Page 19 of 20
Regents of the University of California v. Bakke (1978) THE ISSUE Affirmative action ORIGINS OF THE CASE In 1970, the medical school of the University of California at Davis adopted an “affirmative action” admissions policy. The policy set a quota calling for 16 percent of each year’s incoming students to be minority students. Allan Bakke, a white applicant, had better test scores and grades than most of the students accepted under the affirmative-action plan. However, he was not admitted. Bakke sued, arguing that he had been rejected because of his race. The California Supreme Court ordered the school to admit Bakke. The school appealed the case to the U.S. Supreme Court. THE RULING The Court ruled that the school could use race as one of several factors in making admissions decisions but that setting racial quotas was unconstitutional.
The Legal Arguments U.S. CONSTITUTION/LEGISLATION Fourteenth Amendment (1868) “No state shall . . . deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.” Civil Rights Act, Title VI (1964) “No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in . . . any program or activity receiving Federal financial assistance.”
The Court upheld the California Supreme Court decision in a 5–4 vote. Four of the five majority justices maintained that holding a set number of admission slots for minority students violated the Civil Rights Act of 1964. The fifth justice, Justice Lewis Powell, noted that racial quotas violated the Fourteenth Amendment. Powell wrote: The guarantee of equal protection cannot mean one thing when applied to one individual and something else when applied to a person of another color. If both are not accorded the same protection, then it is not equal.
However, the Court did not reject affirmative action completely. By a different 5-4 majority, the Court ruled that race could be used as one of several factors in college admissions. Powell, who again provided the deciding vote, thought that race should be considered in order to promote a “diverse student body.”
RELATED CASE Fullilove v. Klutznick (1980) The Court upheld the Public Works Employment Act of 1977, which required that minorityowned businesses receive 10 percent of all federal funds for public works projects.
756
Allan Bakke graduated from the University of California at Davis with a medical degree in 1982.
Page 20 of 20
Why Does It Matter Now?
African Americans made many gains in civil rights during the 1950s and 1960s. President Lyndon Johnson, however, thought more needed to be done. He explained why:
Since Bakke, the Court has ruled on several affirmative-action cases. In Metro Broadcasting v. Federal Communications Commission (1990), for example, the Court upheld a policy that gave preference to minority broadcasters. However, in Adarand Constructors, Inc. v. Peña (1995), the Court struck down a similar affirmative-action program. The standing of affirmative action in college admissions is somewhat clearer, however. Some states have abandoned the policy altogether. In California, for example, voters approved a 1996 referendum banning the state’s universities from using affirmative action in admissions. Washington voters passed a similar measure in 1998. These and other states are looking for new ways to help minority students attend college. One method—adopted by California, Florida, and Texas—guarantees admission to state universities for the top students from each high school graduating class.
You do not take a person who for years has been hobbled by chains and . . . bring him up to the starting line of a race and then say, “you are free to compete with all the others” and still justly believe that you have been completely fair.
In 1965, Johnson urged companies to increase the hiring and promoting of minorities. In time, many businesses, colleges, and other organizations set up affirmative-action programs. Not everyone was happy with this development, however. Some whites felt that affirmative action amounted to little more than “reverse discrimination.” That is, they felt that they would be denied jobs or college places because of their race. With the Bakke ruling, the Supreme Court took a compromise position on affirmative-action programs. They were acceptable, the Court said, as long as they did not use strict racial quotas.
The affirmative-action debate, at times, has been quite bitter. Here, supporters and opponents of affirmative action confront each other at a demonstration on the campus of the University of California at Berkeley.
CONNECT TO HISTORY
CONNECT TO TODAY
1. Making Inferences In the Bakke case, the Supreme Court issued six separate opinions. Also, the voting on the two issues in the case was 5-4. From this information, what inferences can you draw on the Court’s attitudes on affirmative action?
2. Researching The state university system of Michigan recently has faced court challenges to its affirmative-action program. Track the progress of these challenges and write a few paragraphs comparing the arguments and court findings in Michigan to those in the Bakke case.
See Skillbuilder Handbook, page R12.
For more information on affirmative action . . .
RESEARCH LINKS CL ASSZONE .COM
757
H ISTORIC D ECISIONS OF THE SUPREME COURT
Why Did It Matter Then?
Page 1 of 34
Reference Section
A History of the United States
SKILLBUILDER HANDBOOK Skills for reading, thinking, and researching
R1
FACTS ABOUT THE STATES Information on individual states
R34
PRESIDENTS OF THE UNITED STATES Information on all 42 presidents
R36
GAZETTEER Important geography-related terms
R39
GLOSSARY AND SPANISH GLOSSARY Important terms and definitions Important terms and definitions translated into Spanish
R43 R58
INDEX Index of all topics in textbook
R73
Page 2 of 34
Skillbuilder HANDBOOK Table of Contents Reading and Communication Skills 1.1 1.2 1.3 1.4 1.5 1.6 1.7
Summarizing Taking Notes Sequencing Events Finding Main Ideas Categorizing Making Public Speeches Writing for Social Studies
R2 R3 R4 R5 R6 R7 R8
Critical Thinking Skills 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12
Analyzing Points of View Comparing and Contrasting Analyzing Causes; Recognizing Effects Making Inferences Drawing Conclusions Making Decisions Recognizing Propaganda Identifying Facts and Opinions Forming and Supporting Opinions Identifying and Solving Problems Evaluating Making Generalizations
R9 R10 R11 R12 R13 R14 R15 R16 R17 R18 R19 R20
Print and Visual Sources 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
Using Primary and Secondary Sources Interpreting Graphs Interpreting Charts Interpreting Time Lines Reading a Map Reading a Special-Purpose Map Creating a Map Interpreting Political Cartoons Creating a Model
R21 R22 R23 R24 R25 R26 R27 R28 R29
Technology Sources 4.1 4.2 4.3 4.4
Using an Electronic Card Catalog Creating a Database Using the Internet Creating a Multimedia Presentation
R30 R31 R32 R33
SKILLBUILDER HANDBOOK
R1
Page 3 of 34
1.1 Summarizing Defining the Skill When you summarize, you restate a paragraph, passage, or chapter in fewer words. You include only the main ideas and most important details. It is important to use your own words when summarizing.
Applying the Skill The passage below tells about Harriet Tubman, a prominent member of the Underground Railroad. She helped runaway slaves to freedom. Use the strategies listed below to help you summarize the passage.
How to Summarize
●
Strategy 1 Look for topic sentences stating the main idea. These are often at the beginning of a section or paragraph. Briefly restate each main idea—in your own words.
●
Strategy 2 Include key facts and any numbers, dates, amounts, or percentages from the text.
●
Strategy 3 After writing your summary, review it to see that you have included only the most important details.
HARRIET TUBMAN 1 ●
One of the most famous conductors on the Underground
2 Born into slavery in Maryland, Railroad was Harriet Tubman. ●
the 13-year-old Tubman once tried to save another slave from punishment. The angry overseer fractured Tubman’s skull with a two-pound weight. She suffered fainting spells for the rest of her life but did not let that stop her from working for freedom. When she was 25, Tubman learned that her owner was about to sell her. 2 she escaped. Instead, ● 2 Harriet Tubman made 19 dangerous jourAfter her escape, ●
neys to free enslaved persons. The tiny woman carried a pistol to frighten off slave hunters and medicine to quiet crying babies. Her 2 no one caught her. enemies offered $40,000 for her capture, but ●
“I never run my train off the track and I never lost a passenger,” she proudly declared. Among the people she saved were her parents.
Write a Summary You can write your summary in a paragraph. The paragraph at right summarizes the passage you just read.
Practicing the Skill Turn to Chapter 6, Section 2, “Colonial Resistance Grows.” Read “The Boston Tea Party” and write a paragraph summarizing the passage.
R2 SKILLBUILDER HANDBOOK
3 ●
Harriet Tubman was one of the most famous conductors on the Underground Railroad. She had been a slave, but she escaped. She later made 19 dangerous journeys to free other slaves. She was never captured.
Page 4 of 34
Skillbuilder HANDBOOK
1.2 Taking Notes Defining the Skill When you take notes, you write down the important ideas and details of a paragraph, passage, or chapter. A chart or an outline can help you organize your notes to use in the future.
Applying the Skill The following passage describes President Washington’s cabinet. Use the strategies listed below to help you take notes on the passage.
How to Take and Organize Notes
●
Strategy 1 Look at the title to find the main topic of the passage.
1 WASHINGTON’S CABINET ● 2 The Constitution gave Congress the task of creating depart● 2 president had ments to help the president lead the nation. The ●
●
Strategy 2 Identify the main ideas and details of the passage. Then summarize the main idea and details in your notes.
the power to appoint the heads of these departments, which
●
Strategy 3 Identify key terms and define them. The term cabinet is shown in boldface type and underlined; both techniques signal that it is a key term.
3 cabinet. became his ●
Congress created three departments. Washington chose tal2 For secretary of war, he picked ented people to run them. ● 2 For secHenry Knox, a trusted general during the Revolution. ●
●
Strategy 4 In your notes, use abbreviations to save time and space. You can abbreviate words such as department (dept.), secretary (sec.), United States (U.S.), and president (pres.) to save time and space.
retary of state, Washington chose Thomas Jefferson. He had been serving as ambassador to France. The State Department oversaw U.S. foreign relations. For secretary of the treasury, Washington 2 Alexander Hamilton. turned to the brilliant ●
Make a Chart Making a chart can help you take notes on a passage. The chart below contains notes from the passage you just read. 2 Item ● 3 cabinet 1. ●
a. War Dept. b. State Dept. c. Treasury Dept.
Notes heads of 4 depts.; 4 pres. appoints heads Henry Knox; 4 sec. of war; former Revolutionary War general Thomas Jefferson; sec. of state; oversees relations between 4 U.S. and other countries Alexander Hamilton; sec. of the treasury
● ●
●
●
Practicing the Skill Turn to Chapter 3, Section 3, “Founding the Middle and Southern Colonies.” Read “Maryland and the Carolinas” and use a chart to take notes on the passage.
SKILLBUILDER HANDBOOK
R3
Page 5 of 34
1.3 Sequencing Events Defining the Skill Sequence is the order in which events follow one another. By being able to follow the sequence of events through history, you can get an accurate sense of the relationship among events.
Applying the Skill The following passage describes the sequence of events involved in Britain’s plan to capture the Hudson River Valley during the American Revolution. Use the strategies listed below to help you follow the sequence of events.
How to Find the Sequence of Events
●
Strategy 1 Look for specific dates provided in the text. If several months within a year are included, the year is usually not repeated.
●
Strategy 2 Look for clues about time that allow you to order events according to sequence. Words such as day, week, month, or year may help to sequence the events.
BRITAIN’S STRATEGY Burgoyne captured Fort Ticonderoga in ● 1 July 1777. From there, it was 25 miles to the Hudson River, which ran to Albany. 2 Burgoyne took three weeks to reach the Hudson. On ● 1 August ●
3, Burgoyne received a message from Howe. He would not be coming north, Howe wrote, because he had decided to invade Pennsylvania to try to capture Philadelphia and General Washington. “Success be ever with you,” Howe’s message said. But General Burgoyne needed Howe’s soldiers, not his good wishes. Howe did invade Pennsylvania. In ● 1 September 1777, he defeated —but did not capture—Washington at the Battle of Brandywine.
Make a Time Line Making a time line can help you sequence events. The time line below shows the sequence of events in the passage you just read.
July 1777: Burgoyne captures Fort Ticonderoga.
August 3, 1777: Howe writes that he will not join Burgoyne.
Three weeks after the capture of Fort Ticonderoga: Burgoyne reaches the Hudson.
September 1777: Howe defeats Washington at Brandywine.
Practicing the Skill Turn to Chapter 2, Section 1, “Spain Claims an Empire.” Read “Europeans Explore Foreign Lands” and make a time line showing the sequence of events in that passage.
R4 SKILLBUILDER HANDBOOK
Page 6 of 34
Skillbuilder HANDBOOK
1.4 Finding Main Ideas Defining the Skill The main idea is a statement that summarizes the main point of a speech, an article, a section of a book, or a paragraph. Main ideas can be stated or unstated. The main idea of a paragraph is often stated in the first or last sentence. If it is the first sentence, it is followed by sentences that support that main idea. If it is the last sentence, the details build up to the main idea. To find an unstated idea, you must use the details of the paragraph as clues.
Applying the Skill The following paragraph describes the role of women in the American Revolution. Use the strategies listed below to help you identify the main idea.
How to Find the Main Idea
●
Strategy 1 Identify what you think may be the stated main idea. Check the first and last sentences of the paragraph to see if either could be the stated main idea.
●
Strategy 2 Identify details that support that idea. Some details explain the main idea. Others give examples of what is stated in the main idea.
WOMEN IN THE REVOLUTION 1 Many women tried to help the army. Martha Washington and ● 2 The wives other wives followed their husbands to army camps. ●
cooked, did laundry, and nursed sick or wounded soldiers. 2 A few women even helped to fight. ● 2 Mary Hays earned the ●
nickname “Molly Pitcher” by carrying water to tired soldiers dur2 Deborah Sampson dressed as a man, enlisted, and ing a battle. ●
fought in several engagements.
Make a Chart Making a chart can help you identify the main idea and details in a passage or paragraph. The chart below identifies the main idea and details in the paragraph you just read.
Main Idea: Women helped the army during the Revolution. Detail: Detail: Detail: Detail:
They cooked and did laundry. They nursed the wounded and sick soldiers. They helped to fight. One woman, Molly Pitcher, carried water to soldiers during battles.
Practicing the Skill Turn to Chapter 5, Section 1, “Early American Culture.” Read “Women and the Economy” and create a chart that identifies the main idea and the supporting details.
SKILLBUILDER HANDBOOK
R5
Page 7 of 34
1.5 Categorizing Defining the Skill To categorize is to sort people, objects, ideas, or other information into groups, called categories. Historians categorize information to help them identify and understand patterns in historical events.
Applying the Skill The following passage contains information about the reasons people went west during the mid-1800s. Use the strategies listed below to help you categorize information.
How to Categorize
●
Strategy 1 First, decide what kind of information needs to be categorized. Decide what the passage is about and how that information can be sorted into categories. For example, find the different motives people had for moving west.
●
Strategy 2 Then find out what the categories will be. To find why many different groups of people moved west, look for clue words such as some, other, and another.
●
Strategy 3 Once you have chosen the categories, sort information into them. Of the people who went west, which ones had which motives?
THE LURE OF THE WEST 1 People had many different motives for going west. ● 2 One motive ● 2 Some people called speculators bought huge was to make money. ●
areas of land and made great profits by selling it to thousands of set2 Other settlers included farmers who dreamed of owning their tlers. ●
own farms in the West because land was difficult to acquire in the 2 Another group to move west was merchants. They hoped to East. ● 2 some earn money by selling items that farmers needed. Finally, ●
people went west for religious reasons. These people included 2 ●
missionaries, who wanted to convert the Native Americans to
Christianity, and Mormons, who wanted a place where they could practice their faith without interference.
Make a Chart Making a chart can help you categorize information. You should have as many columns as you have categories. The chart below shows how the information from the passage you just read can be categorized.
3 ●
Motives Groups
Money • speculators • merchants
Land • farmers
Religion • missionaries • Mormons
Practicing the Skill Turn to Chapter 14, Section 3, “Reforming American Society.” Read “Improving Education” and make a chart in which you categorize the changes happening in elementary, high school, and college education.
R6 SKILLBUILDER HANDBOOK
Page 8 of 34
Skillbuilder HANDBOOK
1.6 Making Public Speeches Defining the Skill A speech is a talk given in public to an audience. Some speeches are given to persuade the audience to think or act in a certain way, or to support a cause. You can learn how to make public speeches effectively by analyzing great speeches in history.
Applying the Skill The following is an excerpt from the “I Have a Dream” speech delivered by Martin Luther King, Jr., in 1963 in Washington, D.C. Use the strategies listed below to help you analyze King’s speech and prepare a speech of your own.
How to Analyze and Prepare a Speech
●
Strategy 1 Choose one central idea or theme and organize your speech to support it. King organized his speech around his dream of equality.
●
Strategy 2 Use words or images that will win over your audience. King referred to the Declaration of Independence when he used the words “all men are created equal.”
●
Strategy 3 Repeat words or images to drive home your main point—as if it is the “hook” of a pop song. King repeats the phrase “I have a dream.”
I HAVE A DREAM 1 I have a dream that one day this nation will rise up and live ●
out the true meaning of its creed—we hold these truths to be 2 self-evident that all men are created equal. ● 3 I have a dream that one day on the red hills of Georgia the ●
sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. 3 I have a dream that my four little children will one day live ●
in a nation where they will not be judged by the color of their skin but by the content of their character. 3 I have a dream today! ●
Make an Outline Making an outline like the one to the right will help you make an effective public speech.
Practicing the Skill Turn to Chapter 12, Section 2, “Jackson’s Policy Toward Native Americans.” Read the section and choose a topic for a speech. First, make an outline like the one to the right to organize your ideas. Then write your speech. Next, practice giving your speech. Make it a three-minute speech.
Title: I Have a Dream I. Introduce Theme: I have a dream A. This nation will live up to its creed B. Quote from the Declaration of Independence: that all men are created equal II. Repeat theme: I have a dream A. Sons of former slaves and slave owners will sit together in brotherhood B. My four children will be judged by their character, not by their skin color III. Conclude: I have a dream
SKILLBUILDER HANDBOOK
R7
Page 9 of 34
1.7 Writing for Social Studies Defining the Skill Writing for social studies requires you to describe an idea, situation, or event. Often, social studies writing takes a stand on a particular issue or tries to make a specific point. To successfully describe an event or make a point, your writing needs to be clear, concise, and factually accurate.
Applying the Skill The following passage describes Stephen A. Douglas. Notice how the strategies below helped the writer explain Douglas’s historical importance.
How to Write for Social Studies
●
Strategy 1 Focus on your topic. Be sure that you clearly state the main idea of your piece so that your readers know what you intend to say.
●
Strategy 2 Collect and organize your facts. Collect accurate information about your topic to support the main idea you are trying to make. Use your information to build a logical case to prove your point.
●
Strategy 3 To express your ideas clearly, use standard grammar, spelling, sentence structure, and punctuation when writing for social studies. Proofread your work to make sure it is well organized and grammatically correct.
STEPHEN A. DOUGLAS, 1813–1861 1 ●
Stephen A. Douglas was one of the most powerful members
2 he was called the “Little of Congress in the 1850s. In fact, ●
Giant” because he commanded great respect even though he was only five feet four inches tall. The most important issue that 2 He Douglas faced in his career was slavery in the territories. ●
played a key role in the passage of the Compromise of 1850 as well as the Kansas–Nebraska Act, which addressed this issue. In 1858, his famous debates with Abraham Lincoln also focused on 2 When Douglas ran for president in slavery in the territories. ●
1860, his position on slavery was critical to his defeat.
Practicing the Skill Turn to Chapter 15, Section 1, “Growing Tensions Between North and South.” Read the section and use the strategies above to write your answer to Question 4 on page 461.
R8 SKILLBUILDER HANDBOOK
Page 10 of 34
Skillbuilder HANDBOOK
2.1 Analyzing Points of View Defining the Skill Analyzing points of view means looking closely at a person’s arguments to understand the reasons behind that person’s beliefs. The goal of analyzing a point of view is to understand a historical figure’s thoughts, opinions, and biases about a topic.
Applying the Skill The following passage describes the Panic of 1837 and two politicians’ points of view about it. Use the strategies listed below to help you analyze their points of view.
How to Analyze Points of View
●
Strategy 1 Look for statements that show you a person’s view on an issue. For example, Van Buren said he believed the economy would improve if he took no action. Clay thought the government should do something to help the people.
●
Strategy 2 Use information about people to validate them as sources and understand why they might disagree. What do you know about Clay and Van Buren that might explain their own biases and disagreements with each other?
●
Strategy 3 Write a summary that explains why different people took different positions on the issue.
THE PANIC OF 1837 The Panic of 1837 caused severe hardship. People had little money, so manufacturers had few customers for their goods. Almost 90 percent of factories in the East closed. Jobless workers could not afford food or rent. Many people went hungry. 1 Whig senator Henry Clay wanted the government to do ● 1 President Van Buren, a something to help the people. ●
Democrat, disagreed. He believed that the economy would improve if left alone. He argued that “the less government interferes with private pursuits the better for the general prosperity.” Many Americans blamed Van Buren for the Panic, though he had taken office only weeks before it started. The continuing depression made it difficult for him to win reelection in 1840.
Make a Diagram Using a diagram can help you analyze points of view. The diagram below analyzes the views of Clay and Van Buren in the passage you just read. 2 Clay ●
• Whig • Argues government should help the people
2 Van Buren ●
• Democrat • Argues the economy should be left alone to fix itself
3 Clay is attacking Van Buren ●
because he’s in a different party. He does not want Van Buren reelected in 1840.
Practicing the Skill Turn to the Interactive Primary Sources on pages 238 and 239. Read the selections by James Madison and George Mason. Use their language, information from other sources, and information about each man to validate them as sources. Then make a chart to analyze their different points of view on the Constitution.
SKILLBUILDER HANDBOOK
R9
Page 11 of 34
2.2 Comparing and Contrasting Defining the Skill Comparing means looking at the similarities and differences between two or more things. Contrasting means examining only the differences between them. Historians compare and contrast events, personalities, behaviors, beliefs, and situations in order to understand them.
Applying the Skill The following paragraph describes the American and British troops during the Revolutionary War. Use the strategies listed below to help you compare and contrast these two armies.
How to Compare and Contrast
●
Strategy 1 Look for two aspects of the subject that may be compared and contrasted. This passage compares the British and American troops to show why the Americans won the war.
●
Strategy 2 To contrast, look for clue words that show how two things differ. Clue words include by contrast, however, except, and yet.
●
Strategy 3 To find similarities, look for clue words indicating that two things are alike. Clue words include both, like, as, and similarly.
WHY THE AMERICANS WON 1 By their persistence, the Americans defeated the British even ●
though they faced many obstacles. The Americans lacked training and experience. They were often short of supplies and weapons. 2 By contrast, the British forces ranked among the best trained ●
in the world. They were experienced and well-supplied profes2 Yet, the Americans also had advantages that sional soldiers. ●
enabled them to win. These advantages over the British were better leadership, foreign aid, a knowledge of the land, and motiva3 both the British and the Americans were tion. Although ● 2 the Americans were also fighting for fighting for their lives, ●
their property and their dream of liberty.
Make a Venn Diagram Making a Venn diagram will help you identify similarities and differences between two things. In the overlapping area, list characteristics shared by both subjects. Then, in the separate ovals, list the characteristics of each subject not shared by the other. This Venn diagram compares and contrasts the British and American soldiers.
American Soldiers:
• lacked experience and training Both: • short of supplies and weapons fought • had better leadership for their • received foreign aid lives • had knowledge of the land • fought for liberty and property
Practicing the Skill Turn to Chapter 5, Section 1, “Early American Culture.” Read “Young People at Work” and make a Venn diagram showing the similarities and differences between the roles of boys and girls in colonial America.
R10 SKILLBUILDER HANDBOOK
British Soldiers: • best trained in the world • experienced • well-supplied
Page 12 of 34
Skillbuilder HANDBOOK
2.3 Analyzing Causes; Recognizing Effects Defining the Skill A cause is an action in history that makes something happen. An effect is the historical event that is the result of the cause. A single event may have several causes. It is also possible for one cause to result in several effects. Historians identify cause-and-effect relationships to help them understand why historical events took place.
Applying the Skill The following paragraph describes events that caused changes in Puritan New England. Use the strategies listed below to help you identify the cause-and-effect relationships.
How to Analyze Causes and Recognize Effects
●
Strategy 1 Ask why an action took place. Ask yourself a question about the title and topic sentence, such as, “What caused changes in Puritan society?”
●
Strategy 2 Look for effects. Ask yourself, “What happened?” (the effect). Then ask, “Why did it happen?” (the cause). For example, What caused the decline of Puritan religion in New England?
●
Strategy 3 Look for clue words that signal causes, such as cause and led to.
●
Strategy 4 One way to practice recognizing effects is to make predictions about the consequences that will result from particular actions. Then, as you read, look to see if your predictions were accurate.
1 CHANGES IN PURITAN SOCIETY ● 1 The early 1700s saw many changes in New England society. ● 2 One of the most important changes was the gradual decline of ●
the Puritan religion in New England. There were a number of reasons for that decline. 3 ●
One cause of this decline was the increasing competition
from other religious groups. Baptists and Anglicans established churches in Massachusetts and Connecticut, where Puritans had 3 Political changes also once been the most powerful group. ●
led to a weakening of the Puritan community. In 1691, a new royal charter for Massachusetts granted the vote based on property ownership instead of church membership.
Make a Diagram Using a diagram can help you understand causes and effects. The diagram below shows two causes and an effect for the passage you just read.
Cause: Increasing competition from other religious groups
Effect: Weakening of Puritan religion
Cause: Political changes in Massachusetts
Practicing the Skill Turn to Chapter 2, Section 1, “Spain Claims an Empire.” Read “Reasons for Spanish Victories” and make a diagram about the causes and effects of the Spanish conquest of the Americas.
SKILLBUILDER HANDBOOK
R11
Page 13 of 34
2.4 Making Inferences Defining the Skill Inferences are ideas that the author has not directly stated. Making inferences involves reading between the lines to interpret the information you read. You can make inferences by studying what is stated and using your common sense and previous knowledge.
Applying the Skill The passage below describes the strengths and weaknesses of the North and the South as the Civil War began. Use the strategies listed below to help you make inferences from the passage.
How to Make Inferences
●
Strategy 1 Read to find statements of facts and ideas. Knowing the facts will give you a good basis for making inferences.
●
Strategy 2 Use your knowledge, logic, and common sense to make inferences that are based on facts. Ask yourself, “What does the author want me to understand?” For example, from the facts about population, you can make the inference that the North would have a larger army than the South. See other inferences in the chart below.
ADVANTAGES OF THE NORTH AND THE SOUTH 1 The The North had more people and resources than the South. ● 1 The South had roughly North had about 22 million people. ●
9 million, of whom about 3.5 million were slaves. In addition, 1 the North had more than 80 percent of the nation’s factories ●
and almost all of the shipyards and naval power. The South had 1 It had able generals, such as Robert E. some advantages, too. ● 1 It also had the advantage of fighting a defensive war. Lee. ●
Soldiers defending their homes have more will to fight than invaders do.
Make a Chart Making a chart will help you organize information and make logical inferences. The chart below organizes information from the passage you just read. 1 Stated Facts and Ideas ●
The North had about 22 million people. The Confederacy had about 9 million. The North had more factories, naval power, and shipyards. The Confederacy had excellent generals. The Confederacy was fighting a defensive war.
2 Inferences ●
The North would have a larger army than the South. The North could provide more weapons, ammunition, and ships for the war. The Confederacy had better generals, which would help it overcome other disadvantages. Confederate soldiers would fight harder because they were defending their homes and families.
Practicing the Skill Turn to Chapter 11, Section 1, “Early Industry and Inventions.” Read “Free Enterprise and Factories” and use a chart like the one above to make inferences about early industry.
R12 SKILLBUILDER HANDBOOK
Page 14 of 34
Skillbuilder HANDBOOK
2.5 Drawing Conclusions Defining the Skill Drawing conclusions means analyzing what you have read and forming an opinion about its meaning. To draw conclusions, look at the facts and then use your own common sense and experience to decide what the facts mean.
Applying the Skill The following passage presents information about the Intolerable Acts and the colonists’ reactions to them. Use the strategies listed below to help you draw conclusions about those acts.
How to Draw Conclusions
●
Strategy 1 Read carefully to identify and understand all the facts, or statements, that can be proven true.
●
Strategy 2 List the facts in a diagram and review them. Use your own experiences and common sense to understand how the facts relate to each other.
●
Strategy 3 After reviewing the facts, write down the conclusion you have drawn about them.
THE INTOLERABLE ACTS 1 ●
In 1774, Parliament passed a series of laws to punish the
Massachusetts colony and serve as a warning to other colonies. 1 ●
These laws were so harsh that colonists called them the
Intolerable Acts. One of the acts closed the port of Boston. Others banned committees of correspondence and allowed Britain to house troops wherever necessary. In 1773, Sam Adams had written, “I wish we could arouse the 1 The Intolerable Acts answered his wish. Other continent.” ●
colonies immediately offered Massachusetts their support. Make a Diagram Making a diagram can help you draw conclusions. The diagram below shows how to organize facts and inferences to draw a conclusion about the passage you just read. 2 Facts ●
Parliament passed laws to punish the Massachusetts colony. The colonists called these laws the Intolerable Acts.
3 Conclusion ●
The Intolerable Acts closed the port of Boston, banned committees of correspondence, and allowed British troops to be housed wherever necessary.
The Intolerable Acts caused the different colonies to pull together in anger against the British.
The other colonies supported Massachusetts after passage of the Intolerable Acts.
Practicing the Skill Turn to Chapter 3, Section 2, “New England Colonies.” Read “The Salem Witchcraft Trials” and use the diagram above as a model to draw conclusions about the trials.
SKILLBUILDER HANDBOOK
R13
Page 15 of 34
2.6 Making Decisions Defining the Skill Making decisions involves choosing between two or more options, or courses of action. In most cases, decisions have consequences, or results. Sometimes decisions may lead to new problems. By understanding how historical figures made decisions, you can learn how to improve your decision-making skills.
Applying the Skill The following passage describes Lincoln’s decisions regarding federal forts after the Southern states seceded. Use the strategies listed below to help you analyze his decisions.
How to Make Decisions
●
Strategy 1 Identify a decision that needs to be made. Think about what factors make the decision difficult.
●
Strategy 2 Identify possible consequences of the decision. Remember that there can be more than one consequence to a decision.
●
Strategy 3 Identify the decision that was made.
●
Strategy 4 Identify actual consequences that resulted from the decision.
FIRST SHOTS AT FORT SUMTER 1 Lincoln had to decide what to do about the forts in the South ●
that remained under federal control. A Union garrison still held 2 If Lincoln Fort Sumter, but it was running out of supplies. ● 2 If he withdrew the garrisupplied the garrison, he risked war. ● 3 Lincoln informed son, he would be giving in to the rebels. ●
South Carolina that he was sending supply ships to Fort Sumter. 4 Confederate leaders decided to prevent the federal government ●
from holding on to the fort by attacking before the supply ships 4 the South’s attack on Fort arrived. No one was killed, but ●
Sumter signaled the beginning of the Civil War.
Make a Flow Chart A flow chart can help you identify the process of making a decision. The flow chart below shows the decision-making process in the passage you just read. 1 ● Decision to Be Made:
What should Lincoln do about the federal forts within the borders of the seceded states? Should Lincoln supply the garrison or withdraw it?
2 ● Possible Consequences:
Supply the garrison and risk war.
2 ● Possible Consequences:
3 ● Decision Made:
Supply the garrison.
Withdraw the garrison and give in to the rebels.
Practicing the Skill Turn to Chapter 6, Section 1, “Tighter British Control.” Read “The Colonies Protest the Stamp Act” and make a flow chart to identify a decision and its consequences described in that section.
R14 SKILLBUILDER HANDBOOK
4 ● Actual Consequence:
The Confederates attacked the fort. This attack began the Civil War.
Page 16 of 34
Skillbuilder HANDBOOK
2.7 Recognizing Propaganda Defining the Skill Propaganda is communication that aims to influence people’s opinions, emotions, or actions. Propaganda is not always factual. Rather, it uses one-sided language or striking symbols to sway people’s emotions. Modern advertising often uses propaganda. By thinking critically, you will avoid being swayed by propaganda.
Applying the Skill The following political cartoon shows Andrew Jackson dressed as a king. Use the strategies listed below to help you understand how it works as propaganda.
How to Recognize Propaganda
●
Strategy 1 Identify the aim, or purpose, of the cartoon. Point out the subject and explain the point of view.
●
Strategy 2 Identify those images on the cartoon that viewers might respond to emotionally and identify the emotions.
●
Strategy 3 Think critically about the cartoon. What facts has the cartoon ignored?
Make a Chart Making a chart will help you think critically about a piece of propaganda. The chart below summarizes the information from the anti-Jackson cartoon. 1 ● 2 ●
Identify Purpose
The cartoon portrays Jackson negatively by showing him as a king.
Identify Emotions
The cartoonist knows that Americans like democracy. So he portrays Jackson as a king because kings are not usually supporters of democracy. He also shows Jackson standing on a torn U.S. Constitution—another thing that Americans love.
3 ●
Think Critically
The cartoon shows Jackson vetoing laws. But it ignores the fact that those actions were not against the Constitution. The president has the power to veto legislation. In this case, Jackson was exercising the power of the presidency, not acting like a king.
Practicing the Skill Turn to Chapter 6, Section 2, “Colonial Resistance Grows,” and look at the engraving The Bloody Massacre on page 165. Use a chart like the one above to think critically about the engraving as an example of propaganda.
SKILLBUILDER HANDBOOK
R15
Page 17 of 34
2.8 Identifying Facts and Opinions Defining the Skill Facts are events, dates, statistics, or statements that can be proved to be true. Opinions are the judgments, beliefs, and feelings of a writer or speaker. By identifying facts and opinions, you will be able to think critically when a person is trying to influence your own opinion.
Applying the Skill The following passage tells about the Virginia Plan for legislative representation offered at the Constitutional Convention of 1787. Use the strategies listed below to help you distinguish facts from opinions.
How to Recognize Facts and Opinions
●
ANTIFEDERALIST VIEWS
●
1 Antifederalists published their views about the Constitution ● 1 They thought the Constitution in newspapers and pamphlets. ●
Strategy 1 Look for specific information that can be proved or checked for accuracy. Strategy 2 Look for assertions, claims, and judgments that express opinions. In this case, one speaker’s opinion is expressed in a direct quote.
●
Strategy 3 Think about whether statements can be checked for accuracy. Then, identify the facts and opinions in a chart.
took too much power away from the states and did not protect the rights of the people. They charged that the Constitution would 2 “It is destroy American liberties. As one Antifederalist wrote, ●
truly astonishing that a set of men among ourselves should have had the [nerve] to attempt the destruction of our liberties.”
Make a Chart The chart below analyzes the facts and opinions from the passage above.
Statement
3 Can It Be Proved? ●
3 Fact or Opinion ●
Antifederalists published their views in newspapers and pamphlets.
Yes. Check newspapers and other historical documents.
Fact
They thought the Constitution took too much power away from the states.
Yes. Check newspapers and other historical documents.
Fact
It is astonishing that some Americans would try to destroy American liberties.
No. This cannot be proved. It is what one speaker believes.
Opinion
Practicing the Skill Turn to Chapter 11, Section 3, and read the section entitled “The Missouri Compromise.” Make a chart in which you analyze key statements to determine whether they are facts or opinions.
R16 SKILLBUILDER HANDBOOK
Page 18 of 34
Skillbuilder HANDBOOK
2.9 Forming and Supporting Opinions Defining the Skill When you form opinions, you interpret and judge the importance of events and people in history. You should always support your opinions with facts, examples, and quotes.
Applying the Skill The following passage describes events that followed the gold rush. Use the strategies listed below to form and support your opinions about the events.
How to Form and Support Opinions
●
Strategy 1 Look for important information about the events. Information can include facts, quotations, and examples.
●
Strategy 2 Form an opinion about the event by asking yourself questions about the information. For example, How important was the event? What were its effects?
●
Strategy 3 Support your opinions with facts, quotations, and examples. If the facts do not support the opinion, then rewrite your opinion so it is supported by the facts.
THE IMPACT OF THE GOLD RUSH 1 While it lasted, about By 1852, the gold rush was over. ● 1 This huge migration 250,000 people flooded into California. ● 1 The port caused economic growth that changed California. ●
city San Francisco grew to become a center of banking, manufac1 However, the gold rush ruined many turing, shipping, and trade. ●
Californios. Californios are the Hispanic people of California. The newcomers did not respect Californios, their customs, or their legal 1 In many cases, Americans seized their property. rights. ● 1 Thousands died from Native Americans suffered even more. ● 1 Miners hunted down and diseases brought by the newcomers. ● 1 By 1870, California’s Native American killed thousands more. ●
population had fallen from 150,000 to only about 30,000. Make a Chart Making a chart can help you organize your opinions and supporting facts. The following chart summarizes one possible opinion about the impact of the gold rush.
2 Opinion ● 3 Facts ●
The effects of the gold rush were more negative than positive. Californios were not respected, and their land was stolen. Many Native Americans died from diseases, and others were killed by miners. Their population dropped from 150,000 to about 30,000.
Practicing the Skill Turn to Chapter 11, Section 3, “Nationalism and Sectionalism.” Read “The Missouri Compromise” and form your own opinion about the compromise and its impact. Make a chart like the one above to summarize your opinion and the supporting facts and examples.
SKILLBUILDER HANDBOOK
R17
Page 19 of 34
2.10 Identifying and Solving Problems Defining the Skill Identifying problems means finding and understanding the difficulties faced by a particular group of people during a certain time. Solving problems means understanding how people tried to remedy those problems. By studying how people solved problems in the past, you can learn ways to solve problems today.
Applying the Skill The following paragraph describes problems that the Constitutional Convention faced on the issues of taxation, representation, and slavery. Use the strategies listed below to help you see how the Founders tried to solve these problems.
How to Identify Problems and Solutions
●
SLAVERY AND THE CONSTITUTION
●
Because the House of Representatives would have members
Strategy 1 Look for the difficulties, or problems, people faced. Strategy 2 Consider how the problem affected people with different points of view. For example, the main problem described here was how to count the population of each state.
●
Strategy 3 Look for solutions people tried to deal with each problem. Think about whether the solution was a good one for people with differing points of view.
1 the delegates had to according to the population of each state, ●
decide who would be counted in the population of each state. The Southern states had many more slaves than the Northern states 2 Southerners wanted the slaves to be counted as part of had. ●
the general population for representation but not for taxation. 2 ●
Northerners argued that slaves were not citizens and should
not be counted for representation, but that slaves should be 3 The delegates decided that three-fifths counted for taxation. ●
of the slave population would be counted in the population to determine both representation and taxes. Make a Chart Making a chart will help you identify and organize information about problems and solutions. The chart below shows problems and solutions included in the passage you just read. 1 Problem ●
2 Differing Points of View ●
3 Solution ●
Northerners and Southerners couldn’t agree on how to count population because of slavery in the South.
Southerners wanted slaves counted for representation but not for taxation. Northerners wanted slaves counted for taxation but not for representation.
Delegates decided that threefifths of the slave population should be counted.
Practicing the Skill Turn to Chapter 8, Section 2, “Creating the Constitution.” Read “The Delegates Assemble” and “The Virginia Plan.” Then make a chart that summarizes the problems faced by the delegates at the Constitutional Convention and the solutions they agreed on.
R18 SKILLBUILDER HANDBOOK
Page 20 of 34
Skillbuilder HANDBOOK
2.11 Evaluating Defining the Skill To evaluate is to make a judgment about something. Historians evaluate the actions of people in history. One way to do this is to examine both the positives and negatives of a historical action, then decide which is stronger—the positive or the negative.
Applying the Skill The following passage describes Susan B. Anthony’s fight for women’s rights. Use the strategies listed below to evaluate how successful she was.
How to Evaluate
●
Strategy 1 Before you evaluate a person’s actions, first determine what that person was trying to do. In this case, think about what Anthony wanted to accomplish.
●
Strategy 2 Look for statements that show the positive, or successful, results of her actions. For example, Did she achieve her goals?
●
Strategy 3 Also look for statements that show the negative, or unsuccessful, results of her actions. Did she fail to achieve something she tried to do?
●
Strategy 4 Write an overall evaluation of the person’s actions.
SUSAN B. ANTHONY 1 ●
Susan B. Anthony was a skilled organizer who fought for
2 She successfully built the women’s movement women’s rights. ●
into a national organization. Anthony believed that a woman must have money of her own. To this end, she supported laws that would give married women rights to control their own property 2 Mississippi passed the first such law in 1839. New and wages. ●
York passed a property law in 1848 and a wages law in 1860. 3 Anthony also wanted to win the vote for women but failed to ●
convince lawmakers to pass this reform in her lifetime. This reform did go through in 1920, 14 years after her death.
Make a Diagram for Evaluating Using a diagram can help you evaluate. List the positives and negatives of the historical person’s actions and decisions. Then make an overall judgment. The diagram below shows how the information from the passage you just read can be diagrammed. 2 Positive Results: ●
• women’s movement became a national organization • Mississippi and New York passed property and wage laws
3 Negative Results: ●
• failed to win vote for women in her lifetime
4 Evaluation: ●
She was a successful reformer. Even the one reform she failed to achieve in her life did pass shortly after her death.
Practicing the Skill Turn to Chapter 2, Section 3, “The Spanish and Native Americans.” Read “The Columbian Exchange” and make a diagram in which you evaluate whether the Columbian Exchange had mainly a positive or negative impact on the world.
SKILLBUILDER HANDBOOK
R19
Page 21 of 34
2.12 Making Generalizations Defining the Skill To make generalizations means to make broad judgments based on information. When you make generalizations, you should gather information from several sources.
Applying the Skill The following three passages contain different views on George Washington. Use the strategies listed below to make a generalization about these views.
How to Make Generalizations
●
Strategy 1 Look for information that the sources have in common. These three sources all discuss George Washington’s ability as a military leader.
●
Strategy 2 Form a generalization that describes Washington in a way that all three sources would agree with. State your generalization in a sentence.
WASHINGTON’S LEADERSHIP 1 Washington learned from his mistakes. After early defeats, he ●
developed the strategy of dragging out the war to wear down the 1 Despite difficulties, he never gave up. British. ● —Creating America 1 [Washington] was no military genius. . . . But he was a great ●
war leader. Creating an army out of unpromising material, he kept it in being against great odds. —The Limits of Liberty 1 [Washington] certainly deserves some merit as a general, that ●
he . . . can keep General Howe dancing from one town to another for two years together, with such an army as he has. —The Journal of Nicholas Cresswell, July 13, 1777 Make a Chart Using a chart can help you make generalizations. The chart below shows how the information you just read can be used to generalize about people’s views of Washington.
1 Washington kept the army ●
together against great odds.
1 Washington kept the ● enemy guessing by moving
●
2 Generalization: Although Washington made mistakes, he was a good military leader.
1 Washington learned ●
from his mistakes and never gave up.
his army quickly.
Practicing the Skill Turn to Chapter 16, Section 1, “War Erupts.” Read “Choosing Sides.” Also read the excerpt from Across Five Aprils on pages 486–487. Then use a chart like the one above to make a generalization about how the outbreak of the Civil War affected Americans.
R20 SKILLBUILDER HANDBOOK
Page 22 of 34
Skillbuilder HANDBOOK
3.1 Using Primary and Secondary Sources Defining the Skill Primary sources are materials written or made by people who lived during historical events and witnessed them. Primary sources can be letters, journal entries, speeches, autobiographies, or artwork. Other kinds of primary sources are government documents, census surveys, and financial records. Secondary sources are materials written by people who did not participate in an event. History books are secondary sources.
Applying the Skill The following passage contains both a primary source and a secondary source. Use the strategies listed below to help you read them.
How to Read Primary and Secondary Sources
●
Strategy 1 Distinguish secondary sources from primary sources. The first paragraph is a secondary source. The Declaration of Independence is a primary source. The secondary source explains something about the primary source.
●
Strategy 2 Analyze the primary source and consider why the author produced it. Consider what the document was supposed to achieve and who would read it.
1 The core idea of the Declaration is based on the philosophy of ●
John Locke. This idea is that people have unalienable rights, or rights that government cannot take away. Jefferson stated this belief in what was to become the Declaration’s best-known passage. 2 We hold these truths to be self-evident, that all men are ● created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. 3 —Thomas Jefferson, The Declaration of Independence, 1776 ●
●
Strategy 3 Identify the author of the primary source and note when and where it was written.
Make a Chart Making a chart will help you summarize information from primary sources and secondary sources. The chart below summarizes the information from the passage you just read.
Author Document Notes on Primary Source Notes on Secondary Source
Thomas Jefferson The Declaration of Independence The Declaration says that “all men are created equal.” It also says that people have “unalienable rights.” These rights include the right to life and the right to liberty, as well as a right to pursue happiness. Jefferson based his ideas on those of John Locke. Locke had written about rights that governments could not take away from the people.
Practicing the Skill Turn to Chapter 6, Section 3, “The Road to Lexington and Concord.” Read “Between War and Peace” and make a chart like the one above to summarize the information in the primary source and the secondary source.
SKILLBUILDER HANDBOOK
R21
Page 23 of 34
3.2 Interpreting Graphs Defining the Skill Graphs use pictures and symbols, instead of words, to show information. Graphs are created by taking information and presenting it visually. The graph on this page takes numerical information on immigration and presents it as a bar graph. There are many different kinds of graphs. Bar graphs, line graphs, and pie graphs are the most common. Bar graphs compare numbers or sets of numbers. The length of each bar shows a quantity. It is easy to see how different categories compare on a bar graph.
Applying the Skill The bar graph below shows numbers of immigrants coming to the United States between 1821 and 1860. Use the strategies listed below to help you interpret the graph.
How to Interpret a Graph 1 ●
●
●
Strategy 3 Read the horizontal axis (the one that runs across the bottom of the graph). This one shows the four decades from 1821 to 1860.
(by decade)
2,500 2,000 (thousands)
●
Strategy 2 Read the vertical axis (the one that goes up and down) on the left side of the graph. This one shows the number of immigrants in thousands. Each bar represents the number of immigrants during a particular decade.
Immigration to the United States
3,000
Number of Immigrants
Strategy 1 Read the title to identify the main idea of the graph. Ask yourself what kinds of information the graph shows. For example, does it show chronological information, geographic patterns and distributions, or something else?
2 ●
1,500 1,000 500 0
3 1821–30 ●
1831–40
1841–50
1851–60
●
Strategy 4 Summarize the information shown in each part of the graph. Use the title to help you focus on what information the graph is presenting.
Write a Summary Writing a summary will help you understand the information in the graph. The paragraph to the right summarizes the information from the bar graph.
Practicing the Skill Turn to Chapter 2, Section 4, “Beginnings of Slavery in the Americas.” Look at the graph entitled “Slaves Imported to the Americas, 1493–1810” and write a paragraph in which you summarize what you learned from it.
R22 SKILLBUILDER HANDBOOK
4 ● Immigration to the United States increased between 1821
and 1860. Between 1821 and 1830, fewer than 200, 000 immigrants arrived. In the next decade, more than 500,000 immigrants came. During the 1840s, more than 1.5 million immigrants arrived, and that number increased to more than 2.5 million in the 1850s.
Page 24 of 34
Skillbuilder HANDBOOK
3.3 Interpreting Charts Defining the Skill Charts, like graphs, present information in a visual form. Charts are created by organizing, summarizing, and simplifying information and presenting it in a format that makes it easy to understand. Tables and diagrams are examples of commonly used charts.
Applying the Skill The chart below shows the number of slaves who were imported to the Americas between 1601 and 1810. Use the strategies listed below to help you interpret the information in the chart.
How to Interpret a Chart
●
Strategy 1 Read the title. It will tell you what the chart is about. Ask yourself what kinds of information the chart shows. For example, does it show chronological information, geographic patterns and distributions, or something else?
●
Strategy 2 Read the labels to see how the information in the chart is organized. In this chart, it is organized by region and years.
●
Strategy 3 Study the data in the chart to understand the facts that the chart intends to show.
●
Strategy 4 Summarize the information shown in each part of the chart. Use the title to help you focus on what information the chart is presenting.
1601–1810 1 ● 2 ● 3 ●
Slaves Imported to the Americas (in thousands) 1601–1700
1701–1810
British N. America
*
348
British Caribbean
263.7
1,401.3
French Caribbean
155.8
1,348.4
Spanish America
292.5
578.6
Dutch Caribbean
40
460
Danish Caribbean
4
24
REGION/COUNTRY
Brazil (Portugal)
560
1,891.4 *= less than 1,000
Source: Philip D. Curtin, The Atlantic Slave Trade
Write a Summary Writing a summary can help you understand the information given in a chart. The paragraph to the right summarizes the information in the chart “Slaves Imported to the Americas, 1601–1810.”
Practicing the Skill Turn to Chapter 27, Section 5, and look at the chart entitled “World War II Military Casualties, 1939–1945.” Study the chart and ask yourself what geographic patterns and distributions are shown in it. Then write a paragraph in which you summarize what you learned from the chart.
The chart shows how many slaves were imported to 4 ● the Americas between 1601 and 1810. It divides the Americas into seven regions. It also divides the time period into two parts: 1601–1700 and 1701–1810. The number of slaves imported increased greatly from the 1600s to the 1700s. More slaves were imported to Brazil than to any other region.
SKILLBUILDER HANDBOOK
R23
Page 25 of 34
3.4 Interpreting Time Lines Defining the Skill A time line is a visual list of events and dates shown in the order in which they occurred. Time lines can be horizontal or vertical. On horizontal time lines, the earliest date is on the left. On vertical time lines, the earliest date is often at the top.
Applying the Skill The time line below lists dates and events during the presidencies of John Adams, Andrew Jackson, and Martin Van Buren. Use the strategies listed below to help you interpret the information.
How to Read a Time Line
●
Strategy 1 Read the dates at the beginning and end of the time line. These will show the period of history that is covered. The time line below is a dual time line. It includes items related to two topics. The labels show that the information covers U.S. events and world events.
2 1824 ● John Quincy Adams is elected president.
1 ● USA World
●
Strategy 2 Read the dates and events in sequential order, beginning with the earliest one. Pay particular attention to how the entries relate to each other. Think about which events caused later events.
1828 Tariff of Abominations is signed into law. 1830 Indian Andrew Removal Jackson is Act is elected passed. president.
1832 Jackson vetoes the charter of Bank of the United States. South Carolina nullifies tariffs. Jackson is reelected.
●
Strategy 3 Summarize the focus, or main idea, of the time line. Try to write a main idea sentence that describes the time line.
1836 Martin Van Buren is elected president. 1838 Cherokees begin to travel the Trail of Tears.
1824
1840 William Henry Harrison is elected president.
1 ●
1840
2 1824 ● Simón Bolívar becomes president of Peru.
1830 Revolutions occur in Belgium, France, and Poland.
1832 Reform Act increases number of voters in Britain.
1837 Victoria becomes queen of Great Britain.
1838 Zulu clash with Boer settlers in South Africa.
Write a Summary Writing a summary can help you understand information shown on a time line. The summary to the right states the main idea of the time line and tells how the events are related.
Practicing the Skill Turn to Chapter 15, page 455, and write a summary of the information shown on the time line.
R24 SKILLBUILDER HANDBOOK
3 The time line covers the period between 1824, when John ●
Quincy Adams was elected president, and 1840, when William Henry Harrison was elected president. During that period of time, Andrew Jackson and Martin Van Buren also served as president. The time line shows that the important issues in the United States were tariffs, banking, and relations with Native Americans.
Page 26 of 34
Skillbuilder HANDBOOK
3.5 Reading a Map Defining the Skill Maps are representations of features on the earth’s surface. Some maps show political features, such as national borders. Other maps show physical features, such as mountains and bodies of water. By learning to use map elements and math skills, you can better understand how to read maps.
Applying the Skill The following map shows the Battle of Yorktown during the Revolution. Use the strategies listed below to help you identify the elements common to most maps.
How to Read a Map
●
Strategy 1 Read the title. This identifies the main idea of the map.
1 ●
Battle of Yorktown, 1781 Washington and Rochambeau, Aug. 1781
●
Strategy 2 Look for the grid of lines that form a pattern of squares over the map. These numbered lines are the lines of latitude (horizontal) and longitude (vertical). They indicate the location of the area on the earth.
York
DEL.
Richmond
Yorktown Oct. 19, 1781
S.C.
0
100 Miles
4 ● 200 Kilometers
Battle of the Capes Sept. 5, 1781
3 ●
N.C.
0
Graves and Hood 1781
ATLANTIC OCEAN
Cornwallis May 1781
●
2 ●
Lafayette
James R.
Strategy 4 Use the scale and the pointer, or compass rose, to determine distance and direction.
40°N
80°W
●
Strategy 3 Read the map key. It is usually in a box. This will give you the information you need to interpret the symbols or colors on the map.
N.Y.
Philadelphia Mount Vernon
VIRGINIA
New York
PA. MD.
Wayne
N.J.
De Grasse 1781 Wilmington
35°N
American and allied forces British forces American and allied victory
Make a Chart A chart can help you organize information given on maps. The chart below summarizes information about the map you just studied.
Title Location Map Key Information Scale Summary
Battle of Yorktown, 1781 between latitude 40 0 N and 35 0 N, just east of longitude 80 0 W blue = American and allied forces, red = British forces 7/16 in. = 100 miles, 9/16 in. = 200 km British commanders Graves and Hood sailed south from New York. They were defeated by De Grasse at the Battle of the Capes. British commander Cornwallis marched north from Wilmington, North Carolina, to Virginia, where he was defeated by American forces.
Practicing the Skill Turn to Chapter 1, Section 5, “Early European Explorers.” Read the map entitled “Exploration Leads to New Sea Routes” and make a chart to identify information on the map.
SKILLBUILDER HANDBOOK
R25
Page 27 of 34
3.6 Reading a Special-Purpose Map Defining the Skill Special-purpose maps help people focus on a particular aspect of a region, such as economic development in the South. These kinds of maps often use symbols to indicate information.
Applying the Skill The following special-purpose map indicates the products of the Southern colonies. Use the strategies listed below to help you identify the information shown on the map.
How to Read a Special-Purpose Map 1 ●
The Southern Colonies, 1750
Richmond
TAI N
S
VIRGINIA
Indigo Naval stores Pigs Rice Tobacco
Jam e s R . Jamestown
0
200 Kilometers
MO
R.
AC
NORTH CAROLINA
PA L
100 Miles
a noke
HI
AN
Ro
3 ●
35°N 85°W
S
av
Wilmington
SOUTH CAROLINA
an
na
h
R.
GEORGIA Al
t am a h a
ATLANTIC OCEAN
Charles Town (Charleston) Savannah
R.
Make a Chart A chart can help you understand special-purpose maps. The chart below shows information about the special-purpose map you just studied.
Corn Maryland Virginia√ North Carolina√ South Carolina√ Georgia
x x x
Indigo
x x
Naval stores
Pigs
Rice
x x
x x x x
x x x
Tobacco x x x
Practicing the Skill Turn to Chapter 4, Section 1, “New England: Commerce and Religion.” Look at the special-purpose map entitled “The New England Colonies” and make a chart that shows information about products from New England.
R26 SKILLBUILDER HANDBOOK
75°W
UN
y
0
Ba
●
Strategy 3 Look for the places on the map where the symbol appears. These tell you the places where each crop was grown.
Corn
ke
2 ●
pea
R.
This tells you what each symbol stands for. This legend shows the crops that were grown in various Southern colonies.
esa
ac
●
Baltimore
MARYLAND Ch
P o t om
40°N
Strategy 2 Read the legend.
AP
●
Strategy 1 Read the title. It tells you what the map is intended to show.
Page 28 of 34
Skillbuilder HANDBOOK
3.7 Creating a Map Defining the Skill Creating a map involves representing geographical information. When you draw a map, it is easiest to use an existing map as a guide. On the map you draw, you can show geographical information. You can also show other kinds of information, such as data on climates, population trends, resources, or routes. Often, this data comes from a graph or a chart.
Applying the Skill Below is a map that a student created to show information about the number of slaves in 1750. Read the strategies listed below to see how the map was created.
How to Create a Map
●
Strategy 1 Select a title that identifies the geographical area and the map’s purpose. Include a date in your title.
1 Slave Population of the Southern Colonies, 1750 ●
less than 300,000
●
Strategy 2 Draw the lines of latitude and longitude using short dashes.
3 ●
400,000–450,000
●
0 75 °W
●
4 ●
Virginia
Over 450,000
Strategy 4 Draw the colors on the map to show information.
●
Maryland
300,000–400,000
Strategy 3 Create a key that shows the colors.
Strategy 5 Draw a compass rose and scale.
400 °N
N
5 ●
0
100 Miles
0
200 Kilometers
North Carolina
0 35 °N
2 ●
South Carolina 85 0 °W
4 ●
Georgia
Practicing the Skill Make your own map. Turn to page 104 in Chapter 3 and study the graph entitled “The 13 Colonies.” Use the strategies described above to create a map that shows the 13 colonies and the dates that they were founded. You can use the map on page 102 of that chapter as a guide.
SKILLBUILDER HANDBOOK
R27
Page 29 of 34
3.8 Interpreting Political Cartoons Defining the Skill Political cartoons are cartoons that use humor to make a serious point. Political cartoons often express a point of view on an issue better than words do. Understanding signs and symbols will help you to interpret political cartoons.
Applying the Skill The cartoon below shows Abraham Lincoln and the other candidates running for the presidency in 1860. Use the strategies listed below to help you understand the cartoon.
How to Interpret a Political Cartoon
●
Strategy 1 Identify the subject by reading the title of the cartoon and looking at the cartoon as a whole.
1 ●
●
Strategy 2 Identify important symbols and details. The cartoonist uses the image of a running race to discuss a political campaign. The White House is the finish line.
2 ● 2 ●
●
Strategy 3 Interpret the message. Why is Lincoln drawn so much taller than the other candidates? How does that make him the fittest candidate?
Make a Chart Making a chart will help you summarize information from a political cartoon. The chart below summarizes the information from the cartoon above.
Subject
“A Political Race” (The Election of 1860)
Symbols and Details
Running is a symbol for a political campaign. Lincoln is the tallest and fastest candidate.
Message
3 Lincoln is pulling ahead of the other candidates in the campaign for the presidency.
●
Practicing the Skill Turn to Chapter 18, Section 3, “End of Reconstruction.” Look at the political cartoon on page 547. It shows a cartoonist’s view of corruption in President Grant’s administration. Use a chart like the one above and the strategies outlined to interpret the cartoon.
R28 SKILLBUILDER HANDBOOK
Page 30 of 34
3.9 Creating a Model Defining the Skill When you create a model, you use information and ideas to show an event or a situation in a visual way. A model might be a poster or a diagram that explains how something happened. Or, it might be a three-dimensional model, such as a diorama, that depicts an important scene or situation.
Applying the Skill The following sketch shows the early stages of a model of three ways that people could have traveled from the eastern United States to California during the gold rush. Use the strategies listed below to help you create your own model.
How to Create a Model
●
Strategy 1 Gather the information you need to understand the situation or event. In this case, you need to be able to show the three routes and their dangers.
The California Gold Rush Dangerous Routes West
●
Strategy 2 Visualize and sketch an idea for your model. Once you have created a picture in your mind, make an actual sketch to plan how it might look.
Wagon: Dangers from hardships of the trail, mountains, rivers
●
Strategy 3 Think of symbols you may want to use. Since the model should give information in a visual way, think about ways you can use color, pictures, or other visuals to tell the story.
●
Strategy 4 Gather the supplies you will need and create the model. For example, you will need a globe and art supplies, such as yarn, for this model.
Boat/overland: Dangers from tropical sickness Boat: Dangers from sickness, storms, spoiled food
Practicing the Skill Read the History Workshop called “Pack Your Trunk” on pages 450–451. Follow the stepby-step directions to create a model of a trunk that shows what immigrants might have decided to bring with them when they came to America.
SKILLBUILDER HANDBOOK
R29
Page 31 of 34
4.1 Using an Electronic Card Catalog Defining the Skill An electronic card catalog is a library’s computerized search program that will help you find information about the books and other materials in the library. You can search the catalog by entering a book title, an author’s name, or a subject of interest to you. The electronic card catalog will give you information about the materials in the library. This information is called bibliographic information. You can use an electronic card catalog to create a bibliography (a list of books) on any topic you are interested in.
Applying the Skill The screen shown below is from an electronic search for information about Thomas Jefferson. Use the strategies listed below to help you use the information on the screen.
How to Use an Electronic Card Catalog
●
Strategy 1 Begin searching by choosing either subject, title, or author, depending on the topic of your search. For this search, the user chose “Subject” and typed in the words “Jefferson, Thomas.”
●
Strategy 2 Once you have selected a book from the results of your search, identify the author, title, city, publisher, and date of publication.
●
Strategy 3 Look for any special features in the book. This book is illustrated, and it includes bibliographical references and an index.
●
Strategy 4 Locate the call number for the book. The call number indicates the section in the library where you will find the book. You can also find out if the book is available in the library you are using. If not, it may be in another library in the network.
Search Request: 1 ●
Subject Find
Title
Author
Options Locations Backup Startover Help
2 Miller, ●
Douglas T. Thomas Jefferson and the creation of America. New York: Facts on File, 1997. AUTHOR: Miller, Douglas T. 2 TITLE: Thomas Jefferson and the creation of America/Douglas T. Miller. 2 PUBLISHED: New York: Facts on File, © 1997. 3 PAGING: vi, 122p. : ill ; 24 cm. SERIES: Makers of America. 3 NOTES: Includes bibliographical references (p. 117-118) and index. 4 CALL NUMBER: 1. 973.46 N61T 1997—Book Available—
●
●
●
●
●
Practicing the Skill Turn to Chapter 10, “The Jefferson Era,” and find a topic that interests you, such as the Federalists, the Louisiana Purchase, the Lewis and Clark expedition, or the War of 1812. Use the SUBJECT search on an electronic card catalog to find information about your topic. Make a bibliography of books about the subject. Be sure to include the author, title, city, publisher, and date of publication for all the books included.
R30 SKILLBUILDER HANDBOOK
Page 32 of 34
Skillbuilder HANDBOOK
4.2 Creating a Database Defining the Skill A database is a collection of data, or information, that is organized so that you can find and retrieve information on a specific topic quickly and easily. Once a computerized database is set up, you can search it to find specific information without going through the entire database. The database will provide a list of all information in the database related to your topic. Learning how to use a database will help you learn how to create one.
Applying the Skill The chart below is a database for the significant battles of the Civil War. Use the strategies listed below to help you understand and use the database.
How to Create a Database
●
Strategy 1 Identify the topic of the database. The keywords, or most important words, in this title are Civil War and Battles. These words were used to begin the research for this database.
1 LOCATION OF SIGNIFICANT CIVIL WAR BATTLES ● 2 BATTLE DATE SIGNIFICANCE 2 LOCATION ● ● 3 ●
Fort Sumter
April 12, 1861
Charleston, SC
Beginning of the Civil War
First Battle of Bull Run (Manassas)
July 21, 1861
Virginia
Confederate victory
Shiloh
April 6–7, 1862
Tennessee (near 4 Union Shiloh Church) victory
Antietam
September 17, 1862
Sharpsburg, MD No clear victory; considered bloodiest battle of war
●
Gettysburg
July 1–3, 1863
Gettysburg, PA
Retreat of Confederacy
●
Vicksburg
Three-month siege ending July 3, 1863
Vicksburg, MS
Union gained control of Mississippi River
Chattanooga
November 23– 25, 1863
Chattanooga, TN
4 Union victory
Atlanta
September 2, 1864
Atlanta, GA
4 Union victory; ●
●
Strategy 2 Ask yourself what kind of data you need to include. For example, what geographic patterns and distributions will be shown? Your choice of data will provide the column headings for your database. The key words Battle, Date, Location, and Significance were chosen to focus the research. Strategy 3 Identify the entries included under each heading. Strategy 4 Use the database to help you find information quickly. For example, in this database you could search for “Union victories” to find a list of significant battles won by the North.
●
●
helped convince Confederacy of defeat
Practicing the Skill Create a database for U.S. presidents through the Civil War that shows each president’s home state, political party, and years served as president. Use the information in “Presidents of the United States” on pages R36–R38 to provide the data. Use a format like the one above for your database.
SKILLBUILDER HANDBOOK
R31
Page 33 of 34
4.3 Using the Internet Defining the Skill The Internet is a computer network that connects to universities, libraries, news organizations, government agencies, businesses, and private individuals throughout the world. Each location on the Internet has a home page with its own address, or URL (universal resource locator). With a computer connected to the Internet, you can reach the home pages of many organizations and services. The international collection of home pages, known as the World Wide Web, is a good source of up-to-date information about current events as well as research on subjects in history.
Applying the Skill The Web page below shows the links for Chapter 6 of Creating America. Use the strategies listed below to help you understand how to use the Web page.
How to Use the Internet
●
Strategy 1 Go directly to a Web page. For example, type 1 http://www.mcdougallittell.com in the box at the top of the screen and press ENTER (or RETURN). The Web page will appear on your screen. Then click on ClassZone and find the link to Creating America.
●
●
Strategy 2 Explore the Creating America links. Click on any one of the links to find out more about a specific subject. These links take you to other pages at this Web site. Some pages include links to related information that can be found at other places on the Internet.
●
Strategy 3 When using the Internet for research, you should confirm the information you find. Web sites set up by universities, government agencies, and reputable news sources are more reliable than other sources. You can often find information about the creator of a site by looking for copyright information.
2 ● 2 ● 2 ● 2 ● 2 ● 2 ●
Practicing the Skill Turn to Chapter 14, Section 2, “American Literature and Art.” Read the section and make a list of topics you would like to research. If you have Internet access, go to the McDougal Littell home page at http://www.mcdougallittell.com and click on ClassZone. There you will find links that provide more information about the topics in the section.
R32 SKILLBUILDER HANDBOOK
Page 34 of 34
Skillbuilder HANDBOOK
4.4 Creating a Multimedia Presentation Defining the Skill Movies, CD-ROMs, television, and computer software are different kinds of media. To create a multimedia presentation, you need to collect information in different media and organize them into one presentation.
Applying the Skill The scene below shows students using computers to create a multimedia presentation. Use the strategies listed below to help you create your own multimedia presentation.
How to Create a Multimedia Presentation
●
Strategy 1 Identify the topic of your presentation and decide which media are best for an effective presentation. For example, you may want to use slides or posters to show visual images of your topic. Or, you may want to use CDs or audiotapes to provide music or spoken words.
●
Strategy 2 Research the topic in a variety of sources. Images, text, props, and background music should reflect the historical period of the event you choose.
●
Strategy 3 Write the script for the oral portion of the presentation. You could use a narrator and characters’ voices to tell the story. Primary sources are an excellent source for script material. Make sure the recording is clear so that the audience will be able to understand the oral part of the presentation.
●
Strategy 4 Videotape the presentation. Videotaping the presentation will preserve it for future viewing and allow you to show it to different groups of people.
Practicing the Skill Turn to Chapter 24, “World War I.” Choose a topic from the chapter and use the strategies listed above to create a multimedia presentation about it.
SKILLBUILDER HANDBOOK
R33
Page 1 of 2
FACTS About the STATES Montgomery
Juneau
Phoenix
Little Rock
Sacramento
Denver
Hartford
Dover
Washington
Alabama 4,486,508 people 52,218 sq. mi. Rank in area: 30 Entered Union in 1819
Alaska 643,786 people 616,240 sq. mi. Rank in area: 1 Entered Union in 1959
Arizona 5,456,453 people 113,998 sq. mi. Rank in area: 6 Entered Union in 1912
Arkansas 2,710,079 people 53,178 sq. mi. Rank in area: 28 Entered Union in 1836
California 35,116,033 people 158,854 sq. mi. Rank in area: 3 Entered Union in 1850
Colorado 4,506,542 people 104,093 sq. mi. Rank in area: 8 Entered Union in 1876
Connecticut 3,460,503 people 5,543 sq. mi. Rank in area: 48 Entered Union in 1788
Delaware 807,385 people 2,396 sq. mi. Rank in area: 49 Entered Union in 1787
District of Columbia 570,898 people 68 sq. mi.
Tallahassee
Atlanta
Honolulu
Boise
Springfield
Indianapolis
Des Moines
Topeka
Frankfort
Florida 16,713,149 people 59,909 sq. mi. Rank in area: 23 Entered Union in 1845
Georgia 8,560,310 people 58,970 sq. mi. Rank in area: 24 Entered Union in 1788
Hawaii 1,244,898 people 6,641 sq. mi. Rank in area: 47 Entered Union in 1959
Idaho 1,341,131 people 83,570 sq. mi. Rank in area: 14 Entered Union in 1890
Illinois 12,600,620 people 57,914 sq. mi. Rank in area: 25 Entered Union in 1818
Indiana 6,159,068 people 36,418 sq. mi. Rank in area: 38 Entered Union in 1816
Iowa 2,936,760 people 56,271 sq. mi. Rank in area: 26 Entered Union in 1846
Kansas 2,715,884 people 82,276 sq. mi. Rank in area: 15 Entered Union in 1861
Kentucky 4,092,891 people 40,409 sq. mi. Rank in area: 37 Entered Union in 1792
Sources: U.S. Bureau of the Census, July 1 2002 population estimates. World Almanac and Book of Facts, 2003 Statistical Abstract of the United States, 2002
R34 FACTS ABOUT THE STATES
Baton Rouge
Augusta
Annapolis
Boston
Lansing
St. Paul
Jackson
Jefferson City
Helena
Louisiana 4,482,646 people 49,650 sq. mi. Rank in area: 31 Entered Union in 1812
Maine 1,294,464 people 33,738 sq. mi. Rank in area: 39 Entered Union in 1820
Maryland 5,458,137 people 12,297 sq. mi. Rank in area: 42 Entered Union in 1788
Massachusetts 6,427,801 people 9,240 sq. mi. Rank in area: 45 Entered Union in 1788
Michigan 10,050,446 people 96,716 sq. mi. Rank in area: 11 Entered Union in 1837
Minnesota 5,019,720 people 86,938 sq. mi. Rank in area: 12 Entered Union in 1858
Mississippi 2,871,782 people 48,282 sq. mi. Rank in area: 32 Entered Union in 1817
Missouri 5,672,579 people 69,704 sq. mi. Rank in area: 21 Entered Union in 1821
Montana 909,453 people 147,042 sq. mi. Rank in area: 4 Entered Union in 1889
Page 2 of 2
Carson City
Concord
Trenton
Santa Fe
Albany
Raleigh
Bismarck
Nebraska 1,729,180 people 77,353 sq. mi. Rank in area: 16 Entered Union in 1867
Nevada 2,173,491 people 110,560 sq. mi. Rank in area: 7 Entered Union in 1864
New Hampshire 1,275,056 people 9,282 sq. mi. Rank in area: 44 Entered Union in 1788
New Jersey 8,590,300 people 8,214 sq. mi. Rank in area: 46 Entered Union in 1787
New Mexico 1,855,059 people 121,589 sq. mi. Rank in area: 5 Entered Union in 1912
New York 19,157,532 people 54,077 sq. mi. Rank in area: 27 Entered Union in 1788
North Carolina 8,320,146 people 52,670 sq. mi. Rank in area: 29 Entered Union in 1789
North Dakota 634,110 people 70,699 sq. mi. Rank in area: 18 Entered Union in 1889
Columbus
Oklahoma City
Salem
Harrisburg
Providence
Columbia
Pierre
Nashville
Ohio 11,421,267 people 44,825 sq. mi. Rank in area: 34 Entered Union in 1803
Oklahoma 3,493,714 people 69,898 sq. mi. Rank in area: 20 Entered Union in 1907
Oregon 3,521,515 people 97,126 sq. mi. Rank in area: 10 Entered Union in 1859
Pennsylvania 12,335,091 people 46,055 sq. mi. Rank in area: 33 Entered Union in 1787
Rhode Island 1,069,725 people 1,231 sq. mi. Rank in area: 50 Entered Union in 1790
South Carolina 4,107,183 people 31,190 sq. mi. Rank in area: 40 Entered Union in 1788
South Dakota 761,063 people 77,116 sq. mi. Rank in area: 17 Entered Union in 1889
Tennessee 5,797,289 people 42,143 sq. mi. Rank in area: 36 Entered Union in 1796
Austin
Salt Lake City
Montpelier
Richmond
Olympia
Charleston
Madison
Cheyenne
Texas 21,779,893 people 267,256 sq. mi. Rank in area: 2 Entered Union in 1845
Utah 2,316,256 people 84,898 sq. mi. Rank in area: 13 Entered Union in 1896
Vermont 616,592 people 9,614 sq. mi. Rank in area: 43 Entered Union in 1791
Virginia 7,293,542 people 42,328 sq. mi. Rank in area: 35 Entered Union in 1788
Washington 6,068,996 people 70,634 sq. mi. Rank in area: 19 Entered Union in 1889
West Virginia 1,801,873 people 24,230 sq. mi. Rank in area: 41 Entered Union in 1863
Wisconsin 5,441,196 people 65,498 sq. mi. Rank in area: 22 Entered Union in 1848
Wyoming 498,703 people 97,813 sq. mi. Rank in area: 9 Entered Union in 1890
United States: Major Dependencies • American Samoa—68,688 people; 90 sq. mi. • Virgin Islands of the United States —123,498 people; 171 sq. mi. • Guam—160,796 people; 217 sq. mi. • Midway Atoll—no indigenous inhabitants; 2 sq. mi. • Commonwealth of Puerto Rico —3,957,988 people; 5,324 sq. mi. • Wake Atoll—no indigenous inhabitants; 3 sq. mi.
FACTS ABOUT THE STATES
R35
FACTS About the STATES
Lincoln
Page 1 of 3
PRESIDENTS of the UNITED STATES Here are some little-known facts about the presidents of the United States: • • • • • • • • •
1
Only former president to serve in Congress: John Quincy Adams First president born in the new United States: Martin Van Buren (eighth president) Only president who was a bachelor: James Buchanan First left-handed president: James A. Garfield Largest president: William H. Taft (6 feet 2 inches, 326 pounds) Youngest president: Theodore Roosevelt (42 years old) Oldest president: Ronald Reagan (77 years old when he left office in 1989) First president born west of the Mississippi River: Herbert Hoover (born in West Branch, Iowa) First president born in the 20th century: John F. Kennedy (born May 29, 1917)
George Washington 1789–1797
2
No Political Party Birthplace: Virginia Born: February 22, 1732 Died: December 14, 1799
5
James Monroe 1817–1825 Democratic-Republican Birthplace: Virginia Born: April 28, 1758 Died: July 4, 1831
9
William H. Harrison 1841 Whig Birthplace: Virginia Born: February 9, 1773 Died: April 4, 1841
John Adams 1797–1801
3
Federalist Birthplace: Massachusetts Born: October 30, 1735 Died: July 4, 1826
6
John Quincy Adams 1825–1829
Whig Birthplace: Virginia Born: March 29, 1790 Died: January 18, 1862
R36 PRESIDENTS OF THE UNITED STATES
4
Democratic-Republican Birthplace: Virginia Born: April 13, 1743 Died: July 4, 1826
7
Democratic-Republican Birthplace: Massachusetts Born: July 11, 1767 Died: February 23, 1848
10 John Tyler 1841–1845
Thomas Jefferson 1801–1809
Andrew Jackson 1829–1837 Democrat Birthplace: South Carolina Born: March 15, 1767 Died: June 8, 1845
11
James K. Polk 1845–1849 Democrat Birthplace: North Carolina Born: November 2, 1795 Died: June 15, 1849
James Madison 1809–1817 Democratic-Republican Birthplace: Virginia Born: March 16, 1751 Died: June 28, 1836
8
Martin Van Buren 1837–1841 Democrat Birthplace: New York Born: December 5, 1782 Died: July 24, 1862
12 Zachary Taylor 1849–1850 Whig Birthplace: Virginia Born: November 24, 1784 Died: July 9, 1850
Page 2 of 3
Democrat Birthplace: New Hampshire Born: November 23, 1804 Died: October 8, 1869
Whig Birthplace: New York Born: January 7, 1800 Died: March 8, 1874
17 Andrew Johnson 1865–1869
18 Ulysses S. Grant 1869–1877
National Union Birthplace: North Carolina Born: December 29, 1808 Died: July 31, 1875
21 Chester A. Arthur 1881–1885 Republican Birthplace: Vermont Born: October 5, 1829 Died: November 18, 1886
26 Theodore Roosevelt 1901–1909 Republican Birthplace: New York Born: October 27, 1858 Died: January 6, 1919
Republican Birthplace: Ohio Born: April 27, 1822 Died: July 23, 1885
22
24
Grover Cleveland 1885–1889, 1893–1897 Democrat Birthplace: New Jersey Born: March 18, 1837 Died: June 24, 1908
27 William H. Taft 1909–1913 Republican Birthplace: Ohio Born: September 15, 1857 Died: March 8, 1930
15 James Buchanan 1857–1861 Democrat Birthplace: Pennsylvania Born: April 23, 1791 Died: June 1, 1868
19 Rutherford B. Hayes 1877–1881 Republican Birthplace: Ohio Born: October 4, 1822 Died: January 17, 1893
23 Benjamin Harrison 1889–1893 Republican Birthplace: Ohio Born: August 20, 1833 Died: March 13, 1901
28 Woodrow Wilson 1913–1921 Democrat Birthplace: Virginia Born: December 28, 1856 Died: February 3, 1924
16 Abraham Lincoln 1861–1865 Republican Birthplace: Kentucky Born: February 12, 1809 Died: April 15, 1865
20 James A. Garfield 1881 Republican Birthplace: Ohio Born: November 19, 1831 Died: September 19, 1881
25 William McKinley 1897–1901 Republican Birthplace: Ohio Born: January 29, 1843 Died: September 14, 1901
29 Warren G. Harding 1921–1923 Republican Birthplace: Ohio Born: November 2, 1865 Died: August 2, 1923
PRESIDENTS OF THE UNITED STATES
R37
PRESIDENTS of the UNITED STATES
14 Franklin Pierce 1853–1857
13 Millard Fillmore 1850–1853
Page 3 of 3
PRESIDENTS of the UNITED STATES
30 Calvin Coolidge 1923–1929 Republican Birthplace: Vermont Born: July 4, 1872 Died: January 5, 1933
34 Dwight D. Eisenhower 1953–1961 Republican Birthplace: Texas Born: October 14, 1890 Died: March 28, 1969
38 Gerald R. Ford 1974–1977 Republican Birthplace: Nebraska Born: July 14, 1913
42 William J. Clinton 1993–2001 Democrat Birthplace: Arkansas Born: August 19, 1946
31 Herbert C. Hoover 1929–1933 Republican Birthplace: Iowa Born: August 10, 1874 Died: October 20, 1964
35 John F. Kennedy 1961–1963 Democrat Birthplace: Massachusetts Born: May 29, 1917 Died: November 22, 1963
39 James E. Carter, Jr. 1977–1981 Democrat Birthplace: Georgia Born: October 1, 1924
43 George W. Bush 2001– Republican Birthplace: Connecticut Born: July 6, 1946
R38 PRESIDENTS OF THE UNITED STATES
32 Franklin D. Roosevelt 1933–1945 Democrat Birthplace: New York Born: January 30, 1882 Died: April 12, 1945
36 Lyndon B. Johnson 1963–1969 Democrat Birthplace: Texas Born: August 27, 1908 Died: January 22, 1973
40 Ronald W. Reagan 1981–1989 Republican Birthplace: Illinois Born: February 6, 1911 Died: June 5, 2004
33 Harry S. Truman 1945–1953 Democrat Birthplace: Missouri Born: May 8, 1884 Died: December 26, 1972
37 Richard M. Nixon 1969–1974 Republican Birthplace: California Born: January 9, 1913 Died: April 22, 1994
41 George H. W. Bush 1989–1993 Republican Birthplace: Massachusetts Born: June 12, 1924
Page 1 of 4
GAZETTEER
GAZETTEER The Gazetteer identifies important places and geographical features in this book. Entries include a short description, often followed by two page numbers. The first number refers to a text page on which the entry is discussed, and the second, in italics, refers to a map where the place appears. (The reference Atlas is to the section of U.S. and world maps on pages A2–A39.) In addition, some entries include rounded-off geographical coordinates. There are entries for all U.S. states (with capital cities). Africa world’s second largest continent. Atlas Alabama 22nd state. Capital: Montgomery. Atlas Alamo Texas mission in San Antonio captured by Mexico in 1836. (29°N 98°W), 402, m405
Alaska 49th state. Capital: Juneau. Atlas
D.C.; site of first land battle of Civil War. (39°N 78°W), 485, m495
Bunker Hill hill now part of Boston; its name misidentifies Revolutionary War battle fought at nearby Breed’s Hill. (42°N 71°W), 177
Antarctica continent at the South Pole. Atlas
Cahokia Illinois Mound Builders site; village taken from British by Clark in 1778. (39°N 90°W), 31, m203
Antietam Maryland creek; site of bloodiest day’s fighting in the Civil War. (39°N 77°W), 497, m495
California 31st state. Capital: Sacramento. Atlas
Appalachian Mountains mountain range running from Alabama into Canada. 126, m127
Appomattox Court House town near Appomattox, Virginia, where Lee surrendered to Grant on April 9, 1865. (37°N 79°W), 519, m517
Arizona 48th state. Capital: Phoenix. Atlas
Canada nation sharing northern U.S. border. Atlas Caribbean Sea expanse of the Atlantic Ocean between the Gulf of Mexico and South America. Atlas
Central America area of North America between Mexico and South America. m72, Atlas Charleston as Charles Town, largest Southern
Arkansas 25th state. Capital: Little Rock. Atlas
colonial city; South Carolina site of first Civil War shots, at offshore Fort Sumter. (33°N 80°W), 481, m483
Asia world’s largest continent. Atlas
Charlestown former town, now part of Boston;
Atlantic Ocean ocean forming east boundary of the
site of both Bunker and Breed’s hills. (42°N 71°W ), 177, m172
United States. Atlas oceans; also the world’s smallest continent. Atlas
Chicago large Illinois city on Lake Michigan. (42°N 88°W), 602, Atlas
Austria-Hungary one of the Central Powers in
China large nation in Asia. Atlas
World War I; after the war, divided into smaller countries. 680, m680
Colorado 38th state. Capital: Denver. Atlas
Aztec Empire former region of Mexico once under
of the Revolutionary War. (42°N 71°W), 172, m172
Australia island country between Indian and Pacific
Aztec control. 63, m63
Backcountry identification for former undeveloped region beginning in the Appalachian Mountains and extending west. 126, m127
Baltimore Maryland city on Chesapeake Bay. (39°N 77°W), 332, m331
Beringia former land bridge connecting Asia with North America and now under waters of Bering Strait. (66°N 169°W), 27, m28
Boston capital of Massachusetts; site of early colonial unrest and conflict. (42°N 71°W), 165, m172
Bull Run stream 30 miles southwest of Washington,
Concord Massachusetts city and site of second battle Confederate States of America nation formed by 11 Southern states during the Civil War. Capital: Richmond, Virginia. 473 and 482, m483
Connecticut 5th state. Capital: Hartford. Atlas Cuba Caribbean island south of Florida. 662, m665 Delaware 1st state. Capital: Dover. Atlas District of Columbia (D.C.) self-governing federal district between Virginia and Maryland, made up entirely of the city of Washington, the U.S. capital. (39°N 77°W), 305, Atlas
Dominican Republic nation sharing the island of Hispaniola with Haiti. 673, m672
GAZETTEER
R39
Page 2 of 4
England southern part of Great Britain. Atlas
Idaho 43rd state. Capital: Boise. Atlas
English Channel narrow waterway separating Great
Illinois 21st state. Capital: Springfield. Atlas
Britain from France. 69, m764
Indiana 19th state. Capital: Indianapolis. Atlas
Erie Canal all-water channel dug out to connect the Hudson River with Lake Erie. 355, m355
Europe second smallest continent, actually a peninsula of the Eurasian landmass. Atlas
Florida 27th state. Capital: Tallahassee. Atlas Fort McHenry fort in Baltimore harbor where 1814 British attack inspired U.S. national anthem. (39°N 77°N), 332, m331
Fort Sumter fort in Charleston, South Carolina, harbor where 1861 attack by Confederates began the Civil War. (33°N 80°W), 481, m483
France nation in western Europe; it aided America in the Revolutionary War. Atlas Gadsden Purchase last territory (from Mexico, 1853)
Indian Territory area, mainly of present-day Oklahoma, that in the 1800s became land for relocated Native Americans. 376, m376 Iowa 29th state. Capital: Des Moines. Atlas Ireland island country west of England whose mid1800s famine caused more than one million people to emigrate to America. 426, Atlas Israel Jewish nation in the Middle East. Atlas Italy nation in southern Europe. Atlas Jamestown community in Virginia that was the first permanent English settlement in North America. 87, m87 Japan island nation in east Asia. Atlas
added to continental United States. 411, m410
Kansas 34th state. Capital: Topeka. Atlas
Georgia 4th state. Capital: Atlanta. Atlas
Kentucky 15th state. Capital: Frankfort. Atlas
Germany nation in central Europe; once divided into
Latin America region made up of Mexico, Caribbean
West and East Germany, 1949–1990. Atlas
Gettysburg Pennsylvania town and site of 1863 Civil War victory for the North that is considered war’s turning point. (40°N 77°W), 513, m514 Ghana first powerful West African trading empire. 40, m40
Great Britain European island nation across from
Islands, and Central and South America, where Latinbased languages of Spanish, French, or Portuguese are spoken. 359, m672
Lexington Massachusetts city and site of first Revolutionary War battle in 1775. (42°N 71°W), 173, m172
Little Bighorn River Montana site of Sioux and Cheyenne victory over Custer. (46°N 108°W), 565, m563
France; it consists of England, Scotland, and Wales. Atlas
Louisiana 18th state. Capital: Baton Rouge. Atlas
Great Lakes five connected lakes—Ontario, Erie,
Louisiana Purchase land west of the Mississippi
Huron, Michigan, and Superior—on the U.S. border with Canada. 355, m355
Lowell Massachusetts city built in early 1800s as
Great Plains vast grassland region in the central
planned factory town. (43°N 71°W), 342
United States. 393, m395
Maine 23rd state. Capital: Augusta. Atlas
Gulf of Mexico body of water forming southern
Mali early West African trading empire succeeding
U.S. boundary from east Texas to west Florida. Atlas
Haiti nation sharing the island of Hispaniola with Dominican Republic. Atlas Harpers Ferry village today in extreme eastern West Virginia where John Brown raided stored U.S. weapons in 1859. (39°N 78°W), 469, m495
River purchased from France in 1803. 319, m320
Ghana empire. 41, m40
Maryland 7th state. Capital: Annapolis. Atlas Massachusetts 6th state. Capital: Boston. Atlas Mexico nation sharing U.S. southern border. Atlas Michigan 26th state. Capital: Lansing. Atlas
Hawaii 50th state. Capital: Honolulu. Atlas
Minnesota 32nd state. Capital: St. Paul. Atlas
Hispaniola West Indies island (shared today by Dominican Republic and Haiti) that Columbus mistook for Asia. 52, m51
Mississippi 20th state. Capital: Jackson. Atlas
Hudson River large river in eastern New York. 100, m95
R40 GAZETTEER
Mississippi River second longest U.S. river, south from Minnesota to the Gulf of Mexico. 146, m153
Missouri 24th state. Capital: Jefferson City. Atlas
Page 3 of 4
Pearl Harbor naval base in Hawaii; site of surprise Japanese aerial attack in 1941. (21°N 158°W), 661 m660
Montana 41st state. Capital: Helena. Atlas
Pennsylvania 2nd state. Capital: Harrisburg. Atlas
Montgomery Alabama capital and site of 1955 African-American bus boycott. (32°N 86°W), 813, m350
Persian Gulf waterway between Saudi Arabia and Iran, leading to Kuwait and Iraq. 875, m865
Nebraska 37th state. Capital: Lincoln. Atlas
Philadelphia large port city in Pennsylvania; U.S. capital, 1790–1800. (40°N 76°W), 229, Atlas
Nevada 36th state. Capital: Carson City. Atlas New England northeast U.S. region made up of Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, and Connecticut. 109, m110 New France first permanent French colony in North America. 70, m148
New Hampshire 9th state. Capital: Concord. Atlas New Jersey 3rd state. Capital: Trenton. Atlas
Philippine Islands Pacific island country off the southeast coast of China. 662, m665
Plymouth town on Massachusetts coast and site of Pilgrim landing and colony. (42°N 71°W), 93, m95 Portugal nation in southwestern Europe; leader in early oceanic explorations. 49, m51
New Mexico 47th state. Capital: Santa Fe. Atlas
Potomac River historic river separating Virginia from Maryland and Washington, D.C. 496, m495
New Netherland early Dutch colony that became
Puerto Rico Caribbean island that has been U.S.
New York in 1664. 70
territory since 1898. 667, m665
New Orleans Louisiana port city at mouth of the Mississippi River. Atlas
Quebec major early Canadian city; also a province of eastern Canada. 146, m148
New Spain former North American province of the Spanish Empire, made up mostly of present-day Mexico and the southwest United States. 71, m72
Rhode Island 13th state. Capital: Providence. Atlas
New York 11th state. Capital: Albany. Atlas New York City largest U.S. city, at the mouth of the Hudson River; temporary U.S. capital, 1785–1790. Atlas
Normandy region of northern France where Allied invasion in 1944 turned tide of World War II. 766, m766
North America continent of Western Hemisphere north of Panama-Colombia border. Atlas
North Carolina 12th state. Capital: Raleigh. Atlas North Dakota 39th state. Capital: Bismarck. Atlas
Richmond Virginia capital that was also the capital of the Confederacy. (38°N 77°W), 482, m483
Rio Grande river that forms part of the border between the United States and Mexico. Atlas Roanoke Island island off the coast of North Carolina; 1585 site of the first English colony in the Americas. (36°N 76°W), 85, m87
Rocky Mountains mountain range in the western United States and Canada. Atlas Russia large Eurasian country, the major republic of the former Soviet Union (1922–1991). 680, m680
Northwest Territory U.S. land north of the Ohio River to the Great Lakes and west to the Mississippi River; acquired in 1783. 223, m226
St. Augustine oldest permanent European settlement
Ohio 17th state. Capital: Columbus. Atlas
St. Lawrence River Atlantic-to-Great Lakes waterway
Ohio River river that flows from western Pennsylvania
used by early explorers of mid-North America. 146, m148
to the Mississippi River. Atlas
Oklahoma 46th state. Capital: Oklahoma City. Atlas
St. Louis Missouri city at the junction of the Missouri and Mississippi rivers. (39°N 90°W), 320, Atlas
Oregon 33rd state. Capital: Salem. Atlas
San Antonio Texas city and site of the Alamo.
Oregon Country former region of northwest North
(1565) in the United States, on Florida’s northeast coast. (30°N 81°W), 68, m63
(29°N 99°W), 402, m405
America claimed jointly by Britain and the United States until 1846. 318, m320
San Francisco major port city in northern California.
Oregon Trail pioneer wagon route from Missouri to
San Salvador West Indies island near the Bahamas where Columbus first landed in the Americas. (24°N 74°W), 52, m51
the Oregon Territory in the 1840s and 1850s. m395, 396
Pacific Ocean world’s largest ocean, on the west coast of the United States. Atlas Panama Canal ship passageway cut through Panama in Central America, linking Atlantic and Pacific oceans. (8°N 80°W), 670, m670
(38°N 123°W), 416, m592
Santa Fe Trail old wagon route from Missouri to Santa Fe in Mexican province of New Mexico. 395, m395
GAZETTEER
R41
GAZETTEER
Missouri River longest U.S. river, east from the Rockies to the Mississippi River. 321, m320
Page 4 of 4
Songhai early West African trading empire succeeding Mali empire. 42, m40 South America continent of Western Hemisphere south of Panama-Colombia border. Atlas
South Carolina 8th state. Capital: Columbia. Atlas South Dakota 40th state. Capital: Pierre. Atlas Spain nation in southwestern Europe; early empire builder in the Americas. 50, m51 Tennessee 16th state. Capital: Nashville. Atlas Tenochtitlán Aztec Empire capital; now site of Mexico City. 64, m63
Texas 28th state. Capital: Austin. Atlas Utah 45th state. Capital: Salt Lake City. Atlas Valley Forge village in southeast Pennsylvania and
Virginia 10th state. Capital: Richmond. Atlas Washington 42nd state. Capital: Olympia. Atlas Washington, D.C. capital of the United States since 1800; makes up whole of District of Columbia (D.C.). (39°N 77°W), 305, Atlas
West Africa region from which most Africans were brought to the Americas. 39, m40 Western Hemisphere the half of the world that includes the Americas. 75, m74
West Indies numerous islands in the Caribbean Sea, between Florida and South America. 111, m111
West Virginia 35th state. Capital: Charleston. Atlas Wisconsin 30th state. Capital: Madison. Atlas Wounded Knee South Dakota site that was scene of 1890 massacre of Sioux. (43°N 102°W), 566, m563
site of Washington’s army camp during winter of 1777–1778. (40°N 75°W), 202, m209
Wyoming 44th state. Capital: Cheyenne. Atlas
Vermont 14th state. Capital: Montpelier. Atlas
Yorktown Virginia village and site of American
Vicksburg Mississippi River site of major Union
victory that sealed British defeat in Revolutionary War. (37°N 77°W), 209, m209
victory (1863) in Civil War. (32°N 91°W), 516, m517
R42 GAZETTEER
Page 1 of 14
A
abolition (AB uh LIHSH uhn) n. the movement to end slavery. (p. 440) abridge (uh BRIHJ) v. to reduce. (p. 266)
Appomattox (AP uh MAT uhks) Court House n. the Virginia town where Robert E. Lee surrendered to Ulysses S. Grant in 1865, ending the Civil War. (p. 519)
AEF n. the American Expeditionary Force, U.S. forces during World War I. (p. 686)
apprentice (uh PREN tis) n. a beginner who learns a trade or a craft from an experienced master. (p. 137)
affirmation (AF uhr MAY shuhn) n. a statement declaring that something is true. (p. 257)
appropriation (uh PROH pree AY shuhn) n. public funds set aside for a specific purpose. (p. 253)
African Diaspora (AF rih kuhn dy AS puhr uh) n. the forced removal of Africans from their homelands to serve as slave labor in the Americas. (p. 78)
archaeologist (AHR kee AHL uh jist) n. a scientist who studies the human past by examining the things people left behind. (p. 27)
Albany Plan of Union n. the first formal proposal to unite the American colonies, put forth by Benjamin Franklin. (p. 149)
armistice (AHR mi stis) n. an end to fighting. (p. 690)
Alien and Sedition (si DISH uhn) Acts n. a series of four laws enacted in 1798 to reduce the political power of recent immigrants to the United States. (p. 306) Allies (AL yz) n. an alliance of Serbia, Russia, France, Great Britain, Italy, and seven other countries during World War I. (p. 680) ally (AL eye) n. a country that agrees to help another country achieve a common goal. (p. 200) American Federation of Labor (AFL) n. a national organization of labor unions founded in 1886. (p. 603) American System n. a plan introduced in 1815 to make the United States economically self-sufficient. (p. 354) Anaconda (AN uh KAHN duh) Plan n. a strategy by which the Union proposed to defeat the Confederacy in the Civil War. (p. 484) Angel Island n. the first stop in the United States for most immigrants coming from Asia. (p. 615) Antifederalist (AN tee FED uhr uh list) n. a person who opposed the ratification of the U.S. Constitution. (p. 234) Anti-Imperialist (AN tee im PEER y uh LIZT) League n.a group of well-known Americans that believed the United States should not deny other people the right to govern themselves. (p. 667)
Articles of Confederation n. a document, adopted by the Continental Congress in 1777 and finally approved by the states in 1781, that outlined the form of government of the new United States. (p. 222) artifact (AHR tuh FAKT) n. a tool or other object made by humans. (p. 27) artillery (ahr TIL uhr ee) n. a cannon or large gun. (p. 177) artisan (AHR ti zuhn) n. a skilled worker, such as a weaver or a potter, who makes goods by hand; a craftsperson. (p. 117) assimilation (uh SIM uh LAY shuhn) n. the process of blending into society. (p. 616)
B
baby boom n. the term for the generation born between 1946 and 1961, when the U.S. birthrate sharply increased following World War II. (p. 801)
Backcountry n. a colonial region that ran along the Appalachian Mountains through the far western part of the New England, Middle, and Southern colonies. (p. 109) Bacon’s Rebellion n. a revolt against powerful colonial authority in Jamestown by Nathaniel Bacon and a group of landless frontier settlers that resulted in the burning of Jamestown in 1676. (p. 89) bail (bayl) n. money paid as security by arrested persons to guarantee they will return for trial. (p. 268)
Appalachian (AP uh LAY chee uhn) Mountains n. a mountain range that stretches from eastern Canada south to Alabama. (p. 126)
Battle of Antietam (an TEE tuhm) n. a Civil War battle in 1862 in which 25,000 men were killed or wounded. (p. 497)
appellate (uh PEL it) adj. having power to review court decisions. (p. 260)
Battle of Fallen Timbers n. in 1794, an American army defeated 2,000 Native Americans in a clash over control of the Northwest Territory. (p. 299)
GLOSSARY R43
GLOSSARY
GLOSSARY
Page 2 of 14
Battle of Gettysburg (GET eez BURG) n. an 1863 battle in the Civil War in which the Union defeated the Confederacy, ending hopes for a Confederate victory in the North. (p. 513) Battle of Quebec (kwi BEK) n. a battle won by the British over the French, and the turning point in the French and Indian War. (p. 150) Battle of Shiloh (SHY loh) n. an 1862 battle in which the Union forced the Confederacy to retreat in some of the fiercest fighting in the Civil War. (p. 494) Battle of Yorktown n. the last major battle of the Revolutionary War, which resulted in the surrender of British forces in 1781. (p. 210) Battle of the Alamo (AL uh MOH) n. in 1836, Texans defended a church called the Alamo against the Mexican army; all but five Texans were killed. (p. 403) Battle of the Little Bighorn n. an 1876 battle in which the Sioux and the Cheyenne wiped out an entire force of U.S. troops. (p. 565) Battle of the Thames (temz) n. an American victory over the British in the War of 1812, which ended the British threat to the Northwest Territory. (p. 332) Battles of Saratoga (SAR uh TOH guh) n. a series of conflicts between British soldiers and the Continental Army in 1777 that proved to be a turning point in the Revolutionary War. (p. 199) bayonet (BAY uh net) n. a long steel knife attached to the end of a gun. (p. 202) Bear Flag Revolt n. the 1846 rebellion by Americans against Mexican rule in California. (p. 409) Benin (buh NIN) n. a West African kingdom that arose near the Niger River delta in the 1300s. (p. 43) Bessemer (BES uh muhr) steel process n. a new way of making steel that was developed in the 1850s and caused steel production to soar. (p. 587) bill of attainder (uh TAYN duhr) n. a law that condemns a person without a trial in court. (p. 255) Bill of Rights n. the first ten amendments to the U.S. Constitution, added in 1791, and consisting of a formal list of citizens’ rights and freedoms. (p. 237) black code n. a law passed by Southern states that limited the freedom of former slaves. (p. 534) blockade n. when armed forces prevent the transportation of goods or people into or out of an area. (p. 484)
R44 GLOSSARY
boomtown n. a town that has a sudden burst of economic or population growth. (p. 558) border state n. a slave state that bordered states in which slavery was illegal. (p. 482) Boston Massacre (MAS uh kuhr) n. a clash between British soldiers and Boston colonists in 1770, in which five of the colonists, including Crispus Attucks, were killed. (p. 165) Boston Tea Party n. the dumping of 342 chests of tea into Boston Harbor by colonists in 1773 to protest the Tea Act. (p. 167) bounty (BOWN tee) n. a reward or cash payment given by a government. (pp. 271, 508) Boxer Rebellion n. in 1900, Chinese resentment toward foreigners’ attitude of cultural superiority resulted in this violent uprising. (p. 669) boycott (BOI KOT) n. a refusal to buy certain goods. (p. 161) buck n. a buckskin from an adult male deer was a unit of money for settlers. (p. 127) buffalo soldier n. a name given by Native Americans to African Americans serving in the U.S. army in the West. (p. 570) business cycle n. the pattern of good times and bad times in the economy. (p. 586)
C
cabinet n. a group of department heads who serve as the president’s chief advisers. (p. 294) California gold rush n. in 1849, large numbers of people moved to California because gold had been discovered there. (p. 413)
caravel (KAR uh VEL) n. a ship with triangular sails that allowed it to sail into the wind and with square sails that carried it forward when the wind was at its back. (p. 49) cash crop n. a crop grown by a farmer to be sold for money rather than for personal use. (p. 115) cavalry n. soldiers on horseback. (p. 496) Centennial (sen TEN ee uhl) Exhibition n. an exhibition in Philadelphia in 1876 that celebrated America’s 100th birthday. (p. 588) Central Powers n. an alliance of Austria-Hungary, Germany, the Ottoman Empire, and Bulgaria during World War I. (p. 680)
Page 3 of 14
conquistador (kon KWIS tuh DAWR) n. a Spaniard who traveled to the Americas as an explorer and a conqueror in the 16th century. (p. 63)
checks and balances n. the ability of each branch of government to exercise checks, or controls, over the other branches. (p. 246)
conscription (kuhn SKRIP shuhn) n. a law that required men to serve in the military or be drafted. (p. 508)
Chinese Exclusion Act n. enacted in 1882, this law banned Chinese immigration for ten years. (p. 617)
Constitutional Convention n. a meeting held in 1787 to consider changes to the Articles of Confederation; resulted in the drafting of the Constitution. (p. 229)
civil disobedience (DIS uh BEE dee uhns) n. peacefully refusing to obey laws one considers unjust. (p. 431) civilization (SIV uh li ZAY shuhn) n. a form of culture characterized by city trade centers, specialized workers, organized forms of government and religion, systems of record keeping, and advanced tools. (p. 29) civil rights n. rights granted to all citizens. (p. 535) clan n. a large group of families that claim a common ancestor. (p. 127) Clayton Antitrust Act n. a law passed in 1914 that laid down rules forbidding business practices that lessened competition; it gave the government more power to regulate trusts. (p. 648) Cold War n. the state of hostility, without direct military conflict, that developed between the United States and the Soviet Union after World War II. (p. 717)
containment (kuhn TAYN muhnt) n. the blocking by one nation of another nation’s attempts to spread influence—especially the efforts of the United States to block the spread of Soviet Communism during the late 1940s and early 1950s. (p. 793) Continental Army n. a colonial force authorized by the Second Continental Congress in 1775, with George Washington as its commanding general. (p. 177) convene (kuhn VEEN) v. to call together. (p. 259) convoy system n. a heavy guard of destroyers that escorts merchant ships during wartime. (p. 687) cooperative (koh OP uhr uh tiv) n. an organization owned and run by its members. (p. 577) Copperheads n. Abraham Lincoln’s main political opponents; they favored peace with the South. (p. 508)
Columbian (kuh LUM bee uhn) Exchange n. the transfer of plants, animals, and diseases between the Western and the Eastern hemispheres. (p. 74)
corporation n. a business owned by investors who buy part of the company through shares of stock. (p. 594)
committee of correspondence n. a group of people in the colonies who exchanged letters on colonial affairs. (p. 166)
cotton gin n. a machine invented in 1793 that cleaned cotton much faster and far more efficiently than human workers. (p. 348)
common law n. a system of law developed in England, based on customs and previous court decisions. (p. 268)
counterculture (KOWN tuhr KUL chur) n. a group of young people with values and lifestyles in opposition to those of the established culture. (p. 725)
Compromise of 1850 n. a series of Congressional laws intended to settle the major disagreements between free states and slave states. (p. 461)
Crittenden (KRIT uhn duhn) Plan n. a compromise introduced in 1861 that might have prevented secession. (p. 475)
Compromise of 1877 n. the agreement that resolved an 1876 election dispute: Rutherford B. Hayes became president and then removed the last federal troops from the South. (p. 548)
Crusades (kroo SAYDZ) n. a series of wars to capture the Holy Land, launched in 1096 by European Christians. (p. 45)
compulsory process n. a required procedure. (p. 267) Conestoga (KON i STOW guh) wagon n. a vehicle with wide wheels, a curved bed, and a canvas cover used by American pioneers traveling west. (p. 117) Confederate States of America n. the confederation formed in 1861 by the Southern states after their secession from the Union. (p. 473)
culture (KUL chuhr) n. a way of life shared by people with similar arts, beliefs, and customs. (p. 28)
D
Dawes (dawz) Act n. a law, enacted in 1887, that distributed reservation land to individual owners. (p. 567)
GLOSSARY R45
GLOSSARY
charter n. a written contract issued by a government giving the holder the right to establish a colony. (p. 87)
Page 4 of 14
Declaration of Independence n. the document, written in 1776, in which the colonies declared independence from Britain. (p. 180) department store n. a store that sells everything from clothing to furniture to hardware. (p. 627) depression n. a severe economic slump. (p. 386) desert (di ZURT) v. to leave military duty without intending to return. (p. 203) direct primary n. voters, rather than party conventions, choose candidates to run for public office. (p. 640) diversity (di VUR si tee) n. a variety of people. (p. 117) doctrine of nullification (NUL uh fi KAY shuhn) n. a right of a state to reject a federal law that it considers unconstitutional. (p. 381) domestication (doh MES ti KAY shuhn) n. the practice of breeding plants or taming animals to meet human needs. (p. 28) Dred Scott v. Sandford n. an 1856 Supreme Court case in which a slave, Dred Scott, sued for his freedom because he had been taken to live in territories where slavery was illegal; the Court ruled against Scott. (p. 467) due process of law n. fair treatment under the law. (p. 267)
E
elector n. a voter. (p. 249) Ellis Island n. the first stop in the United States for most immigrants coming from Europe. (p. 614)
Emancipation (i MAN suh PAY shuhn) Proclamation n. an executive order issued by Abraham Lincoln on January 1, 1863, freeing the slaves in all regions in rebellion against the Union. (p. 504) Embargo (em BAHR goh) Act of 1807 n. an act that stated that American ships were no longer allowed to sail to foreign ports, and it also closed American ports to British ships. (p. 328)
English Bill of Rights n. an agreement signed by William and Mary to respect the rights of English citizens and of Parliament, including the right to free elections. (p. 144) enlightenment (en LYT n muhnt) n. an 18th-century movement that emphasized the use of reason and the scientific method to obtain knowledge. (p. 140) enumeration (i NOO muh RAY shuhn) n. an official count, such as a census. (p. 249) equity (EK wi tee) n. a system of justice not covered under common law. (p. 269) Erie (EER ee) Canal n. completed in 1825, this waterway connected New York City and Buffalo, New York. (p. 355) Espionage (ES pee uh NAHZH) Act n. passed in 1917, this law set heavy fines and long prison terms for antiwar activities and for encouraging draft resisters. (p. 692) European Middle Ages n. a period from the late 400s to about the 1300s, during which Europeans turned to feudalism and the manor system. (p. 44) exoduster (EKS suh duhs tuhr) n. an African American who left the South for the West and compared himself or herself to Biblical Hebrews who left slavery in Egypt. (p. 575) ex post facto (EKS pohst FAK toh) law n. a law that would make an act a criminal offense after it was committed. (p. 255)
F
factory system n. a method of production that brought many workers and machines together into one building. (p. 341) fall line n. the point at which a waterfall prevents large boats from moving farther upriver. (p. 126) famine (FAM in) n. a severe food shortage. (p. 426) fascism (FASH iz uhm) n. a political philosophy that advocates a strong, centralized, nationalistic government headed by a powerful dictator. (p. 756)
emigrant (EM i gruhnt) n. a person who leaves a country. (p. 423)
federalism n. a system of government where power is shared among the central (or federal) government and the states. (pp. 234, 245)
encomienda (en koh mee YEN duh) n. a grant of Native American labor. (p. 72)
Federalists n. supporters of the Constitution. (p. 234)
R46 GLOSSARY
Federalist Papers n. a series of essays defending and explaining the Constitution. (p. 235)
Page 5 of 14
Federal Reserve Act n. a law passed in 1913 that “created” the nation’s banking system and instituted a flexible currency system. (p. 648) felony (FEL uh nee) n. a serious crime. (p. 253) feudalism (FYOOD l IZ uhm) n. a political system in which the king allows nobles the use of his land in exchange for their military service and their protection of people living on the land. (p. 44) Fifteenth Amendment n. passed in 1870, this amendment to the U.S. Constitution stated that citizens could not be stopped from voting “on account of race, color, or previous condition of servitude.” (p. 546) 54th Massachusetts Regiment n. one of the first African-American regiments organized to fight for the Union in the Civil War. (p. 506) First Battle of Bull Run n. an 1861 battle of the Civil War in which the South shocked the North with a victory. (p. 485) foreign (FAWR in) policy n. relations with the governments of other countries. (p. 304) Fort Sumter n. a federal fort located in the harbor of Charleston, South Carolina; the Southern attack on Fort Sumter marked the beginning of the Civil War. (p. 481) forty-niner n. a person who went to California to find gold, starting in 1849. (p. 412) Fourteen Points n. President Woodrow Wilson’s goals for peace after World War I. (p. 695) Fourteenth Amendment n. an amendment to the U.S. Constitution, passed in 1868, that made all persons born or naturalized in the United States— including former slaves—citizens of the country. (p. 535) First Continental Congress n. a meeting of delegates in 1774 from all the colonies except Georgia to uphold colonial rights. (p. 171) Freedmen’s Bureau n. a federal agency set up to help former slaves after the Civil War. (p. 533) freedmen’s school n. a school set up to educate newly freed African Americans. (p. 541) Free Soil Party n. a political party dedicated to stopping the expansion of slavery. (p. 459)
French and Indian War n. a conflict in North America from 1754 to 1763 that was part of a worldwide struggle between France and Britain; Britain defeated France and gained French Canada. (p. 147) frontier (frun TEER) n. unsettled or sparsely settled area occupied largely by Native Americans. (p. 557) Fugitive Slave Act n. an 1850 law to help slaveholders recapture runaway slaves. (p. 462) French Revolution n. in 1789, the French launched a movement for liberty and equality. (p. 301) Fundamental Orders of Connecticut n. a set of laws that were established in 1639 by a Puritan congregation who had settled in the Connecticut Valley and that expanded the idea of representative government. (p. 95)
G
generator n. a machine that produces electric current. (p. 587) Ghana (GAH nuh) n. a West African empire in the 8th–11th centuries A.D. (p. 39) Gilded (gil did) Age n. an era during the late 1800s of fabulous wealth. (p. 596) “Glorious Revolution” n. the overthrow of English King James II in 1688 and his replacement by William and Mary. (p. 144)
gold standard n. a policy under which the government backs every dollar with a certain amount of gold. (p. 577) Grange (graynj) n. formed in 1867, the Patrons of Husbandry tried to meet the social needs of farm families. (p. 577) Great Awakening n. a revival of religious feeling in the American colonies during the 1730s and 1740s. (p. 139) Great Compromise n. the Constitutional Convention’s agreement to establish a two-house national legislature, with all states having equal representation in one house and each state having representation based on its population in the other house. (p. 232) Great Depression n. a period, lasting from 1929 to 1941, in which the U.S. economy was in severe decline and millions of Americans were unemployed. (p. 709) Great Migration n. the movement of Puritans from England to establish settlements around the world, including 20,000 who sailed for America (p. 94); the movement of African Americans between 1910 and 1920 to northern cities from the South. (p. 693)
GLOSSARY R47
GLOSSARY
Federal Judiciary (joo DISH ee ER ee) Act n. it helped create a court system and gave the Supreme Court six members. (p. 294)
Page 6 of 14
Great Plains n. the area from the Missouri River to the Rocky Mountains. (p. 557) Great Society n. a program started by President Lyndon Johnson that provided help to the poor, the elderly, and women, and also promoted education and outlawed discrimination. (p. 724) greenback n. paper currency issued by the federal government during the Civil War. (p. 509) gristmill (GRIST MIL) n. a mill in which grain is ground to produce flour or meal. (p. 115) guerrilla (guh RIL uh) n. a soldier who weakens the enemy with surprise raids and hit-and-run attacks. (p. 207)
H
I
immigrant n. a person who settles in a new country. (p. 423)
immunity n. legal protection. (p. 262) impeachment n. the process of accusing a public official of wrongdoing. (p. 249) imperialism n. the policy by which stronger nations extend their economic, political, or military control over weaker nations or territories. (p. 659) impressment n. the act of seizing by force. (p. 327) inaugurate (in AW gyuh RAYT) v. to swear in or induct into office in a formal ceremony. (p. 293) income tax n. a tax on earnings. (p. 509)
hacienda (HAH see EN duh) n. a large farm or estate. (p. 72)
indentured servant n. a person who sold his or her labor in exchange for passage to America. (p.88)
Harlem Renaissance n. a flowering of AfricanAmerican artistic creativity during the 1920s, centered in the Harlem community of New York City. (p. 709)
Indian Removal Act n. this 1830 act called for the government to negotiate treaties that would require Native Americans to relocate west. (p. 376)
Harpers Ferry n. a federal arsenal in Virginia that was captured in 1859 during a slave revolt. (p. 469) Hausa (HOW suh) n. a West African people who lived in what is now northern Nigeria after A.D. 1000. (p. 42) hawk n. a person who supports war. (p. 847) Haymarket affair n. in 1886, a union protest resulted in about 100 dead after an unknown person threw a bomb, and police opened fire on the crowd. (p. 602) Holocaust ( HOL uh KAWST) n. the systematic killing by Germany during World War II of about six million Jews as well as millions from other ethnic groups. (p. 716) homestead n. land to settle on and farm. (p. 568) Homestead Act n. passed in 1862, this law offered 160 acres of land free to anyone who agreed to live on and improve the land for five years. (p. 574) House of Burgesses n. created in 1619, the first representative assembly in the American colonies. (p. 88) Hudson River school n. a group of artists living in the Hudson River Valley in New York. (p. 430) Hull House n. founded in 1889, a model for other settlement houses of the time. (p. 613) hygiene (HY JEEN) n. conditions and practices that promote health. (p. 490)
R48 GLOSSARY
Indian Territory n. present-day Oklahoma and parts of Kansas and Nebraska to which Native Americans were moved under the Indian Removal Act of 1830. (p. 376) indictment (in DYT muhnt) n. a written statement issued by a grand jury charging a person with a crime. (p. 250) indigo n. a plant grown in the Southern colonies that yields a deep blue dye. (p. 121) individual right n. a personal liberty and privilege guaranteed to U.S. citizens by the Bill of Rights. (p. 247) Industrial Revolution n. in late 18th-century Britain, factory machines began replacing hand tools and manufacturing replaced farming as the main form of work. (p. 341) inferior court n. a court with less authority than the Supreme Court. (p. 260) inflation n. an increase in the price of goods and services and a decrease in the value of money. (p. 386) initiative (i NISH uh tiv) n. the procedure that allows voters to propose a law directly. (p. 640) inoperative adj. no longer in force. (p. 274) insurrection (IN suh REK shuhn) n. open revolt against a government. (p. 271)
Page 7 of 14
Intolerable Acts n. a series of laws enacted by Parliament in 1774 to punish Massachusetts colonists for the Boston Tea Party. (p. 170) ironclad n. a warship covered with iron. (p. 491) Iroquois (IR uh KWOH) League n. a 16th-century alliance of the Cayuga, Mohawk, Oneida, Onondaga, and Seneca Native American groups living in the eastern Great Lakes region. (p. 37) irrigation n. the practice of bringing water to crops. (p. 29) Islam (is LAHM) n. a religion founded by the prophet Muhammad in the 600s, which teaches that there is one God, named Allah. (p. 41)
J
Jacksonian Democracy n. the idea of spreading political power to all the people, thereby ensuring majority rule. (p. 370)
King Cotton n. cotton was called king because cotton was important to the world market, and the South grew most of the cotton for Europe’s mills. (p. 484) King Philip’s War n. a war between the Puritan colonies and Native Americans in 1675–1676. (p. 96) Knights of Labor n. an organization of workers from all different trades formed after the Civil War. (p. 601) Ku Klux Klan n. a group formed in 1866 that wanted to restore Democratic control of the South and to keep former slaves powerless; the group called for a “racially and morally pure” America. (pp. 544)
L
labor union n. a group of workers who band together to seek better working conditions. (p. 434)
Land Ordinance of 1785 n. a law that established a plan for surveying and selling the federally owned lands west of the Appalachian Mountains. (p. 223)
Jamestown n. the first permanent English settlement in North America. (p. 87)
land speculator n. a person who buys huge areas of land for a low price and then sells off small sections of it at high prices. (p. 394)
Jay’s Treaty n. the agreement that ended dispute over American shipping during the French Revolution. (p. 302)
League of Nations n. an organization set up after World War I to settle international conflicts. (p. 695)
jazz n. a new kind of music in the 1920s that captured the carefree spirit of the times. (p. 717)
leisure (LEE zhuhr) n. free time. (p. 627)
Jim Crow n. laws meant to enforce separation of white and black people in public places in the South. (p. 621)
Lewis and Clark expedition n. a group led by Meriwether Lewis and William Clark who explored the lands of the Louisiana Purchase beginning in 1803. (p. 320)
joint-stock company n. a business in which investors pool their wealth in order to turn a profit. (p. 86)
Lexington and Concord n. sites in Massachusetts of the first battles of the American Revolution. (p. 173)
judicial (joo DISH uhl) review n. the principle that the Supreme Court has the final say in interpreting the Constitution. (p. 317)
limited government n. the principle that requires all U.S. citizens, including government leaders, to obey the law. (p. 247)
Judiciary (joo DISH ee ER ee) Act of 1801 n. a law that increased the number of federal judges, allowing President John Adams to fill most of the new spots with Federalists. (p. 316)
lode n. a deposit of mineral buried in rock. (p. 558)
K
Kansas-Nebraska Act n. an 1854 law that established the territories of Kansas and Nebraska and gave their residents the right to decide whether to allow slavery. (p. 464)
kayak (KY AK) n. a small boat made of animal skins. (p. 33)
Lone Star Republic n. the nickname of the republic of Texas, given in 1836. (p. 405) long drive n. taking cattle by foot to a railway. (p. 560) Louisiana (loo EE zee AN uh) Purchase n. the 1803 purchase of the Louisiana Territory from France. (p. 319) Lowell mills n. textile mills located in the factory town of Lowell, Massachusetts, founded in 1826. (p. 342) Loyalist n. an American colonist who supported the British in the American Revolution. (p. 173)
GLOSSARY R49
GLOSSARY
interchangeable part n. a part that is exactly like another part. (p. 343)
Page 8 of 14
M
mail-order catalog n. a publication that contains pictures and descriptions of items so that people can order by mail. (p. 627)
Magna Carta n. “Great Charter;” a document guaranteeing basic political rights in England, approved by King John in 1215. (p. 141) Mali (MAH lee) n. a West African empire from the 13th–15th centuries that grew rich from trade. (p. 41) manifest destiny n. the belief that the United States was destined to stretch across the continent from the Atlantic Ocean to the Pacific Ocean. (p. 407) manor system n. a system in which lords divided their lands into estates, which were farmed mostly by serfs who received protection from the lord in return. (p. 45) Marbury v. Madison n. an 1803 case in which the Supreme Court ruled that it had the power to abolish laws by declaring them unconstitutional. (p. 317)
militarism n. the belief that a nation needs a large military force. (p. 679) militia (muh LISH uh) n. a force of armed civilians pledged to defend their community during the American Revolution. (p. 170); an emergency military force that is not part of the regular army. (p. 254) minié (MIN ee) ball n. a bullet with a hollow base. (p. 491) Minuteman n. a member of the colonial militia who was trained to respond “at a minute’s warning.” (p. 170) misdemeanor (mis di MEE nuhr) n. a violation of the law. (p. 259) mission n. a settlement created by the Church in order to convert Native Americans to Christianity. (p. 72) missionary n. a person sent by the Church to preach, teach, and convert native peoples to Christianity. (p. 61)
mass culture n. a common culture experienced by large numbers of people. (p. 626)
Missouri Compromise n. a series of laws enacted in 1820 to maintain the balance of power between slave states and free states. (p. 358)
matrilineal (MAT ruh LIN ee uhl) adj. a society in which ancestry is traced through the mother. (p. 36)
monopoly n. a company that eliminates its competitors and controls an industry. (p. 595)
Mayflower Compact n. an agreement established by the men who sailed to America on the Mayflower, which called for laws for the good of the colony and set forth the idea of self-government. (p. 93)
Monroe Doctrine n. a policy of U.S. opposition to any European interference in the Western Hemisphere, announced by President Monroe in 1823. (p. 359)
melting pot n. a place where cultures blend. (p. 616)
Mormon n. a member of a church founded by Joseph Smith in 1830. (p. 397)
mercantilism (MUHR kuhn tee LIZ uhm) n. an economic system in which nations increase their wealth and power by obtaining gold and silver and by establishing a favorable balance of trade. (p. 61) mercenary (MUR suh NER ee) n. a professional soldier hired to fight for a foreign country. (p. 195) Mexican Cession (sesh uhn) n. a vast region given up by Mexico after the War with Mexico; it included the present-day states of California, Nevada, Utah, most of Arizona, and parts of New Mexico, Colorado, and Wyoming. (p. 411) Mexicano (may hi KAH noh) n. a person of Spanish descent whose ancestors had come from Mexico and settled in the Southwest. (p. 570) Middle Passage n. the middle leg of the triangular trade route—the voyage from Africa to the Americas—that brought captured Africans into slavery. (p. 78) migrate v. to move from one location to another. (p. 27)
R50 GLOSSARY
Mound Builder n. an early Native American who built large earthen structures. (p. 31) mountain man n. a fur trapper or explorer who opened up the West by finding the best trails through the Rocky Mountains. (p. 393) muckraker n. around 1900, the term for a journalist who exposed corruption in American society. (p. 640) Muslim (MUZ luhm) n. a follower of Islam. (p. 41)
N
nationalism n. a feeling of pride, loyalty, and protectiveness toward one’s country. (p. 354)
nativist n. a native-born American who wanted to eliminate foreign influence. (p. 428) natural-born citizen n. a citizen born in the United States or a commonwealth of the United States or to parents who are U.S. citizens living outside the country. (p. 257)
Page 9 of 14
Navigation Acts n. a series of laws passed by Parliament, beginning in 1651, to ensure that England made money from its colonies’ trade. (p. 112)
P
pacifist (PAS uh fist) n. a person morally opposed to war. (p. 209)
Palmer raids n. in 1920, federal agents and police raided the homes of suspected radicals. (p. 697)
navigator n. a person who plans the course of a ship while at sea. (p. 49)
Panama (PAN uh MAH) Canal n. a shortcut through Panama that connects the Atlantic and the Pacific oceans. (p. 670)
Nazi (NAHT see) Party n. the National Socialist German Workers’ Party; came to power under Adolf Hitler in the 1930s. (p. 712)
Panic of 1837 n. a financial crisis in which banks closed and the credit system collapsed. (p. 386)
neutral (NOO truhl) adj. not siding with one country or the other. (p. 302) neutrality (noo TRAL i tee) n. refusing to take sides in a war. (p. 682)
Panic of 1873 n. a financial crisis in which banks closed and the stock market collapsed. (p. 547) Parliament (PAHR luh muhnt) n. England’s chief lawmaking body. (p. 142)
New Deal n. President Franklin Roosevelt’s programs to fight the Great Depression. (p. 710)
patent n. a government document giving an inventor the exclusive right to make or sell his or her invention for a specific number of years. (p. 586)
New France n. a fur-trading post established in 1608 that became the first permanent French settlement in North America. (p. 70)
Patriot n. an American colonist who sided with the rebels in the American Revolution. (p. 173)
new immigrant n. a person from southern or eastern Europe who entered the United States after 1900. (p. 614)
patroon (puh TROON) n. a person who brought 50 settlers to New Netherland and in return received a large land grant and other special privileges. (p. 101)
New Jersey Plan n. a plan of government proposed at the Constitutional Convention in 1787 that called for a one-house legislature in which each state would have one vote. (p. 231)
petroleum n. an oily, flammable liquid. (p. 585)
Nineteenth Amendment n. an amendment to the U.S. Constitution, ratified in 1920, which gave women full voting rights. (p. 653)
Pickett’s Charge n. General George Pickett led a direct attack on Union troops during the 1863 Civil War battle at Gettysburg; the attack failed. (p. 513)
Northwest Ordinance n. it described how the Northwest Territory was to be governed and set conditions for settlement and settlers’ rights. (p. 223)
piedmont n. a broad plateau that leads to the foot of a mountain range. (p. 126)
Northwest Territory n. territory covered by the Land Ordinance of 1785, which included land that formed the states of Ohio, Indiana, Michigan, Illinois, Wisconsin, and part of Minnesota. (p. 223)
O
Open Door Policy n. in 1899, the United States asked nations involved in Asia to follow a policy in which no one country controlled trade with China. (p. 669) Oregon Trail n. a trail that ran westward from Independence, Missouri, to the Oregon Territory. (p. 396) overseer n. a worker hired by a planter to watch over and direct the work of slaves. (p. 122)
philanthropist (fil LAN thruh pist) n. a person who gives large sums of money to charities. (p. 596)
Pilgrim n. a member of the group that rejected the Church of England, sailed to America, and founded the Plymouth Colony in 1620. (p. 92) Pinckney’s (PINGK neez) Treaty n. a 1795 treaty with Spain that allowed Americans to use the Mississippi River and to store goods in New Orleans; made the 31st parallel the southern U.S. border. (p. 302) plantation n. a large farm that raises cash crops. (p. 73) platform n. a statement of beliefs. (p. 471) Platt Amendment n. a result of the SpanishAmerican War, which gave the United States the right to intervene in Cuban affairs when there was a threat to “life, property, and individual liberty.” (p. 666)
GLOSSARY R51
GLOSSARY
naturalization n. a way to give full citizenship to a person born in another country. (pp. 253, 270)
Page 10 of 14
Plessy v. Ferguson n. an 1896 case in which the Supreme Court ruled that separation of the races in public accommodations was legal. (p. 621) political machine n. an organization that influences enough votes to control a local government. (p. 613) political party n. a group of people that tries to promote its ideas and influence government, and also backs candidates for office. (p. 304) Pontiac’s (PON tee AKS) Rebellion n. a revolt against British forts and American settlers in 1763, led in part by Ottawa war leader Pontiac, in response to settlers’ claims of Native American lands and to harsh treatment by British soldiers. (p. 151) popular sovereignty (SOV uhr in tee) n. a government in which the people rule (p. 244); a system in which the residents vote to decide an issue. (p. 463) Populist Party n. also known as the People’s Party and formed in the 1890s, this group wanted a policy that would raise crop prices. (p. 577)
Puritan n. a member of a group from England that settled the Massachusetts Bay Colony in 1630 and sought to reform the practices of the Church of England. (p. 94) push-pull factor n. a factor that pushes people out of their native lands and pulls them toward a new place. (p. 424)
Q
Quaker (KWAY kuhr) n. a person who believed all people should live in peace and harmony; accepted different religions and ethnic groups. (p. 101) quarter v. to give a place to stay. (p. 267) Quartering Act n. a law passed by Parliament in 1765 that required the colonies to house and supply British soldiers. (p. 160) quorum (KWAWR uhm) n. the minimum number of members that must be present for official business to take place. (p. 251)
R
prejudice (PREJ uh dis) n. a negative opinion that is not based on facts. (p. 427)
racial (RAY shuhl) discrimination (dih SKRIHM uh NAY shuhn) n. different treatment based on a person’s race. (p. 620)
printing press n. a machine invented about 1455 by Johannes Gutenberg. (p. 47)
racism (RAY SIHZ uhm) n. the belief that some people are inferior because of their race. (p. 79)
privateer (PRY vuh TEER) n. a privately owned ship that has government permission during wartime to attack an enemy’s merchant ships. (p. 204)
radical (RAD ih kuhl) n. a person who takes extreme political positions. (p. 313)
Proclamation (PRAHK luh MAY shuhn) of 1763 n. an order in which Britain prohibited its American colonists from settling west of the Appalachian Mountains. (p. 151) profit n. money a business makes, after subtracting the costs of doing business from the income. (p. 48) progressivism (pruh GREHS ih VIHZ uhm) n. an early 20th-century reform movement seeking to return control of the government to the people, to restore economic opportunities, and to correct injustices in American life. (p. 639) propaganda (PRAHP uh GAN duh) n. an opinion expressed for the purpose of influencing the actions of others. (p. 692) proprietary (pruh PRY ih TEHR ee) colony n. a colony with a single owner. (p. 101) pro tempore (proh TEHM puh ree) adv. Latin phrase meaning “for the time being.” (p. 250) Pullman Strike n. a nationwide railway strike that spread throughout the rail industry in 1894. (p. 603)
R52 GLOSSARY
Radical Republican (rih PUHB lih kuhn) n. a congressman who, after the Civil War, favored using the government to create a new order in the South and to give African Americans full citizenship and the right to vote. (p. 533) ragtime n. a blend of African-American songs and European musical forms. (p. 629) ratification (RAT uh fih KAY shuhn) n. official approval. (p. 264) recall v. to vote an official out of office. (p. 640) Reconstruction n. the process the U.S. government used to readmit the Confederate states to the Union after the Civil War. (p. 533) Red Scare n. in 1919–1920, a wave of panic from fear of a Communist revolution. (p. 697) referendum (REHF uh REHN duhm) n. when a proposed law is submitted to a vote of the people. (p. 640)
Page 11 of 14
Sand Creek Massacre (MAS uh kuhr) n. an 1864 attack in which more than 150 Cheyenne men, women, and children were killed by the Colorado militia. (p. 564)
Renaissance (REHN ih SAHNS) n. a period of European history, lasting from the 1300s to 1600, that brought increased interest in art and learning. (p. 46)
Santa Fe (SAN tuh FAY) Trail n. a trail that began in Missouri and ended in Santa Fe, New Mexico. (p. 395)
rendezvous (RAHN day VOO) n. a meeting. (p. 197)
secession (sih SEHSH uhn) n. withdrawal. (p. 383)
reprieve (rih PREEV) n. a delay or cancellation of punishment. (p. 259)
Second Battle of the Marne (mahrn) n. a 1918 battle during World War I that marked the turning point in the war; allied troops along with Americans halted the German advance into France. (p. 689)
republic (rih PUHB lihk) n. a government in which people elect representatives to govern for them. (p. 222) republicanism (rih PUHB lih keh NIHZ uhm) n. the belief that government should be based on the consent of the people; people exercise their power by voting for political representatives. (pp. 214, 245) Republican Party n. the political party formed in 1854 by opponents of slavery in the territories. (p. 466) reservation n. land set aside by the U.S. government for Native American tribes. (p. 562) revenue (REHV uh noo) n. income a government collects to cover expenses. (pp. 160, 252) revival (rih VY vuhl) n. a meeting designed to reawaken religious faith. (p. 433) rifle n. a gun with a grooved barrel that causes a bullet to spin through the air. (p. 491) robber baron n. a business leader who became wealthy through dishonest methods. (p. 594) romanticism (roh MAN tih SIHZ uhm) n. a European artistic movement that stressed the individual, imagination, creativity, and emotion. (p. 429) Roosevelt Corollary (KAWR uh lehr ee) n. a 1904 addition to the Monroe Doctrine allowing the United States to be the “policeman” in Latin America. (p. 672) Rough Rider n. a member of the First United States Volunteer Cavalry, organized by Theodore Roosevelt during the Spanish-American War. (p. 665)
secede (sih SEED) v. to withdraw. (p. 473)
Second Continental Congress n. a governing body whose delegates agreed, in May 1775, to form the Continental Army and to approve the Declaration of Independence. (p. 177) Second Great Awakening n. the renewal of religious faith in the 1790s and early 1800s. (p. 433) sectionalism (SEHK shuh nuh LIHZ uhm) n. the placing of the interests of one’s own region ahead of the interests of the nation as a whole. (p. 357) Sedition (sih DIHSH uhn) Act n. a 1918 law that made it illegal to criticize the war; it set heavy fines and long prison terms for those who engaged in antiwar activities. (p. 692) segregation (SEHG rih GAY shuhn) n. separation, especially of races. (p. 621) Seneca (SEHN ih kuh) Falls Convention n. a women’s rights convention held in Seneca Falls, New York, in 1848. (p. 444) separation of powers n. the division of basic government roles into branches. (p. 246) servitude (SUR vih TOOD) n. a state of belonging to an owner or master. (p. 270) Seven Days’ Battles n. an 1862 Civil War battle in which the Confederacy forced the Union to retreat before it could capture the Southern capital of Richmond. (p. 496) Seventeenth Amendment n. an amendment to the U.S. Constitution, ratified in 1913, that provided for the direct election of U.S. senators. (p. 648)
royal colony n. a colony ruled by governors appointed by a king. (p. 103)
sharecropping n. a system in which landowners gave farm workers land, seed, and tools in return for a part of the crops they raised. (p. 543)
salutary (SAL yuh TEHR ee) neglect n. a hands-off policy of England toward its American colonies during the first half of the 1700s. (p. 144)
Shays’s (SHAY zuhz) Rebellion n. an uprising of debt-ridden Massachusetts farmers in 1787. (p. 225)
S
GLOSSARY R53
GLOSSARY
Reformation n. a 16th-century religious movement to correct problems in the Roman Catholic Church. (p. 47)
Page 12 of 14
Sherman Antitrust Act n. a law passed in 1890 that made it illegal for corporations to gain control of industries by forming trusts. (p. 641) Siege (seej) of Vicksburg n. an 1863 Union victory in the Civil War that enabled the Union to control the entire Mississippi River. (p. 516) Sixteenth Amendment n. an amendment to the U.S. Constitution, ratified in 1913, that gave Congress the power to create income taxes. (p. 647) slash-and-burn agriculture (ag rih kuhl chuhr) n. a farming method in which people clear fields by cutting and burning trees and grasses, the ashes of which fertilize the soil. (p. 37) slave code n. a law passed to regulate the treatment of slaves. (p. 79) slavery n. the practice of holding a person in bondage for labor. (p. 76) slum n. a neighborhood with overcrowded and dangerous housing. (p. 612) smuggle v. to illegally import or export goods. (p. 112) social gospel (GAHS puhl) n. a movement aimed at improving the lives of the poor. (p. 612) socialism n. an economic system in which all members of a society are equal owners of all businesses; members share the work and the profits. (p. 602) sodbuster n. a farmer on the frontier. (p. 575) Songhai (SAWNG HY) n. a West African empire that succeeded Mali and controlled trade from the 1400s to 1591. (p. 42) Sons of Liberty n. a group of colonists who formed a secret society to oppose British policies at the time of the American Revolution. (p. 161) Spanish-American War n. a war in 1898 that began when the United States demanded Cuba’s independence from Spain. (p. 664) Spanish Armada (ahr MAH duh) n. a fleet of ships sent in 1588 by Philip II, the Spanish king, to invade England and restore Roman Catholicism. (p. 69) sphere of influence n. an area where foreign nations claim special rights and economic privileges. (p. 669) spiritual n. a religious folk song. (p. 351) spoils system n. the practice of winning candidates giving government jobs to political backers or supporters. (p. 373)
R54 GLOSSARY
Stamp Act n. a 1765 law passed by Parliament that required all legal and commercial documents to carry an official stamp showing a tax had been paid. (p. 160) standard time n. a system adopted in 1918 that divided the United States into four time zones. (p. 592) states’ rights n. theory that said that states had the right to judge when the federal government had passed an unconstitutional law. (p. 307) steerage n. the cheapest deck or place on a ship. (p. 423) Stono (STOH noh) Rebellion n. a 1739 uprising of slaves in South Carolina, leading to the tightening of already harsh slave laws. (p. 123) strategy n. an overall plan of action. (p. 196) strike v. to stop work to demand better working conditions. (p. 434) subsistence farm n. a farm that produces enough food for the family with a small additional amount for trade. (p. 110) suffrage n. the right to vote. (pp. 262, 444) Sugar Act n. a law passed by Parliament in 1764 that placed a tax on sugar, molasses, and other products shipped to the colonies; also called for harsh punishment of smugglers. (p. 160) sweatshop n. a place where workers labored long hours under poor conditions for low wages. (p. 600)
T
Tammany (TAM uh nee) Hall n. a famous political machine, located in New York City in the late 19th century. (p. 613)
tariff n. a tax on imported goods. (p. 296) Tariff of Abominations n. an 1828 law that raised the tariffs on raw materials and manufactured goods; it upset Southerners who felt that economic interests of the Northeast were determining national economic policy. (p. 381) technology n. the use of tools and knowledge to meet human needs. (p. 32) Tejano (tuh HAH noh) n. a person of Spanish heritage who considered Texas to be home. (p. 400) temperance movement n. a campaign to stop the drinking of alcohol. (p. 434) tender n. money. (p. 255)
Page 13 of 14
Thirteenth Amendment n. an amendment to the U.S. Constitution, adopted in 1865, banning slavery and involuntary servitude in the United States. (p. 521) Three-Fifths Compromise n. the Constitutional Convention’s agreement to count three-fifths of a state’s slaves as population for purposes of representation and taxation. (p. 232) Townshend (TOWN zuhnd) Acts n. a series of laws passed by Parliament in 1767 that suspended New York’s assembly and established taxes on goods brought into the British colonies. (p. 163) Trail of Tears n. the tragic journey of the Cherokee people from their homeland to Indian Territory between 1838 and 1839; thousands of Cherokee died. (p. 377) transcendentalism (TRAN sen DEN tl IZ uhm) n. a 19thcentury philosophy that taught the spiritual world is more important than the physical world and that people can find truth within themselves through feeling and intuition. (p. 431) transcontinental (TRANS kon tuh NEN tl) railroad n. a railroad that spanned the entire continent. (p. 590) Treaty of Ghent (gent) n. treaty, signed in 1814, which ended the War of 1812; no territory exchanged hands and trade disputes were not resolved. (p. 333) Treaty of Greenville n. a 1795 agreement in which 12 Native American tribes surrendered much of present-day Ohio and Indiana to the U.S. government. (p. 300) Treaty of Guadalupe Hidalgo (GWAHD loop hi DAH goh) n. the 1848 treaty ending the U.S. war with Mexico; Mexico ceded nearly one-half of its land to the United States. (p. 410) Treaty of Paris n. the 1763 treaty that ended the French and Indian War; Britain gave up all of North America east of the Mississippi River. (p. 150) Treaty of Paris of 1783 n. the treaty that ended the Revolutionary War, confirming the independence of the United States and setting the boundaries of the new nation. (p. 212)
trench warfare n. a kind of warfare during World War I in which troops huddled at the bottom of trenches and fired artillery and machine guns at each other. (p. 680) triangular trade n. the transatlantic system of trade in which goods, including slaves, were exchanged between Africa, England, Europe, the West Indies, and the colonies in North America. (p. 111) tribunal (try BYOO nuhl) n. a court. (p. 253) trust n. a legal body created to hold stock in many companies, often in the same industry. (p. 595) tundra (TUN druh) n. a treeless plain that remains frozen under its top layer of soil. (p. 33)
U
unanimous (yoo NAN uh muhs) consent n. complete agreement. (p. 264) Uncle Tom’s Cabin n. a novel published by Harriet Beecher Stowe in 1852 that portrayed slavery as brutal and immoral. (p. 462) unconstitutional n. something that contradicts the law of the Constitution. (p. 317) Underground Railroad n. a series of escape routes used by slaves escaping the South. (p. 442) urbanization n. growth of cities resulting from industrialization. (p. 609) U.S.S. Maine n. a U.S. warship that mysteriously exploded and sank in the harbor of Havana, Cuba, on February 15, 1898. (p. 663)
V
vaquero (vah KAIR oh) n. a cowhand that came from Mexico with the Spaniards in the 1500s. (p. 560) vaudeville (VAWD vil) n. a form of live stage entertainment with a mixture of songs, dance, and comedy. (p. 629) viceroyalty (VYS ROI uhl tee) n. a province ruled by a viceroy, who ruled in the king’s name. (p. 71)
Vietnam War (vee ET NAHM) n. a military conflict from 1957 to 1975 between the North Vietnam Communists and the non-Communist forces of South Vietnam supported by the United States. (p. 719) vigilante (vij uh LAN tee) n. a person willing to take the law into his or her own hands. (p. 561)
Treaty of Tordesillas (TAWR duh SEE uhs) n. the 1494 treaty in which Spain and Portugal agreed to divide the lands of the Western Hemisphere between them and moved the Line of Demarcation to the west. (p. 61) Treaty of Versailles (vuhr SY) n. the 1919 treaty that ended World War I. (p. 696)
GLOSSARY R55
GLOSSARY
tenement n. an apartment building that is usually run-down and overcrowded. (p. 611)
Page 14 of 14
Virginia Plan n. a plan proposed by Edmund Randolph, a delegate to the Constitutional Convention in 1787, that proposed a government with three branches and a two-house legislature in which representation would be based on a state’s population or wealth. (p. 231)
W
war bond n. a low-interest loan by civilians to the government, meant to be repaid in a number of years. (p. 691) War Hawk n. a westerner who supported the War of 1812. (p. 329)
Watergate scandal n. a scandal resulting from the Nixon administration’s attempt to cover up its involvement in the 1972 break-in at the Democratic National Committee headquarters in the Watergate apartment complex in Washington, D.C. (p. 720) Webster-Hayne debate n. an 1830 debate between Daniel Webster and Robert Hayne over the doctrine of nullification. (p. 382) Whig (hwig) Party n. a political party organized in 1834 to oppose the policies of Andrew Jackson. (p. 387) Whiskey Rebellion n. a 1794 protest against the government’s tax on whiskey, which was valuable to the livelihood of backcountry farmers. (p. 301) Wilderness Road n. the trail into Kentucky that woodsman Daniel Boone helped to build. (p. 221) Wilmot (WIL muht) Proviso (pruh VY zoh) n. an 1846 proposal that outlawed slavery in any territory gained from the War with Mexico. (p. 459) World War II n. a war fought from 1939 to 1945, in which Great Britain, France, the Soviet Union, the United States, and other allies defeated Germany, Italy, and Japan. (p. 713) Wounded Knee Massacre n. the massacre by U.S. soldiers of 300 unarmed Native Americans at Wounded Knee Creek, South Dakota, in 1890. (p. 566) writ (rit) of assistance n. a search warrant that allowed British officers to enter colonial homes or businesses to search for smuggled goods. (p. 164)
X
XYZ Affair n. a 1797 incident in which French officials demanded a bribe from U.S. diplomats. (p. 306)
Y
yellow journalism n. a style of journalism that exaggerates and sensationalizes the news. (p. 663)
R56 GLOSSARY
Yoruba (YOH roo bah) n. a West African people who formed several states southwest of the Niger River. (p. 42)
Z
Zimmermann telegram n. a message sent in 1917 by the German foreign minister to the German ambassador in Mexico, proposing a German-Mexican alliance and promising to help Mexico regain Texas, New Mexico, and Arizona if the United States entered World War I. (p. 682)
Page 1 of 14
A
abolition [abolición] s. movimiento para eliminar la esclavitud. (p. 440)
abridge [abreviar] v. reducir. (p. 266) AEF s. Fuerza Expedicionaria Estadounidense, fuerzas de EE. UU. durante la primera guerra mundial. (p. 686)
affirmation [afirmación] s. declaración de que algo es cierto. (p. 257)
African Diaspora [diáspora africana] s. traslado forzado de los africanos, desde su patria a las Américas para trabajar allí como esclavos. (p. 78)
Albany Plan of Union [Plan de la Unión de Albany] s. primera propuesta formal para unir las colonias norteamericanas, presentado por Benjamín Franklin. (p. 149)
Alien and Sedition Acts [leyes de Extranjeros y Sedición] s. serie de cuatro leyes promulgadas en 1798 para reducir el poder político de inmigrantes recién llegados a Estados Unidos. (p. 306)
allies [aliados] s. alianza de Serbia, Rusia, Francia, Gran Bretaña, Italia y otros siete países durante la primera guerra mundial. (p. 680)
ally [aliado] s. país que acuerda ayudar a otro país a alcanzar un objetivo común. (p. 200)
American Federation of Labor (AFL) [Federación Norteamericana del Trabajo] s. organización nacional de sindicatos obreros fundada en 1886. (p. 603)
American System [Sistema Americano] s. plan presentado en 1815 para hacer autosuficiente a Estados Unidos. (p. 354)
Anaconda Plan [Plan Anaconda] s. estrategia de tres pasos mediante la cual la Unión se proponía derrotar a la Confederación durante la guerra civil estadounidense. (p. 484)
Angel Island [isla del Ángel] s. primera parada en Estados Unidos para la mayoría de los inmigrantes que venían de Asia. (p. 615)
Antifederalist [antifederalista] s. persona que se oponía a la ratificación de la Constitución de los Estados Unidos. (p. 234)
Anti-Imperialist League [Liga Antiimperialista] s. grupo de estadounidenses importantes que creían que Estados Unidos no debía negarle a otras personas el derecho de gobernarse a sí mismas. (p. 667)
Appalachian Mountains [montes Apalaches] s. cadena de montañas que se extiende desde el este de Canadá hacia el sur, hasta Alabama. (p. 126)
appellate [de apelación] adj. que tiene el poder de reexaminar decisiones de las cortes. (p. 260)
Appomattox Court House [Appomattox] s. pueblo de Virginia donde Robert E. Lee se rindió a Ulysses s. Grant en 1865, finalizando así la guerra civil. (p. 519)
apprentice [aprendiz] s. joven que aprende un oficio o una artesanía de un maestro experto. (p. 137)
appropiation [apropiación] s. fondos públicos que se reservan para un propósito específico. (p. 253)
archaeologist [arqueólogo] s. científico que estudia el pasado humano examinando artículos que dejó la gente. (p. 27)
armistice [armisticio] s. suspención de la lucha en una guerra. (p. 690)
Articles of Confederation [Artículos de Confederación] s. documento, adoptado por el Congreso Continental en 1777 y finalmente aprobado por los estados en 1781, que delineaba la forma de gobierno de los nuevos Estados Unidos. (p. 222)
artifact [artefacto] s. herramienta u otro artículo hecho por seres humanos. (p. 27)
artillery [artillería] s. cañon o arma grande. (p. 177) artisan [artesano] s. obrero especializado, como un tejedor a telar o un alfarero, que hace artículos a mano; artífice. (p. 117)
assimilation [asimilación] s. proceso de integrarse a una sociedad. (p. 616)
B
baby boom s. término para la generación que nació en Estados Unidos entre 1946 y 1961, cuando el índice de natalidad aumentó marcadamente después de la segunda guerra mundial. (p. 722)
Backcountry [tierras fronterizas] s. región colonial que se extendía a lo largo de los montes Apalaches a través de la sección oeste de Nueva Inglaterra y las colonias del centro y del sur. (p. 109)
Bacon´s Rebellion [Rebelión de Bacon] s. levantamiento contra la poderosa autoridad colonial de Jamestown por Nathaniel Bacon y un grupo de habitantes de la frontera que resultó en la quema de Jamestown en 1676. (p. 89)
bail [fianza] s. dinero que pagan como fianza las personas arrestadas para garantizar que van a regresar para el juicio. (p. 268)
Battle of Antietam [batalla de Antietam] s. batalla de la guerra civil, en 1862, en que murieron o resultaron heridos 25,000 hombres. (p. 497)
Battle of Fallen Timbers s. en 1794 el ejército estadounidense derrotó a 2,000 amerindios en un enfrentamiento por el control del territorio del Noroeste. (p. 299)
SPANISH GLOSSARY R57
SPANISH GLOSSARY
SPANISH GLOSSARY
Page 2 of 14
Battle of Gettysburg [batalla de Gettysburg) s. batalla de 1863 de la guerra civil en que la Unión derrotó a la Confederación, poniendo fin a la esperanza de una victoria confederada en el Norte. (p. 513)
Battle of Quebec [batalla de Quebec] s. batalla en la que los británicos derrotaron a los franceses y cambio decisivo en la guerra Francesa y Amerindia. (p. 150)
Battle of Shiloh [batalla de Shiloh] s. batalla de 1862 en que la Unión obligó a la Confederación a retroceder; fue una de las batallas más encarnizadas de la guerra civil. (p. 494)
Battle of Yorktown [batalla de Yorktown] s. última batalla importante de la guerra Revolucionaria que resultó en la capitulación de las fuerzas británicas en 1781. (p. 210)
Battle of the Alamo [batalla de El Álamo] s. en 1836 los te-
blockade [bloqueo] s. acción de las fuerzas armadas que impide la entrada o salida de mercaderías o personas. (p.484)
boomtown [pueblo en auge] s. pueblo que tiene una explosión repentina de crecimiento económico o demográfico. (p. 558)
border state [estado fronterizo] s. estados esclavistas fronterizos a estados en que la esclavitud era ilegal. (p. 482)
Boston Massacre [Matanza de Boston] s. choque en 1770 entre soldados británicos y colonos de Boston en que perecieron cinco de los colonistas, incluso Crispus Attucks. (p. 165)
Boston Tea Party [Motín del Té de Boston] s. como protesta contra el Acta del té, en 1773 los colonos arrojaron al puerto de Boston 342 cajones de té. (p. 167)
xanos defendieron contra el ejército mexicano una misión llamada El Álamo; sobrevivieron sólo cinco texanos (p. 403)
bounty [gratificación] s. recompensa o pago en dinero que
Battle of the Little Bighorn [batalla del Little Bighorn] s.
Boxer Rebellion [Rebelión bóxer] s. en 1900 el resentimien-
batalla de 1876 en que los sioux y los cheyennes aniquilaron toda una partida militar estadounidense. (p. 565)
Battle of the Thames [batalla de Thames] s. victoria estadounidense sobre los británicos en la guerra de 1812 que puso fin a la amenaza británica en el Territorio del Noroeste. (p. 332)
Battles of Saratoga [batallas de Saratoga] s. serie de conflictos en 1777, entre soldados británicos y el Ejército Continental que resultó en un cambio decisivo en la guerra Revolucionaria. (p. 199)
bayonet [bayoneta] s. largo cuchillo de acero colocado en el extremo de un arma de fuego. (p. 202)
Bear Flag Revolt [revuelta de la Bandera del Oso] s. rebelión de 1846 por los estadounidenses contra el dominio mexicano en California. (p. 409)
Benin [Benín] s. reino de África Occidental que se estableció cerca del delta del río Níger en el siglo XIV y se transformó en un estado importante en el siglo XV. (p. 43)
da un gobierno. (pp. 271, 508) to chino contra la actitud de superioridad cultural de los extranjeros resultó en este violento levantamiento. (p. 669)
boycott [boicot] v. negarse a comprar ciertos productos. (p. 161)
buck [ciervo] gamuza obtenida de la piel de un ciervo adulto, o unidad de dinero de los colonos. (p. 127)
buffalo soldier [soldado búfalo] s. apodo que los amerindios les dieron a los afroamericanos que servían en el ejército estadounidense del oeste. (p. 570)
business cycle [ciclo económico] s. serie de períodos de la economía buenos y malos. (p. 586)
C
cabinet [gabinete ministerial] s. grupo de ministros que actúan como los asesores princpales del presidente. (p. 294)
California gold rush [fiebre del oro de California] s. en 1849 gran cantidad de gente se fue a California porque allí se había descubierto oro. (p. 413)
Bessemer steel process [proceso siderúrgico Bessemer] s.
caravel [carabela] s. barco con velas triangulares que le per-
manera nueva de producir acero desarrollada hacia 1850 que causó un gran incremento en la producción side rúrgica. (p. 587)
mitían navegar hacia el viento y con velas cuadradas que lo llevaban hacia delante cuando soplaba viento en popa. (p. 49)
bill of attainder [decreto de proscripción] s. ley que condena a una persona sin juicio ante un tribunal. (p. 255)
Bill of Rights [Carta de Derechos] s. diez primeras enmiendas a la Constitución de Estados Unidos, adoptadas en 1791, que consisten en una lista formal de los derechos y libertades de los ciudadanos. (p. 237)
black code [código negro] s. ley pasada por los estados sureños que limitaba la libertad de los antiguos esclavos. (p. 534)
R58 SPANISH GLOSSARY
cash crop [cultivo comercial] s. cultivo que produce un agricultor para venderlo por dinero y no para su uso personal. (p. 115)
cavalry [caballería] s. soldados montados a caballo. (p. 496) Centennial Exhibition [Exposición del Centenario] s. exposición de 1876 en Filadelfia que celebró el centésimo cumpleaños de Estados Unidos. (p. 588)
Page 3 of 14
Hungría, Alemania, el Imperio otomano y Bulgaria durante la primera guerra mundial. (p. 680)
charter [cédula] s. contrato escrito que concede un gobierno otorgando al que lo recibe el derecho a establecer una colonia. (p. 87)
checks and balances [frenos y cortapisas] s. capacidad de cada rama del gobierno de usar frenos o controles sobre las otras ramas. (p. 246)
Chinese Exclusion Act [ley de Exclusión para chinos] s. aprobada en 1882, esta ley prohibía la inmigración china por diez años. (p. 617)
civil disobedience [desobediencia civil] s. negarse pacíficamente a obedecer leyes que uno considera injustas. (p. 431)
civilization [civilización] s. forma de cultura caracterizada por ciudades con centros de comercio, trabajadores especializados, formas de gobierno y religión organizadas, sistemas de mantener registros, y herramientas avanzadas. (p. 29)
civil rights [derechos civiles] s. derecho otorgado a todos los ciudadanos. (p. 535)
clan [clan] s. grupo grande de familias procedentes de un antepasado común. (p. 127)
Clayton Antitrust Act [ley Anti-trust Clayton] s. ley aprobada en 1914 que establecía reglas que prohibían prácticas comerciales que disminuyeran la competencia y le daba al gobierno más poder para reglamentar los trusts. (p. 648)
Cold War [guerra fría] s. estado de hostilidad, sin conflicto militar directo, que se desarrolló entre Estados Unidos y la Unión Soviética después de la segunda guerra mundial. (p. 717)
Columbian Exchange [transferencia colombina] s. transferencia de plantas, animales y enfermedades entre el hemisferio occidental y el oriental. (p. 74)
committee of correspondence [comité de correspondencia] s. grupo de personas de las colonias que se intercambiaban cartas sobre asuntos coloniales. (p. 166)
Committee to Reelect the President [Comité de Reelección del Presidente] s. organización cuya conexión con el allanamiento de la Sede Central del Partido Demócrata hizo estallar el escándalo Watergate. (p. 860)
common law [derecho consuetudinario] s. sistema de leyes
Conestoga wagon [carreta conestoga] s. vehículo que tenía ruedas anchas, caja de carro curvada y capota de lona y se usaba para transportar gente y artículos. (p. 117)
Confederate States of America [Estados Confederados de América] s. confederación constituida en 1861 por los estados sureños después de separarse de la Unión. (p. 473)
conquistador [conquistador] s. español que en el siglo XVI viajó a las Américas para explorar y conquistar. (p. 63)
conscription [conscripción] s. ley que requería que los hombres sirvieran en las fuerzas armadas o que fueran reclutados. (p. 508)
Constitutional Convention [Convención Constitucional] s. reunión realizada en 1787 para considerar cambios a los Artículos de Confederación, que resultó en la redacción de la Constitución. (p. 229)
containment [contención] s. bloqueo de una nación en la expansión de la influencia de otras naciones, especialmente los esfuerzos de Estados Unidos por bloquear la expansión de la influencia soviética hacia fines de los años cuarenta y comienzos de los cincuenta. (p. 718)
Continental Army [Ejército Continental] s. fuerzas coloniales autorizadas en 1775 por el segundo Congreso Continental, con George Washington como su comandante en jefe. (p. 177)
convene [convocar] v. llamar a reunión. (p. 259) convoy system [sistema de convoyes] s. fuerte flotilla de destructores que escolta a los barcos mercantes durante épocas de guerra. (p. 687)
cooperative [cooperativa] s. organización propiedad de los asociados que la dirigen. (p. 577)
Copperheads [víboras cobrizas] s. los principales adversarios políticos de Abraham Lincoln; abogaban por la paz con el Sur. (p. 508)
corporation [corporación] s. empresa propiedad de inversionistas que compran parte de la compañía mediante acciones. (p. 594)
cotton gin [desmontadora de algodón] s. máquina inventada en 1793 que limpiaba el algodón con mucha más rapidez y eficiencia que los obreros humanos. (p. 348)
counterculture [contracultura] s. grupo de jóvenes con valores morales y modos de vida contrarios a los de la cultura establecida. (p. 725)
desarrollado en Inglaterra, basado en costumbres y decisiones jurídicas anteriores. (p. 268)
Crittenden Plan [Plan de Crittenden] s. acuerdo presenta-
Compromise of 1850 [Acuerdo de 1850] s. serie de medi-
do en 1861 que podría haber evitado la secesión. (p. 475)
das del Congreso para resolver los desacuerdos principales entre los estados libres y los esclavistas. (p. 461)
Crusades [cruzadas] s. serie de guerras para capturar la Tierra Santa, iniciada en 1096 por cristianos europeos. (p. 45)
Compromise of 1877 [Acuerdo de 1877] s. acuerdo que resolvió la disputa sobre las elecciones de 1876: se declaró presidente a Rutherford B. Hayes, quien entonces retiró las tropas federales que quedaban en el Sur. (p. 548)
compulsory process [proceso obligatorio] s. procedimiento requerido. (p. 267)
SPANISH GLOSSARY R59
SPANISH GLOSSARY
Central Powers [Potencias Centrales] s. alianza de Austria-
Page 4 of 14
culture [cultura] s. manera de vida compartida por gente que tiene artes, creencias y costumbres semejantes. (p. 28)
D
Dawes Act [ley Dawes] s. ley, aprobada en 1887, que distribuía la tierra de las reservas amerindias a dueños individuales. (p. 567)
Declaration of Independence [Declaración de Independencia] s. documento, escrito en 1776, en que las colonias declararon su independendia de Gran Bretaña. (p. 180)
department store [almacén departamental] s. tienda que vende de todo, desde ropa a muebles a artículos de ferretería. (p. 627)
depression [depresión] s. aguda crisis económica. (p. 386) desert [desertar] v. abandonar el servicio militar sin intenciones de regresar. (p. 203)
direct primary [elecciones primarias directas] s. el electorado, y no las convenciones de partido, eligen a los candidatos para los cargos públicos. (p. 640)
diversity [diversidad] s. variedad de gente. (p. 117) doctrine of nullification [doctrina de la invalidación] s. derecho de un estado a rechazar una ley federal que considerase inconstitucional. (p. 381)
domestication [domesticación] s. práctica de criar plantas o amansar animales para satisfacer las necesidades humanas. (p. 28)
Dred Scott v. Sandford [Dred Scott contra Sandford] s. caso de 1865 de la Corte Suprema en que un esclavo, Dred Scott, entabló juicio por su libertad porque su amo lo había llevado a vivir en territorios donde la esclavitud era ilegal; la Corte dictaminó contra Scott. (p. 467)
due process of law [proceso legal debido] s. tratamiento justo bajo la ley. (p. 267)
E
elector [elector] s. votante. (p. 249) Ellis Island [isla Ellis] s. para la mayoría de los inmigrantes que vienen de Europa, la primera parada en Estados Unidos. (p. 614)
Emancipation Proclamation [Proclama de Emancipación] s. orden ejecutiva dictada por Abraham Lincoln el 1.° de enero de 1863, que liberaba a los esclavos de todas las regiones insurgentes contra la Unión. (p. 504)
Embargo Act of 1807 [ley de Embargo de 1807] s. ley que dictaminaba que los barcos estadounidenses ya no estaban autorizados para ir a puertos extranjeros y que también cerraba los puertos de Estados Unidos a los barcos británicos. (p. 328)
R60 SPANISH GLOSSARY
emigrant [emigrante] s. persona que abandona un país. (p. 423)
encomienda [encomienda] s. concesión del trabajo de los amerindios. (p. 72)
English Bill of Rights [Carta de Derechos Ingleses] s. acuerdo firmado por Guillermo y María por el que prometían respetar los derechos del Parlamento y los ciudadanos ingleses, incluso el derecho a elecciones libres. (p. 144)
enlightenment [Ilustración] s. movimiento del siglo XVIII que enfatizaba el uso de la razón y el método científico para obtener conocimiento. (p. 140)
enumeration [enumeración] s. recuento oficial, como un censo. (p. 249)
equity [equidad] s. sistema de justicia no cubierto bajo la ley común. (p. 269)
Erie Canal [canal de Erie] s. completado en 1825, esta vía navegable conectaba a la ciudad de Nueva York con Buffalo, New York. (p. 355)
Espionage Act [ley sobre el Espionaje] s. aprobada en 1917, esta ley establecía multas severas y muchos años de prisión para quienes participaran en actividades contra la guerra o alentaran a los que resistían la conscripción. (p. 692)
European Middle Ages [Edad Media europea] s. período desde fines del siglo V hasta aproximadamente el siglo XIV, durante el cual los europeos adoptaron el feudalismo y el sistema señorial. (p. 44)
exodusters s. afroamericanos que abandonaron el Sur para irse al Oeste y se comparaban a los hebreos bíblicos que habían escapado la esclavitud de Egipto. (p. 575)
ex post facto law [ley ex post facto] s. ley que hace que un acto sea una ofensa criminal aprobada después de cometido el acto. (p. 255)
F
factory system [sistema fabril] s. un método de producción que juntó a obreros y máquinas en el mismo edificio. (p. 341)
fall line s. punto a partir del cual una catarata impide que los barcos grandes continúen río arriba. (p. 126)
famine [hambruna] s. severa escasez de alimentos. (p. 426) fascism [fascismo] s. filosofía política que propugna un fuerte gobierno nacionalista centralizado, con un dictador poderoso a la cabeza. (p. 712)
federalism [federalismo] s. sistema de gobierno en que el poder está dividido entre el gobierno central (o federal) y los estados. (pp. 234, 245)
Federalists [federalistas] s. partidarios de la Constitución. (p. 234)
Page 5 of 14
defienden y explican la Constitución, escritos por Alexander Hamilton, James Madison y John Jay. (p. 235)
Federal Judiciary Act [ley de la Judicatura Federal] s. ayudó a establecer un sistema de tribunales; le dio al Tribunal Supremo seis miembros. (p. 294)
Federal Reserve Act [ley de la Reserva Federal] s. ley aprobada en 1913 que creó el sistema bancario de la nación e instituyó un sistema monetario flexible. (p. 648)
felony [felonía] s. delito grave. (p. 253) feudalism [feudalismo] s. sistema político en que el rey concedía a sus nobles el uso de sus tierras a cambio de su prestación militar y la protección de la gente que vivía en esas tierras. (p. 44)
Fifteenth Amendment [Enmienda Decimoquinta] s. aprobada en 1870, esta enmienda a la Constitución de Estados Unidos declaraba que a los ciudadanos no se les podía impedir que votaran “por motivo de raza, color ni condición anterior de esclavitud”. (p. 546)
54th Massachusetts Regiment [54.° Regimiento de Massachusetts] s. regimientos afroamericano organizado para luchar por la Unión en la guerra civil. (p. 506)
First Battle of Bull Run [primera batalla de Bull Run] s. una batalla de la guerra civil, de 1861, en que el Sur horrorizó al Norte con una victoria. (p. 485)
foreign policy [política exterior] s. relaciones con los gobiernos de otros países. (p. 304)
Fort Sumter [fuerte Sumter] s. fuerte federal ubicado en el puerto de Charleston, Carolina del Sur; el ataque sureño al fuerte Sumter marcó el comienzo de la guerra civil. (p. 481)
forty-niner [buscador de ventura del 49] s. persona que fue a California en búsqueda de oro, empezando en 1849. (p. 412)
Fourteen Points [Catorce puntos] s. los objetivos del presidente Woodrow Wilson para la paz que siguió a la primera guerra mundial. (p. 695)
Fourteenth Amendment [Enmienda Decimocuarta] s. enmienda a la Constitución de Estados Unidos, aprobada en 1868, que hizo ciudadanos del país a todas las personas nacidas en Estados Unidos o naturalizadas, incluso a los antiguos esclavos. (p. 535)
First Continental Congress [primer Congreso Continental] s. reunión en 1774 de delegados de todas las colonias, excepto Georgia, para defender los derechos coloniales. (p. 171)
Freedmen’s Bureau [Agencia de Manumisos] s. agencia federal establecida para ayudar a los antiguos esclavos después de la guerra civil. (p. 533)
freedmen’s school [escuela para los manumisos] s. escuela establecida por la Agencia de Manumisos para educar a los recientes libertos afroamericanos. (p. 541)
Free Soil Party [Partido del Suelo Libre] s. partido político dedicado a parar la expansión de la esclavitud. (p. 459)
French and Indian War [guerra Francesa y Amerindia] s. conflicto en Norteamérica, entre 1754 y 1763, que fue parte de una lucha mundial entre Francia y Gran Bretaña y que terminó con la derrota de Francia y el traspaso del Canadá francés a Gran Bretaña. (p. 147)
frontier [frontera] s. región sin o con muy pocos asentamientos ocupada mayormente por amerindios. (p. 557)
Fugitive Slave Act [ley de los Esclavos Fugitivos] s. ley de 1850 para ayudar a los dueños de esclavos a recapturar los esclavos fugados. (p. 462)
French Revolution [Revolución francesa] s. en 1789 los franceses iniciaron un movimiento por la libertad y la igualdad. (p. 301)
Fundamental Orders of Connecticut [Órdenes Fundamentales de Connecticut] s. conjunto de leyes establecidas en 1639 por una congregación puritana que se había asentado en el valle del río Connecticut y que ampliaban la idea de un gobierno representativo. (p. 95)
G
generator [generador] s. máquina que produce corriente eléctrica. (p. 587)
Ghana [Ghana] s. imperio del África Occidental entre los siglos VIII y XI d.de C. (p. 39)
Gilded Age [Edad Dorada] s. época de fines del siglo XIX de fabulosa riqueza. (p. 596)
“Glorious Revolution” [Revolución gloriosa] s. derrocamiento, en 1688, del rey inglés Jacobo II y su substitución por Guillermo y María. (p. 144)
gold standard [patrón oro] s. sistema en que el gobierno garantiza cada dólar con una cierta cantidad de oro. (p. 577)
Grange [La Quinta] s. creada en 1867 por un grupo de agricultores para tratar de satisfacer las necesidades sociales de las familias granjeras. (p. 577)
Great Awakening [Gran Despertar] s. renovación del sentimiento religioso en las colonias norteamericanas durante las décadas de 1730 a 1750. (p. 139)
Great Compromise [Gran Compromiso] s. acuerdo en la Convención Constitucional que estableció una legislatura nacional de dos cámaras; en una de estas cámaras, todos los estados tendrían representación igual, en la otra, cada estado tendría representación basada en su población. (p. 232)
SPANISH GLOSSARY R61
SPANISH GLOSSARY
Federalist Papers [El federalista] s. serie de ensayos que
Page 6 of 14
Great Depression [gran depresión] s. período que duró desde 1929 hasta 1941, en que la economía de Estados Unidos declinó severamente y millones de estadounidenses estaban sin empleo. (p. 709)
Hudson River School [Escuela del río Hudson] s. grupo de artistas que vivían en el valle del río Hudson del estado de New York. (p. 430)
Hull House [Casa Hull] s. fundada en 1889, fue modelo pa-
Great Migration [Gran Emigración] s. movimiento de puritanos que salieron de Inglaterra para establecer asentamientos por todo el mundo, incluyendo a 20,000 que partieron para América (p. 94); el movimiento de afroamericanos entre 1910 y 1920 del Sur hacia las ciudades del Norte. (p. 693)
Great Plains [Grandes Llanuras] s. región desde el río Missouri hasta las montañas Rocosas. (p. 557)
Great Society [gran sociedad] s. programa iniciado por Lyndon Johnson para ayudan a los pobres, los ancianos y las mujeres y también promovía la educación, prohibía la discriminación racial y protegía el medio ambiente. (p. 724)
greenback [billete verde] s. papel moneda emitido por el gobierno federal durante la guerra civil. (p. 509)
gristmill [molino harinero] s. molino en que el grano se muele para producir cualquier tipo de harina. (p. 115)
guerrilla [guerrillero] s. soldado que debilita al enemigo con asaltos inesperados y ataques relámpagos. (p. 207)
H
hacienda [hacienda] s. granja grande o finca. (p. 72) Harlem Renaissance [renacimiento de Harlem] s. florecimiento de la creatividad artística afroamericana durante los años veinte, centrada en la comunidad de Harlem de la ciudad de Nueva York. (p. 709)
Harpers Ferry s. arsenal federal en Virginia, capturado en 1859 durante un levantamiento de esclavos. (p. 469)
ra otras casas de acogida de la época. (p. 613)
hygiene [higiene] s. condiciones y prácticas que fomentan
I
la buena salud. (p. 490)
immigrant [inmigrante] s. persona que se establece en un país nuevo. (p. 423)
immunity [inmunidad] s. protección legal. (p. 262) impeachment [imputación] s. proceso de acusar a un funcionario público de un delito en el desempeño de sus funciones. (p. 249)
imperialism [imperialismo] s. política por la cual las naciones más poderosas extienden su control económico, político o militar sobre territorios o naciones más débiles. (p. 659)
impressment [secuestro] s. el acto de capturar personas a la fuerza. (p. 327)
inaugurate [investir] v. conferir un cargo oficial en una ceremonia formal. (p. 293)
income tax [impuesto sobre la renta] s. impuesto sobre los ingresos. (p. 509)
indentured servant [siervo escriturado] s. persona que vendía su trabajo a cambio de pasaje a Norteamérica. (p. 88)
Indian Removal Act [ley del Traslado de los Indígenas] s. esta ley de 1830 requería que el gobierno negociara tratados para el traslado de los amerindios al oeste. (p. 376)
Indian Territory [territorio Indio] s. lo que hoy son Oklaho-
año 1000 d.C. vivió en lo que ahora es la región norte de Nigeria. (p. 42)
ma y partes de Kansas y Nebraska a la cual se trasladó a los amerindios bajo la ley del Traslado de los Indígenas de 1830. (p. 376)
Haymarket affair [asunto Haymarket] s. mitín de protesta
indictment [acusación] s. declaración escrita dictada por un
Hausa [hausa] s. gente de África Occidental que después del
sindicalista que resultó aproximadamente en un centenar de muertes después de que un desconocido tiró una bomba y la policía abrió fuego contra la multitud. (p. 602)
Holocaust [Holocausto] s. matanza sistemática en
jurado de acusación que inculpa a una persona de un delito. (p. 250)
indigo [añil] s. planta que cultivaban las colonias sureñas de la cual se obtiene un colorante azul oscuro. (p. 121)
Alemania, durante la segunda guerra mundial, de unos seis millones de judíos así como millones de otros grupos étnicos. (p. 716)
individual right [derecho individual] s. libertad y privilegio
homestead [residencia] s. tierra para asentarse y construir
Industrial Revolution [revolución industrial] s. en la Ingla-
una casa. (p. 568)
Homestead Act [ley de Residencia] s. aprobada en 1862, esta ley ofrecía 160 acres de tierra gratis a cualquiera que acordara ocuparla y trabajarla por cinco años. (p. 574)
House of Burgesses [Cámara de los Burgueses] s. creada en 1619, la primera asamblea representativa de las colonias norteamericanas. (p. 88)
R62 SPANISH GLOSSARY
personal que garantiza a los ciudadanos estadounidenses la Carta de Derechos. (p. 247) terra de fines del siglo XVIII, las maquinarias de fábrica empezaron a reemplazar las herramientas manuales, y la producción de bienes manufacturados reemplazó la agricultura como el principal modo de trabajo. (p. 341)
inferior court [tribunal inferior] s. corte con autoridad menor que la del Tribunal Supremo. (p. 260)
Page 7 of 14
los servicios y disminución del valor del dinero. (p. 386)
initiative [iniciativa] s. el procedimiento que permite a los
K
Kansas-Nebraska Act [ley de Kansas-Nebraska] s. ley de 1854 que estableció los territorios de Kansas y Nebraska y otorgó a sus habitantes el derecho a decidir si querían o no permitir la esclavitud. (p. 464)
votantes proponer una ley directamente. (p. 640)
inoperative [inoperante] adj. que no está vigente. (p. 274) insurrection [insurrección] s. levantamiento abierto contra
kayak [kayak] s. embarcación pequeña hecha de piel de animales. (p. 33)
un gobierno. (p. 271)
interchangeable part [parte intercambiable] s. parte que
King Cotton [rey Algodón] s. al algodón se lo llamaba rey porque era importante en el mercado mundial y el Sur cultivaba la mayor parte del algodón que usaban las fábricas textiles de Europa. (p. 484)
es exactamente igual a otra parte. (p. 343)
Intolerable Acts [leyes Intolerables] s. serie de leyes aprobadas en 1774 por el Parlamento para castigar a Massachusetts por el Motín del Té de Boston. (p. 170)
King Philip’s War [guerra del rey Felipe] s. guerra entre las colonias puritanas y los amerindios que se libró entre 1675 y 1676. (p. 96)
ironclad [acorazado] s. buque de guerra cubierto de hierro. (p. 491)
Iroquois League [Liga Iroquesa] s. alianza del siglo XVI entre los pueblos amerindios cayuga, mohawk, oneida, onondaga y seneca, que vivían en la región oriental de los Grandes lagos. (p. 37)
Knights of Labor [Caballeros del Trabajo] s. organización de obreros de oficios diferentes formada después de la guerra civil. (p. 601)
Ku Klux Klan s. grupo constituido en 1866 que quería res-
irrigation [irrigación] s. práctica de llevar agua a los cultivos. (p. 29)
Islam [islam] s. religión fundada por el profeta Mahoma en
J
el siglo VII, que enseña que hay un solo Dios: Alá. (p. 41)
L
taurar el control del Sur a los demócratas y mantener sumisos a los antiguos esclavos. (p. 544)
labor union [sindicato laboral] s. obreros que se unen para tratar de conseguir mejores condiciones de trabajo. (p. 434)
Land Ordinance of 1785 [Ordenanza de Tierras de 1785] s.
Jacksonian Democracy [democracia jacksoniana] s. idea de extender el poder político a toda la gente asegurando de ese modo el gobierno de la mayoría. (p. 370)
Jamestown. s. primer asentamiento inglés permanente en Norteamérica. (p. 87)
Jay’s Treaty [Tratado de Jay] s. el acuerdo que puso fin a la disputa sobre los derechos marítimos estadounidenses durante la Revolución francesa. (p. 302)
jazz [jazz] s. tipo nuevo de música en los años veinte que capturó el despreocupado espíritu de la época. (p. 708)
Jim Crow [ley Jim Crow] s. ley que imponía la separación entre la gente blanca y la de piel negra en los lugares públicos del Sur. (p. 621)
joint-stock company [sociedad por acciones] s. empresa en que los inversionistas colocan su dinero en un fondo común con la intención de sacar ganancias. (p. 86)
judicial review [revisión judicial] s. principio de que el Tribunal Supremo tiene la última palabra en la interpretación de la Constitución. (p. 317)
Judiciary Act of 1801 [ley Judicial de 1801] s. ley que aumentó el número de jueces federales, permitiéndole al presidente John Adams cubrir la mayoría de los puestos nuevos con federalistas. (p. 316)
ley que establecía un plan para la agrimensura y venta de las tierras públicas al oeste de los montes Apalaches. (p. 223)
land speculator [especulador en tierras] s. persona que compra grandes extensiones de terreno a precio bajo y luego vende secciones pequeñas a precios altos. (p. 394)
League of Nations [Sociedad de Naciones] s. organización establecida después de la primera guerra mundial para resolver conflictos internacionales. (p. 695)
leisure s. tiempo libre. (p. 627) Lewis and Clark expedition [expedición de Lewis y Clark] s. grupo dirigido por Meriwether Lewis y William Clark que exploró las tierras de la Compra de Luisiana empezando en 1803. (p. 320)
Lexington and Concord s. escenarios, en Massachusetts, de las primeras batallas de la Revolución norteamericana. (p. 173)
limited government [gobierno limitado] s. principio que requiere que todos los ciudadanos estadounidenses, incluso los líderes gubernamentales, obedezcan la ley. (p. 247)
lode [veta] s. mineral enterrado entre capas de roca. (p. 558) Lone Star Republic [República de la Estrella Solitaria] s. apodo de la República de Texas, que se le dio en 1836. (p. 405)
SPANISH GLOSSARY R63
SPANISH GLOSSARY
inflation [inflación] s. subida en el precio de los productos y
Page 8 of 14
long drive [largo arreo] s. arreo de ganado al ferrocarril. (p. 560)
Louisiana Purchase [Compra de Luisiana] s. en 1803, la compra a Francia del Territorio de Luisiana. (p. 319)
Lowell mills [fábricas de Lowell] s. fábricas textiles ubicadas en el pueblo manufacturero de Lowell, Massachusetts, fundado en 1826. (p. 342)
Loyalist [realista]. s. colono norteamericano que apoyaba a los británicos durante la Revolución norteamericana. (p. 173)
M
mail-order catalog [catálogo de venta por correo] s. publicación que contenía fotografías y la descripción de los artículos para que la gente encargara por correo. (p. 627)
Magna Carta [Carta Magna] s. “Gran Cédula Real”; documento que garantizaba los derechos políticos básicos en Inglaterra, aprobada por el rey Juan en el año 1215. (p. 141)
Mali [Malí] s. imperio del África Occidental desde el siglo XIII hasta el siglo XVI y que se enriqueció gracias al comercio. (p. 41)
manifest destiny [destino manifiesto] s. creencia de que era el destino de Estados Unidos extenderse por todo el continente, desde al océano Atlántico al océano Pacífico. (p. 407)
manor system [sistema señorial] s. sistema en que los nobles dividían sus tierras en propiedades, cultivadas mayormente por los siervos, quienes recibían la protección del noble. (p. 45)
Marbury v. Madison [Marbury contra Madison] s. caso de 1803 en que el Tribunal Supremo dictaminó que tenía el poder de invalidar leyes declarándolas inconstitucionales. (p. 317)
mass culture [cultura de masas] s. cultura común compartida por grandes números de personas. (p. 626)
matrilineal [por línea materna] adj. sociedad en que la ascendencia se determina mediante la madre. (p. 36)
Mayflower Compact [Pacto del Mayflower] s. acuerdo firmado por los hombres que viajaron a América en el Mayflower, que requería leyes para el bien de la colonia y establecía el concepto de autogobierno. (p. 93)
melting pot [crisol de culturas] s. lugar donde las culturas se amalgaman. (p. 616)
mercantilism [mercantilismo] s. sistema económico en que las naciones tratan de aumentar su riqueza y poder obteniendo oro y plata y estableciendo una balanza comercial favorable. (p. 61)
mercenary [mercenario] s. soldado profesional contratado para luchar por un país extranjero. (p. 195)
R64 SPANISH GLOSSARY
Mexican Cession [Cesión mexicana] s. extensa región cedida por México después de la guerra con México; incluía los actuales estados de California, Nevada, Utah, la mayor parte de Arizona y partes de Nuevo México, Colorado y Wyoming. (p. 411)
Mexicano [mexicano] s. persona de ascendencia española cuyos antepasados habían venido de México y se habían establecido en el sudoeste. (p. 570)
middle passage [travesía intermedia] s. parte intermedia de la ruta del comercio triangular (el viaje de África a las Américas) que traía africanos capturados a la esclavitud. (p. 78)
migrate [migrar] v. mudarse de un lugar a otro. (p. 27) militarism [militarismo] s. creencia de que una nación necesita una fuerza militar grande. (p. 679)
militia [milicia] s. fuerza de civiles armados comprometidos a defender su comunidad durante la Revolución norteamericana. (p. 170); fuerza militar de emergencia, que no es parte del ejército profesional. (p. 254)
minié ball [bala minié] s. bala con base hueca. (p. 491) Minuteman [minutero] s. miembro de la milicia colonial entrenado para responder “con un minuto de aviso”. (p. 170)
misdemeanor [fechoría] s. violación de la ley. (p. 259) mission [misión] s. asentamiento creado por la Iglesia con el propósito de convertir a los amerindios al cristianismo. (p. 72)
missionary [misionero] s. persona enviada por la Iglesia para predicar, enseñar y convertir a los indígenas al cristianismo. (p. 61)
Missouri Compromise [Acuerdo de Missouri] s. serie de leyes aprobadas en 1820 para mantener el equilibrio del poder político entre los estados esclavistas y los libres. (p. 358)
monopoly [monopolio] s. compañía que elimina a sus competidores y controla una industria. (p. 595)
Monroe Doctrine [Doctrina Monroe] s. política de oposición estadounidense a cualquier interferencia europea en el hemisferio occidental, proclamada por el presidente Monroe en 1823. (p. 359)
Mormon [mormón] s. miembro de una iglesia fundada por Joseph Smith en 1830. (p. 397)
Mound Builder [constructor de túmulos] s. amerindio primitivo que construía grandes estructuras de tierra. (p. 31)
mountain man [hombre de las montañas] s. trampero o explorador que abrió el oeste hallando sendas a través de las montañas Rocosas. (p. 393)
muckraker [revuelve estiércol] s. hacia comienzos del siglo XX, periodista que exponía la corrupción dentro de la sociedad estadounidense. (p. 640)
Page 9 of 14
N
nationalism [nacionalismo] s. sentido de orgullo, lealtad y
O
Open Door Policy [política de puertas abiertas] s. en 1899 Estados Unidos instó a las naciones que tenían intereses en China a que siguieran una política según la cual ningún país controlaría el comercio con China. (p. 669)
protección hacia el país de uno. (p. 354)
nativist [nativista] s. estadounidense nativo que quería eliminar toda influencia extranjera. (p. 428)
Oregon Trail [Camino de Oregón] s. camino hacia el oeste que iba de Independence, Missouri, al territorio de Oregón. (p. 396)
natural-born citizen [ciudadano nato] s. ciudadano nacido en Estados Unidos o en un estado asociado o dependencia de Estados Unidos, o a padres que son ciudadanos estadounidenses que viven fuera del país. (p. 257)
naturalization [naturalización] s. manera de darle ciudadanía completa a una persona nacida en otro país. (pp. 253, 270)
Navigation Acts [Actas de Navegación] s. serie de leyes aprobadas por el Parlamento, empezando en 1651, para asegurarse Inglaterra de que el comercio de sus colonias le rindiera ganancias económicas. (p. 112)
navigator [oficial de derrota] s. persona que planea el rumbo de un barco mientras está en el mar. (p. 49)
Nazi Party [Partido Nazi] s. partido Alemán Nacionalsocialista de los Trabajadores, llegó al poder bajo Adolfo Hitler en 1930. (p. 712)
neutral [neutral] adj. que no apoya ni a un país ni al otro. (p. 302)
neutrality [neutralidad] s. rechazo de la idea de apoyar a un país u otro durante una guerra. (p. 682)
New Deal [Nuevo Trato] s. programas de Franklin Roosevelt para luchar contra la depresión. (p. 710)
New France [Nueva Francia] s. puesto para el comercio de las pieles establecido en 1608 que se convirtió en el primer asentamiento francés permanente en Norteamérica. (p. 70)
new immigrant [inmigrante nuevo] s. persona del sur y el este de Europa que entró a Estados Unidos después de 1900. (p. 614)
New Jersey Plan [Plan de Nueva Jersey] s. plan de gobier-
overseer [capataz] s. persona contratada por el dueño de
P
una plantación para vigilar a los esclavos y dirigir su trabajo. (p. 122)
pacifist [pacifista] s. persona moralmente opuesta a la guerra. (p. 209)
Palmer raids [allanamientos de Palmer] s. en 1920 agentes federales y la policía allanaron los hogares de personas que se sospechaba que eran radicales. (p. 697)
Panama Canal [canal de Panamá] s. atajo a través de Panamá que conecta los oceános Atlántico y Pacífico. (p. 670)
Panic of 1837 [pánico de 1837] s. crisis financiera con clausura de bancos y colapso del sistema crediticio, que resultó en muchas quiebras y serio desempleo. (p. 386)
Panic of 1873 [pánico de 1873) s. crisis financiera en que los bancos se clausuraron y la bolsa de comercio se derrumbó. (p. 547)
Parliament [Parlamento] s. el cuerpo legislativo principal de Inglaterra. (p. 142)
patent [patente] s. documento del gobierno que otorga a un inventor el derecho exclusivo a hacer o vender su invención durante un determinado número de años. (p. 586)
Patriot [patriota] s. colono norteamericano que durante la Revolución norteamericana estaba a favor de los rebeldes. (p. 173)
patroon [patrono] s. persona que traía 50 colonos a Nueva Holanda y a cambio recibía una gran concesión de tierras y otros privilegios especiales. (p. 101)
no propuesto en 1787 en la Convención Constitucional que proponía una cámara legislativa única en que cada estado tendría un solo voto. (p. 231)
petroleum [petróleo] s. líquido aceitoso e inflamable.
Nineteenth Amendment [Enmienda Decimonovena] s.
mas de dinero a las organizaciones benéficas. (p. 596)
enmienda a la Constitución de Estados Unidos ratificada en 1920 que dio a las mujeres el derecho absoluto a votar. (p. 653)
Northwest Ordinance [Ordenanza del Noroeste] s. describe cómo se iba a gobernar el territorio del Noroeste y establecía las condiciones para el asentamiento, así como los derechos de los colonos. (p. 223)
(p. 585)
philanthropist [filántropo] s. persona que da grandes suPickett’s Charge [carga de Pickett] s. en 1863 el general George Pickett dirigió una carga frontal contra las fuerzas de la Unión durante la batalla de la guerra civil en Gettysburg; el ataque fracasó. (p. 513)
piedmont [tierras bajas] s. ancha extensión de tierra llana al pie de una cadena de montañas. (p. 126)
Northwest Territory [territorio del Noroeste] s. territorio organizado por la Ordenanza de Tierras de 1785, que incluía tierras que formaron los estados de Ohio, Indiana, Michigan, Illinois, Wisconsin y parte de Minnesota. (p. 223)
SPANISH GLOSSARY R65
SPANISH GLOSSARY
Muslim [musulmán] s. adherente del islam. (p. 41)
Page 10 of 14
Pilgrim [peregrino] s. miembros del grupo que rechazó la
profit [ganancia] s. cantidad de dinero que saca una empre-
Iglesia de Inglaterra, viajó a América y fundó la colonia de Plymouth en 1620. (p. 92)
sa depués de descontar a las entradas los gastos empresariales. (p. 48)
Pinckney’s Treaty [Tratado de Pinckney] s. tratado de 1795 con España que otorgaba a Estados Unidos el uso del río Mississippi y el derecho a depositar bienes en Nueva Orleans; creó el paralelo 31 como el límite sur de Estados Unidos. (p. 302)
plantation [plantación] s. finca grande para cultivos comerciales. (p. 73)
platform [plataforma] s. declaración de creencias. (p. 471) Platt Amendment [Enmienda Platt] s. resultado de la guerra entre Estados Unidos y España, dio a Estados Unidos el derecho a intervenir en los asuntos de Cuba cuando existiera amenaza a la “vida, propiedad y libertad individual”. (p. 666)
Plessy v. Ferguson [Plessy contra Ferguson] s. caso de 1896 en que el Tribunal Supremo dictaminó que la separación de las razas en las instalaciones públicas era legal. (p. 621)
political machine [maquinaria política] s. organización que logra votos suficientes para controlar un gobierno local. (p. 613)
political party [partido político] s. grupo de personas que trata de promover sus ideas y ejercer su influencia sobre el gobierno, y que también apoya a candidatos a los cargos públicos. (p. 304)
Pontiac’s Rebellion [rebelión de Pontiac] s. rebelión de 1763 contra los fuertes británicos y los colonos norteamericanos, dirigida en parte por el líder ottawa Pontiac, en reacción a los colonos que demandaban las tierras de los amerindios, así como a la severidad con que trataban a éstos los soldados británicos. (p. 151)
popular sovereignty [soberanía popular] s. gobierno en que gobierna la gente (p. 244); sistema en que los ciudadanos votan para decidir un asunto. (p. 463)
Populist Party [Partido Populista] s. también conocido como el Partido del Pueblo y constituido en 1890, este grupo quería una política que aumentara el precio de lo que cultivaban los granjeros. (p. 577)
prejudice [prejuicio] s. opinión negativa no basada en los hechos. (p. 427)
printing press [imprenta] s. máquina inventada por Johannes Gutenberg alrededor de 1455. (p. 47)
privateer [corsario] s. barco de propiedad particular autorizado por un gobierno que está en guerra a atacar los barcos de la marina mercante enemiga. (p. 204)
Proclamation of 1763 [Proclama de 1763] s. orden por la cual Gran Bretaña les prohibía a los colonos norteamericanos establecer asentamientos al oeste de los montes Apalaches. (p. 151)
R66 SPANISH GLOSSARY
progressivism [progresismo] s. movimiento reformista de principios del siglo XX que buscaba devolver el control del gobierno al pueblo, restablecer oportunidades económicas y corregir las injusticias de la vida estadounidense. (p. 639)
propaganda [propaganda] s. opinión expresada con el propósito de influir en las acciones de otras personas. (p. 692)
proprietary colony [colonia de proprietario] s. colonia de un único dueño. (p. 101)
pro tempore adv. latín para “por el momento”. (p. 250) Pullman Strike [huelga de Pullman] s. huelga nacional de ferrocarriles que se extendió por toda la industria ferroviaria en 1894. (p. 603)
Puritan [puritano] s. miembro de un grupo de Inglaterra que se asentó en la Colonia de la bahía de Massachusetts en 1630 y trató de reformar las prácticas de la Iglesia de Inglaterra. (p. 94)
push-pull factor s. factor que empuja a la gente a irse de su tierra natal y las atrae a un lugar nuevo. (p. 424)
Q
Quaker [cuáquero] s. persona que creía que todas las personas debieran vivir en paz y armonía; aceptaba a religiones y grupos étnicos diferentes. (p. 101)
quarter [acuartelar] v. dar alojamiento. (p. 267) Quartering Act [ley de Acuartelamiento] s. ley aprobada por el Parlamento en 1765 que requería que las colonias alojaran a los soldados británicos y los aprovisionaran. (p. 160)
quorum [quórum] s. número mínimo de miembros que deben estar presentes para que pueda empezar a deliberar oficialmente una asamblea. (p. 251)
R
racial discrimination [discriminación racial] s. tratamiento diferente por motivos de raza. (p. 620)
racism [racismo] s. creencia de que alguna gente es inferior a causa de su raza. (p. 79)
radical [radical] s. persona que adopta posiciones políticas extremas. (p. 313)
Radical Republican [republicano radical] s. diputado que después de la guerra civil estaba a favor de usar el gobierno para crear un nuevo orden en el Sur y dar la ciudadanía total y derecho al voto a los afroamericanos. (p. 533)
ragtime s. mezcla de canciones afroamericanas y formas musicales europeas. (p. 629)
ratification [ratificación] s. aprobación oficial. (p. 264)
Page 11 of 14
cargo. (p. 640)
Reconstruction [Reconstrucción] s. proceso que usó el gobierno de Estados Unidos para readmitir a los estados confederados a la Unión después de la guerra civil. (p. 533)
Red Scare [Terror Rojo] s. entre 1919 y 1920, ola de pánico sobre una posible revolución comunista. (p. 697)
referendum [referéndum] s. cuando una ley que se ha propuesto se somete al voto del pueblo. (p. 640)
Reformation [Reforma] s. movimiento religioso del siglo XVI para corregir los problemas de la Iglesia Católica Romana. (p. 47)
Renaissance [Renacimiento] s. período de la historia europea que duró desde el siglo XIV hasta comienzos del XVII y que acrecentó el interés por el arte y el saber. (p. 46)
rendezvous [encuentro] s. reunión. (p. 197) reprieve [indultar] n. cancelación de un castigo. (p. 259) republic [república] s. gobierno en que el pueblo elige representantes para que lo gobiernen. (p. 222)
republicanism [republicanismo] s. creencia de que el gobierno se debe basar en el consentimiento del pueblo; el pueblo ejercita su poder votando por representantes políticos. (pp. 214, 245)
Republican Party [Partido Republicano] s. el partido político constituído en 1854 por los que se oponían a la esclavitud en los territorios. (p. 466)
reservation [reserva] s. tierras destinadas por el gobierno de Estados Unidos para las tribus amerindias. (p. 562)
revenue [rentas públicas] s. entradas que recibe un gobierno para cubrir sus gastos. (pp. 160, 252)
revival [renacimiento religioso] s. reunión diseñada para revivir la fe religiosa. (p. 433)
rifle [rifle] s. arma de barril estriado que hace que la bala vaya girando por el aire. (p. 491)
robber baron [capitalista inescrupuloso] s. líder industrial que se hizo acaudalado usando medios deshonestos. (p. 594)
romanticism [romanticismo] s. movimiento artístico europeo que acentuaba al individuo, la imaginación, la creatividad y la emoción. (p. 429)
Roosevelt Corollary [Corolario de Roosevelt] s. la adición en 1904 a la Doctrina Monroe permitiendo a los Estados Unidos a actuar de “policía” en Latinoamérica. (p. 672)
Rough Rider s. miembro del Primer Regimiento Estadouni-
royal colony [colonia real] s. colonia regida por goberna-
S
dores nombrados por un rey. (p. 103)
salutary neglect [indiferencia beneficiosa] s. política de no interferir Inglaterra en los asuntos de sus colonias norteamericanas durante la primera mitad del siglo XVIII. (p. 144)
Sand Creek Massacre [masacre de Sand Creek] s. un ataque en 1864, en el que más de 150 hombres, mujeres y niños del pueblo cheyene murieron a manos de la milicia de Colorado. (p. 564)
Santa Fe Trail [Camino de Santa Fe] s. camino hacia el oeste que iba de Missouri a Santa Fe, New Mexico. (p. 395)
secede [separarse] v. retirarse. (p. 473) secession [secesión] s. separarse como parte de Estados Unidos. (p. 383)
Second Battle of the Marne [segunda batalla del Marne] s. en 1918 esta batalla de la primera guerra mundial marcó el cambio decisivo en el curso de la guerra; las tropas aliadas junto con las estadounidenses detuvieron el avance alemán hacia el interior de Francia. (p. 689)
Second Continental Congress [segundo Congreso Continental] s. organismo de gobierno cuyos delegados acordaron en mayo de 1775 organizar el Ejército Continental y aprobar la Declaración de Independencia. (p. 177)
Second Great Awakening [segundo Gran Despertar] s. renovación de la fe religiosa durante fines del siglo XVIII y comienzos del XIX. (p. 433)
sectionalism [seccionalismo] s. colocar los intereses de la región propia por encima de los de la nación como unidad. (p. 357)
Sedition Act [ley de Sedición] s. ley aprobada en 1918 que hacía ilegal la crítica de la guerra. Imponía fuertes multas y largos períodos de encarcelamiento para los que participaran en actividades contra la guerra. (p. 692)
segregation [segregación] s. separación. (p. 621) Seneca Falls Convention [convención de Seneca Falls] s. convención sobre los derechos de la mujer llevada a cabo en Seneca Falls, New York, en 1848. (p. 444)
separation of powers [separación de poderes] s. división de las funciones básicas del gobierno en tres ramas. (p. 246)
servitude [servitud] s. práctica de pertenecer a un dueño o amo. (p. 270)
dense de Voluntarios de Caballería que organizó Theodore Roosevelt y que luchó en la guerra entre España y Estados Unidos. (p. 665)
SPANISH GLOSSARY R67
SPANISH GLOSSARY
recall [destituir] v. votar para sacar a un funcionario de su
Page 12 of 14
Seven Days’ Battles [batallas de los Siete Días] s. batalla de 1862 de la guerra civil en que la Confederación forzó a la Unión a retroceder después de un intento fracasado de capturar la capital sureña de Richmond. (p. 496)
Seventeenth Amendment [Enmienda Decimoséptima] s. enmienda a la Constitución estadounidense, ratificada en 1913, que autorizaba la elección directa de los senadores estadounidenses por el electorado de cada estado. (p. 648)
sharecropping [aparcería] s. sistema en que los terratenientes daban a los agricultores tierra, semilla y herramientas a cambio de parte de la cosecha. (p. 543)
Shays’s Rebellion [revuelta de Shay] s. sublevación de
Spanish-American War s. guerra de 1898 que comenzó cuando Estados Unidos demandó que España le concediera la independencia a Cuba. (p. 664)
Spanish Armada [Armada española] s. flota de buques enviada en 1588 por el rey español Felipe Segundo para invadir a Inglaterra y restaurar allí el catolicismo romano. (p. 69)
sphere of influence [esfera de influencia] s. región donde las naciones extranjeras demandan derechos especiales y privilegios económicos. (p. 669)
spiritual [canción espiritual] s. canción folklórica religiosa. (p. 351)
granjeros adeudados de Massachusetts en 1787. (p. 225)
spoils system [sistema de prebendas] s. práctica de otor-
Sherman Antitrust Act [ley Antitrust Sherman] s. ley apro-
gar los candidatos elegidos empleos gubernamentales a los simpatizantes políticos. (p. 373)
bada en 1890 que declaró ilegal que las corporaciones obtuvieran control de las industrias formandos trusts. (p. 641)
Siege of Vicksburg [sitio de Vicksburg] s. victoria unionista de 1863, durante la guerra civil que le permitió a la Unión controlar todo el río Misisipí. (p. 516)
sit-down strike s. [huelga de brazos caídos] huelga en que los obreros permanecen dentro de la fábrica pero se niegan a trabajar. (p. 743)
Sixteenth Amendment [Enmienda Decimosexta] s. enmienda a la Constitución de Estados Unidos, ratificada en 1913, que dio al Congreso el poder de crear impuestos a las rentas. (p. 647)
slash-and-burn agriculture [agricultura de corte y quema] s. método agrícola en que la gente preparaba los campos cortando y quemando árboles y pastos, cuyas cenizas fertilizaban la tierra. (p. 37)
slave code [código de los esclavos] s. ley pasada para reglamentar el tratamiento de los esclavos. (p. 79)
slavery [esclavitud] s. sistema de servidumbre humana involuntaria. (p. 76)
slum [barrio bajo] s. barrio de casas abarrotadas de gente y peligrosas. (p. 612)
smuggle [contrabandear] v. importar o exportar mercancías ilegalmente. (p. 112)
social gospel [evangelio social] s. movimiento cuyo objetivo era mejorar la vida de los pobres. (p. 612)
socialism [socialismo] s. sistema económico en que todos los miembros de una sociedad son propietarios por igual de todas las empresas; los miembros comparten el trabajo y las ganancias (p. 602)
sodbuster s. granjero de la frontera. (p. 575) Songhai s. imperio de África Occidental que sucedió a Malí y controló el comercio desde el siglo XV hasta fines del XVI. (p. 42)
Sons of Liberty [Hijos de la Libertad] s. grupo de colonos que formaron una sociedad secreta para oponerse a las políticas británicas en los tiempos de la revolución norteamericana. (p. 161)
R68 SPANISH GLOSSARY
Stamp Act [ley del Timbre] s. ley aprobada por el Parlamento en 1765 que requería que todos los documentos comerciales y legales llevaran un timbre oficial que indicaba que se había pagado un impuesto. (p. 160)
standard time [hora oficial] s. sistema adoptado en 1918 que dividió a Estados Unidos en cuatro zonas horarias. (p. 592)
states’ rights [derechos estatales] s. teoría que sostenía que los estados tenían el derecho a decidir cuándo el gobierno federal había pasado una ley inconstitucional. (p. 307)
steerage [tercera clase] s. nivel o lugar más barato de un barco. (p. 423)
Stono Rebellion [Rebelión de Stono] s. sublevación de esclavos de 1739, en Carolina del Sur, que resultó en que se hicieran aún más estrictas las leyes que controlaban a los esclavos. (p. 123)
strategy [estrategia] s. plan general de acción. (p. 196) strike [declararse en huelga] v. suspender los obreros el trabajo para tratar de conseguir condiciones de trabajo mejores. (p. 434)
subsistence farm v. una granja que produce bastante alimento para la familia con sólo una pequeña cantidad para vender. (p. 110)
suffrage [sufragio] s. derecho a votar. (pp. 262, 444) Sugar Act [ley del Azúcar] s. ley aprobada por el Parlamento en 1764 que impuso impuestos al azúcar, la melaza y otros productos que llegaban a las colonias; también establecía severos castigos para los contrabandistas. (p. 160)
sweatshop s. lugar donde los obreros trabajaban largas horas en condiciones muy malas por salarios muy bajos. (p. 600)
T
Tammany Hall s. famosa maquinaria política de la ciudad de Nueva York de fines del siglo XIX. (p. 613)
Page 13 of 14
tadas. (p. 296)
Tariff of Abominations [arancel de las Abominaciones] s. ley de 1828 que subió los aranceles de las materias primas y las manufacturas; alteró a los sureños, quienes sentían que la política económica nacional la estaban determinando los intereses económicos del noreste. (p. 381)
technology [tecnología] s. uso de herramientas y conocimiento para satisfacer las necesidades humanas. (p. 32)
Tejano [tejano] s. persona de ascendencia española que consideraba a Texas su hogar. (p. 400)
temperance movement [movimiento de la templanza] s. campaña para acabar con el consumo de las bebidas alcohólicas. (p. 434)
tender s. dinero (p. 255) tenement [casa de vecindad] s. edificio de apartamentos generalmente en muy malas condiciones y atestado. (p. 611)
Thirteenth Amendment [Enmienda Decimotercera] s. enmienda a la Constitución de Estados Unidos adoptada en 1865 que abolía la esclavitud y la servidumbre involuntaria en Estados Unidos. (p. 521)
Three-Fifths Compromise [Acuerdo de los Tres Quintos] s. acuerdo de la Convención Constitucional que establecía que, para efectos de la representación y del cobro de impuestos, se contarían como parte de la población tres quintos de los esclavos de un estado. (p. 232)
Townshend Acts [leyes de Townshend] s. serie de leyes aprobadas por el Parlamento en 1767 que suspendieron la Asamblea de Nueva York y establecieron impuestos a las mercancías importadas a las colonias británicas. (p. 163)
Trail of Tears [Sendero de las Lágrimas] s. trágica marcha del pueblo cherokee desde sus tierras hasta el Territorio Indio, entre 1838 y 1839; miles de cherokees murieron. (p. 377)
transcendentalism [trascendentalismo] s. filosofía del siglo XIX que enseñaba que el mundo espiritual es más importante que el mundo físico y que las personas pueden hallar la verdad dentro de sí mismas mediante los sentimientos y la intuición. (p. 431)
transcontinental railroad [ferrocarril transcontinental] s. ferrocarril que se extendía por todo el continente. (p. 590)
Treaty of Ghent [Tratado de Gante] s. tratado firmado en 1814 que puso fin a la guerra de 1812; no cambió de dueño ningún territorio ni se resolvieron los conflictos comerciales. (p. 333)
Treaty of Greenville [Tratado de Greenville] s. acuerdo de 1795 por el cual 12 tribus amerindias cedieron al gobierno de Estados Unidos gran parte de lo que hoy son los estados de Ohio e Indiana. (p. 300)
Treaty of Guadalupe Hidalgo [Tratado de Guadalupe Hidalgo] s. tratado de 1848 que puso fin a la guerra estadounidense con México; México cedió California y Nuevo México a los Estados Unidos. (p. 410)
Treaty of Paris [Tratado de París] s. tratado de 1763 que puso fin a la guerra Francesa y Amerindia; Inglaterra entregó toda norteamérica del este del río Mississippi. (p. 150)
Treaty of Paris of 1783 [Tratado de París de 1783] s. tratado que puso fin a la guerra Revolucionaria, confirmó la independencia de Estados Unidos y estableció los límites de la nueva nación. (p. 212)
Treaty of Tordesillas [Tratado de Tordesillas] s. tratado de 1494 por el cual España y Portugal acordaron repartirse las tierras del hemisferio occidental y movieron la línea de demarcación hacia el oeste. (p. 61)
Treaty of Versailles [Tratado de Versailles] s. tratado de 1919 que puso fin a la primera guerra mundial. (p. 696)
trench warfare [guerra de trincheras] s. clase de guerra durante la primera guerra mundial en que los combatientes se apiñaban en zanjas fortificadas y se disparaban artillería y fuego de ametralladora. (p. 680)
triangular trade [comercio triangular] s. sistema de comercio transatlántico en que se intercambiaban mercancías, incluso esclavos, entre África, Inglaterra, Europa, las Antillas y las colonias de Norte América. (p. 111)
tribunal [tribunal] s. corte. (p. 253) trust s. cuerpo legal creado para tener una cartera de acciones de varias empresas, con frecuencia en la misma industria. (p. 595)
tundra [tundra] s. pradera sin árboles que está permanentemente helada debajo de su capa de superior de tierra. (p. 33)
U
unanimous consent [consentimiento unánime] s. acuerdo completo. (p. 264)
Uncle Tom’s Cabin [La cabaña del tío Tom] s. novela publicada por Harriet Beecher Stowe en 1852, que mostraba la esclavitud como brutal e inmoral. (p. 462)
unconstitutional [inconstitucional] adj. que contradice la ley de la constitución. (p. 317)
Underground Railroad [ferrocarril clandestino] s. serie de rutas de escape que usaban los esclavos para escaparse del Sur. (p. 442)
urbanization [urbanización] s. crecimiento de las ciudades como resultado de la industrialización. (p. 609)
SPANISH GLOSSARY R69
SPANISH GLOSSARY
tariff [arance aduanero] s. impuesto a las mercancías impor-
Page 14 of 14
U.S.S. Maine s. barco de guerra estadounidense que explo-
World War II [segunda guerra mundial] s. guerra que se
tó misteriosamente y se hundió en el puerto de La Habana, Cuba, el 15 de febrero de 1898. (p. 663)
V
vaquero [vaquero] s. peón de ganado que vino de México
libró entre 1939 y 1945, en que Gran Betaña, Francia, la Unión Soviética, Estados Unidos, China y otros aliados derrotaron a Alemania, Italia y Japón. (p.713)
Wounded Knee Massacre [masacre de Wounded Knee] s. masacre de 1890 por soldados estadounidenses de 300 amerindios desarmados, en Wounded Knee Creek, Dakota del Sur. (p. 566)
con los españoles en el siglo XVI. (p. 560)
vaudeville [vodevil] s. tipo de espectáculo teatral en vivo con mezcla de canciones, baile y comedia. (p. 629)
viceroyalty [virreinato] s. provincia regida por un virrey,
writ of assistance [mandato judicial de transferencia] s. orden de registro que permitía a los oficiales británicos entrar en los hogares o comercios coloniales en busca de contrabando. (p. 164)
que gobernaba en nombre del rey. (p. 71)
Vietnam War [guerra de Vietnam] s. conflicto militar que duró desde 1954 hasta 1975, entre el Vietnam del Norte comunista, apoyado por China y la Unión Soviética y las fuerzas no comunistas de Vietnam del Sur, apoyados por Estados Unidos. (p.719).
vigilante [vigilante] s. persona dispuesta a tomar la ley en sus propias manos. (p. 561)
Virginia Plan s. plan presentado por Edmund Randolph, delegado a la Convención Constitucional de 1787, que proponía un gobierno de tres ramas y una legislatura bicameral en la que la representación se basaría en la población o la riqueza de un estado. (p. 231)
W
war bond [bono de guerra] s. préstamo de interés bajo de la población civil al gobierno, que se pagaría dentro de un número de años. (p. 691)
War Hawk s. habitante de las regiones del oeste que apoyaba la guerra de 1812. (p. 329)
Webster-Hayne debate [debate Webster-Hayne] s. debate de 1830 entre Daniel Webster y Robert Hayne sobre la doctrina de la invalidación. (p. 382)
Whig Party [Partido Whig] s. partido político organizado en 1834 en oposición a las políticas de Andrew Jackson. (p. 387)
Whiskey Rebellion [rebelión del Whisky] s. protesta de 1794 contra el impuesto que impuso el gobierno al whisky, valioso medio económico de los granjeros de la frontera. (p. 301)
Wilderness Road [Camino al Desierto] s. sendero a Kentucky que ayudó a construir el pionero Daniel Boone. (p. 221)
Wilmot Proviso [Claúsula de Wilmot] s. propuesta de 1846 que excluía la esclavitud de cualquier territorio adquirido como resultado de la guerra con México. (p. 459)
R70 SPANISH GLOSSARY
X Y
XYZ Affair [asunto XYZ] s. incidente de 1797 en que funcionarios franceses demandaron que los diplomáticos estadounidenses les pagaran un soborno. (p. 306)
yellow journalism [periodismo amarillo] s. estilo de periodismo que usa la exageración y el sensacionalismo para presentar las noticias. (p. 663)
Yoruba [Yoruba] s. gente de África Occidental que constitu-
Z
yó varios estados al sudoeste del río Níger. (p. 42)
Zimmermann telegram [telegrama de Zimmerman] s. mensaje enviado en 1917 por el ministro de Relaciones Exteriores alemán al embajador alemán en México proponiendo una alianza entre México y Alemania y prometiendo ayudar a México a recuperar Texas, New Mexico y Arizona si Estados Unidos entraba en la guerra. (p. 682)
Page 1 of 5
Chronological and Spatial Thinking charts, graphs, diagrams, 31, 37, 49, 53, 66, 77, 79, 89, 97, 104, 105, 113, 118, 123, 129, 140, 145, 151, 162, 173, 181, 198, 199, 210, 278, 297, 302, 323, 362, 368, 573-574, 579, 580, 586, 608, 630, 673, 683, 675, 678, 690, 720, 721, 727, 729
chronological order / sequence, 84, 89, 172, 186, 216, 240, 242-243, 276-277, 476, 576, 711, 716
comparing, 604, 721, 724 contrasting, 152, 587, 724, 726 creating a model, 151, 346, 399, 538, 673, 683 creating maps, 43, 118, 173, 225, 302, 323, 373, 470, 491, 497, 511, 519, 617, 643, 675
economic systems, 91, 214, 296, 380, 458, 109, 296, 543, 386, 647
expansion and disintegration, 40, 57, 200, 226, 334, 357, 358, 360, 376, 398, 410, 418, 459, 580, 674, 737
interpreting / reading maps, 12, 14, 20, 21, 28, 30, 33, 40, 51, 55, 63, 65, 68, 72, 74, 87, 95, 102, 103, 110, 111, 114, 120, 125, 127, 131, 150, 153, 172, 187, 195, 197, 203, 209, 213, 217, 223, 241, 299, 320, 331, 350, 355, 357, 358, 363, 376, 395, 405, 408, 410, 419, 425, 447, 464, 473, 477, 483, 494, 495, 499, 517, 527, 551, 558, 563, 581, 592, 599, 645, 652, 660, 665, 669, 670, 672, 680, 688, 697, 701, 715, 737, 732
interpreting visuals / graphics, 20, 21, 30, 34, 37, 40, 43, 48, 58, 62, 71, 77, 78, 80, 81, 82-83, 96, 97, 104, 106, 117, 124, 136, 137, 144, 152, 162, 186, 213, 216, 224, 226, 227, 232, 235, 240, 244-247, 248-287, 304, 308, 309, 375, 323, 329, 333, 335, 343, 362, 373, 377, 380, 385, 388, 389, 390-391, 416, 425, 442, 448, 484, 492, 514, 521, 543, 549, 550, 553, 554, 569, 583, 586, 589, 596, 604, 605, 610, 615, 621, 630, 631, 647, 654, 655, 671, 675, 687, 690, 697, 700, 709, 720, 727, 734
map basics, 9, 20, 21 migration, 18, 28, 33, 149, 398, 447, 425, 579, 615 physical geography, 11, 12, 13, 14-15, 17, 20, 33, 125, 325, 514, 645
explaining geographic patterns, 17, 18, 74, 111, 125
recognizing effects, 405, 728-729
exploration, 51, 55, 63, 153, 398
themes of geography, 5, 20, 21, 28, 40, 51, 63, 72, 80, 87,
human geography, 17, 18, 19, 20, 33, 226, 324, 350, 425, 446, 514, 580, 598, 644, 728
interdisciplinary activities art, 37, 47, 66, 73, 75, 79, 89, 123, 129, 140, 145, 162, 181, 199, 205, 233, 297, 302, 317, 329, 359, 387, 397, 405, 428, 432, 491, 497, 538, 544, 573, 593, 603, 613, 629, 643, 661, 683, 698, 728 civics, 225, 398, 437, 539, 612 drama, 445 economics, 728 geography, 43, 53, 118, 151, 173, 225, 302, 323, 373, 378, 470, 497, 511, 519, 617, 643 language arts, 31, 37, 66, 75, 89, 97, 103, 129, 140, 181, 199, 237, 297, 353, 359, 387, 397, 485, 491, 519, 561, 572, 603, 613, 623, 629, 649, 653, 667, 698, 711, 716 math, 21, 53, 77, 79, 118, 169, 173, 213, 215, 347, 373, 378, 470, 521, 523, 571, 617, 667, 673, 694, 729 music, 48, 70, 151, 162, 210, 506, 561, 593, 711 science, 31, 103, 123, 345, 398, 417, 589, 610, 673, 683, 721 speech, 97, 145, 167, 205, 215, 237, 307, 329, 345, 353, 383, 437, 461, 475, 511, 537, 544, 567, 571, 579, 694, 721 technology, 48, 70, 113, 210, 233, 307, 317, 383, 405, 417, 428, 432, 445, 561, 475, 485, 506, 523, 537, 567, 579, 581, 589, 649, 653, 661, 675, 716 world history, 323
95, 102, 104, 110, 115, 120, 124, 125, 127, 130, 148, 172, 195, 197, 203, 209, 223, 226, 227, 299, 320, 324, 325, 331, 350, 354, 357, 358, 376, 395, 399, 405, 408, 410, 425, 446, 464, 473, 483, 495, 515, 517, 558, 563, 592, 598, 644, 645, 652, 660, 665, 667, 670, 672, 680, 684, 697
time lines, 24, 54, 58, 82, 106, 132, 156, 167, 190, 218, 276277, 290, 310, 338, 366, 390, 420, 445, 454, 476, 478, 497, 498, 500, 5526, 530, 554, 579, 582, 603, 606, 636, 656, 667, 672, 676, 704, 713, 716, 730, 738
using historical documents, 38, 98, 182-185, 238-239, 242, 248-275, 360, 524, 525, 538-539, 596, 685, 699, 730
Research, Evidence, and Point of View analyzing causes, 544, 684. See also under Historical Interpretation; and Reading and Critical Thinking.
artifacts, 124, 202, 226, 324, 390, 446, 514, 537, 591, 598, 644 assessing sources, 528, 538-539, 624-625, 631, 650, 664, 684, 699. See also under Reading and Critical Thinking.
categorizing information, 392, 418, 608, 630, 706, 730 cooperative learning, 187, 346, 372, 3898, 499, 527, 538539, 551, 572-573, 581, 664, 684-685, 701, 731. See also under Writing and Speaking.
drawing conclusions, 187, 373, 397, 524, 593, 603, 624625, 653, 661, 673, 690, 694. See also under Historical Interpretation; and Reading and Critical Thinking.
INDEX OF SKILLS
R71
INDEX OF SKILLS
INDEX OF SKILLS
Page 2 of 5
evaluating information, 56, 81, 171, 197, 347, 373, 528, 551, 664, 694. See also under Reading and Critical Thinking.
forming and supporting opinions, 97, 98-99, 101, 118, 173, 202, 309, 360, 389, 491, 551, 579, 624-625, 701, 731. See also under Historical Interpretation; and Reading and Critical Thinking.
framing historical questions, 43, 48, 79, 80, 91, 188, 208, 360, 450, 477, 593, 605, 630, 631, 632, 655, 675, 699, 702-703, 737. See also under Reading and Critical Thinking.
internet research, 21, 55, 62, 81, 91, 105, 125, 131, 142, 151, 153, 175, 187, 188, 189, 191, 208, 215, 241, 309, 311, 325, 335, 347, 363, 372, 389, 391, 398, 415, 419, 427, 447, 449, 455, 458, 476, 477, 487, 492, 499, 515, 519, 527, 529, 531, 537-539, 549, 551, 581, 583, 589, 599, 605, 612, 619, 623, 629, 631, 643, 645, 647, 655, 657, 664, 667, 671, 673, 675, 677, 683, 684, 685, 701, 703, 705, 728, 731, 739
library research, 81, 105, 131, 153, 173, 188, 189, 208, 215, 217, 309, 329, 335, 336, 363, 383, 389, 398, 419, 449, 469, 470, 477, 492, 499, 519, 529, 549, 551, 581, 605, 619, 629, 631, 643, 667, 671, 673, 675, 683, 684-685, 702-703, 739
point of view / perspective, 38, 55, 91, 127, 131, 151, 203, 205, 309, 360, 469, 486, 499, 551, 604, 605, 624-625, 655, 668, 675, 703
primary sources, 21, 27, 29, 32, 33, 38, 39, 43, 47, 52, 55, 63, 67, 71, 75, 78, 81, 85, 92, 94, 97, 98, 99, 100, 105, 109, 114, 116, 118, 119, 122, 124, 126, 128, 129, 131, 134, 135, 139, 141, 142, 148, 151, 153, 159, 160, 162, 164, 165, 167, 172, 182-185, 187, 196, 200, 202, 209, 215, 217, 221, 230, 231, 234, 238, 239, 241, 242, 247, 248-275, 293, 298, 301, 303, 309, 313, 315, 322, 324, 330, 335, 342, 344, 348, 351, 352, 353, 354, 356, 359, 360-361, 363, 369, 372, 374, 377, 379, 382, 384, 385, 389, 393, 396, 409, 419, 423, 433, 438-439, 440, 444, 449, 457, 477, 481, 488, 504, 519, 524, 525, 527, 538, 545, 547, 548, 551, 557, 567, 568, 581, 620, 624-625, 631, 641, 655, 670, 675, 696, 699, 701, 731
secondary sources, 14, 91, 104, 105, 169, 217, 347, 451, 477, 484, 538-539, 551, 569, 573, 661, 684-685. See also library research under Research, Evidence, and Point of View.
solving problems, 215, 285, 465, 685, 738. See also under Historical Interpretation; and Reading and Critical Thinking.
summarizing, 258, 315, 334, 715, 720, 725. See also under Historical Interpretation; and Reading and Critical Thinking.
using notes, 186, 292, 308, 334, 418, 448, 498, 502, 526, 550, 580, 630, 654, 674, 700, 730. See also taking notes under Writing and Speaking.
Historical Interpretation analyzing causes, 20, 36, 40, 46, 48, 52, 79, 88, 104, 108, 112, 121, 125, 152, 194, 210, 213, 214, 224, 316, 327, 357, 370, 397, 402, 405, 408, 414, 416, 444, 534, 541, 561, 575, 599, 601, 602, 623, 645, 649, 661, 668, 669, 709, 737. See also under Reading and Critical Thinking.
analyzing points of view, 296, 314, 350, 358, 383, 385, 463, 469, 542, 567, 578, 588, 595, 693, 698
asking questions, 575 biography, 37, 50, 64, 86, 88, 112, 121, 140, 166, 181, 193, 194, 205, 210, 228, 230, 293, 295, 315, 316, 319, 321, 324-325, 353, 370, 375, 394, 404, 435, 441, 443, 444, 449, 461, 482, 496, 510, 516, 519, 522, 534, 565, 570, 571, 578, 588, 595, 613, 622, 643, 648, 661, 667, 696, 711, 716, 723
causal relationships, 17, 25, 31, 36, 37, 46, 54, 171, 174, 182, 329, 333, 711, 737
cause and effect, 96, 323, 340, 523, 661, 720 comparing, 31, 50, 81, 102, 142, 180, 214, 235, 336, 430, 441, 458, 482, 502, 571, 576, 629, 653, 724, 738
contrasting, 48, 137, 138, 209, 235, 297, 343, 351, 404, 494, 502, 521, 596, 629, 653, 673, 724
cost-benefit analysis, 309, 728 decision-making, 204, 285 drawing conclusions, 29, 30, 35, 65, 69, 77, 80, 145, 149, 162, 166, 173, 185, 207, 302, 206, 332, 373, 397, 415, 447, 517, 571, 587, 591, 604, 643, 618, 654, 671, 673, 737. See also under Reading and Critical Thinking.
economic and political issues, 48, 62, 214, 296, 309, 380, 387, 388, 424, 458, 509, 521, 571, 576, 586, 593, 603, 604, 640, 647, 671, 706, 728
economic performance, 20, 62, 124, 296, 335, 350, 380, 458, 573, 595
evaluating, 197, 207, 212, 229, 248, 291, 438, 451, 613, 624625, 630, 643. See also under Reading and Critical Thinking.
finding main ideas, 62, 75, 79, 80, 88, 89, 97, 99, 103, 122, 134, 136, 150, 152, 185, 223, 322, 356, 397, 411, 448, 525, 541, 587, 619, 651, 658, 674, 684, 687, 738. See also under Reading and Critical Thinking.
forming and supporting opinions, 5, 20, 53, 59, 96, 107, 118, 157, 199, 233, 325, 328, 428, 451, 549, 579, 604, 613, 663, 684, 727, 730. See also under Reading and Critical Thinking.
historical continuity, 113, 120, 141, 150, 186, 242, 300, 304, 317, 375, 386, 410, 446, 464, 538, 549, 593, 671
identifying problems, 45, 83, 104, 129, 133, 427, 550, 603, 615, 621, 631, 671, 684, 729, 737
influence of geographic patterns / factors, 18, 28, 52, 83, 124, 149, 324, 424, 446, 593, 671
R72 INDEX OF SKILLS
Page 3 of 5
using graphics, 48, 75, 129, 167, 205, 225, 237, 317, 323, 329,
196, 201, 210, 212, 219, 221, 227, 236, 306, 377, 403, 413, 415, 430, 470, 518, 536, 564, 577, 596, 611, 666, 692, 693, 710
345, 353, 359, 373, 377, 383, 387, 397, 405, 417, 428, 432, 437, 445, 461, 465, 470, 475, 485, 491, 497, 506, 511, 519, 423, 537, 544, 549, 561, 567, 571, 579, 589, 593, 597, 613, 617, 623, 629, 643, 649, 653, 661, 667, 673, 683, 690, 694, 727, 729. See also under Chronological and Spatial Thinking; and Writing and Speaking.
interpretation, 188, 297, 399, 605, 624-625 issues and problems, 25, 31, 54, 80, 90-91, 104, 107, 130, 152, 181, 186, 189, 216, 219, 233, 239, 240, 244-247, 308, 309, 334, 353, 354, 356, 358, 362, 369, 372, 374, 388, 389, 394, 402, 406, 411, 414, 418, 426, 431, 443, 467, 476, 489, 490, 506, 509, 541, 546, 549, 550, 561, 575, 580, 585, 591, 599, 603, 621, 629, 630, 631, 651, 654, 673, 674, 694, 700, 729, 730, 732, 737
making inferences, 20, 34, 38, 41, 47, 53, 70, 74, 78, 93, 94, 113, 128, 143, 147, 161, 235, 279, 295, 296, 299, 307, 319, 321, 351, 380, 395, 411, 526, 534, 558, 616, 642, 647, 660, 672, 711
patterns, 25, 17, 81, 399, 424, 598-599, 610, 615, 671. See also under Reading and Critical Thinking.
political ideas / systems, 182-185, 244-247, 248-287, 294, 304, 307, 386, 418, 467, 605
primary sources, 21, 43, 242, 248, 513, 605, 635, 702. See also under Reading, Evidence, and Point of View.
reading a map, 34, 68, 87, 131, 198, 222, 332, 349, 352, 375, 394, 404, 407, 442, 461, 496, 518, 560, 564, 716. See also under Chronological and Spatial Thinking.
recognizing effects, 42, 111, 121, 140, 143, 172, 174-175, 201, 208, 215, 279, 323, 328, 342, 344, 345, 349, 353, 371, 377, 378, 386, 436, 459, 468, 487, 543, 547, 559, 560, 565, 576, 610, 643, 653, 676, 689, 690, 694, 723. See also under Reading and Critical Thinking.
using primary sources, 38, 98, 360, 438, 444, 499, 624-625, 685, 699, 723. See also under Research, Evidence, and Point of View.
Reading and Critical Thinking analyzing, 80, 97, 108, 118, 130, 152, 182, 186, 189, 216, 233, 239, 248-275, 311, 360, 367, 436, 444, 482, 664, 699, 700, 737, 738. See also under Historical Interpretation.
analyzing causes, 20, 36, 54, 79, 88, 103, 108, 112, 130, 194, 210, 213, 224, 316, 327, 333, 381, 401, 428, 456, 476, 509, 544, 550, 563, 584, 590, 601, 683, 696, 716, 737. See also under Historical Interpretation.
analyzing point of view, 53, 127, 151, 162, 203, 205, 233, 296, 314, 329, 373, 469, 475, 486, 623, 625, 655, 693. See also under Historical Interpretation.
applying citizenship, 279, 280-287, 526, 539, 604, 664, 674, 700. See also under Writing and Speaking.
assessing sources, 57, 182, 242, 248, 513, 529, 684. See also under Research, Evidence, and Point of View.
categorizing, 26, 54, 138, 392, 413, 608, 706, 730 cause and effect, 48, 80, 96, 108, 130, 323, 329, 340, 362, 416, 584. See also under Historical Interpretation.
recognizing propaganda, 165, 196, 237, 611, 664, 702
characterization, 45, 655
sequence, 17, 37, 43, 54, 84, 89, 104, 130, 158, 174, 186, 192,
chronological order / sequence, 84, 104, 130, 158, 172,
216, 343, 349, 465, 671, 716
solving problems, 87, 195, 220, 240, 285, 292, 424, 458, 538, 550, 655, 728-729. See also under Reading and Critical Thinking.
summarizing, 72, 81, 86, 95, 104, 117, 128, 130, 144, 160, 181, 216, 231, 304, 315, 334, 381, 402, 467, 505, 510, 522, 548, 570, 577, 611, 627, 649, 709, 719. See also under Reading and Critical Thinking; and Research, Evidence, and Point of View.
time and place, 31, 35, 42, 52, 68, 75, 86, 94, 101, 116, 128, 133, 138, 149, 164, 172, 173, 181, 193, 199, 202, 204, 206, 207, 208, 211, 221, 228, 229, 233, 234, 237, 293, 294, 298, 301, 303, 305, 307, 313, 314, 318, 319, 326, 330, 332, 348, 351, 613, 617, 628, 631, 640, 648, 651, 671, 672, 689, 694, 708, 714, 719, 732, 738
understanding technological change, 6, 339, 341, 346, 349, 415, 492, 577, 588, 587, 589, 590, 592, 593, 599, 610, 627, 629, 671, 681
192, 216, 716. See also under Chronological and Spatial Thinking.
comparing and contrasting, 20, 31, 54, 66, 102, 123, 137, 138, 140, 142, 199, 209, 235, 312, 387, 422, 448, 461, 480, 485, 498, 502, 519, 526, 546, 580, 604, 613, 617, 623, 624-625, 628, 724, 738. See also under Historical Interpretation.
drawing conclusions, 13, 20, 29, 30, 35, 37, 43, 47, 51, 57, 65, 66, 69, 77, 89, 145, 162, 166, 167, 173, 181, 185, 186, 207, 236, 239, 261, 279, 306, 332, 372, 376, 407, 415, 418, 426, 441, 445, 491, 492, 504, 508, 537, 549, 566, 579, 647. See also under Historical Interpretation.
evaluating, 207, 212, 302, 345, 432, 434, 438, 537, 561, 593, 613, 618-619, 689, 699
evaluating information, 171, 197, 538, 539, 572, 664, 689. See also under Research, Evidence, and Point of View.
fact v. opinion, 59, 165, 202 finding main ideas, 60, 63, 70, 80, 97, 99, 122, 134, 136, 150, 152, 185, 223, 244-247, 322, 356, 368, 388, 397, 411, 536,
INDEX OF SKILLS
R73
INDEX OF SKILLS
interpreting art, 47, 73, 79, 97, 122, 129, 137, 168, 180, 190,
Page 4 of 5
544, 556, 580, 619, 640, 643, 655, 667, 692, 739. See also under Historical Interpretation.
forming and supporting opinions, 20, 96, 97, 98-99, 101, 145, 173, 186, 191, 199, 233, 247, 265, 268, 328, 353, 437, 442, 448, 484, 491, 526, 551, 580, 597, 625, 663, 667, 674, 710, 727. See also under Historical Interpretation; and Research, Evidence, and Point of View.
framing historical questions, 90, 208, 242, 539, 655, 702
identifying facts and opinions, 43, 202, 225, 470, 506, 624-625
identifying problems, 292, 532, 638, 644, 684, 728, 732. See also under Historical Interpretation.
K-W-L, 56-57, 84, 108, 134, 158, 188, 220, 286, 292, 312, 336337, 340, 368, 392, 422, 450-451, 480, 502, 528-529, 532, 538539, 556, 572-573, 584, 607, 608, 612, 632, 633, 638, 658, 664, 678, 684-685, 701, 702-703, 706, 728-729
literature connections, 174-175, 431, 440, 486-487, 522, 558, 590, 618-619, 642, 689, 723
making decisions, 174, 204, 230, 231, 285, 498 making generalizations, 48, 54, 317, 458, 511, 617 making inferences, 9, 20, 50, 60, 62, 70, 74, 78, 93, 94, 97, 113, 128, 143, 161, 164, 227, 235, 294, 307, 319, 321, 351, 361, 388, 403, 409, 414, 425, 431, 435, 469, 475, 490, 496, 497, 511, 513, 521, 523, 525, 547, 569, 571, 597, 622, 629, 649, 661, 665, 682, 694. See also under Historical Interpretation.
perspective, 242, 579, 581, 732. See also under Research, Evidence, and Point of View.
plot, 174-175, 618-619 previewing concepts, 25, 59, 83, 107, 133, 157, 191, 219, 242-247, 291, 311, 339, 367, 391, 421, 479, 501, 531, 583, 607, 637, 657, 677, 705
reading charts and graphs, 120, 144, 213, 224. See also under Chronological and Spatial Thinking.
reading maps, 7-9, 34, 116, 161, 198, 222, 300, 319, 349, 513, 591, 680, 681. See also under Chronological and Spatial Thinking.
recognizing effects, 19, 20, 45, 75, 79, 80, 97, 111, 121, 140, 143, 147, 167, 172, 201, 208, 215, 323, 328, 344, 345, 352, 355, 359, 371, 377, 380, 383, 405, 417, 432, 437, 472, 495, 506, 548, 567, 586, 589, 593, 602, 621, 678, 692, 696, 700, 718. See also under Historical Interpretation.
recognizing propaganda, 165, 196, 237, 334, 664 solving problems, 87, 195, 220, 215, 240, 285, 292, 465, 476, 532, 538, 623, 638, 654, 685, 729. See also under Historical Interpretation.
summarizing, 72, 86, 95, 130, 152, 160, 181, 277, 304, 312, 334, 483, 489, 627, 641, 670, 711, 719, 725. See also under Historical Interpretation; and Research, Evidence, and Point of View.
R74 INDEX OF SKILLS
theme, 54, 130, 186, 216, 240, 308, 334, 362, 388, 418, 448, 476, 498, 526, 550, 580, 630, 654, 674, 700, 730
understanding continuity and change, 242-243, 335, 580, 590, 596, 604, 608, 629, 630, 644, 671, 672, 674, 684, 693, 706, 732, 738
Writing and Speaking activities advertisement, commercial, 55, 89, 309, 347, 629 article / news report, 81, 97, 103, 129, 198, 237, 241, 419, 477, 483, 519, 572, 633, 675, 701 audio recording, 233, 383, 432 banner, 387 biography, 37, 181, 199, 449, 450, 528-529, 561, 581, 623 book report / review, 353, 465 booklet, 684 broadcast, 694 brochure / leaflet, 145, 643 cartoon / comic strip, 129, 168, 205, 233, 297, 329, 359, 698 charts, 60, 70, 85, 173, 373. See also under Chronological and Spatial Thinking. closing arguments, 145 collage, 75, 283 database, 118, 279, 523, 571, 667, 675 debating, 241, 309, 469 description, 57, 451 diagram, 345, 497 dialogue, 363 diary entry, 131 directions, 21 display, 589, 703, 716 documentary, 461 dramatic readings / performance, 307, 445 drawing / illustrating, 37, 55, 79, 140, 302, 389, 465 editorial / opinion piece, 169, 225, 359, 389, 603, 698 election process, 372 essay, 300, 711, 731 exhibit, 632-633 explanation, 398 fiction / drama, 91 graphics, 66, 70, 75, 79, 103, 113, 169, 215, 470, 477, 572, 728, 729 instructions / guide, 91, 398, 631 Internet home page, 317, 537. See also Web site. interview, 283, 449 journal, 336, 397 learning center, 279 letter, 153, 297, 309, 397, 437, 451, 491, 499, 529, 549, 551, 655, 675 mobile, 113 model, 151, 317, 673 multimedia presentation, 113, 167, 217, 335, 428, 475, 579, 593, 675 mural, 544, 661
Page 5 of 5
applying citizenship skills, 90, 104, 130, 142, 152, 169, 186, 198, 216, 225, 240, 280-287, 300, 308, 334, 362, 372, 388, 418, 427, 448, 469, 476, 498, 526, 538-539, 550, 580, 612, 630, 654, 664, 730. See also under Reading and Critical Thinking.
compare and contrast, 98-99, 337. See also under Historical Interpretation; and Reading and Critical Thinking.
cooperative learning activity, 21, 55, 81, 90, 105, 131, 153, 168, 169, 187, 188, 198, 217, 241, 279, 309, 335, 336, 346, 363, 398, 419, 427, 449, 450, 469, 477, 499, 528-529, 538539, 605, 612, 631, 655, 664, 679, 684, 701, 728, 729. See also under Research, Evidence, and Point of View.
exercising free speech, 169, 182-183, 198, 266, 280-287, 372
responding to literature, 98-99, 173, 238, 463, 486-487, 522, 558, 590, 618-619, 624-625, 664, 689
taking notes, 26, 27, 32, 39, 44, 49, 60, 61, 67, 71, 76, 80, 84, 85, 92, 100, 108, 109, 114, 119, 126, 130, 134, 135, 141, 146, 159, 163 170, 186, 192, 193, 206, 210, 219, 228, 234, 241, 292, 298, 303, 312, 318, 326, 330, 336, 340, 341, 348, 354, 368 374, 379, 392, 406, 412, 422, 429, 433, 440, 456, 462, 471, 480, 488, 502, 507, 512, 520, 532, 540, 556, 568, 584, 587, 608, 638, 658, 678, 706
technology activity, 21, 48, 70, 113, 210, 233, 307, 317, 383, 405, 417, 428, 432, 445, 475, 485, 506, 523, 537, 561, 567, 579, 581, 589, 649, 653, 661, 675, 716
using technology, 21, 48, 55, 131, 187, 217, 233, 241, 279, 307,309, 317, 335, 363, 383, 389, 405, 417, 419, 428, 432, 445, 461, 475, 477, 499, 506, 515, 523, 528-529, 537, 551, 567, 571, 579, 581, 589, 593, 599, 617, 623, 631, 649, 655, 661, 671, 675, 684, 701, 716, 728, 731
INDEX OF SKILLS
R75
INDEX OF SKILLS
oral history, 43, 97, 167, 353 panel discussion, 461 persuasion, 188, 579, 581, 702, 731 pictograph, 56-57 polling, 300 poster, 89, 162, 168, 283, 573, 603, 629, 702, 728 presentation, 632-633, 711, 721, 728 press conference, 237, 329 proposal, 728 puzzle, 432 quotation / saying, 140, 187, 335, 675 research / reports, 167, 283, 335, 345, 347, 527, 538-539, 605, 664, 721, 728, 729 role-playing / re-creating history, 56-57, 336, 346, 398, 450-451, 528-529, 538-539, 557, 605, 673, 685, 702-703 science exhibit, 417 script, 572, 649 sign, 346 slogan, 387 song, 151, 162, 506, 561 speech, writing and delivering, 188-189, 205, 215, 346, 383, 437, 475, 511, 529, 537, 544, 567, 571, 605, 703 spreadsheet, 617 statement, 105 story, 75 summary, 91 technical documents, 336 television report / script, 103, 667 time line, 323 trading card, 181, 199, 405 video presentation, 307, 445, 523, 661 Web site, 48, 389, 405, 428, 485, 506, 567, 589, 623, 649, 653, 716. See also Internet home page. writing questions, 427
Page 1 of 24
INDEX
An i preceding a page reference in italics indicates that there is an illustration, and usually text information as well, on that page. An m or a c preceding an italic page reference indicates a map or a chart, as well as text information on that page.
A
Abilene, Kan., 559, 560 abolition of slavery, 440–445 amendments to Constitution for, 270 Emancipation Proclamation and, 503–505 absolute location, 4 Acadians, i149 Across Five Aprils, 486–487 Adams, Abigail, i176 Adams, John, 165, i166, i212, R36 in Continental Congress, 171 death of, 371 and Declaration of Independence, 159 Jefferson and, 313, 316 as president, 303–307 Adams, John Quincy, 369–370, i370, R36 abolition and, 441 defense of Amistad rebels, 441 Fourth of July, 1821 speech, 359 Adams, Samuel, 164, 165, i166, 172 Adams-Onis Treaty, 357 Addams, Jane, 612, i613, 640, 651–652 Adena people, 31 adobe, 35 affirmation, 257 affirmative action, 750–751 Afghanistan terrorists and, 735 U.S. military action in, 721, 735, i735 AFL, 603 Africa early civilizations in, 39–43, m40 exploration of, 49 killer bees in, i75 slave trade in, 77–79 African Americans abolition movement and, 440–441
R76 INDEX
in American Revolution, 194 as artists, 431 as “buffalo soldiers,” 571 in cattle industry, 560 civil rights, 743, 747, 751 civil rights movement and, 723–724 in Civil War, 489, 505–506, i506 Constitutional Convention and, 229 Great Migration of, 693, 698 Harlem Renaissance and, 709 jazz and, 707, 708 obstacles to education of, 435 peonage and, 623 population in pre-Civil War South, 350–351 Reconstruction and, 533–536, 545–549 segregation and, 620–623, 742, 746–747 slavery of, 118, 119, 121, 122, 123, 349–350, 351–353, i351, 446– 447, 462–463, 503–505, 740–741 in sports, 628 Thirteenth Amendment and, 270, 521 voting rights of, 271, 535, i536 in World War I, 687, 689 in World War II, i705 African Diaspora, 78 Age of Exploration, 44–48, 49–53, 61–66, 67–70 Age of Reason, 141–145 AIM, 724 airline industry. See industry, airline. airplanes, i627, i681 hijacking of, 721, 732, m732 as terrorist weapons, i721, 732, i733 Alabama, R34, R39 secession of, 473
Alabama State Legislature representation in 1962, c749 Alamo, Battle of the, 129, 402–404, i403 Alaska, i10 facts about, R38 national parks in, m644 purchase of, m660 Albany Plan of Union, 149 Alcott, Louis May, 431 Alden v. Maine, 317 Aleut people, 33–34 Alexander VI (pope), 61 Alger, Horatio, 596 Algonquin people, 147 Alien and Sedition Acts, 306, 313, 316 Allen, Ethan, 176–177 Allen, Richard, 215 Allies in World War I, 680 in World War II, 713–716, m715 almanacs, 138 al-Qaeda, 721, 732, 734, 735 amendments, constitutional. See also Bill of Rights; individual amendments by number. procedure for proposal and adoption of, 263, c263 text of, 266–277 American Crisis, The, 196, 198 American Expeditionary Force, 686 American Federation of Labor, 603 American Indians. See Native Americans. American Indian Movement, 724 American Railway Union, 646 American Red Cross, i510, 687 American Revolution aftermath of, 211–215 beginning of, m172 early years of, 190–199
Page 2 of 24
INDEX
effects abroad, 200–202, 212–215, 301–302 events leading to, 157, 159–162, 163–167, 170–173, 176–179, m186 expansion of, 200–205 on frontier, m203 in Middle States, 195 mortality in, c213 in North, m197 people and events of, c216 results of, 211–215, m213 in South, m209 victory in, 206–211 American Samoa, R35 Americans with Disabilities Act, i270 American System, 354–356 American War for Independence. See American Revolution. Amistad, 441 Armistead, James, i201 amusement parks, 628 Anaconda Plan, 484, m499, 516 analyzing, c456, R9, R11 anarchists, 602, 697 Anasazi people, i22, 29, 31 Andersonville, Ga., 511 Andros, Edmund, 143, 144 Angel Island, 615 Anthony, Susan B., 444–445, 652 Antietam, Battle of, 496–497, 512 Antifederalists, 234–237 Anti-Imperialist League, 667 antiterrorism coalition, 721 Great Britain and, 736, 737 Antiquities Act, 643 antiwar movement, 724–725, i725 Apache people, 35, 565–566 Appalachian Mountains, i11, 126 Appeal . . . to the Colored Citizens of the World, 440 appellate jurisdiction, 260 Appomattox Court House, m517, 519 apprenticeship, 137 appropriation, 252, 253 Arapaho people, 564 archaeologist, i25 Arizona early civilizations in, 29 exploration of, 66 facts about, R34, R40 Gadsden Purchase and, 411 Indian Wars and, 565–566
Arkansas desegregation in, i264 facts about, R34, R40 secession of, 482 Arkansas River, 322 Arlington National Cemetery, i520 armed forces exclusion of women from draft, i243 global policing by U.S., i673 regulation by Congress, 254 in War of 1812, 331 in World War I, 686–687, 688–690 in World War II, 712–716 soldier, 488–491 Armistice Day, 690 Armstrong, Louis, i707, 708 Army, U.S., 686–687 Arnold, Benedict, 178, 197–198, 199 art, 430–431 Arthur, Chester A., R37 Articles of Confederation, 182–183, 222–225, 228–233, 237, 242–247 artifacts, 27 Civil War, i514–515 colonial life, i124–125 Midwest, i598 national parks, i644 Native Americans, i324 Northwest Territory, i226 slavery, i446–447 Taino statue, i52 Underground Railroad, i446 artillery, i208 artisans, 116 Ashbridge, Elizabeth, 114 Ashley, William Henry, 394 Asia, m715 Askia Muhammad, 42 assimilation, 616 Association for the Advancement of Women, 445 Atahualpa, 65 Atlanta, Ga., 517 atomic bombs, 716, 719 attorney general, 295 Attucks, Crispus, i163 Audubon, John James, 431 Austin, Stephen, i400, 401 Austria-Hungary, 695–696 automobile human geography and, 17 mass production of, 708
at world’s fair, i632 Axis Powers, 713–716, m715 azimuthal projection, i9 Aztec people, 34–35 calendar of, i34 smallpox and, 74–75 and Spanish conquest of Mexico, 63–65, m63
B
baby boom, 722 Backcountry, 109–110, 126–129, i127 Bacon, Nathaniel, 89 Bacon’s Rebellion, i89, 120 bail, 268, 269 Bakke, Allan, 750, i750 balance of powers, 317 balance of trade, 62 Balboa, Vasco Nuñez de, 62 Baltimore and Ohio (B & O) Railroad, 601 banking, c296 after Civil War, 522 Federal Reserve Act and, 648–649 Great Depression and, 710 stock market crash and, 709 Bank of the United States, Second, 384–386 taxation of, 736 Banneker, Benjamin, i305 barbed wire, 561, 576 Barton, Clara, i510 baseball, 628 Battle of . . . . See under distinctive part of battle’s name. bay, i14 Beale, Catherine, 348 Beals, Jesse Tarbox, i596 Bear Flag Revolt, i408 Beauregard, Pierre, i485, 494 Becknell, William, 395, 396 Beckwourth, Jim, 393, i394 Beckwourth Pass, i394 Belknap, William, 547 Bell, Alexander Graham, i588 Bell, John, 472, m473 Benavente, Toribio de, 73 Benin, 43 Bering Strait, 27, m28 Berkeley, William, i89 Bessemer, Henry, 587
INDEX
R77
Page 3 of 24
Bessemer steel process, 522, 587 Beveridge, Albert, 668–669 bias, 664 Biddle, Nicholas, i384 Bidwell, Annie Kennedy, 641 Bidwell, John, 641 Bierstadt, Albert, i310, 430 bill, 252 bill of attainder, 254, 255 Bill of Rights, 247, 282 adoption of, 236–237 Alien and Sedition Acts and, 313 text of, 266–268 Billy the Kid, i570 Bingham, John A., i535 bin Laden, Osama, 735, i735 biological weapons. See weapons of mass destruction. Blackbeard, i112 Black Code, 560 Black Hawk War, 378 Black Hills, 558, 564 black peonage. See peonage. Blackwell, Elizabeth, 435 Blair, Tony, 736, i737 blindness, 436 blockade, 484 Bloody Massacre Perpetuated in King Street, The, i165 blue jeans, i414 Bly, Nellie, 639 Bolsheviks, 683 Bonhomme Richard, 205 books, 138–139. See also literature. boom, 586 boomtown, 558–559 Boone, Daniel, i221 Booth, John Wilkes, 521–522 border states, 482 Boston, Mass., 4–5, i4, m4–5, i5 in American Revolution, 177, 178–179 immigrants in, 428 merchants from, 318 revolutionary activity in, 165, 167–168, i167 Boston Massacre, 165 Boston Tea Party, 167–168, i167 bounties, 270, 271, 508 Bourke-White, Margaret, i712 Boutwell, George S., i535 Boxer Rebellion, 669 boycotts, colonial, 161, 164, 166, 169, 171 Boyd, Belle, 510
R78 INDEX
Braddock, Edward, 149 Bradford, William, 92 Brady, Mathew, i518 photograph of New York City by, i420 branches of government, 222, 231 visual summary of, i278 Brant, Joseph, i197 Brazil, 61 Breckinridge, John, 472, m473 Bremer, L. Paul, 737 Brest-Litovsk, Treaty of, 683 Brook Farm, 437 Brooks, Preston, 465 Brown, Henry Billings, 742 Brown, John, 465, 469, i477 Brown, Oliver, 746 Brown v. Board of Education of Topeka, 723, 743, 746–747 Bruce, Blanche K., i546 Bry, Theodore de, i73 Bryan, William Jennings, i578, 646 bubonic plague, 46 Buchanan, James, 467, 474, R37 Buena Vista, Battle of, 410 buffalo, i129, i324, 562–563, 566 Buffalo Bird Woman, i562 “buffalo soldiers,” 570 Bull Moose Party, 648 Bull Run, Battle of, 485 Bunker Hill, Battle of, 177 Burgoyne, John, 196–197, 198, 199 Burnett, John G., 377 Burnside, Ambrose, 512 Burr, Aaron, i314 Bush, George H. W., 721, 725, i726, R38 Bush, George W., 721, 726, R38 USA Patriot Act and, 733 early presidency and, 726 war against terrorism and, 721, 732–733, 735–737 business Great Depression and, 709–711 growth of corporations and, 595 reform movements and, 641 Sherman Antitrust Act and, 641, 642 supply and demand in, c576 business cycle, c586 bust, 586 Butler, A. P., 465 Butler, Benjamin F., i535 butte, i14 Byrd, William, II, i121, 127
C
Cabeza de Vaca, Álvar Núñez, 66 cabinet, i294 Cabot, John, 67–68 Cabrillo, Juan Rodríguez, 66 Cahokia, 31 Cajuns, i149 “Calamity Jane,” i570 Calhoun, John C. nullification, doctrine of, 379–383 opposition to sectionalism by, i379 in slavery debate, i460 and transportation, 355 California, m21 Bear Flag Revolt in, i408 exploration of, 318 facts about, R34, R39 gold rush in, 411, 412–417 recall election of 2003, 726 slavery and, 459–460 Spanish colonization of, 72 states’ rights and, 268 in War with Mexico, 409 California Trail, m395 Californios, 412 Callender, James, 313 Camden, S.C., 207 Cameahwait, i324 Camp David Accords, 720 Campo, Diego de, 76 Canada British settlement of, 329 gold rush in, 559 Oregon Territory and, 407 as refuge for Loyalists, 213 canals, 355, i355, 356 Canary, Martha Jane, i570 cannon, i208 Cantigny, France, 688 canyon, i15 cape, i14 Cape of Good Hope, 49 capital punishment. See death penalty. capitalism, emergence of, 45–48, 61–62, 70, 86–87, 111–112 captivity narrative, 138 caravel, 49 Caribbean, mR32 Columbus in, 52 Spanish-American War in, 665 –666, m665 Carnegie, Andrew, 595–596, i595, 602–603
Page 4 of 24
INDEX
Carolina, 102–103 carpetbaggers, 536 Carter, Jimmy, 720, 725, i726, R38 Cartier, Jacques, 68 Carver, George Washington, 622 Castro, Fidel, 719–720 cataract, i15 categorizing, c26, c392, c608, c706, R6 Catt, Carrie Chapman, 653 cattle, 559–561, m581 causes and effects, analyzing, c48, c80, c96, c108, c171, 208, c323, c329, c333, c340, c416, c456, c523, c584, 604, c678, c697, c720, R11 cavalry, 496 Centennial Exhibition, 588 Central America, mR32 Central Pacific Railroad, 590–592 Central Park, 628 Central Powers, 680 Century of Dishonor, A, 567 Chamberlain, Joshua Lawrence, i512 Chamberlain, Neville, 713 Champlain, Samuel de, 70 Chaplin, Charlie, i708 Charles II (English monarch), 89 Charleston (Charles Town), S.C., 102–103, 120, 206–207, m209 charter, 87 charts, interpreting, R23 Château-Thierry, France, 688 Chavez, Cesar, i724 checks and balances, 246, c261 chemical weapons. See weapons of mass destruction. Cherokee people, 375–378, m376, i377 writing system of, 374, 375 Chesapeake, 327 Chesapeake Bay, 210 Chestnut, Mary, 495 Cheyenne people, 564, 565 Chicago, Ill. cattle industry and, 559 human movement and, i19 reform movements in, 613 skyscrapers in, 610 stockyards in, i598 world’s fair in, 628 Chicago Historical Society, 599 Chickasaw people, 36, 374–375, i376
child labor, i583, i601, 603, 612, 636 children in colonial life, 136–137 China, 669, m669, 718, 720 Chinatown, 416 Chinese Exclusion Act, 617 Chinese immigrants, 617, 618–619, 623, i623, 625 at Angel Island, 615 in California gold rush, 414, 416 as railroad workers, 590, 591, 616 westward expansion and, 571 Chinook people, i325 Chisholm, Jesse, 560 Chisholm Trail, 560 Chivington, John, 564 Choctaw people, 36, 374–375, i376 Churchill, Winston, 713 Church of Jesus Christ of LatterDay Saints, 397 circuit rider, 433 cities growth of, 569–570, c569, 609–611, c631 immigration and overcrowding in, 426–427 industrialization and, 341–342, 457 reform movements in, 639 citizenship, 280–287 debating and, 469 definition of, 740–741 naturalization and, 281, 427 Patriots and, 192 responsibilities of, 283, 300, 612 rights of, 142, 198, 262, 282, 372, 535 Citizenship Day, 427 beginning of movement, 747 civil disobedience, 431 civilization, 29 civic republicanism, 245 civil rights citizenship and, 282 constitutional amendments and, 270, 535 movement for African Americans’, 723–724 Reconstruction and, 535, c549 Civil Rights Act of 1866, 535 Civil Rights Act of 1964, i258, 723 civil service, 640 Civil War, 493–497, m494, 512–519, m517 African Americans in, 505–506, 509–510
army life in, 488–492 beginning of, 478–485 causes and effects of, 509, c523 costs of, c521 draft in, 508–509 Emancipation Proclamation and, 503–505 fictionalized account of, 486–487 food shortages in, 507 prison camps in, 511 women in, 510 clans, 127 Clark, George Rogers, 203–204, m203 Clark, William, 320–322, i321, 324–325 classical liberalism, 244 Clay, Henry and election of 1824, 369–370 Jackson and, 385 and Missouri Compromise, 358–359 and nationalism, i354 in slavery debate, i460 and tariff controversy, 383 view of Great Britain, 329 see American System. Clayton Antitrust Act, 648 Clean Water Act, 728 Clermont, i344, i739 Cleveland, Grover, 661, R37 cliff, i15 cliff dwellings, i16 climate, m12 Clinton, Bill, 725–726, i726, R42 impeachment trial of, 243, 726 lawsuit and, 735 Clinton, Henry, 207 clipper ships, 413 Cody, William “Buffalo Bill,” 571, 572–573 coercion, 327 Cohen, Anthony, i442 Cold Harbor, Battle of, 518 Cold War, 717–719, 721 causes and effects of, c720 hot spots of, m731 Collins, James P., 209 Colombia, 670 Colón, Diego, 77 Colonial Pacific Leasing Corp., 729 colonies, American economic differences in, 124–125 under English rule, 70, c144 establishment by English, 82–103
INDEX
R79
Page 5 of 24
after French and Indian War, 159–162 mercantilism in, 62 physical geography of, i125 population of, c105 slave trade in, 77 colonization, 662–667 Colorado, R34, R39 Columbian Exchange, m74, 79 Columbia River, 322 Columbus, Christopher, 50–53, i50, m51, m55 commerce, 253, 738 Commerce Clause, 233, 253, 739 Committee on Public Information, 692, 702, 703 committees of correspondence, 166 common law, 268, 269 Common Sense, i179 communications, 344–345, 588 communism, 683, 713 Cold War and, 717–721 McCarthyism and, 718 community service, 612 comparing and contrasting, c422, c480, c502, R10 compass rose, 7 compromise, 231–232 Compromise of 1850, c456, 459–461, i460, m464 Compromise of 1877, 548 compulsory process, 267 computers, i6 Comstock Lode, 558–559 concentration camps, 716 conclusions, drawing, 30, R13 Concord, Mass., i155 Battle of, 173 concurrent powers, 245 Conestoga wagons, 116 Coney Island, i628 Confederate States of America, 473–474, 481 army of, i480, i485, 488–490, i501, 507 early war strategy of, 484–485 Emancipation Proclamation and, 504 inflation in, c509 secession of, 482–483 spying by, 510 strengths and weaknesses of, c484 Confederation Congress, 222, 223, 224
R80 INDEX
Confessions of Nat Turner, 353 Congress, U.S. African Americans in, i546 authority of, 739 in Clinton presidency, 726 constitutional provisions for, 249–255 lame duck sessions of, 273 pay of, 251, 277 in Reconstruction, 534–535 restriction of powers, 737 Congressional Record, 251 Connecticut, R34, R39 settlement of, m95 Connecticut Compromise. See Great Compromise. conquistadors, 63–66 conscription. See draft. conservation movement, 643–645, 728–729 conservatism, 725 constitution, state, 222 Constitution, U.S., 242–277 amending, 263 Bill of Rights, 266–268 checks and balances, 246 citizenship, 281 drafting of, 228–233 Federalism, 234–237, 238–239, 245 individual rights, 247 judicial review, 317, 734–735 limited government, 247, 294–295 popular sovereignty, 244 Preamble, c248 preservation at National Archives, 233 ratification of, 234–237, 238–239, 265 Reconstruction amendments, c271 republicanism, 245 separation of powers, 244 setting up national bank, 297 seven principles of, 244–247 text of, 248–277 visual summary, i278 Constitution, U.S.S., i288–289 Constitutional Convention, i218, 228–237, i231 Constitutional Union Party, 472, m473 Construction of a Dam, i710 consumption, c576
containment, 718 Continental Army, 177, 194 Continental Congress First, 171 Second, 177, 179–180, i180, 194, 203, 213, 222 continental temperate climate, m12 contract system, 542–543 contrasting. See comparing and contrasting. Convention of 1800, 307 Convention of 1818, 357 convoy system, i687 Conyers, John, i546 Coolidge, Calvin, 707, R38 Cooper, James Fenimore, 429–432 cooperatives, 577 Copperheads, 508 Coral Pink Sand Dunes, i10 corn, 75 Cornwallis, Charles, 209–210 Coronado, Francisco Vázquez de, 66 corporations, 594, 641, 642 Corps of Discovery, 320, 321 Cortés, Hernando, 63–64, i64, 72 cotton, 348–350, m350, 484 in North-South exchange of goods, c458 in Reconstruction, 543–544 cotton gin, 348–349, i349 counsel, 267 counterculture, 725 cowboy, 570 cowhands, i554, 560–561, i560 Cradle of Liberty, 5 Crazy Horse, 565 Creek people, 374–375, i376 Creoles, 72 Crèvecoeur, Michel Guillaume Jean de, 115 Crittenden, John J., 475 Crittenden Plan, 475 Crusade for Justice, 624 Crusades, 45 Cuba missile crisis and, i718, 719 in Spanish-American War, 662–667 culture, 28 Cummings, E. E., i689 curfews, 300 Currier and Ives, i339 Custer, George A., i564, 565 Czechoslovakia
Page 6 of 24
INDEX
Treaty of Versailles and, 696 in World War II, 713
D
daily life, 332, 342–343, 346–347, 349–353, 429–432 dame schools, 138 Dances with Wolves, i571 Dare, Virginia, 85 Dartmouth College v. Woodward, 356 database, creating, R31 Daughters of Liberty, i164 Davis, Gray, 726 Davis, Jefferson, 484 imprisonment of, 534 leadership of Confederacy, i496, 502 and secession, 473 Dawes, William, m172 Dawes Act, 567 D-Day, 715 deafness, 436 Deane, Silas, 222 death penalty, i268 debates Lincoln-Douglas, 468–469 National Forensic League and, i469 Webster-Hayne, i382 Debs, Eugene V., 603, i646, 648, 692 Decatur, Stephen, i326 decisions, making, 230, c285, R13 Declaration of Independence drafting and adoption of, i180, 180–181 events leading to, 176–179 philosophy of government, 179–181, 182–185 text of, 182–185 Declaration of Rights, 239 Declaration of Sentiments and Resolutions, 444 Declaratory Act, 162 Deere, John, 345 Deganawida, 37–38 de Kalb, Baron, 201, 207 Delany sisters, i620 Delaware as border state, 482, 483
facts about, R34, R39 founding of, 101, 102 Delaware River, 116 delegated powers, 245 delta, i14 Deming, Edward, 146 democracy early American culture and, 93–95, 101–102, 134 and establishment of federal government, 220 influence of Enlightenment thought on, 140, 164, 179–181 in new republic, 292 Democratic Party development of, i386 division of, 741 in election of 1860, m473 Jacksonian democracy and, 370 Ku Klux Klan and, 544 in Reconstruction, 534 Democratic-Republican Party development of, i386 Jefferson and, 305, 313–314, 316 opposition to Federalists, c304, 307 split in, 370 support of France by, 306 Denver, Colo., c569 department stores, 627 depression. See also Great Depression. growth of industry and, 586 organized labor and, 601 Panic of 1837 and, 386–387, 547 desegregation, 746–747 desert, m12, 13, i14 de Soto, Hernando, 66 despotism, 182 Dewey, George, 664–665 diaries, 568 Dias, Bartolomeu, m51 Dickens, Charles, 426 Dickinson, Emily, 432 Dickinson, John, 164, 231 dictionary, 430 direct election of senators, 272 direct primary, 640 diseases in Civil War deaths, i490, 511 in Jamestown, 87 malaria, 670 Native Americans and, 74 urbanization and, 611, 612 at Valley Forge, 202
District of Columbia facts about, R34, R37 as seat of U.S. government, 254 voting in, 275 Dix, Dorothea, i436 in Civil War, 510 as prison and mental health reformer, 435–436, 438–439 domestication, 28 Dos Passos, John, 689 doughboys, 688 Douglas, Stephen A., 741 and Compromise of 1850, i461 debates with Lincoln, i454, 468–469 in election of 1860, m473 popular sovereignty and, 469, 472 Douglass, Frederick, 350–353, 409, 444, 504 and abolition movement, i441, 442, i503 draft in Civil War, 508–509 in World War I, 686 Dragonwings, 618–619 Drake, David, 431 Drake, Edwin, 585 Drake, Francis, 68–70 Dred Scott v. Sandford, 467–469, 740–741 dual citizenship, 281 dual sovereignty, 245 Du Bois, W. E. B., i622 due process of law, 267 Durand, Asher, i430 Dust Bowl, 709, 712 Dutch immigrants, 115
E
Earp, Wyatt, i570 earthquakes, 16 Eastern Europe, 717–718, 721 Eastern Woodlands, 36 East St. Louis, Ill., 698 economics business cycle, c586 free enterprise, c214 how banks work, c296 how tariffs work, i380 inflation in the South, i509 mercantilism, c62
INDEX
R81
Page 7 of 24
North-South exchange of goods, c458 supply and demand, c576 types of taxes, c647 economic system, 295 economy in Great Depression, 710–711 after World War II, 722 Edison, Thomas, 587, i588 education colonial, 136–138 mass culture and, 626–627 in 19th century, 435, c449, 536, 541 Edwards, Jonathan, 139 effect. See causes and effects. Eighteenth Amendment, 272, 649, 652, c653 18-year-old vote, 277 Eighth Amendment, 268 8-hour workday, 603 Eisenhower, Dwight D., R38 as president, 264, 718 as World War II general, 716, i716 el, 611 elastic clause, i254, 736–737 election, presidential of 1824, 369 of 1856, 467 of 1860, m473 of 1876, 548, m551 of 1896, 578 of 1908, 646 of 1912, 648, c655 of 1916, 682 of 1932, 709 of 1980, 725 of 1992, 725 of 1996, 726 of 2000, 726 of 2004, 726 election day, 257 electoral college, 256, m256, 369 electronic card catalog, using, R30 elevators, i610 Eleventh Amendment, 269 Ellington, Duke, 708 Elliot, Robert B., i531, i545 Ellis Island, i552–553, i607, i614 Elmira, N.Y., 511 Emancipation Proclamation, i504 Embargo Act of 1807, 328 Emerson, Ralph Waldo, 155, 431
R82 INDEX
emigrants, 423 encomienda, 72 energy, 10 England. See also Great Britain. colonies established by, 82–103, m87 exploration of Americas by, 67 in French and Indian War, 146–147 French conflict, 129 rivalry with Spain, 68–70 sovereignty over colonies, 143 thirteen colonies of, m102 English Bill of Rights, 144, 222 English Channel, 715 Enlightenment, 140 influence on democratic institutions, 93–95, 101–102, 164, 179–181 origins, 46–48 environment geography and, 5, 16 human geography and, 17 in Jamestown, 87 movement to protect, 725, 728–729 tools of Native Americans and, 32 equality, 724 equal protection under law, 282 Equal Rights Amendment (ERA), 273 equator, i8 Equiano, Olaudah, 78 Erie, Lake, 331 Erie Canal, i338 and industrialization of Midwest, 598–599 linking of cities by, i355 Española. See Hispaniola. Espionage Act, 692–693 and Supreme Court decisions, 745 estate tax, 647 Europe, mR33 feudal, 44–46 Monroe Doctrine and, 360–361 in 1919, m697 Renaissance and Reformation in, 46–48 World War I in, m680 World War II in, m715 evaluating, R18 Everett, Edward, 375–376 Everglades National Park, i644 executive branch, 231
cabinet appointments by president, 294 checks and balances, c261 constitutional provisions for, 246, 256–259 Exeter Compact, 95 Exodusters, 575 expansionism, 348–349 in Backcountry, 126–129 in Confederation era, 221 Jefferson’s foreign policy and, 327 Louisiana Purchase and, 318–325 Manifest Destiny and, 392–399 Northwest Ordinance and, 223 overseas, c658, 659–661, 666–667, 668–670, 671–673 Polk and, 406 exploration of Americas, 58–70 causes and effects of, c48 European, 45–47, 49–53, 61–66, m63, 67–68, 70 by Lewis and Clark Expedition, 318 sea routes and, m51 ex post facto law, 254, 255 extradition, 262 Exxon Valdez, i17
F
factories, 585 early American, 341–342 in Great Depression, 709 Great Migration and, 693 immigrants and, 615 in North-South exchange of goods, c458 organized labor and, 600 in World War II, 714 factory system, 341 facts, identifying, R16 Fair Housing Act, 723 Fallen Timbers, Battle of, i299, 300 fall line, 126 famine, 426 Fannin, James, 403 farming, 116 after Civil War, 523, 597 Dawes Act and, 567 Embargo Act of 1807 and, 328
Page 8 of 24
INDEX
German immigrants and, 425 Great Depression and, 709 growth of South and, 457 inventions for, 345 organized labor and, 724 westward expansion and, 574–577 fascism, 712–716 federal government after Civil War, 522 aviation security and, 733 and Homestead Act, 574–575 and interstate commerce, 738–739 Native American resettlement policy of, 376–377 New Deal policies of, 711 power of, 235 progressive reforms of, c647 and states’ rights, 736–737 strengthening of, 356 supremacy of, 264 and transcontinental railroad, 590–592 federalism, 234–239, 245, c262 Federalist Papers, The, 235–236, 238 Federalists Adams and, 305, 313–314, 316 at Constitutional Convention, 234–237, c235 opposition to DemocraticRepublican Party, c304, 307 Federal Judiciary Act, 294 federal law versus state law, 738 Federal Reserve Act, 648–649 Federal Reserve Bank, 648–649 felonies, 252, 253 Feminine Mystique, The, 724 Ferdinand (Spanish monarch), 50–51 ferris wheel, 628 Fetterman, W. J., 564 Fetterman Massacre, m563, 564 feudalism, 44–48, i46 Field, Marshall, 627 Fifteenth Amendment, 271, 546, 549 Fifth Amendment, 267 “Fifty-four forty or fight!” 407 54th Massachusetts Regiment, 506 filibustering, 251 Fillmore, Millard, 467, 668, R37 First Amendment, 266, 744
First Continental Congress, 171 fishing, 111 Fitzgerald, F. Scott, 708 five freedoms, 282 Flag Day, i199 Fletcher v. Peck, 356 flood plain, i14 Florida acquisition from Spain, 357 expansionism and, m410 exploration of, 66 facts about, R34, R40 in French and Indian War, 150 human movement and, m18 Seminole resistance in, 378 Stono Rebellion in, 123 flu epidemic of 1918, 694 Foch, Ferdinand, 688 Folger, Peleg, 108 Fontaine, John, 126 Ford, Gerald R., 720, R38 Foreign Miners Tax, 416 foreign policy, 298–302, 318–323, 326–329, 360–361, 406–411 forests, m17, 111 Forest Service, U.S., 644 Fort Duquesne, 148 Forten, James, 204 Fort Laramie, treaties of, 564 Fort McHenry, 332 Fort Necessity, 148 forts, 129 Fort Sumter, 475, i478, i479, 481–485, m483 Fort Ticonderoga, 176, 196 Fortune, T. Thomas, 597 Fort Wagner, 506 Fort Wayne, Treaty of, 328 forty-niners, 412, 413–414, i415 four freedoms, 714 Fourteen Points, 695–696 text of, i699 Fourteenth Amendment, 270–271, 535, 549, 621, 741–742, 746–747 Fourth Amendment, 267 4th U.S. Colored Troops, i505 France in American Revolution, 200–201 balance of trade and, 62 in Civil War, 496 conflicts with England, 129, 301 control of New Orleans by, 319
and Convention of 1800, 307 exploration of Americas by, 68, 70 in French and Indian War, 146–151, m148 Jefferson and, 327 revolution in, 301–302 in World War I, 680–682, 684–685, 688–690 in World War II, 713, 715 and XYZ Affair, 305–306 Franklin, Benjamin, i140, 149, i200, i212, i219, 229, 440 Franz Ferdinand, i679 Fredericksburg, Battle of, 512 Free African Society, 215 free blacks, 350–351, 440–442 in Reconstruction, 532, 533, 534, 536, 540–542, i540 Freedman’s Bureau, 533, 540–541 freedmen’s schools, 540–541 freedom of assembly, c266 freedom of religion, c266 freedom of speech, 198, c266 Alien and Sedition Acts and, 306 protection of, 744–745 in schools, 745 freedom of the press, c266, 639–640, 664 Alien and Sedition Acts and, 306–307 Zenger Trial and, 145 freedom to petition, c266 free enterprise, c214 Freeman, Elizabeth, i215 free silver, 577–578 Free-Soil Party, 459, i466 Free Speech and Headlight, 624 Frémont, John C., 409, 467 French and Indian War, 146–150, m148 results of, 150–151, m150, 159, 200 French Revolution, 301–302, i301 Friedan, Betty, 724 frontier American Revolution on, 203 closing of, 578–579, i579 conflicts with Native Americans on, 562–567 farming and populism on, 574–579 life on western, 568–573 miners, ranchers, and cowhands on, 557–562
INDEX
R83
Page 9 of 24
settlement of, m558 Fugitive Slave Act, 462–463 Fuller, Margaret, 431, 443–445 Full Faith and Credit clauses, 262–263 Fulton, Robert, 344–345, i344 Fundamental Orders of Connecticut, 95 text of, 98–99 fur trade in Backcountry, 129 Lewis and Clark Expedition and, c323 mountain men and, 394 in New France, 146–147
G
Gadsden Purchase, m410, 411 Gage, Thomas, 170, 172, 176–177 galleons, 68, i69 Gálvez, Bernardo de, 201 Gama, Vasco da, 49, m51 Garfield, James A., R37 Garrison, William Lloyd, 440–441, i443 Gates, Horatio, 198, 207 Gaullaudet, Thomas H., 436 General Assembly, 143 generalizations, making, R20 generator, 587 geography, 2–21 George III (British monarch), 160, 170, 184 Georgia facts about, R34, R40 forced migration of Cherokees from, 375, 376, 377 slavery in, 121 German immigrants, 115, 116, 117, 425, m425, 426 in World War I, 692–693 Germany Treaty of Versailles and, 696 in World War I, 680–682, 688–690 in World War II, 712–716 Geronimo, i565, 566 Gettysburg, Battle of, 512–519, m514 Gettysburg Address, 513 text of, 524
R84 INDEX
Gettysburg National Military Park Museum, i514 Ghana, 39–42 Ghent, Treaty of, 333 Ghost Dance, 566 ghost towns, 559 Gibbons, Thomas, 738 Gibbons v. Ogden, 356, 738–739 GI Bill, 722 Gilded Age, 596–597 Gilman, Charlotte Perkins, i651 glacier, i15 Global Positioning System (GPS), i6 global warming, 729 Glorious Revolution, 143–144 Godey’s Lady’s Book, 437 golden spike, i591 gold rush, 411, 412–417, 558–559, 569 gold standard, 577–578 Gompers, Samuel, 603 Gooch, Nancy, 417 Gorbachev, Mikhail, i721 Gore, Al, 726 Gould, Jay, i594 government, traditions influencing American, 87–89, 141–145, 214–215, 222–223, 235–236 governor, 99 Grand Canyon, 643 grand jury, 267 Grangerism, 577 Grant, Ulysses S., R37 as president, 545–547 as Union general, 493–497, i502, i516, 519 graphs, interpreting, R22 Gray, Robert, i318 Great Awakening, 139–140 Great Britain. See also England. American Revolution strategies of, 193–195 antiterrorism coalition and, 736–737 boundary agreements with, 356–357 in Civil War, 496 colonial government after French and Indian War, 159–162 conflicts with France, 305–306, 301
in French and Indian War, 146–151, m148 immigration from, m425 Jefferson and, 327–328 Loyalists and, 193–195 Native Americans and, 151, 329 Northwest Territory forts of, 299, 300 Oregon Territory and, 407 in War of 1812, 330–333 in World War I, 682 in World War II, 713–715 Great Compromise, 231–232, c232 Great Depression, 709–711 Great Falls, 322 Great Irish Famine. See Irish Potato Famine. Great Lakes boundary settlements and, 357 Erie Canal and, 355 physical geography of, 10 Great Law of Peace, 38 Great Migration, 94, 693, 698, m701 Great Plains climate of, 13 miners, ranchers, and cowhands on, 557–561 Native Americans of, 35, 562–567 Pike’s exploration of, 322–323, c323 Great Salt Lake, 397 Great Serpent Mound, i30 Great Society, 723–724 Great War. See World War I. greenbacks, 509 Green Corn Festival, 36 Greene, Catherine, 348 Greene, Nathanael, 209 Greenville, Treaty of, 300 Greenwich, England, i8 Grimké, Angelina and Sarah, 441 gristmill, i115 Gropper, William, i710 Guadalupe Hidalgo, Treaty of, 410–411 Guam, R35 Guantánamo Bay, 666 guerrillas, 207 gun control, 726 Gutenberg, Johannes, 47 Guy, Seymour, i596
Page 10 of 24
habeas corpus, 254, 508 haciendas, 72 Haida, 32 Hakluyt, Richard, 86 Hale, Sarah, 436 Halstead, Murat, 471 Hamilton, Alexander, i291, 294, i295, 301, 304, 316 at Constitutional Convention, i219 duel with Burr, i314 and Federalist Papers, 235 Hamilton, Andrew, 145 hammer throw, i128 Hancock, John, 172, 180, 181 harbor, i14 Harding, Warren G., 698, 707, R37 Harlan, John Marshall, 742, i742 Harlem Renaissance, 709 Harper, Frances Ellen Watkins, i440, 546 Harpers Ferry, 469 Harrison, Benjamin, R37 Harrison, William H., i386, 387, R36 and Native Americans, 328 in War of 1812, 332 Hart, Nancy, i206 Hausa, 42 Hawaii acquisition of, 660–661, m660 climate of, i13 facts about, R34, R40 immigrants in, 616 national parks in, m644 physical geography of, 10 sugar plantations in, i657 Hawthorne, Nathaniel, 432 Hayes, Rutherford B., 548, 601, R37 Haymarket affair, 602 Hayne, Robert, i382 health care, 726 Hearst, William Randolph, 627, 663, i664 Hemingway, Ernest, i689, 708 hemisphere, i8 Henry, John, i593 Henry, Patrick, 161, 172, 229, 236 Henry Street Settlement, 613, 650 Henry the Navigator, i49 Hessians, 178, 195 Hewes, George, 167 highland climate, m12 hijacking. See airplanes, hijacking of. Hine, Lewis, 611
INDEX
H
Hiroshima, Japan, 716 His First Vote, i536 Hispaniola Columbus and, 52 maroons on, 76 slave revolt on, i319 historical maps, 6 History of the Dividing Line betwixt Virginia and North Carolina, i121 Hitler, Adolf, 712, i713 Hohokam people, 29 Holmes, Emma, 481 Holmes, Oliver Wendell, Jr., 693, 744–745, i744 Holocaust, 716 home front in World War I, 691–694 in World War II, 714 Home Insurance Building, 610 Homeland Security, Department of, 733 homelessness, 636 homestead, 568–569, 571 Homestead, Pa., 602 Homestead Act, 574–575 homolosine projection, i9 Hooker, Joseph, 512 Hoover, Herbert, 709, R38 Hoover Dam, i16 Hoovervilles, 710 Hopewell people, 31 House of Burgesses, 88, 143 House of Representatives constitutional provisions for, 249 Great Compromise and, 232 role in legislation, c252 terms in, c250 housing, i598 Houston, Sam, 402, i404, 405 Hovenden, Thomas, i477 Hovland, Gjert, 423 How the Other Half Lives, 612 Howard, Oliver Otis, i541 Howard University, i541 Howe, Samuel G., 436 Howe, William, 177, 195, 202 Huamán Poma, 71 Hudson, Henry, 67 Hudson River, 116 Hudson River school, i430 Huguenots, 68, 103 Hull House, 613, 640, 651–652 human-environment interaction, 5 human geography, 16–17
human movement, 18–19, m18 human rights, 720 humid subtropical climate, m12 Huntington, Samuel, 234 Huron people, 147 Hussein, Saddam, 736, 737 Hutchinson, Anne, i95 hygiene, 490
I
Idaho, 565, R34, R40 identifying, c532, c638, R16 “I Have a Dream” speech, 723 Illinois, 378, R34, R40 immigrants, 423–428 cultural preservation and, 426 at Ellis Island, i552–553 Hull House and, 650–652 human movement and, i19 new, 614–617, i617, 726–727, c727 in 19th-century New York, i421 political machines and, 613 as railroad workers, 590 reform movements and, i641, i642 westward expansion and, 574 immigration, 423–428, m425, i552–553, c615 Alien and Sedition Acts and, 306 education and mass culture and, 626 growth of cities and, 457 growth of industry and, 586 new immigrants and, 614–617 push-pull factors and, c424 recent, 726–727, c727 Immigration Act, 726–727 immunities, 262 impeachment, 726 of Clinton, i243 constitutional provisions for, 249, 250, 259 of Johnson, 537 role of House of Representatives in, 249 imperialism in Asia, m669 as cause of World War I, 679 overseas expansion and, 659–661, 666–667, 668–670, 671–673 impressment, 327
INDEX
R85
Page 11 of 24
Incas, m63, 65 income tax in Civil War, 509 congressional regulation of, 255 constitutional provision for, 272, c653 reform of, c647 indentured servants, 88, 120 Independence Hall, 116, i218, i229 India, 49 Indiana, R34, R40 Indian Removal Act, 376–378 Indian Territory, 378 and closing of frontier, 578–579 forced resettlement of Cherokee in, 376–377 westward expansion and, 562 indictment, 250 indigo, 121, i124 industrialization, 341–345, 346–347, 354–356, 415, 457 causes and effects of, c584 after Civil War, 509, 522–523 growth of cities and, 457, 609 in Midwest, 598–599 physical geography and, 10 reform movements and, 639 Industrial Revolution, 341, 424 industry effect on, of September 11 terrorist attack, 733 inferences, making, 53, 299, R12 inferior courts, 260 inflation in Civil War, c509, c521 under Jackson, 386 Populist Party and, 577–578 initiative, 640 insurrection, 271 interchangeable parts, 343–344 interest rate, 649 Internet, using, R32 internment camps, 715 Intolerable Acts, 170, 183 Inuit people, 33–34 inventions for industry and farming, 341–345 of Jefferson, 314–315, i315 at world’s fair, 632 investment capital, 586 Iowa, R34, R40 Iran-Contra affair, 721 Iraq, 721, 736–737
R86 INDEX
Ireland, immigration from, m425, 426, 428, 590 Irish Potato Famine, 426, 451 iron, 587, m599 ironclads, 491, i492 Iroquois League, 37–38, 194 Iroquois people, 36–37 in French and Indian War, 147, 149 irrigation, 29 Irving, Washington, 429–432 Isabella (Spanish queen), 50–51, 53 Islam, 41–42, 732, 735. See also Muslims. island, i14 Israel, 734 Isthmus of Panama, 413 Italy exploration of Americas by, 68 and Renaissance trade, 48 in World War II, 712, 714
J
Jackson, Andrew, 329, i367, i370, R40 democratic ideals of, 369–373, c373 inauguration of, i366, 371–372 Native Americans and, 374–378 opposition to Second Bank of the United States, 357, 384–387, i385 prosperity during last years, 386 sectionalist opposition to economic policy, 379 and states’ rights, 382–383 in War of 1812, 332–333 Jackson, Helen Hunt, 567 Jackson, Thomas J. “Stonewall,” 485, 513 Jacksonian democracy, 369–373, c373 James II (English monarch), 143 Jamestown, 87–88, m87 Japan imperialism of, m669 opening to foreign trade, 668–669 in World War II, 713–716 Japanese Americans, 616 internment of, 715
Jay, John, i212, 235, i235, 302 Jay’s Treaty, 302 jazz, 707, 708 Jazz Singer, The, 708 Jefferson, Thomas, i291, 294, 313–317, i313, i315, R36 and Alien and Sedition Acts, 307 at Constitutional Convention, 229 death of, 371 and Declaration of Independence, 180–181, i181 democratic ideals of, c373 development of political parties and, 304, 466 foreign policy of, 326–329 inaugural address of, 315–316 and Louisiana Purchase and Lewis and Clark Expedition, 318–323 and national bank, 297 nullification and, 381 supported by DemocraticRepublicans, 305, 307 and Virginia Statute for Religious Freedom, 237 and War of 1812, 326–328 Jesuits, 146 Jews, 101, 426, 716 Jim Crow laws, 621, 743, 747 John II (Portuguese monarch), 61 Johnny Tremain, 174–175 John of Cayworth, 46 Johnson, Andrew, R37 impeachment of, 537 presidency of, 533–535, i534 Johnson, Lyndon B., i257, i258, 719, 723–724, R38 and fight for minorities, 751 Johnston, Albert S., 494 joint-stock company, 86 Jolson, Al, 708 Jones, Casey, 593 Jones, Mary Harris “Mother,” i600 Jones, John Paul, i205 Joplin, Scott, i629 Jordan, Barbara, i248 Joseph, Chief, i565 judicial branch, 231, 294 checks and balances, c261 constitutional provisions for, 246, 260–261 judicial review, 317 establishment of, 734–735
Page 12 of 24
K
kachina doll, i35 Kansas, 376, 464–465, R34, R40 Kansas-Nebraska Act, c456, 463, m464, 463–465 kayaks, 33 Kearny, Stephen, 409 Kee Low, 625 Kelley, Florence, 641, 652 Kelly, William, 587 Kennedy, John F., i258, i280, 719, R38 kente cloth, i42 Kent State University, 724 Kentucky, R34, R40 as border state, 482, 483 states’ rights legislation in, 307 Kentucky Resolution, 307 Kerry, John, 726 key. See legend. Key, Francis Scott, 332 killer bees, i75 Kindred Spirits, i430 King, Coretta Scott, i242 King, Martin Luther, Jr., i242, i634, i723 King Cotton, 484 King Philip’s War, 96 King’s Mountain, Battle of, 209 Kingston, Maxine Hong, 590 Kitty Hawk, N.C., i627 Klondike gold rush, 559 Knight, Margaret, 589 Knight, Sarah Kemble, i135, 136 Knights of Labor, 601, 602 Know-Nothing Party, 428, 467 Knox, Henry, i291, 294 Korean War, 718 Kosciuszko, Tadeusz, 198 Ku Klux Klan, i544, 545–546, i551, 622 Kwakiutl people, 34 Kwanzaa, i42
L
labor movement Clayton Antitrust Act and, 648 new immigrants and, i616 organization of, 434, 601–603 reform movements and, 612 strikes and Red Scare, 697–698 lacrosse, i36 Ladies’ Magazine, 436–437 Lafayette, Marquis de, i201, 202 Lake Champlain, Battle of, 332 lame duck sessions, 273–274 land grants after American Revolution, 213 and Mexican-American War, 411 in New England, 101 Land Ordinance of 1785, 223–224, 226–227, m226 land ownership, 135–136, 574 land reform, 542 land speculators, 394 Langlade, Charles de, i146, 147 Las Casas, Bartolomé de, 74 Last Moments of John Brown, The, i477 Last of the Mohicans, The, 429 Las Vegas, Nev., i18 Latin America, 359, 361, m363, 662–667, m665 latitude lines, 7, i8 Latrobe, Benjamin Henry, i122 La Venta, Mexico, 29 law, 252 Lawrence, Jacob, i693 lawsuits, 269 League of Nations, 695–696, i699, 712, 716 Leaves of Grass, 432 Lee, Ann, 437 Lee, Henry, 301 Lee, Richard Henry, 179–180 Lee, Robert E., 482, 496–497, i502, 512, i516, 518, 519, i520 legend, 7 “Legend of Sleepy Hollow, The,” i429 legislative branch, 231, 252. See also Congress, U.S. checks and balances, c261 constitutional provisions for, 246, 249 creation of departments, 294 legislative districts, 748–749 leisure, 627–629 Lend-Lease Act, 714 Lenin, Vladimir Ilich, 683
INDEX
Judiciary Act of 1789, 260 Judiciary Act of 1801, 316 Julian, George, 537 Jungle, The, i642
Leopard, 327 Letters from a Farmer in Pennsylvania, 164 Levitt, William J., i722 Levittown, 722 Lewis, John Solomon, 575 Lewis, Meriwether, 320–322, i321, 324–325 Lewis and Clark Expedition, 318–323, m320 Native Americans and, 324–325 Lexington, Battle of, 173, i175 Liberal Republican Party, 547 Liberator, The, 440, i443 Liberty Bell, i180 liberty bonds. See war bonds. Library of Congress, 315 Liliuokalani (Hawaiian monarch), i661 Lima, Peru, 71 limited government, 230, 246 limit on presidential terms, 274 limits of fines and punishments, 268 limits to rights, 282 Lincoln, Abraham, i258, 481, i482, i493, i502, R37 assassination of, 521–522 debates with Douglas, i454, 467–469 in election of 1860, 471–475, m473 Emancipation Proclamation of, 503–506 first inaugural address of, i474, 475 Gettysburg Address of, 524–525 second inaugural address of, 517, 525 in War with Mexico, 408 Lindneux, Robert, i377 Line of Demarcation, 61 literacy rate, 138 literacy tests, 548, 621 literature, 429–432. See also titles of individual works. Gilman, i651 Sinclair, i642 Stowe, i462–463 Thoreau, 431 Wheatley, i178 in World War I, i689 Little Bighorn, Battle of the, m563, i564, 565
INDEX
R87
Page 13 of 24
Little Turtle, 298 location, 4 Locke, John, 140, 164, 180, 182 lockout, 602 locks, 671 Lodge, Henry Cabot, i695, 696 Logan, John A., i535 Logan International Airport, i5 log cabins, i101, 127, i127, 128 Lonesome Dove, i571 Lone Star Republic, 405 long drives, 560–561, i560 Longfellow, Henry Wadsworth, 430 longitude lines, 7, i8 Long Walk, 565 Louisiana, R34, R40 Louisiana Purchase, 318–323, m320, 357 expansionism and, m410 Louisiana Purchase Exposition, i632, 633 Louisiana Territory, 359 Louis XVI (French monarch), 200, 301 L’Ouverture, Toussaint, i319 Love, Nat, i557 Lowell, Francis Cabot, 342–343 Lowell, James Russell, 441, 474–475 Lowell, Mass. and labor union formation, 434 textile industry in, 342–343, i343 Lower East Side, i606, 612 Loyalists, 173, 178–179, 193 Lucas, Eliza, 121 Ludendorff, Erich, 690 Lumbee people, 86 Lusitania, i682 Luther, Martin, 47 lynching, 544, 622 Lyon, Mary, 435 Lyon, Matthew, 307
M
machine gun, i681 Madison, Dolly, i330 Madison, James, 297, 304, 328, 354, R36 at Constitutional Convention, 229–233, i230, 242 and Federalist Papers, 230, 235, 237
R88 INDEX
magazines, 436 Magellan, Ferdinand, 62 Magna Carta, 141–142 influence on other documents, 143–144, 180–181, 182–185 Mahan, Alfred T., i659 mail-order catalogs, 627 Maine establishment of, 86 facts about, R34, R40 temperance movement in, 434 Maine, U.S.S., 663–664, i663, i664 main ideas, finding, c134, c368, c556, c658, R5 majority rule, 474 malaria, 670 Mali, 41–42 Manchuria, 713 Mandan people, 36 buffalo robe of, i324 Lewis and Clark Expedition and, 321, i325 Manhattan Island, 70 manifest destiny, 392, 406–407, m410 Mankiller, Wilma, i375 Mann, Horace, 435–436, i436 manor system, 45 Mansa Musa, 41–42 manufacturing, 342 Mao Zedong, 718 maps creating, R27 reading, R25–R26 Marbury v. Madison, 260, 317, 381, 734–735 Marbury, William, 317, 734, i734 March on Washington, i634–635, 723 marine climate, m12 Marine Corps, U.S., 687 Marion, Francis, 207 Marne, battles of the first, 680–681, m688 second, m688, 689 maroons, i76, 79 marsh, i14 Marshall, George C., i717 Marshall, John, i316, 356, 376, 732, i732, 734–735, i734, 736–737, 738–739 Marshall, Thurgood, i746 Marshall Plan, 718 Marti, José, i662 Martin, Joseph Plumb, i211
Maryland as border state, 482 establishment of, 102–103 facts about, R34, R40 invasion by Lee, 496 taxation of national bank, 356 Mary II (English monarch), 144 Mason, George, i119, i235, 236, 239 Massachusetts, 143, 170, 172, 183 abolition of slavery in, 215 Dix’s report to legislature of, 438–439 facts about, R34, R40 Shays’s Rebellion in, 224–225 textile industry in, 342–343 Massachusetts Anti-Slavery Society, 441 Massachusetts Bay, 94–95, m95, 113 mass culture, 626 mass production, 708 Mather, Increase, 141 matrilineal society, 36 Matteson, T. H., i97 Matzeliger, Jan, i589 Mayflower, 92–93, i93 Mayflower Compact, 92–93, 98–99 text of, 98 McCarthy, Joseph, 718 McCarthyism, 718 McClellan, George, i493, 496, 497, 512 McCormick, Cyrus, 345 McCormick Harvester Company, 602 McCoy, Joseph, 559 McCulloch, James, 736 McCulloch v. Maryland, 356, 736–737 McDowell, Irvin, 485 McKinley, William, 578, 641, i663, R37 McLean, Wilmer, 519 Meat Inspection Act, i642 meatpacking industry, i642 mechanical reaper, 345 Medal of Honor, i518 media, 664 Medicare and Medicaid, 724 medicine, i202 Mediterranean climate, m12 Meigs, Montgomery, 520 melting pot, 616 Melville, Herman, 432 mentally ill, 436
Page 14 of 24
INDEX
mercantilism, 61–62, i62, 86, 214 Mercator projection, i9 mercenary, 195 Mercer Color Corp., 729 meridians, i8 Merrimack, i491 mesa, i15 Mestizos, 72 Metacom, 96 Meuse-Argonne offensive, 689 Mexican-American War. See War with Mexico. Mexican Cession, m410, 411 Mexicanos, 570 Mexicans and growth of cattle industry, 560 manifest destiny and, 406–407 as new immigrants, 615, 616 peonage of, 623 Mexican War. See War with Mexico. Mexico Californios and, 412–413 early civilizations in, 29 Native Americans in, 34–35 Santa Fe Trail and, 395 Texas Revolution and, 400–405, i405 U.S. war with, 406–411 and Zimmerman telegram, 682 Mexico City, Mexico, 65, 71, 410 Miami people, 146 Michigan, R34, R40 Microsoft, 640 Middle Ages, 44–46 Middle Colonies, 100–102, m102 American Revolution in, m195–196 economy of, 124–125 farming and industry in, m115 ratification of U.S. Constitution by, m241 slavery in, 118 middle passage, 78–79 Midway Islands, R35 Midwest climate of, i12, 13 industry in, 598–599 plows in, 345 settlement of, 425 Migration of the Negro, The, i693 militarism, 679 military. See also armed forces. African Americans in Civil War, 505–506
in American Revolution, i207 technology developments in Civil War, 491–492 militia in Civil War, 482, i489 preparation for revolution, 170 regulation by Congress, 254 mill, 342, 346–347 Milwaukee, Wisc., 425 minié ball, 491 minimum wage, 641 mining, i559 in California gold rush, 414–417, i415 westward growth and, 558, 569 Minnesota facts about, R34, R40 settlement of, 425, 575 minority, 238 Minutemen, 170, i173 Miranda rights, 267 missionaries expansionism and, 396 exploration of Americas and, 61 in Hawaii, 661 missions, 72, 129, 318 Mississippi, R34, R40 Mississippian people, 31 Mississippi River Anaconda Plan and, 484 commercial use of, 318–323 steamboat travel on, 344–345 treaty with Spain about, 302 Missouri as border state, 482, 483 facts about, R34, R40 slavery debate and, 357–358 Missouri Compromise, 358–359, m358, m464, 740 Missouri River, 321 Mitchell, Maria, 444–445 Moby Dick, 432 money. See tender. money supply, 649 Monitor, 491 Monks Mound, 31 monopoly, 595, 648, 738 Monroe, James, i356, 360–361, R36 Monroe Doctrine, 358–359 Roosevelt Corollary to, 672 text of, 360–361 Montana, R34, R41 Montesquieu, Baron de, 140, 246 Montezuma, 63–64, i64
Monticello, 314, i315 moon landing, i719 Morgan, J. P., 596 Mormons, 397 Mormon Trail, m395, 397 Morris, Esther, 569 Morris, Gouverneur, 230, 301 Morse, Samuel F. B., 345, 588 mosque, i40 Mott, Lucretia, i443, 443–445 Mound Builders, 30–31 mountain, i15 mountain men, 393 Mount Holyoke College, 435 Mount Washington, N.H., m12 movement, 5 movies, 708 muckrakers, 640 Muir, John, 644 multimedia presentation, creating, R33 Munn v. Illinois, 577 Muñoz Rivera, Luis, i667 Muslims, 41–42, 47 as extremist groups, 733, 735 Mussolini, Benito, 712, i713, 715
N
NAACP, 622, 743 Nagasaki, Japan, 716 Napoleon, 319 Nation, Carry, 652 National American Woman Suffrage Association, 652 national anthem, 332 National Archives, 233 National Association for the Advancement of Colored People, 622 National Audubon Society, 431 national bank American System and, 355 Hamilton’s establishment of, 295, 296 National Forensic League, i469 nationalism and War of 1812, 354 and World War I, 679 National Organization for Women, 724 national parks, 643–645, m645 National Park Service, 644
INDEX
R89
Page 15 of 24
National Republican Party, 370, 385 National Road, 355 National Socialist German Workers’ Party, 712–716 National War Labor Board, 692 Native Americans, i24, 567 American Revolution and, 194 in Backcountry, 127 British conflicts with, 151 California gold rush and, 416, 417 in Central and South America, 61–66 Columbus’s view of, 52 Constitutional Convention and, 229 cotton farming and, 349 diseases and, 74–75 early civilizations of, 28–31 equal rights for, 724 expansionism and, 129, 221 forced removal of, 374–378, m376 in French and Indian War, 146–151 human geography and, 16 King Philip’s War and, 96 Lewis and Clark Expedition and, i324–325 manifest destiny and, 406–407 North American societies of, 32, 32–38, m33 Northwest Ordinance and, 223 Pilgrims and, 92–94 Plains wars and, 558, 562–567 railroads and, 591, 593 resistance to frontier settlement, 299, 328–329, 378 slavery of, 121 Spanish colonization and, 72 status under Constitution, 233 in Texas, 400 westward expansion and, 562–567, m563, 571 nativists, i428, 623 NATO, 718 naturalization, 183 amendments to Constitution, 270 citizenship by, 280–281 regulation by Congress, 252, 253 natural resources conservation movement and, 643–645
R90 INDEX
industrialization and, 584, 585, 598–599, m599 physical geography and, 10, m11 railroads and, 558, 593 Navajo people, 35, 565 navigation, 49–53 Navigation Acts, 112, 143 Navy, U.S., i656 in American Revolution, 204–205 in War of 1812, 331–332 in World War I, 686–687 in World War II, 714 NAWSA, 652 Nazi Party, 712–716 Nebraska, 376, R35, R41 Nebraska Territory, 463 Negro Leagues, 628 Netherlands, 67, 70 neutrality, 302, 682 Nevada, 558–559, R35, R41 New Amsterdam, 70, 100 New Bedford Whaling Museum, i125 New Braunfels, Tex., 425 New Deal, 710–711 New England commerce in, 109–113, m110 economy of, 124–125 establishment of colonies in, 93, m95, m102 factories in, 342 New France, 70, 146 New Hampshire climate of, i13 facts about, R35, R41 New Harmony, Ind., 437 New Jersey, 101, R35, R41 New Jersey, 687 New Jersey Plan, 231, c232 New Laws, 74 New Mexico exploration of, 66 facts about, R35, R41 Gadsden Purchase and, 411 Santa Fe Trail and, 395, 396 Spanish colonization of, 72 in War with Mexico, 409 New Netherland, 70, 100–102 New Orleans, Battle of, 333 New Orleans, La. in Civil War, m494, 495 claimed by Spain, 298–299 treaty with Spain, 302
use for commerce, 319 in War of 1812, 332 New Spain, 71–75, m72, 400 newspapers, 138–139, 436, 626–627, 663–664 New Sweden, 101 New York (state), 70, 93, 101 American Revolution in, 195 Antifederalists from, 236–237 facts about, R35, R41 New York City, 116, 118, i420, i606, 612. See also September 11 terrorist attack. Central Park in, 628 draft riots in, 509 electrification in, 588 Erie Canal and, 356 Harlem Renaissance in, 709 political machines in, 613 prejudice against immigrants in, 428 transportation system of, 611 New-York Weekly Journal, i145 Nez Perce people, 565 NFL, i469 Nicholas II (Russian monarch), 683 Nigeria, 42 Niña, 51 9-11 terrorist attack. See September 11 terrorist attack. Nineteenth Amendment, 273, i273, 653, c653 Ninth Amendment, 268 Nixon, Richard M., i247, i258, 719–720, R38 Noche Triste, La, 64 nonviolence, 723 Normandy, 715 North abolition movement in, 440–441 after Civil War, 520–523 battles, 493–497 draft laws in, 508 federalism and, 304 Fugitive Slave Act and, 462 industrialization in, 457–458 Kansas-Nebraska Act and, 463 pre–Civil War tensions and, 457–473 Three-Fifths Compromise and, 232–233 North America early map of, m55
Page 16 of 24
INDEX
land bridge to, 27 migration and, m28 North Atlantic Treaty Organization, 718 North Carolina in American Revolution, 209 establishment of, 103 facts about, R34, R41 Lumbee people in, 86 ratification of U.S. Constitution by, 237 secession of, 482 North Dakota, R34, R41 Northeast, i3 climate of, 13 geography themes and, 4 Jackson and, 379, 380 manufacturing in, 341–345 sectionalism and, 354–359 North Korea, 718 North Pole, i8 North Vietnam, 719 Northwest, i2, 32–33 Northwest Ordinance, 223 Northwest Passage, 67, 68 Northwest Territory, 223, m226, i227, 298–302, m299, 457 Norwegian immigrants, 575 notes, taking, c26, c60, c84, c108, c134, c158, c192, c220, c312, c340, c368, c392, c416, c422, c456, c480, c502, c532, c556, c584, c608, c638, c658, c678, c706, R3 NOW, 724 nuclear weapons, 719 Nueces River, 407 nullification, 306–307, 381–383 Nurses’ Settlement, 650 nursing, 510
O
oasis, i14 Oberlin College, i435 “Objections to the Constitution of Government Formed by the Convention,” 239 Office of Homeland Security, 733 Ogden, Aaron, 738, i738 Oglethorpe, James, i103 Ohio, i22, R35, R41
Ohio River valley in American Revolution, 203 Battle of Fallen Timbers in, 299 Erie Canal and, 355 in French and Indian War, 147 steamboat travel in, 344–345 oil. See petroleum. Oklahoma, 376 and closing of frontier, 578–579, i579 facts about, R35, R41 “Old Hickory.” See Jackson, Andrew. “Old Ironsides,” i288–289 Old Spanish Trail, m395 “Old Three Hundred,” 401 Olive Branch Petition, 178, 184 Olmec people, 29 Olsson, Olaf, 574 Omaha, Neb., c569 Open Door Policy, 669 opinions forming and supporting, R17 identifying, R16 Ordinances of 1785 and 1787, 223 Oregon, 565, R35, R41 Oregon Country, 318, 357 Oregon Equal Suffrage Association, 568 Oregon Territory, 406–407, m407, m410 Oregon Trail, i364, m395, 396, 398–399 Oregon Trail, The, 429 organized labor. See labor movement. Osama bin Laden. See bin Laden, Osama. Osceola, i378 Ostend Manifesto, 459 Otis, James, i159 Otis Elevator Company, 610 Oto people, i324 Ottoman Empire, 695–696 overseers, 122
P
Pacific Northwest exploration of, 318 Russian presence in, 359 Pacific Ocean, 322
pacifist, 209 Paine, Thomas, i179, 195–196, 198, 303–304 Palmer, A. Mitchell, 697 Palmer Raids, 697 Panama Canal, 670, m670, i671, m672, 720 panic, 586 Panic of 1837, 434–435 Panic of 1873, 547 Panic of 1893, 578, 586 panning, 559 Paris, Treaty of, 299–300 ending American Revolution, 212, m410 ending French and Indian War, 150 Parker, John, i170 Parkman, Francis, 429 parks, 627 Parliament, 142 patents, 586, c589 Patriots, 173, 178–179, 193 Patriots’ Day, i173 patronage, 640 Patrons of Husbandry, 577 patroon, 101 Patterson, Mary Jane, i435 “Paul Revere’s Ride,” 430 Pawnee people, 36 Pawtucket, R.I., 342 Paxson, Edgar S., i564 Peabody Museum, i325 Pearl Harbor, 661, 713–714 Pelican Island, 643 Pendleton Civil Service Act, 640 Penn, William, 101 Pennsylvania, 101–102, 143 establishment of facts about, R35, R41 Pennsylvania State House, i229 penny papers, 436 Pentagon September 11 terrorist attack on, 721, 732 peonage, 623 Perry, Matthew, i668 Perry, Oliver Hazard, 331–332 Pershing, John J., 686, 688 Persian Gulf War, 721, 725 Peru, 71, m72 Petersburg, Va., 518 Petrified Forest, 643 petroglyphs, i29, i56
INDEX
R91
Page 17 of 24
petroleum, 585, 595, m599 Philadelphia, Pa., 116 Constitutional Convention in, 228, i229 introduction of telephone in, 588 religious riot in, i428 world’s fair in, 628 philanthropists, 596 Philip II (Spanish monarch), 69 Philippines imperialism and, m669 in Spanish-American War, 664, m665, 666, 668–669 Phillips, Wendell, 548 Phoenix, Ariz., m18 photography, i518 physical geography, 6, 10–13 Pickett, George, 513 Pickett’s Charge, i514, m514 piedmont, 126 Pierce, Franklin, R37 Pike, Zebulon, m320, 322–323 Pikes Peak, m320, 322, 569 Pilgrims, 92, 93 Pinckney, Charles, 305–306 Pinckney, Thomas, 302 Pinckney’s Treaty, 302 Pinta, 51 pioneers, i390 pirates, 326 Pitcher, Molly, 195 Pitt, William, 149, 162 Pittsburgh, Pa., 148 Pizarro, Francisco, 65 place, 4 plantations, i120 after Civil War, 523, 542–543 cotton farming on, 349–351 economy of, 119–123 in Southern economy, 457 sugar cultivation on, 72, 76, i657 plateau, i15 Platt Amendment, 666, m672 Plessy, Homer, 742 Plessy v. Ferguson, 621, 742–743, 746 plow, 342, i345, 576 Plymouth, Mass., 93 Pocahontas, 88 Poe, Edgar Allan, 432 points of view, analyzing c456, 469, R9 poison gas, i681 Poland, 696, 713
R92 INDEX
police, 267 political cartoon on Copperheads, i508 on 1860 election, i472 on Grant’s presidency, i547 interpreting, R28 on isolationism, i706 on Jackson’s opposition to Second Bank of the United States, i385 on ratification of U.S. Constitution, i265 on Roosevelt’s foreign policy, i675 on Stamp Act, i162 on XYZ Affair, i306 political machines, 613, 615 political maps, 6, mR34–R35 political parties. See also Democratic Party; Republican Party. Constitutional Union Party, 472 development of, 295–297, 301–302, 303–307, i386 Federalists, 145, c304, 305, 307, 313–314, 316 Know-Nothing Party, 428 Populist Party, 577–578 progressive reforms and, 648 Radical Republicans, 534–536, 542 Whig Party, 386–387 Polk, James K., 406, 408, R36 poll tax, 275, 548, 621 pollution, 17, 728–729 Polo, Marco, 50 Pomeiock, i85 Pomo people, 34 Pontiac, i151 Pontiac’s Rebellion, 151 Poor Richard’s Almanack, 138 Popé, 72 popular sovereignty, 244, 463–464, 469 population colonial, c105 growth of industry and, 585 slave, c120 of Western cities in 1860 and 1890, c569 Populism, 577–578 Portland, Ore., c569 Portugal exploration by, 49, 61 Monroe Doctrine and, 360–361 and slave trade, 43, 77
potatoes, 75, 426 potlatch, 34 Pottawatomie Massacre, 465 poverty and Irish immigration, 426 Progressive Era and, 636 reform movements and, 639 urbanization and, 611, 612 Powell, Colin, i506 Powell, Lewis, 750 Powhatan, 88 prairie, i15 prairie schooners, 395 prejudice, 427 president. See also names of individual presidents. Antifederalist view of, 239 cabinet of, 294 constitutional provisions for, 269, 275–276 lame duck sessions and, 273 lawmaking process and, 252, c253 oath of, 257 roles of, i258 salary of, 257 term of office of, c250, 274 primary sources Constitution, 248–277 Crusade for Justice, 624 Declaration of Independence, 182–185 Dix’s report on treatment of the mentally ill, 438–439 early map of North and South America, m55 Federalist Papers, 238 Fourteen Points, i699 Fundamental Orders of Connecticut, 98–99 Gettysburg Address, 524 Iroquois Great Law of Peace, 38 Kee Low interview, 625 Lincoln’s Second Inaugural Address, 525 Mayflower Compact, 98 Monroe Doctrine, 360–361 “Objections to the Constitution of Government Formed by the Convention,” 239 using, R21 prime meridian, i8 printing press, 47 prison camps, 511
Page 18 of 24
INDEX
privateer, 204 problems, identifying and solving, c220, c292, c532, c638, R18 Proclamation of 1763, 151, 160 Procter & Gamble, 603 Progressive Party, 648 progressivism and amendments, c653 and reform movements, 639–643, 646–649 and women, 650–653 “Progress of the Century,” i339 Prohibition, i272, 274, 641, c653 projections, 8, i9 Promontory, Utah, 591 propaganda recognizing, R15 in World War I, 692 property taxes, 647 proprietary colony, 101 Prosser, Gabriel, 353 protective tariffs, 380 pro tempore, 250 protests of antiwar movement, 724–725 against death penalty, i268 of students, i247 public debt, 316 public education, 435, 536 public lands, 643, i644–645, m644, m645 public libraries, 596 public speeches, making, R7 publishing, 138–139 Pueblo people, 35, 72 Puerto Rico, 666–667, i667, R35 Pulitzer, Joseph, 626, 663 Pullman Palace Car Company, 602 Pullman Strike, 602–603, i602 Pure Food and Drug Act, 642 Puritans, 111, 113 Pierce, Franklin, 459 Purvis, Robert, 442 push-pull factors, 424
Q
Quakers antislavery views on, i118 in Middle Colonies, 96, 101–102, 114 Native Americans and, 376 Quartering Act, 160, 163, 183
quartering troops, 267 Quebec, 70, 149–150 Quebec, Battle of, 150 Quetzalcoatl, i65 Quincy Market, i5 quorum, 251
R
racial quota, 750–751 racism, 79, 620–623, 698 antislavery, 458–461 Radical Republicans, 534–536, i535, 542 radicals, 313 radio, 708 ragtime, i629 railroads, 356, 590–593 antitrust suit against, 642 after Civil War, 523 cattle industry and, 559–561 government promotion of, 575 growth of, c584, 587 immigrants and, 426, 571 organized labor and, 602 Panic of 1837 and, 547 settling of Great Plains and, 558 shipment of crops and, 577 transcontinental, m592 westward expansion and, 569, i574 Railroad Strike of 1877, 601 Rainey, Joseph, 546 Raleigh, Walter, 86 ranching, 560–561 Randolph, Edmund, i228, 231, i291, 295 Raza Unida, La, 724 Reagan, Ronald, i258, 720, i721, i725, i726, R38 reapers, 576 recall, 640 recession, 725 Reconstruction, 532–539 aftermath of, 545–550 civil rights amendments and laws in, c271, c549 daily life in, 540–544 Ku Klux Klan and, 544 problems of, c532 Reconstruction Acts of 1867, 535–536, 542
redcoats, 165 Red River, 322 Red Scare, 697–698 referendum, 640 Reformation, 47 reform movements, 433–439, 440–445 in Progressive Era, 638, 639–642 women and, 650–652 Reform Party, 467 Regents of the University of California v. Bakke, 750–751 regimental flag, i514 region, 4, 13 relative location, 4 religion education and, 138 freedom of, 214–215, 237, 266 Great Awakening and, 140 immigration and, 424 in Middle Colonies, 102, 116 Pilgrims and, 92 Puritans and, 94 slaves and, 351–352 utopian communities and, 437 Remond, Charles, 440 Renaissance, 46–48, 140 rendezvous system, 394 reparations, 696 representative government, 95, 134, 141–145, 168, 245 reprieves, 259 republic, 222 republicanism, 214–215 Republican Party development of, i386, 466–467 in election of 1860, m473 Grant’s presidency and, 545–547 Ku Klux Klan and, 544 Reagan and, i258 in Reconstruction, 534 reservation, 564, 566 reserved powers, 245 Revels, Hiram, 536, i546 revenue, 252 revenue tariffs, i380 Revere, Paul, i165, m172 revival, 139, i433 Revolutionary War. See American Revolution. Reynolds v. Sims, 748–749 Rhode Island facts about, R35, R41
INDEX
R93
Page 19 of 24
founding of, m95 mills in, 342 ratification of U.S. Constitution by, 237 rice, 121 Richmond, Va., 518 in Confederacy, 482, m483, 484, 496, 507 in Reconstruction, i537 transportation system in, 611 Richthofen, Manfred von, 681 Rickenbacker, Eddie, 686, 689 Ridge, Tom, 733 rifle, 491 rights of accused persons, 267 rights of people, 268 to bear arms, 267 to privacy, 267 to a speedy, public trial, 267 to vote, i243, 271, 546 Riis, Jacob, 612 Rio Grande, 322–323, 407 riots, 509 “Rip Van Winkle,” 429 river mouth, i14 roads, 355 Roanoke Island, 85, 86, m87 Roaring Twenties, 707–708 robber baron, 594 Robinson projection, i9 Rochambeau, Jean, 210 Rockefeller, John D., i584, 595–596, i595, 640 Rockefeller University, 596 Rock Springs, Wyo., 623 Rocky Mountains, i11, 393, 558–559 Rocky Mountains, The, i310 Rolfe, John, 88 Roman Catholic Church, 45, 50–51, 72 Roman Catholics, 426, 428 romanticism, 429 Roosevelt, Franklin Delano, 710–711, i711, 713, 714, 716, R38 Roosevelt, Theodore, i643, R37 and conservation movement, 643–645, i644 and Latin America, 672 and Progressive Era, i637, 642 in Spanish-American War, 664–666, i666 square deal policy of, 641 Roosevelt Corollary, 672
R94 INDEX
Ross, Betsy, i199 rotary printing press, i339 Rothschild, Alexander, 426 Rough Riders, 665, i666 roundup, i560 Rowlandson, Mary, 138 royal colony, 103 royal governor, 143, c144 Royall, Anne Newport, 432 rule of law, i247 Rush-Bagot Agreement, 356–357 Russell, Charles M., i554 Russia, 318, 359 Russian Revolution, 683 Russwurm, John, 435 Ruth, Babe, i708
S
Sacagawea, 321–322, i324 Sacco and Vanzetti, 697–698 Sacramento, Cal., 416 Sagadahoc, 86, m87 Sager family, 396 St. Augustine, Fla., i68 St. Lawrence River, 70 St. Leger, Barry, 196–197 St. Louis, Mo., 320 world’s fair in, i632, 633 Salem, Mass., 96 sales tax, 647 salutary neglect, 144 Samoset, 93 Sampson, Deborah, 195 San Antonio, Tex., 402 Sand Creek Massacre, m563, 564 Sandoz, Mari, 568 San Francisco, Cal. Chinatown in, 416 earthquake of 1906 in, 611 immigrants in, 615 and westward expansion, c569, i569 San Jacinto, Battle of, 404 San Juan Hill, 665 San Salvador, 52 Santa Anna, Antonio López de, 402–404, 408, 409, 410 Santa Fe, N.M., 395 Santa Fe Trail, 395–396, m395 Santa Maria, 51 Sarah, Plain and Tall, i571 Saratoga, Battle of, 198–199
Savannah, Ga. in American Revolution, 206–207, m209 in Civil War, 517 scalawags, 536 scale, 7 Scandinavians, 424–425, m425 scapegoats, 97 Scarlet Letter, The, 432 Schenck, Charles, 744 Schenck v. United States, 692–693, 744–745 School of Athens, i47 School of Manners, The, i138 schools. See education. Schwarzenegger, Arnold, 726 Scots-Irish, 127 Scott, Abigail, i568 Scott, Dred, 467, i468, 740, i741 Scott, Winfield, 377, 410, 484 Scotts Bluff, i364 sea dogs, 68 sea level, i14 search and seizure, 267 search warrants, 159 secession, 473–475, m477, 482, m483 South Carolinan threat of, 383 Second Amendment, 267 secondary sources, using, R21 Second Bank of the United States, i384, i385 Second Continental Congress, 177 adoption of Declaration of Independence, 179–180, i180 Articles of Confederation and, 222 war actions of, 194, 203, 213 Second Great Awakening, 433–437 Second Seminole War, 378 secretary of state, 294 secretary of treasury, 294, 295 secretary of war, 294 sectionalism in pre-Civil War America, 357–359 slavery debate and, 457–461, 462–465 Southern secession and, 473–475 tariffs and, 379–381 Sedition Act, 692 segregation, i506, 620–623, 742 in schools, 746–747 Seguín, Juan, 403, i404
Page 20 of 24
INDEX
Selective Service Act, 686 self-government, 238 Seminole people, 357, 374–375, i376, 378 Senate constitutional provisions for, 249, 250 direct election of, 272 Great Compromise and, 232 role in legislation, c252 terms in, c250 Seneca Falls Convention, 444 separate ballots, 314 separate but equal, 621, 742–743, 746–747 separation of powers, 246 September 11 terrorist attack, 721, i721, 732, i733, 734 effect on air travel of, 733 impact of, 721, 732–737 New York City and, 732, 733 sequencing, c84, c158, c192, R4 Sequoia National Park, 12, i644 Sequoya, i374 Serapis, 205 settlement houses, 612, 650–651 Seven Days’ Battle, 496 Seventeenth Amendment, 272, c653 Seventh Amendment, 142, 261, 268 Seven Years’ War, 148 Seward, William, 522, 660 sewing machine, 589 Shakers, 437 sharecropping, 543–544, c543, 597 Shays’s Rebellion, 224–225, i225, 229 sheriff, 561 Sherman, Roger Great Compromise and, 232 Sherman, William Tecumseh, 494–495, i501, 516–519 Sherman Antitrust Act, 641, 642 Shiloh, Battle of, 494–495 shipping, 116 Sholes, Christopher Latham, 588 Shoshone people, 322, i324 Shreve, Henry Miller, 344–345 sick pay, 603 Sierra Nevada, 413 silver, 558–559 Sinclair, Upton, 642 Singer, Isaac, 589 Singleton, Benjamin “Pap,” 575
Sioux people, 564, 565 Sitting Bull, i565 Sixteenth Amendment, 272, 647–648, c647, c653 Sixth Amendment, 267 skyscrapers, i610 slash-and-burn agriculture, 37 Slater, Samuel, i341, 342 slave auction, i352 slave codes, 79, 123 slave revolts, 123, 353 slavery, c120, 740–741 abolition movement and, 440–442 annexation of Texas and, 405, 407, 408 California gold rush and, 417 in Civil War, 509–510 Confederate Constitution and, 474 congressional debate of, 455 cotton farming and, 349–351 Declaration of Independence and, 181 and Dred Scott v. Sandford, 740–741 and election of 1860, 472–473 Free-Soil Party and, 459 Fugitive Slave Act and, 462 Kansas-Nebraska Act and, 463 Lincoln and, 468–469, 475, 503–505, 525 in Middle Colonies, 118 Missouri Compromise and, 357–358, m358 in New England, 112–113 plantation life under, 119, 121, i122, 123, i351, 351–353 Southern farming and, 458 states allowing, m464 on sugar plantations, i73 Thirteenth Amendment and, 270, 521 Tocqueville’s view of, 457–461 Underground Railroad and, 446–447, m447 West African societies and, 39, 41, 42 slave trade origins of, 77–79, c77 ships used in, i78 triangular trade and, m111, 112 West African empires and, 43 Slidell, John, 407–408
sluicing, 415, 559 slums, 612, 639 smallpox, 64, 74–75, 151 Smith, Bessie, 708, i708 Smith, Jedediah, i393 Smith, John, 87 Smith, Margaret Bayard, i369 smuggling, 112 social gospel, 612 socialism, 602, 646 Society of Friends. See Quakers. sodbusters, 575 sod house, i554, i575 solar time, 592 soldiers. See armed forces; military. Solomon, Haym, i193 solving problems, 220, 292, c532 Somme, Battle of, 681 Songhai, 42 Sons of Liberty, 161, i188 South. See also Confederate States of America. abolition, 440–442 agriculture in, 345, 348–353, 357–358, 457–458 at beginning of Civil War, 482 black codes in, 534–535 after Civil War, 520–523, 597 politics, 462–470 pre–Civil War tensions and, 457–473 secession of, 473–474 sectionalism and, 357–359, 379, 380, 381 South America ancient artifacts in, 28 early map of, m55 gold rush and, 413 migration and, m28 Portuguese exploration of, 61 South Carolina in American Revolution, 209 establishment of, 103 facts about, R35, R42 nullification and, i381 secession of, 473 slavery in, 121 tariffs and, 381, 383 “South Carolina Exposition and Protest,” 381 South Dakota, 558, R35, R42 Southeast, i3 climate of, i12 human movement and, m18
INDEX
R95
Page 21 of 24
Native American cultures of, 36 sports in, m20 Southern Colonies, 102–103, m102 American Revolution in, m209 economy of, 124–125 farming in, m120 South Korea, 718 South Pass, 394 South Pole, i8 South Vietnam, 719 Southwest early civilizations in, 29, 35 human geography and, i16 Indian Wars and, 565 Mexicanos in, 570 in World War I, 694 Sovereignty and Goodness of God, The, 138 Soviet Union in Cold War, 717–721 in World War II, 713–716 Spain, 298–299, 318 in American Revolution, 201 balance of trade and, 62 boundary settlements with, 357 Columbus and, 50–51, 53 exploration of Americas by, 61, 63–66, 68–70 in French and Indian War, 150 Louisiana Territory and, 319 Monroe Doctrine and, 360–361 North American colonies of, 71–75, m72, 85 Pinckney’s Treaty and, 302 and slave trade, 77 in Spanish-American War, 662–667 Texas Revolution and, 400 Spanish-American War, 662–667, m665, 641 Spanish Armada, i69 spice trade, i45 spirituals, i351 spoils system, 373 sports, m20, 628, 708 Spotswood, Alexander, i126 Spotsylvania, Battle of, 518 Sputnik, 719 Squanto, i92, 93 square deal, 641, 642 Stalin, Joseph, 713, 717 Stalingrad, U.S.S.R., 715 Stamp Act, 160–162, i160, i161
R96 INDEX
Standard Oil, 595, 640, 642 standard time, 592 Stanton, Edwin, 537 Stanton, Elizabeth Cady, i443, i444, 546 Starr, Belle, i561 Starr, Ellen, 651–652 stars and stripes, i199 star-spangled banner, i332 state law versus federal law, 738 State of the Union address, 259 states’ rights, 262 Alien and Sedition Acts and, 307 Bill of Rights and, 268 Confederate Constitution and, 474 and development of political parties, i386 and federal government, 736–737 nullification and, 381 tariffs and, 379–383 Statue of Liberty, i614 steamboat, i339, i344 steam engines in early American mills, 343 in ironclads, i492 steam locomotive, i339 steel, 587, 595, i599, m599, 602, i610 steerage, 423 Stephens, Alexander, i531 steppe, m12, i15 Steuben, Baron von, 201–202 Stevens, Thaddeus, i533, 534, i535, 542 stock, 594, c709 stock market crash, 709 Stono Rebellion, 123 Stonyfield Farm, Inc., 729 Stowe, Harriet Beecher, i462, 463 strait, i14 Strauss, Levi, i414 streetcars, 610–611 strikes, 434, 600, 601–603 Stuyvesant, Peter, i100 subarctic climate, m12 submarine warfare in American Revolution, i204 in World War I, 682 subsistence farming, 109–110 suburbs, 611, i705 subways, 611
suffrage for African Americans, 271, 535, i536 for 18-year-olds, 277 for women, i273, 444, 568, i634–635, 652–653 sugar, i73, 76 Sugar Act, 160 Suitcases for Kids, 286 summarizing, c312, R2 Sumner, Charles, 465, 534–535, 542 sunbelt, m18, 722 Sun Dance, 36 Sundiata, 41 Sunni Ali, 42 supply and demand, c576 Supremacy Clause, 738 Supreme Court Adams and, 316 constitutional provisions for, c250, 259, 260 establishment of, 294 historic decisions, 732–751 judicial review and, 317 Miranda rights and, 267 railroads and farmers and, 577 in Reconstruction, 548 Taft on, 648 surveyors, i6 Sutter, John, 413 Sutter’s Mill, 413 swamp, i14 sweatshops, 600–601, 616 Swedish immigrants, i101, 424–425, 574, 575 switchboard, 588
T
Taft, William Howard, 643, 646, 648, 673, R37 Taino people, i52, 73 Taliban, 735 Tallmadge, James, 358 Tammany Hall, 613 Taney, Roger, i468, 740 tank, i681 Tarbell, Ida, 640 Tariff of Abominations, 381 tariffs, 380, 586 American System and, 354 Hamilton and, 296
Page 22 of 24
INDEX
states’ rights and, 379–383 taxation, 143, 161, 163, 184, 647, c647 and states’ power, 736–737 Taylor, Susie King, 510 Taylor, Zachary, 460, R36 in War with Mexico, 408, 409, 410 Tea Act, 166–168 technology growth of corporations and, 594 human movement and, 19 Native American, 32 World War I and, i681–682 Tecumseh, i328 Tejanos, 400, 404 telegraph, i339, 345, 588 telephone, 588, 628 television, i719 temperance movement, i433, 434, 641 tender, 254, 255, 577–578 tenements, i596, 611, i641 Tenkaminen, 39 Tennessee facts about, R35, R42 secession of, 482 Tenochtitlán, 34–35, m63, 64 Tenth Amendment, 268 Tenure of Office Act, 537 Terrill, James, i487 Terrill, William Rufus, i487 territory, 666–667 terrorism coalition against. See antiterrorism coalition. definition of, 732 effects of, 721, 732–737 international, 734, c734. See also terrorist groups, names of specific countries. reasons for, 732 tactics of, 732, 734 terrorist attacks. See also September 11 terrorist attack. in Beirut, c734 casualties of, 721, 732, 734, c734 in Kenya, 734 in Tanzania, 734 in United States, 721, 732–733 terrorist groups in Africa, 734 in Asia, 734
Aum Shinrikyo, 734 in Europe, 734 in Latin America, 734 Shining Path, 734 Teton Sioux, i325 Texas, 400 annexation of, m410 facts about, R35, R42 human movement and, m18 immigrants in, 616 settlement of, i401, m419, 425 war for independence in, 402–405, m405 in War with Mexico, 407–409 Thames, Battle of the, 332 Thanksgiving, 93, 94 Thayendanegea, i197 theodolite, i226 Third Amendment, 267 third-party candidates, i467 Thirteenth Amendment, 270, 521, 623, 741, 742 Thomson, Charles, i293 Thoreau, Henry David, 431 Three-Fifths Compromise, 232–233 threshing machine, 345 Thurmond, Strom, 251 Tilden, Samuel J., 548 timber, 111, m599 Timbuktu, Mali, m40, 42 time lines, interpreting, R24 Tippecanoe, Battle of, 328–329 titles of nobility, 255 tobacco, 88, 642 Tocqueville, Alexis de, i457 Tordesillas, Treaty of, 61, 68 Toscanelli, Paolo, 50 Townshend Acts, 163 township, m226 trade Columbian Exchange, m74 expansionism and, c675 foreign (1800–1812), c335 mercantilism and, i62 North-South exchange of goods, c458 regulation of, 233 in Renaissance Europe, 48 triangular, m111 Trail of Tears, 376–378, i377 trains, 610–611 Trans-Appalachian West, m299 transcendentalism, 430–432 transcontinental railroad,
590–592, m592 Gadsden Purchase and, 411 westward expansion and, 569 transportation American System and, 355 growth of industry and, 586 inventions for, 344–345 urbanization and, 610–611 Travis, William, 403 treason, 261 Treasury Department, 295 Treaty of . . . . See under distinctive part of treaty’s name. trench foot, 685 trench warfare, i666, 680–681, i684–685 trial by jury, 142, 261, 268 triangular trade, m111 tribunals, 252, 253 Tripoli, 326 tropical climate, m12 Tropic of Cancer, 8 Tropic of Capricorn, 8 Troy Female Seminary, 435 Truman, Harry S., 716, i717, R38 Trumbull, John, i180 trusts, 595, 640, 641, 646 Truth, Sojourner, 441, i443, 444, 445 Tsali, 378 Tubman, Harriet, 442, i443, i446, 510 tundra, m12, 33 Turner, Frederick Jackson, 579 Turner, Nat, i353 Turner’s Rebellion, 353 Turpin, Solveig, 27 Tuskegee Institute, 622 Twain, Mark, 558 Twelfth Amendment, 269 Twentieth Amendment, 273–274 Twenty-Fifth Amendment, 275–276 Twenty-First Amendment, 274 Twenty-Fourth Amendment, 275 Twenty-Second Amendment, 274 Twenty-Seventh Amendment, 251, 277 Twenty-Sixth Amendment, i243, 277 Twenty-Third Amendment, 275 Twilight, Alexander, 435 Tyler, John, 387, R36 typewriter, 588
INDEX
R97
Page 23 of 24
U
U-boats, 681, 682 unalienable rights, 180 unanimous consent, 265 Uncle Sam, i701, i706 Uncle Tom’s Cabin, 462, 463 unconstitutional, 317 Underground Railroad, 440–443, 446–447, m447 unemployment, 709 Union Pacific Railroad, 590–592 United Farm Workers of America, 724 United Nations, 716 University of Chicago, 596 urbanization, 609–611 U.S. v. Cruikshank, 548 U.S. v. Reese, 548 USA Patriot Act, 733 Utah, 397, R35, R42 utopian communities, 437
V
Vallejo, Mariano, 412, i417 valley, i15 Valley Forge, Pa., i190, 202–203, i202, m209 Van Buren, Martin, 386, R36 Vanderbilt family, i596 vaqueros, i560, 571 vaudeville, 629 vegetation, 13 Vermont, R35, R42 Verrazzano, Giovanni da, 68 Versailles, Treaty of, 696 Vesey, Denmark, 353 Vespucci, Amerigo, 62 veto, 252, c253 vice-president constitutional provisions for, 250, 257 election of, 269 lame duck sessions and, 273 Vicksburg, Miss., 516, m527 Vietnamese, 427 Vietnam War, 719, 724–725, i725 vigilantes, 561 Villa, Pancho, 673 Vincennes, Ill., 204 Virginia, 143 in American Revolution, 209 Antifederalists from, 236–237 Confederacy, 482
R98 INDEX
facts about, R35, R42 plantation life in, i121 and states’ rights, 307 Virginia, University of, 316 Virginia City, Nev., 558 Virginia House of Burgesses. See House of Burgesses. Virginian, The, 570 Virginia Plan, 230–231, c232 Virginia Resolution, 307 Virgin Islands, U.S., R35 volcano, i14 voting. See also suffrage. in District of Columbia, 275 expansion of rights, 371 individuals’ rights, 748–749 mock elections for students, i372 Voting Rights Act of 1965, 271, 749 voyages of discovery, European, 45–47, 49–53, 61–66, 67–68, 70 Vredenburgh, Peter, Jr., i488
W
wagon train, 396 Waikiki Beach, i13 Wake Atoll, R35 Wald, Lillian D., 613, i650 Walden Pond, 431 Walker, David, 440–441 Walker, Felix, 221 Walker, James, i560 Waltham, Mass., 342–343 war, declaration of, 253 war against terrorism in Afghanistan, 721, 735–737 Bush administration and, 721, 735–737 war bonds, 691, i692, i702–703 war debts, 264, 295 War for Independence. See American Revolution. War Hawks, 329 War Industries Board, 692 War of 1812, 327–329, 330–333, c333, 342 War on Poverty, 723 Warren, Earl, 745, i746 Warren, Joseph, 466 War with Mexico, 406–411, m408, 459–460
Washington (state), R35, R42 Washington, Booker T., 521, 622 Washington, D.C. in Civil War, m483 design of, i305 voting in, 275 Washington, George, R36 in American Revolution, 177, 178, i190, i194, i196, 202–203, 211 at Constitutional Convention, i219, 229, 230 farewell address of, 303–304 in French and Indian War, 148 as president, i291, 293–295, 298–302 water rights, 561 Watergate scandal, 720 Waterman, Thomas, i536 Watson, Thomas, 588 Wayne, Anthony, i298, 299 weapons in American Revolution, i204, i208 in Civil War, 491–492, i492 in World War I, i681 weapons of mass destruction, 721, 736, 737 Webster, Daniel, 372, i382, i460, 459–461 Webster, Noah, 430 Weld, Theodore, 441 Wells, Ida B., 622, 624 West, Benjamin, i212 West, i2, 318–323 artists in, 430–431 farming and populism in, 574–578 immigrants in, 457 Jackson and, 379, 380 Kansas-Nebraska Act and, 463 land claims in, m223 Lewis and Clark Expedition to, 318–325 life in, 568–571 manifest destiny and, 392–399, 406–407 miners, ranchers, and cowhands in, 557–561 mountain men in, 394 Native American lands in, 34, m563 railroads in, 593 sectionalism and, 356–357 settlement of, m558
Page 24 of 24
INDEX
West Africa, mR33 western expansion. See expansionism. West Virginia in Civil War, m483 facts about, R35, R42 Weyler, Valeriano “the Butcher,” 663 whaling, i108, i125 wheat, 576–577 Wheatley, Phillis, i178 Whig Party, 386–387, 466 Whiskey Rebellion, 300–301, 302 White, John, 85, 86 Whitefield, George, 139 White House, i33, i366 Whitman, Marcus, 396 Whitman, Narcissa, 396 Whitman, Walt, 432, 511, i522 Whitney, Eli, i343, 348–349 wigwams, 37 Wilder, Laura Ingalls, 571 Wilderness, Battle of the, i518 Wilderness Road, 221 wild west show, 572–573 Willard, Emma, 435 William of Orange, 144 Williams, Roger, 95 Williams, Thomas, i535 William Sound, i17 Wilmot Proviso, c456, 459–461 Wilson, James, 230 Wilson, James F., i535 Wilson, Luzena, 412, 413 Wilson, Woodrow, 648, i649, i696, R37 and Fourteen Points, i699 and Latin America, 673 and League of Nations, 695, 696 and Treaty of Versailles, 696 and World War I, 682–683, 692 windmills, 576 Winthrop, John, 94 Wisconsin, 425, R35, R42 Wister, Owen, 570
witchcraft, i97 Wolfe, James, 150 woman suffrage. See suffrage; women. women, i164, 724 advocacy for rights of, 436 in Backcountry, 128 Constitutional Convention and, 229 Declaration of Independence and, 181 draft and, i243 education reform and, 435 employment of, 588, 691–692 life in American colonies, 136 life in West, 568–569 Native American, 34, 35 prison and mental health reform and, 435–436 in Quaker society, 116 reform movements and, 443–445 suffrage for, 273, 652–653, c653 in World War I, 687 in World War II, 714 women’s rights movement, i705, 724 Woods, Granville T., 589 Woodstock music festival, 725 workers’ compensation, 603 work ethic, 95 Workingmen’s Party, i623 world’s fairs, i628, 632–633 World Trade Center, 721, i721, 732, i733. See also September 11 terrorist attack. World War I, i680, m680, 712 aftermath of, 695–696 American involvement in, 682–683, 686–690 causes of, 679–680 effects of, c697 home front in, 691–694 liberty bonds in, 702–703
mortality in, c690 Russian Revolution and, 683 technology in, i681–682 trench warfare in, 680–681, i684–685 World War II, 696, 712–716, m715 Wounded Knee Massacre, m563, 566 Wovoka, 566 Wright, Orville and Wilbur, i627 writs of assistance, 164 Wyat, Bayley, 542 Wyoming, 569, R35, R42
X
Xerox, 729 XYZ Affair, 305–306, i306
Y
yellow journalism, 663–664 Yellowstone National Park, i645 Yellow Tavern, Va., i500 Yep, Laurence, 618–619 Yohn, Frederick, i403 York, 320 York, Alvin, 689 Yorktown, Battle of, 209–210, m209, i210, m217 Yoruba, 42–43 Yosemite National Park, 643 Young, Brigham, 397 Yugoslavia, 696 Yukon Territory, 559
Z
Zenger, John Peter, 145
INDEX
R99
Page 1 of 7
ACKNOWLEDGMENTS TEXT ACKNOWLEDGMENTS Chapter 1, page 28: map, “New Paths to the Americas,” U.S. News & World Report, October 12, 1998, page 62. Copyright © October 12, 1998, U.S. News and World Report. Visit us at our Web site at www.usnews.com for additional information. Adapted by permission of U.S. News & World Report.
Abigail Adams: Portrait traditionally said to be Abigail Adams (about 1795), artist unknown. Oil on canvas, 30 1/4″ × 26 1/2″, N-150.55. Photo by Richard Walker. Copyright © New York State Historical Association, Cooperstown, New York. Andrew Jackson: Andrew Jackson (1845), Thomas Sully. The Granger Collection, New York.
page 33: Excerpt from “Navajo Blessing Way,” from Language and Art in the Navajo Universe by Gary Witherspoon, page 26 (Ann Arbor: The University of Michigan Press, 1977). Reprinted by permission of The University of Michigan Press.
Zitkala-Saˇ : Negative no. Mss 299, Tom Perry Special Collections, Harold B. Lee Library, Brigham Young University, Provo, Utah.
Chapter 6, pages 174–175: Excerpt from Johnny Tremain by Esther Forbes. Copyright © 1943 by Esther Forbes Hoskins, copyright renewed by Linwood M. Erskine, Jr., executor of the Estate of Esther Forbes Hoskins. Reprinted by permission of Houghton Mifflin Company. All rights reserved.
Crispus Attucks: Copyright © Stock Montage.
Chapter 9, page 300: “Obeying Rules and Laws,” from Government in America by Richard J. Hardy. Copyright © 1995 by Houghton Mifflin Company. All rights reserved. Reprinted by permission.
Table of Contents
Chapter 16, pages 486–487: Excerpt from Across Five Aprils by Irene Hunt. Copyright © 1964 by Irene Hunt. All rights reserved. Reprinted by permission of Shirley Beem on behalf of the author. Chapter 17, pages 508, 509, 510, 512, 513, 516, 518, 519: Excerpts from The Civil War by Kenneth Burns, Ric Burns, and Geoffrey Ward. Copyright © 1990 by American Documentaries, Inc. Reprinted by permission of Alfred A. Knopf, a division of Random House, Inc. Chapter 19, page 562: Excerpt from “Wahenee: An Indian Girl’s Story Told by Herself to Gilbert L. Wilson,” North Dakota History, Vol. 38, Nos. 1 & 2. Copyright © 1971 State Historical Society of North Dakota. Used by permission. Chapter 21, pages 618–619: Excerpt from Dragonwings by Laurence Yep. Copyright © 1975 by Laurence Yep. Used by permission of HarperCollins Publishers. pages 624–625: Excerpt from Crusade for Justice: The Autobiography of Ida B. Wells, edited by Alfreda M. Duster. Copyright © 1970 by The University of Chicago. All rights reserved. Reprinted by permission of The University of Chicago Press. Epilogue, page 723: Excerpt from “I Have a Dream” by Martin Luther King, Jr. Copyright © 1963 by Martin Luther King, Jr., copyright renewed 1991 by Coretta Scott King. Reprinted by arrangement with The Heirs to the Estate of Martin Luther King, Jr., c/o Writers House, Inc., as agent for the proprietor. page 731: Quote by Ken Burns from “Of documentaries and storytelling, historical awareness and arrogance, heroes and villains . . . a conversation with Ken Burns” by Sam Stall, America West Airlines Magazine, November 1997. Reprinted by permission of America West Airlines Magazine and Sam Stall.
ART CREDITS Cover and Frontispiece cover background Copyright © Bob Gelberg/SharpShooters. frontispiece background The Granger Collection, New York. Abraham Lincoln: The Library of Congress. Ida Bell Wells: The Granger Collection, New York. Juan Seguín: Detail of Juan Seguin (1838), Jefferson Wright. Texas State Library and Archives Commission.
R100 ACKNOWLEDGMENTS
Elizabeth Cady Stanton: The Granger Collection, New York. Queen Liliuokalani: Portrait of Queen Liliuokalani, date and artist unknown. Bishop Museum. George Washington: Corbis.
viii–xvii background The Granger Collection, New York; viii top The Metropolitan Museum of Art, The Michael C. Rockefeller Memorial Collection, Gift of Nelson A. Rockefeller, 1972 (1978.412.310). Photograph copyright © 1983 The Metropolitan Museum of Art; bottom The Granger Collection, New York; ix top Copyright © Michael Gadomski/Photo Researchers, Inc.; center The Granger Collection, New York; bottom Library of Congress; x top Copyright © R. Kord/H. Armstrong Roberts; center George Washington in the Uniform of a British Colonial Colonel, 1772, by Charles Willson Peale. Washington-Custis-Lee Collection, Washington and Lee University, Lexington, VA; bottom Illustration by Bill Cigliano; xi bottom right Copyright © John E. Fletcher & Arlan R. Wiler/NGS Image Collection; bottom Corbis; xii top Copyright © 1998 North Wind Pictures; center National Museum of American History, Smithsonian Institution; bottom Illustration by Patrick Whelan; xiii top From the collections of the Minnesota Historical Society; bottom left Copyright © 1998 Louis Psihoyos/Matrix; bottom right The Granger Collection, New York; xiv top Copyright © George Peter Alexandre Healy/Wood River Gallery/PNI; center Courtesy; Soldier magazine, U.S. Army; bottom The Granger Collection, New York; xv top, Northern Pacific Railroad. The Pioneer Route to Fargo Moorhead Town Bismark Dakota and Montana and the Famous Valley of the Yellowstone (about 1885), Creator–Poole Brothers, Printers. Broadside. Chicago Historical Society; bottom The Granger Collection, New York; xvi top Doubleday, Page and Company, New York, 1906, second issue; center, Portrait of Queen Liliuokalani, date and artist unknown. Bishop Museum; bottom left Culver Pictures; bottom right The Granger Collection, New York; xvii bottom left NASA; bottom right From the Collection of David J. and Janice L. Frent.
Voices from the Past xxi left The Last Voyage of Henry Hudson, (1881) John Collier. Tate Gallery, London/Art Resource, NY; right The Granger Collection, New York; xxii Corbis; xxiii left Illustration from The Headless Horseman by Natalie Standiford. Illustration Copyright © 1992 by Donald Cook, Reprinted by permission of Random House, Inc.; right Corbis/Bettmann; xxiv top left Courtesy of the U.S. Naval Academy Museum; center right Copyright © 1963 Bob Adelman/Magnum Photos; bottom right Survey Compass, accession number 1982–145. Colonial Williamsburg Foundation.
Page 2 of 7
Themes of American History xxviii top Copyright © 1999 PhotoDisc, Inc.; center Photo by Howard Sochrer/Life Magazine, Copyright © Time Inc.; bottom Michael S. Yamashita/Corbis; xxix top Library of Congress; bottom National Museum of American History/Smithsonian Institution.
Geography Handbook 2 top right Copyright © H. Abernathy/H. Armstrong Roberts; center left Copyright © Warren Morgan/H. Armstrong Roberts; bottom Copyright © 1996 Denver A. Bryan; 3 top Copyright © Nathan Benn/Stock Boston; bottom right Copyright © Andy Sacks/Tony Stone Images; 4–5 The Granger Collection, New York; 4 top Copyright © 1997 David Noble/FPG International; 5 top Copyright © John Coletti/Stock Boston; center Copyright © Bill Horsman/Stock Boston; 6 top Copyright © George Mobley/NGS Image Collection; center Copyright © Lowell Georgia/NGS Image Collection; bottom left The Granger Collection, New York; 10 top Copyright © T. Algire/H. Armstrong Roberts; bottom Copyright © Ken Graham/Tony Stone Images; 11 top Copyright © SuperStock; bottom Copyright © Tom Dietrich/Tony Stone Images; 12 top Copyright © Zane Williams/Tony Stone Images; bottom Copyright © Eastcott/Momatiuk/Tony Stone Images; 13 top Copyright © SuperStock; bottom Copyright © F. Sieb/H. Armstrong Roberts; 14–15 Illustration by Ken Goldammer; 16 top Copyright © M. Schneiders/H. Armstrong Roberts; bottom Copyright © D. Frazier/H. Armstrong Roberts; 17 top left Copyright © Ron Levy/Liaison Agency; top right, center right, bottom right Copyright © Steve Adams/NGS Image Collection; bottom left Copyright © Cathlyn Melloan/Tony Stone Images; 18 bottom Copyright © J. Marshall/The Image Works; 19 left Culver Pictures; right Copyright © Santi Visalli/The Image Bank.
Unit 1 22–23 Copyright © R. Kord/H. Armstrong Roberts. Chapter 1, 24–25 The Granger Collection, New York; 24 left Courtesy of the Ohio Historical Society; right Roman horseman (A.D. first–third century). Bronze figurine from Orange, France. Musée des Antiquites Nationales, Saint-Germain-en-Laye, France. Photo © Erich Lessing/Art Resource, New York; 25 left © Leonard de Selva/Corbis; right The Granger Collection, New York; 28 center left Courtesy Arizona State Museum, University of Arizona, Tucson, Arizona. Photo copyright © 1996 Jerry Jacka; 29 Copyright © Francois Gohier/Photo Researchers, Inc.; 30 Copyright © SuperStock; 34 National Museum of Anthropology, Mexico City, Mexico/Werner Forman Archive/Art Resource, New York; 35 Smithsonian Institution, Washington, D.C.; 36 background Copyright © Richard Saker/AllSport; bottom left Copyright © Salamander Picture Library; 40 left Copyright © Aldona Sabalis/Photo Researchers, Inc.; 41 The Granger Collection, New York; 42 PNI; 43 The Metropolitan Museum of Art, The Michael C. Rockefeller Memorial Collection, gift of Nelson A. Rockefeller, 1972 (1978.412.310). Photograph copyright © 1983 The Metropolitan Museum of Art; 45 Illustration by Alexander Verbitsky; 47 School of Athens (1508), Raphael (Raffaello Santi). Stanza della Segnatura, Vatican City, Vatican. Photo copyright © Erich Lessing/Art Resource, New York; 49 Detail of St. Vincent Polyptych (date unknown), Nuno Gonçalves. Museu Nacional de Arte Antiga, Lisbon, Portugal. Copyright © Scala/Art Resource, New York; 50 Portrait of a Man, Called Christopher Columbus (1519), Sebastiano del Piombo. Oil on canvas, 42" x 34 3/4". The Metropolitan Museum of Art, gift of J. Pierpont Morgan, 1900; 52 Archivio Fotografico del Museo Preistorico Etnografico L. Pigorini, Rome. Photo by Lorenzo de
Masi; 53 Cliché Bibliothèque nationale de France, Paris; 56 Copyright © Francois Gohier/Photo Researchers, Inc.; 57 Photos by Sharon Hoogstraten. Chapter 2, 58–59 The Granger Collection, New York; 58 top left Mask, representing the god Quetzalcoatl or Tonatiuh (about 1500), Aztec. Museum of Mankind, London. Photo © Bridgeman Art Library; bottom left © Gianni Dagli Orti/Corbis; right © Bettmann/Corbis; 59 The Granger Collection, New York; 61 Detail of Pope Alexander VI Borgia Kneeling in Prayer (date unknown), Bernardino Pinturicchio. Sala die Misteri della Fede, Appartamento Borgia, Vatican Palace, Vatican State/Scala/Art Resource, New York; 64 Corbis; 65 Aztec mask (early 16th century), artist unknown. Turquoise, pearl shell. Werner Forman Archive/British Museum, London/Art Resource, New York; 66 The Granger Collection, New York; 68 PNI; 69 Sea Battle between the Spanish Armada and English Naval Forces (about 1600), Hendrik Corneliez Vroom. Oil on canvas, 91 cm x 153 cm. Landesmuseum Ferdinandeum, Innsbruck, Austria. Photo copyright © Erich Lessing/Art Resource, New York; 71 The Granger Collection, New York; 73 The British Library; 75 PNI; 76 Copyright © The Fotomas Index; 77 Corbis; 78 left The Newberry Library, Chicago; right, Slaves Below Deck of Albanez (date unknown), Francis Meynell. Copyright © National Maritime Museum Picture Library, London. Chapter 3, 82–83 Colonial Williamsburg Foundation, Virginia; 82 top Captain John Smith, 1st Governor of Virginia (about 1616), English School. Private collection. Photo © Bridgeman Art Library; bottom Portrait of Akbar and Prince Salim (19th century), Indian, Mughal dynasty. The Newark Museum, Newark, New Jersey. Photo © The Newark Museum/Art Resource, New York; 83 left © Bettmann/Corbis; right The Granger Collection, New York; 84 The Granger Collection, New York; 85 British Museum; 87 AP/Wide World Photos; 88 Pocahontas (1616), Simon van de Passe. Engraving, 6 7/8" x 4 3/4" (17.5 cm x 12 cm). Published in the Baziliologia, London, 1618. National Portrait Gallery, Smithsonian Institution/Art Resource, New York; 89 The Granger Collection, New York; 90–91 Illustration by Ivan Lapper. Copyright © The Reader’s Digest Association; 92 The Granger Collection, New York; 93 The Mayflower in Plymouth Harbor (1882), William Halsall. Courtesy of the Pilgrim Society, Plymouth, Massachusetts; 94 top Copyright © SuperStock; bottom Copyright © Andrew J. Martinez/Photo Researchers, Inc.; 95 bottom The Granger Collection, New York; 96 left Courtesy of American Antiquarian Society; right The New York Public Library; 97 Trial of George Jacobs for Witchcraft, 1692 (1855), T. H. Matteson. Oil on canvas, acc. #1246. Peabody Essex Museum, Salem, Massachusetts. Photo by Mark Sexton; 100 Detail of Peter Stuyvesant and the Trumpeter (The Wrath of Peter Stuyvesant) (1835), Asher B. Durand. Oil on canvas, 24 1/4" x 30 1/4", accession no. 1858.28. Copyright © Collection of The New-York Historical Society; 101 Copyright © Tom Dietrich/Tony Stone Images; 103 Brown Brothers. Chapter 4, 106–107 The Granger Collection, New York; 106 top © Joseph Sohm; ChromoSohm Inc./Corbis; bottom The Granger Collection, New York; 107 left © Bettmann/Corbis; right Portrait of Nadir Shah Afshar of Persia (1700–1725), Mughal School. Victoria & Albert Museum, London. Photo © The Stapleton Collection/Bridgeman Art Library; 109 Sperm Whaling: No. 2, The Capture (1862), A. Van Best and R. S. Gifford. Lithograph by Endicott and Company, corrected by Benjamin Russell, 16 3/4" x 25 3/4" (43 cm x 65 cm). N.M.A.H., Harry Peters “America on Stone” Lithography Collection; 110 right Copyright © Thomas Neill; 112 North Carolina Collection, University of North Carolina Library at Chapel Hill; 114 Detail of Quaker Meeting (date unknown), Egbert Van Heemskerk. The Quaker Collection, Haverford (Pennsylvania) College Library; 115 right Historic
ACKNOWLEDGMENTS
R101
Page 3 of 7
Hudson Valley, Tarrytown, New York; 116 The Granger Collection, New York; 118 Library of Congress; 119 Detail of George Mason (1811), Dominic W. Boudet. Oil on canvas, 30" x 25" (76.2 cm x 63.5 cm). Virginia Museum of Fine Arts, Richmond. Gift of David K. E. Bruce. Photo by Ron Jennings. Copyright © Virginia Museum of Fine Arts; 120 right Copyright © Chip Henderson/Tony Stone Images; 121 Virginia Historical Society, Richmond, Virginia; 122 The Granger Collection, New York; 124 bottom left Smithsonian Institution, Washington, D.C.; bottom right background Photo copyright © Dorothy Miller; bottom right foreground Copyright © The New York Botanical Garden; 125 bottom center Copyright © Old Dartmouth Historical Society, New Bedford (Massachusetts) Whaling Museum; 126 The Granger Collection, New York; 127 right Copyright © Michael P. Gadomski/Photo Researchers, Inc.; 128 Copyright © Mark McGehearty/AllSport; 129 Catching the Wild Horse (date unknown), George Catlin. Oil on canvas, 12 1/4" x 16 1/4". The Thomas Gilcrease Institute of American History and Art, Tulsa, Oklahoma. Chapter 5, 132–133 The Granger Collection, New York; 132 top The Granger Collection, New York; bottom left King William III (18th century), English School. Photo © Derrick E. Witty/National Trust Photographic Library/Bridgeman Art Library; bottom right Mary Stewart, Consort of William III (17th century), William Wissing or Wissmig. Photo © Derrick E. Witty/National Trust Photographic Library/The Bridgeman Art Library; 133 left King George II (about 1743–1745), Joseph Highmore. Tate Gallery, London. Photo © Tate Gallery, London/Art Resource, New York; right The Granger Collection, New York; 134 Library of Congress; 137, 139 The Granger Collection, New York; 140 Corbis; 142 Courtesy of Knox County, Illinois Teen Court; 143 The Granger Collection, New York; 145 left Corbis; right The Newberry Library, Chicago; 146 Detail of Braddock’s Defeat (1903), Edward Deming. State Historical Society of Wisconsin Museum Collection; 147 Library of Congress; 149, 151 The Granger Collection, New York; 153A Detail of Quaker Meeting (date unknown), Egbert Van Heemskerk. The Quaker Collection, Haverford (Pennsylvania) College Library.
Unit 2 154–155 Copyright © William Johnson/Stock Boston. Chapter 6, 156–157 The Granger Collection, New York; 156 left Rare Books and Manuscript Division of the New York Public Library, Astor, Lenox, and Tilden Foundations; right © Dorling Kindersley; 157 left The Boston Massacre (The Bloody Massacre) (1770), Paul Revere. The Granger Collection, New York; right Louis XVI, King of France (1770s), Joseph-Siffrède Duplessis. Musée du Château de Versailles, Paris. Photo © Dagli Orti/The Art Archive; 158 The Granger Collection, New York; 159 James Otis Arguing Against the Writs of Assistance in the Old Towne House (1901), Robert Reid. Courtesy Commonwealth of Massachusetts Art Commission; 160 top Rare Books Division, The New York Public Library. Astor, Lenox, and Tilden Foundations; bottom Emmet Collection, Manuscripts and Archives Division, The New York Public Library. Astor, Lenox, and Tilden Foundations; 161, 162 The Granger Collection, New York; 164 Copyright © Collection of The New-York Historical Society; 165 The Granger Collection, New York; 166 left The Granger Collection, New York; right, John Adams (date unknown), John Trumbull. National Portrait Gallery, Smithsonian Institution/Art Resource, New York; 167 The Granger Collection, New York; 168–169 Copyright © McDougal Littell Inc.; 170 Copyright © Paul Mozell/Stock Boston; 173 Copyright © Charles Winters/Stock Boston; 174 Copyright © McDougal Littell Inc.; 175 The Granger Collection, New York; 176 Portrait traditionally said to be
R102 ACKNOWLEDGMENTS
Abigail Adams (about 1795), artist unknown. Oil on canvas, 30 1/4" x 26 1/2", N-150.55. Photo by Richard Walker. Copyright © New York State Historical Association, Cooperstown, New York; 177 Detail of The Death of General Warren at the Battle of Bunker’s Hill, 17 June 1775 (date unknown), John Trumbull. Oil on canvas. Yale University Art Gallery, Trumbull Collection; 178 Library of Congress; 179 top The Granger Collection, New York; bottom Library of Congress; 180 top Detail of The Declaration of Independence, 4 July 1776 (date unknown), John Trumbull. Oil on canvas. Yale University Art Gallery, Trumbull Collection; bottom Copyright © R. Kord/H. Armstrong Roberts; 181, 182 The Granger Collection, New York; 188 The Granger Collection, New York; 189 Photos by Sharon Hoogstraten. Chapter 7, 190–191 The Granger Collection, New York; 190 bottom left © Bettmann/Corbis; bottom right ©Archivo Iconografico, S.A./Corbis; 191 top © Getty Images; bottom © Bettmann/Corbis; 193 Haym Salomon Home for nursing and Rehabilitation, Brooklyn, N.Y. Courtesy of American Jewish Historical Society, Waltham, Massachusetts and New York, New York; 194 George Washington in the Uniform of a British Colonial Colonel (1772), Charles Willson Peale. Washington-Custis-Lee Collection. Washington and Lee University, Lexington, Virginia; 195 top From American Story: The Revolutionaries. Courtesy of the Jamestown-Yorktown Educational Trust. Photo by Katherine Wetzel. Copyright © 1996 Time-Life Books Inc.; 196 Washington Crossing the Delaware (1851), Emanuel Gottlieb Leutze. Oil on canvas, 149" x 255". The Metropolitan Museum of Art, gift of John S. Kennedy, 1897; 197 bottom The Granger Collection, New York; 198 Copyright © Michael Newman/PhotoEdit/PNI; 199 Two American Flags Flown by John Paul Jones in 1779 (date unknown), unknown Dutch artist. Watercolor. Chicago Historical Society; 200, 201 The Granger Collection, New York; 202 From American Story: The Revolutionaries. Courtesy of the JamestownYorktown Educational Trust. Photo by Katherine Wetzel. Copyright © 1996 Time-Life Books Inc.; 205 The Granger Collection, New York; 206 Library of Congress; 207 Defense Visual Information Center, Linda Delatorre, Researcher; 208 Illustration by Bill Cigliano; 210 Surrender of Lord Cornwallis at Yorktown (date unknown), John Trumbull. Yale University Art Gallery, Trumbull Collection; 211 Private collection; 212 The Granger Collection, New York; 215 Courtesy of the Massachusetts Historical Society; 216 Private collection. Chapter 8, 218–219 The Signing of the Constitution (about 1940), Howard Chandler Christy. Private collection. Photo © Art Resource, New York; 218 left The Granger Collection, New York; right © Archivo Iconografico, S.A./Corbis; 219 left © Getty Images; right © Christie’s Images/Corbis; 221 Detail of Daniel Boone Escorting Settlers Through the Cumberland Gap (1851–1852), George Caleb Bingham. Oil on canvas, 36 1/2" x 50 1/4". Washington University Gallery of Art, St. Louis (Missouri). Gift of Nathaniel Phillips, 1890; 225 top The Granger Collection, New York; 225 bottom Copyright © Thad Samuels Abell II/NGS Image Collection; 226 bottom left Copyright © John E. Fletcher & Arlan R. Wiler/NGS Image Collection; bottom right William L. Clements Library, Map Division, University of Michigan; 227 top The Granger Collection, New York; bottom Courtesy of the Shelby County (Ohio) Historical Society; 228 Library of Congress; 229 Copyright © Joseph Nettis/Tony Stone Images; 230 The Granger Collection, New York; 231 PNI; 234 The Granger Collection, New York; 235 left, Portrait of John Jay (c. 1783, 1804–1808), Gilbert Stuart, believed to have been begun by and finished by John Trumbull. National Portrait Gallery, Smithsonian Institution/Art Resource, New York; 235 right, 236 The Granger Collection, New York.
Page 4 of 7
Constitution Handbook 242 left The Granger Collection, New York; right Copyright © Ivan Massar/Black Star; 243 top Copyright © Bob Daemmrich/The Image Works; center Copyright © Topham/The Image Works; bottom Courtesy of The New York Times; 244 bottom Copyright © J. L. Atlan/Sygma; 245 top Copyright © Robert E. Daemmrich/Tony Stone Images; 247 top Copyright © 1973 Engelhardt in the St. Louis Post-Dispatch/Reprinted with permission; bottom Copyright © Patrick Forden/Sygma; 248 background The Granger Collection, New York; 248 inset, 257 AP/Wide World Photos; 258 top right Copyright © Archive Photos; top left Culver Pictures; center right Copyright © 1972 Magnum Photos, Inc.; center left AP/Wide World Photos; bottom right Courtesy Ronald Reagan Library; 264 AP/Wide World Photos; 265 Copyright © Collection of The NewYork Historical Society; 267 Copyright © Baron Wolman/Tony Stone Images; 268 left Copyright © Jean-Marc Giboux/Liaison Agency; right Copyright © Bob Daemmrich/Sygma; 270 Copyright © 1993 Ron Rovtar/FPG International; 272 The Granger Collection, New York; 273 left Copyright © 1998 FPG International; right Copyright © Cynthia Johnson/Liaison Agency; 274 Franklin D. Roosevelt Library; 277 Copyright © Rock the Vote Inc.
Citizenship Handbook 280 AP/Wide World Photos; 281 background Copyright © Bob Daemmrich; foreground Copyright © 1994 Mark Harmel/FPG International; 284 Copyright © Bob Daemmrich/The Image Works; 285 Copyright © David Young-Wolff/Tony Stone Images; 286 AP/Wide World Photos; 287A Copyright © Collection of The New-York Historical Society.
Unit 3 288–289 Copyright © Marvin E. Newman/The Image Bank. Chapter 9, 290–291 The Granger Collection, New York; 290 left © Lee Snider; Lee Snider/Corbis; right © Leonard de Selva/Corbis; 291 left © Getty Images; right © Charles & Josette Lenars/Corbis; 292 © Joseph Sohm; Visions of America/Corbis; 294 AP/Wide World Photos; 295 Portrait of Alexander Hamilton (about 1796), James Sharples (the Elder). National Portrait Gallery, Smithsonian Institution/Art Resource, New York; 297 Copyright © Larry Stevens/Nawrocki Stock Photo Inc.; 299 right Ohio Historical Society; 301 Execution of Louis XVI (18th century), anonymous. Colored engraving. Musée de la Ville de Paris, Musée Carnavalet, Paris, France/Giraudon/Art Resource, NY; 303 Mount Vernon Ladies Association; 305 top The Granger Collection, New York; center right Maryland Historical Society; 306 The Granger Collection, New York. Chapter 10, 310–311 © Historical Picture Archive/Corbis; 310 © Bettmann/Corbis; 311 top © Francis G. Mayer/Corbis; bottom left Miguel Hidalgo y Costilla (1895). Engraving from Mexican publication Patria e Independencia, Illustrated folio. Antochiw Collection, Mexico. Photo by Mireille Vautier/The Art Archive; bottom right © Archivo Iconografico, S.A./Corbis; 314 The Granger Collection, New York; 315 center right Kirby Collection of Historical Paintings, Lafayette College; bottom background Monticello/Thomas Jefferson Memorial Foundation, Inc.; bottom center Polygraph, 1806. John Isaac Hawkins, Charles Willson Peale. University of Virginia. Photo courtesy of Monticello/Thomas Jefferson Memorial Foundation, Inc.; 316 Boston Athenaeum; 317 Copyright © James Blair/NGS Image Collection; 318, 319 The Granger Collection, New York; 320 inset Copyright © Addison Geary/Stock Boston/PNI; 321 Lewis and Clark at Three Forks (date unknown), E. S. Paxson. Mural in the Montana State Capitol. Courtesy of the Montana Historical Society. Photo by John Reddy; 322 Copyright © 1998 North
Wind Pictures; 323 National Museum of American History, Smithsonian Institution; 324 center left Copyright © Stock Montage; center right, The Surrounder, Chief of the Tribe (1833), George Catlin. Oto tribe. National Museum of American Art, Smithsonian Institution/Art Resource, New York; bottom center, bottom right Peabody Museum, Harvard University. Copyright © President and Fellows of Harvard College. Photo by Hillel Burger; 325 center left, Mink, a Pretty Girl (1832), George Catlin. National Museum of American Art, Smithsonian Institution/Art Resource, New York; center right, Steep Wing, a Brave of the Bad Arrow Points Band (1832), George Catlin. Teton Dakota (Western Sioux). National Museum of American Art, Smithsonian Institution/Art Resource, New York; bottom Whaling Chief’s Hat, Makah or Nootka. Cedar bark, bear grass, unidentified mammal hair, remnant feathers, leather thong. H 22 cm, D 27 cm. PM# 99-12-10/53080. Peabody Museum of Archeology and Ethnology, Harvard University. Copyright © President and Fellows of Harvard College. Photo by Hillel Burger; 326 Detail of Decatur Boarding the Tripolitan Gunboat (date unknown), Dennis Malone Carter. Oil on canvas. Courtesy of the Naval Historical Foundation; 327 Library of Congress; 328 The Granger Collection, New York; 330 left White House Collection. Copyright © White House Historical Association; right The Granger Collection, New York; 332 National Museum of American History, Smithsonian Institution; 334 top, Thomas Jefferson (date unknown), Rembrandt Peale. Copyright © Collection of the New-York Historical Society; bottom National Museum of American History, Smithsonian Institution; 336 top left Elk skin bound journal (1805), William Clark. Ink on paper. Missouri Historical Society; right, bottom Copyright © 1998 North Wind Pictures; 337 Photos by Sharon Hoogstraten. Chapter 11, 338–339 © Bettmann/Corbis; 338 left © Bettmann/Corbis; right © Archivo Iconografico, S.A./Corbis; 339 top Library of Congress; bottom © Paul Almasy/Corbis; 341 Corbis-Bettmann; 342 The Granger Collection, New York; 343 Illustration by Patrick Whelan; 344 Corbis-Bettmann; 345 Copyright © Stock Montage; 346–347 Illustrations by Randal Birkey; 348 The Granger Collection, New York; 349 Illustration by Patrick Whelan; 351 Detail of Plantation Burial (1860), John Antrobus. Williams Research Center, The Historic New Orleans Collection. Photo copyright © Jan White Brantley; 352 CorbisBettmann; 353 The Granger Collection, New York; 354 CorbisBettmann; 355 right inset The Granger Collection, New York; 356, 357 right inset Corbis-Bettmann; 363A The Granger Collection, New York.
Unit 4 364–365 Layne Kennedy/Corbis. Chapter 12, 366–367 The Granger Collection, New York; 366 © Archivo Iconografico, S.A./Corbis; 367 The Granger Collection, New York; 369 Redwood Library and Athenaeum, Newport, Rhode Island; 370 left, John Quincy Adams (1858), George Healy. Oil on canvas, 62" x 47". White House Collection. Copyright © White House Historical Association; right, Andrew Jackson (1845), Thomas Sully, The Granger Collection, New York; 371 The Hermitage: Home of President Andrew Jackson, Nashville, Tennessee. Photo of ribbon by Sharon Hoogstraten; 372 Copyright © The News-Sentinel, Fort Wayne, Indiana; 373 left The Granger Collection, New York; right Culver Pictures; 374 Sequoyah, Indian Statesman (date unknown), anonymous, after Charles Bird King. Hand-colored lithograph, J. T. Bowen lithography company. National Portrait Gallery, Smithsonian Institution/Art Resource, New York; 375 Copyright © J. Pat Carter/Liaison Agency; 377 The Trail of Tears (date unknown),
ACKNOWLEDGMENTS
R103
Page 5 of 7
Robert Lindneux. Woolaroc Museum, Bartlesville, Oklahoma; 378 The Granger Collection, New York; 381 top The Granger Collection, New York; 381 bottom The Museum of the Confederacy, Richmond, Virginia. Photo by Katherine Wetzel; 382 Detail of Webster’s Reply to Hayne (date unknown), George Healy. Courtesy Boston Art Commission; 384 Nicholas Biddle (1839), Henry Inman. Oil on canvas [1978.2]. The Historical Society of Pennsylvania; 385 The Granger Collection, New York; 386 Copyright © Collection of The New-York Historical Society; 389 Library of Congress. Chapter 13, 390–391 National Archives; 390 left The Granger Collection, New York; right The Granger Collection, New York; 391 left © Bettmann/Corbis; right © Archivo Iconografico, S.A./Corbis; 393 Jedediah Smith in the Badlands (date unknown), Harvey Dunn. The South Dakota Art Museum Collection; 394 Copyright © United States Postal Service; 395 inset Copyright © Ric Ergenbright; 396 Skillet, negative no. OrHi 97119. Oregon Historical Society; 401 top Broadsides Collection, The Center for American History, The University of Texas at Austin; 402 Copyright © Bob Daemmrich/Stock Boston/PNI; 403 The Battle of the Alamo (about 1913), Frederick C. Yohn. Courtesy Continental Insurance; 404 left Texas State Library and Archives Commission; 404 right, 406 The Granger Collection, New York; 408 inset, 412 Courtesy of the California History Room, California State Library, Sacramento, California; 413 Copyright © Collection of The NewYork Historical Society; 414 Courtesy of Levi Strauss Company; 415, 417 Courtesy of the California History Room, California State Library, Sacramento, California. Chapter 14, 420–421 © Getty Images; 420 left © Archivo Iconografico, S.A./Corbis; right The Granger Collection, New York; 421 left, right The Granger Collection, New York; 422 The New York Public Library; 423 background From the collections of the Minnesota Historical Society; foreground Copyright © Collection of The New-York Historical Society; 424 center The Granger Collection, New York; 427 Michael S. Yamashita/Corbis; 428 The Granger Collection, New York; 429 From The Headless Horseman by Natalie Standiford, illustrated by Donald Cook. Illustration copyright © 1992 Donald Cook. Reprinted by permission of Random House, Inc.; 430 The Granger Collection, New York; 432 background Photo by Simon Marsden/The Marsden Archive; 433 The Granger Collection, New York; 434 Copyright © Archive Photos; 435 Department of Archives, Oberlin (Ohio) College; 436, 440 The Granger Collection, New York; 441 Chester County Historical Society, West Chester, Pennsylvania; 443 from left to right The Granger Collection, New York; The Granger Collection, New York; The Granger Collection, New York; The Granger Collection, New York; Corbis-Bettmann; 444 The Granger Collection, New York; 445 The Discord (1885), F. Heppenheimer. Color lithograph, negative no. 51038. Copyright © Collection of The New-York Historical Society; 446 center Sophia Smith Collection, Smith College; bottom right, bottom left Copyright © 1998 Louis Psihoyos/Matrix; 447 bottom From the Collections of the National Underground Railroad Freedom Center, Cincinnati, Ohio; 450 From the collections of the Minnesota Historical Society; 451 Photos by Sharon Hoogstraten; 451A The Granger Collection, New York.
Unit 5 452–453 Corbis. Chapter 15, 454–455 The Granger Collection, New York; 454 top, bottom The Granger Collection, New York; 455 left © Bettmann/Corbis; right © Hulton-Deutsch Collection/Corbis; 456 The Granger Collection, New York; 457, 460 The Granger Collection, New York; 461 Corbis; 462 Hulton-Deutsch
R104 ACKNOWLEDGMENTS
Collection/Corbis; 463 left The Granger Collection, New York; right Corbis-Bettmann; 466 From the Collection of David J. and Janice L. Frent; 467 AFP/Corbis; 468, 470 Tragic Prelude—John Brown, (1937–42), John Steuart Curry. Kansas State House, Topeka, Kansas. Photo courtesy Photo One, Topeka, Kansas; 471 The Granger Collection, New York; 472 Lloyd Ostendorf Collection; 474 background Hulton-Deutsch Collection/Corbis; inset Copyright © George Peter Alexandre Healy/Wood River Gallery/PNI. Chapter 16, 478–479 The Granger Collection, New York; 478 left © Massimo Listri/Corbis; right © Museum of the City of New York/Corbis; 479 © Bettmann/Corbis; 482 The Lincoln Museum, Fort Wayne, Indiana. #0-43; 485 Copyright © H. Armstrong Roberts; 486 Copyright © McDougal Littell Inc.; 487 left Courtesy of Brian C. Pohanka; right Massachusetts Commandery Military Order of the Loyal Legion and the U.S. Army Military History Institute; 488 Bureau of Archives and History, New Jersey State Library; 489 Corbis-Bettmann; 490 Culver Pictures; 491 The Granger Collection, New York; 492 Illustration by Alexander Verbitsky; 496 U.S. Signal Corps photo no. 111-B-4146 (Brady Collection) in the National Archives; 497 Chicago Historical Society; 498 left, center Photos by Larry Sherer. Copyright © Time-Life Books Inc.; bottom right Fort Sumter National Park. Chapter 17, 500–501 Detail of Cavalry Charge at Yellow Tavern, VA, May 11, 1864 (1871), H.W. Chaloner. West Point Museum Art Collection, United States Military Academy; 500 left The Granger Collection, New York; right © Paul Almasy/Corbis; 501 left The Granger Collection, New York; right Library of Congress; 503 Corbis; 504 The Granger Collection, New York; 505 top Copyright © Archive Photos; bottom Library of Congress; 506 Defense Visual Information Center, Linda Delatorre, Researcher; 507 Culver Pictures; 508 The Granger Collection, New York; 510 American Red Cross; 511 background Corbis; foreground Massachusetts Commandery Military Order of the Loyal Legion and the U.S. Army Military History Institute; 513 Copyright © 1994 Kunio Owaki/The Stock Market; 514–515 background Illustration by Ken Goldammer; 514 center Library of Congress; bottom left From Echoes of Glory: Arms & Equipment of The Union. Photo by Larry Sherer. Copyright © 1991 Time-Life Books Inc.; bottom right The Museum of the Confederacy, Richmond, Virginia. Photo by Katherine Wetzel; 515 bottom From Echoes of Glory: Arms & Equipment of The Union. Photo by Larry Sherer. Copyright © 1991 Time-Life Books Inc.; 516 Library of Congress; 518 top left Courtesy of Stamatelos Brothers Collection. Photo by Larry Sherer. Copyright © 1991 Time-Life Books Inc.; bottom Courtesy MeserveKunhardt Collection, Mount Kisco, New York; 520 Copyright © Robert M. Anderson/Uniphoto, Inc.; 522 National Archives; 526 top right Manassas National Battlefield Park, National Park Service. Photo by Larry Sherer; bottom right Collection of Old Capitol Museum of Mississippi History; 528 center left, center High Impact Photography/Copyright © Time-Life Books Inc.; center right Courtesy of Stamatelos Brothers Collection. Photo by Larry Sherer. Copyright © 1991 Time-Life Books Inc.; 529 Photos by Sharon Hoogstraten. Chapter 18, 530–531 National Archives; 530 © Bettmann/Corbis; 531 top left © Bettmann/Corbis; bottom left © Corbis; right Library of Congress; 533, 534 The Granger Collection, New York; 535 Corbis; 536 His First Vote (1868), Thomas Waterman Wood. Oil on board. Cheekwood Museum of Art, Nashville, Tennessee; 537, 538–539 background The Granger Collection, New York; 538 top right, 540, 541 Corbis; 542 Library of Congress; 544 The Granger Collection, New York; 545 Library of Congress; 546, 547 The Granger Collection, New York; 548 Library of Congress; 551A Culver Pictures.
Page 6 of 7
Unit 6 552–553 The Granger Collection, New York. Chapter 19, 554–555 © Corbis; 554 left The Granger Collection, New York; right © Corbis; 555 left © Bettmann/Corbis; right © Bettmann/Corbis; 557 Denver Public Library; 559 top The Granger Collection, New York; bottom Copyright © Dan Suzio/Photo Researchers, Inc.; 560 California Vaqueros (1875), James Walker. Oil on canvas, 31" x 46". Courtesy of The Anschutz Collection. Photo by William J. O’Connor; 562 State Historical Society of North Dakota; 564 Custer’s Last Stand (1899), Edgar S. Paxson. Oil on canvas, 70 1/2" x 106". Buffalo Bill Historical Center, Cody, Wyoming; 565 top The Granger Collection, New York; center Culver Pictures; bottom Library of Congress; 566 Western History Collections, University of Oklahoma Libraries; 567 Library of Congress; 568 The Kansas State Historical Society, Topeka, Kansas; 569 top, View of San Francisco [Formerly Yerba Buena] (1847), attributed to Victor Prevost. Oil on canvas, 25" x 30". California Historical Society, gift of the Ohio Historical Society; bottom The Bancroft Library, University of California, Berkeley; 570 top The Granger Collection, New York; center Courtesy of the Arizona Historical Society/Tucson; bottom The Granger Collection, New York; 572–573 Wyoming Division of Cultural Resources; 573 top Library of Congress; 575 Solomon D. Butcher Collection, Nebraska State Historical Society; 577 The Granger Collection, New York; 578 Culver Pictures; 579 Rush for the Oklahoma Land (1894), John Steuart Curry. Department of the Interior. Chapter 20, 582–583 The Granger Collection, New York; 582 top National Museum of American History/Smithsonian Institution; bottom © Hulton-Deutsch Collection/Corbis; 583 left © Michael Maslan Historic Photographs/Corbis; right © Bettmann/Corbis; 585 Corbis-Bettmann; 587 Library of Congress; 588 background U.S. Dept. of Commerce—Patent & Trademark Office, Washington, D.C.; left foreground The Granger Collection, New York; right foreground Courtesy of AT&T; 589 left background U.S. Dept. of Commerce—Patent & Trademark Office, Washington, D.C.; left foreground First Church of Christ, Lynn, Massachusetts; 590 Special Collections Division, University of Washington Libraries. Negative no. 2315; 591 top Courtesy Colorado Historical Society; bottom, The Last Spike (1869). William T. Garrett Foundry, San Francisco. 17 6/10 carat gold, alloyed with copper. 5 9/16" x 7/16" x 1/2" (shaft including head), 1/2" x 1 3/8" x 1 1/4". Iris & B. Gerald Cantor Center for Visual Arts at Stanford University. Gift of David Hewes, 1998.115; 593 Stamp Designs © United States Postal Service. Displayed with permission. All rights reserved. Written authorization from the Postal Service is required to use, reproduce, post, transmit,, distribute, or publicly display these images; 594 Corbis-Bettmann; 595 left, John Davison Rockefeller (1967), Adrian Lamb, after the 1917 oil by John Singer Sargent. Oil on canvas, 58 3/4" x 45 3/4". National Portrait Gallery, Smithsonian Institution/Art Resource, New York; right National Portrait Gallery, Smithsonian Institution/Art Resource, New York; 596 left The Hatch Family (1871), Eastman Johnson. Oil on canvas, 48 x 73 3/8". The Metropolitan Museum of Art, Gift of Frederic H. Hatch, 1926 (26.97). Photograph copyright © 1999 The Metropolitan Museum of Art. right, Room in a Tenement Flat (about 1910), photo by Jessie Tarbox Beals. The Jacob A. Riis Collection, Museum of the City of New York; 598 top right Library of Congress; center left Chicago Historical Society; bottom right Library of Congress; 598 bottom left, 599 center left CorbisBettmann; 599 bottom Chicago Historical Society; 601 CorbisBettmann; 602 Brown Brothers.
Chapter 21, 606–607 The Granger Collection, New York; 606 left The Granger Collection, New York; right © Corbis; 607 top © Corbis; bottom The Granger Collection, New York; 609 Copyright © Collection of The New-York Historical Society; 610 Illustration by Patrick Gnan; 611 The Granger Collection, New York; 613 Corbis-Bettmann; 614 The Granger Collection, New York; 616 Brown Brothers; 617 Michael S. Yamashita/Corbis; 618 Illustration by Ronald Himler. Copyright © 1995 HarperCollins Publishers. Bottom background copyright © Bill Pogue; 619 Corbis; 620 Copyright © Jacques Chenet/Liaison Agency; 621 top Joseph Schwartz Collection/Corbis; bottom Corbis; 622 Library of Congress; 623 The Granger Collection, New York; 626, 627 Corbis-Bettmann; 628 top Lake County Museum/Corbis; center, bottom The Granger Collection, New York; 629 CorbisBettmann; 632 top right The Granger Collection, New York; 632 bottom left Culver Pictures; 633 Photos by Sharon Hoogstraten; 633A Corbis-Bettmann.
Unit 7 634–635 Brown Brothers. Chapter 22, 636 top Family Making Artificial Flowers (about 1910), photo by Jessie Tarbox Beals. The Jacob A. Riis Collection, Museum of the City of New York; center © Bettmann/Corbis; bottom © Bettmann/Corbis; 637 top Library of Congress; center © Corbis; bottom © Bettmann/Corbis; 638 Brown Brothers; 640, 641 Library of Congress; 642 bottom Brown Brothers; left inset Doubleday, Page and Company, New York, 1906, second issue; 643 Theodore Roosevelt (date unknown), John Singer Sargent. White House Collection. Copyright © 1992 White House Historical Association; 644 center Culver Pictures; bottom left Copyright © F. Sieb/H. Armstrong Roberts; bottom right Copyright © W. Bertsch/H. Armstrong Roberts; 645 bottom Copyright © J. Blank/H. Armstrong Roberts; 646 Eugene V. Debs Collection/Tamiment Institute Library, New York University; 648, 649 Culver Pictures; 650 Lillian Wald 1867-1940, public health nurse, social worker. William Valentine Schevill, 1864-1951. Oil on cardboard, 71.7 x 71.7 cm (28 1/4 x 28 1/4 in.) feigned circle, 1919. NPG. 76.37 National Portrait Gallery, Smithsonian Institution. Gift of the Visiting Nurse Service of New York/Art Resource, NY; 651 The Granger Collection, New York; 652 left Copyright © 1994 FPG International. Chapter 23, 656–657 Great White Fleet, Harry Reuterdahl. Courtesy of the U.S. Naval Academy Museum; 656 left The Granger Collection, New York; right © Bettmann/Corbis; 657 left The Mexican Revolution, Diego Rivera © 2004 Banco de México Diego Rivera and Frida Kahlo Museums Trust Av. Cinco de Mayo No. 2, Col. Centro, Del Cuauhtémoc 06059, México D.F./Charles & Josette Lenars/Corbis; right © Lake County Museum/Corbis; 658 The Granger Collection, New York; 659 Corbis; 661 Portrait of Queen Liliuokalani, date and artist unknown. Bishop Museum; 662 The Granger Collection, New York; 663 Chicago Historical Society; 664, 666 The Granger Collection, New York; 667 From Puerto Rico: A Political and Cultural History, Arturo Morales Carrion; 668 U.S. Naval Academy Museum; 671 Illustration by Nick Rotondo; center left Corbis-Bettmann; 673 Copyright © Caren Firouz/Black Star/PNI; 674, The Granger Collection, New York. Chapter 24 Chapter 24, 676–677 The Granger Collection, New York; 676 top © Bettmann/Corbis; bottom © Swim Ink/Corbis; 677 left Library of Congress; right © Bettmann/Corbis; 679 The Granger Collection, New York; 681 top center Copyright © Mike Fizer/Check Six; top right Copyright © Hulton Getty/Tony
ACKNOWLEDGMENTS
R105
Page 7 of 7
Epilogue 704–705 top, left to right LIFE cover (July 1, 1926) Fred Cooper; The Granger Collection, New York; National Archives; U.S. Air Force; bottom, left to right Used by permission, Elvis Presley Enterprises, Inc.; James P. Blair/National Geographic Image Collection; Larry Burrows/TimePix; © R. Ian Lloyd/Masterfile; 704 left © Getty Images; 705 left Courtesy Ronald Reagan Library; right © Owen Franken/Corbis. 707 Brown Brothers; 708 top Culver Pictures; center Copyright © Blank Archives/Archive Photos; bottom Movie Still Archives; 710 National Museum of American Art, Smithsonian Institution/Art Resource, New York; 711 Photo by Margaret Suckley/Franklin D. Roosevelt Library; 713 Copyright © Hulton Getty/Liaison Agency; 714 top Copyright © 1999 Owen H. K./Black Star; bottom The Granger Collection, New York; 716 UPI/Corbis-Bettmann; 718 U.S. Air Force Photo; 719 top NASA; bottom UPI/Corbis-Bettmann; 721 Copyright © Dirck Halstead/Liaison Agency; 722 Copyright © 1970 Elliott Erwitt/Magnum Photos, Inc.; 723 Copyright © 1963 Bob Adelman/Magnum Photos, Inc.; 724 Copyright © 1978 George Ballis/Take Stock; 725 top Wally McNamee/Corbis; bottom From the Collection of David J. and Janice L. Frent; 726 Copyright © Kenneth James/Corbis; 727 Copyright © Robert Brenner/PhotoEdit/PNI; 728–729 background NASA; 728 top right Copyright © 1996 Tom Stewart/The Stock Market; bottom left Copyright © Scott McKlernan/Zuna Images/The Stock Market; 729 center Copyright © The New Yorker Collection 1999 Mick Stevens from cartoonbank.com. All rights reserved; 731A Library of Congress.
Special Report 733 top, bottom AP/Wide World Photos; 735 top, bottom AP/Wide World Photos; 736 AP/Wide World Photos; 737 left © Mario Tama/Getty Images; right © Reuters NewMedia Inc./Corbis.
Historic Decisions of the Supreme Court 738 top left Corbis; bottom left Copyright © 1994 North Wind Pictures; bottom center The Granger Collection, New York; bottom right Copyright © 1999 North Wind Pictures; 739 top Corbis; bottom left Corbis-Bettmann; bottom right AP/Wide World Photos; 740 top left Corbis; bottom right The Granger
R106 ACKNOWLEDGMENTS
Collection, New York; 741 Copyright © 1994 North Wind Pictures; 742 Corbis; 743 left Culver Pictures; right The Granger Collection, New York; 744 Corbis; bottom right The Granger Collection, New York; 745 Copyright © 1999 North Wind Pictures; 746 Corbis; 747 left The Granger Collection, New York; right Lincoln University Archives, Langston Hughes Memorial Library, Lincoln University, Penn.; 748 top left Corbis; bottom right The Granger Collection, New York; 749 AP/Wide World Photos; 750 top left Corbis; 751 Wally Mcnamee/Corbis; 752 top left Corbis; bottom right AP/Wide World Photos; 753 Corbis; 754 top left Corbis; bottom right Corbis-Bettmann; 756 top left Owen Franken/Corbis; bottom right, 757 AP/Wide World Photos.
SkillBuilder Handbook R15 Library of Congress; R28 Courtesy of the Lloyd Ostendorf Collection.
Presidents of the United States R36-R38 The Oval Office Collection™ except Clinton and George W. Bush; R38 Clinton AP/Wide World Photos; George W. Bush Bush-Cheney 2000, Inc. Maps created by Mapping Specialists McDougal Littell has made every effort to locate the copyright holders of all copyrighted material in this book and to make full acknowledgment for its use.
1 2 3 4 5 6 7 8 9 – DWO – 07 06 05
Stone Images; bottom left Hulton-Deutsch Collection/Corbis; bottom right Copyright © Hulton Getty/Tony Stone Images; 682 The Granger Collection, New York; 684–685 Illustration by Patrick Whelan; 684 top right, 686, 687 Corbis; 689 left From The Enormous Room by E. E. Cummings, Penguin Twentieth Century Classics Edition. Cover painting Prisoner’s Round (1890), Vincent Van Gogh, after Dore. Pushkin Museum of Fine Arts, Moscow. Photo courtesy Scala/Art Resource, New York; right Book cover from A Farewell to Arms by Ernest Hemingway. Cover illustration by Cathie Bleck. Reprinted by permission of Scribner, a Division of Simon & Schuster (New York: Scribner/Simon & Schuster, 1995); 691 Wyoming Division of Cultural Resources; 692 Culver Pictures; 693 Panel no. 1: “During the World War There Was a Great Migration North by Southern Negroes” from The Migration of the Negro mural series (1940–41), Jacob Lawrence. Tempera on masonite, 12″ × 18″. Acquired through Downtown Gallery, 1942. The Phillips Collection, Washington, D.C.; 695 Corbis; 696 The Granger Collection, New York; 697 The Granger Collection, New York; 702 Culver Pictures; 703 Photos by Sharon Hoogstraten.
