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US II.1 The student will demonstrate skills for historical
and geographical analysis and responsible citizenship,
including the ability to
a) analyze and interpret primary and secondary
source documents to increase understanding of
events and life in United States history from 1865 to
the present;
A primary source is an artifact that tells us about the truth as people in the past understood it. These often include work created by someone who witnessed the event first-hand or was part of the historical
time period that is being described.
USII.2a The student will use maps, globes, photographs, pictures, or tables for a) explaining how physical features and climate influenced the movement of people westward.
Physical features and climate of the Great Plains
Flatlands that rise gradually from east to west
Land eroded by wind and water
Low rainfall
Frequent dust storms Because of new technologies, people saw the Great Plains not as a “treeless wasteland” but as a vast area to be settled.
Inventions and adaptations
Barbed wire
Steel plows
Dry farming
Sod houses
Beef cattle raising
Wheat farming
Windmills
Railroad
USII.4 The student will demonstrate knowledge of how life changed after the
Civil War by
a. identifying the reasons for westward expansion, including its impact on
American Indians.
Reasons for increase westward expansion
Opportunities for land ownership
Technological advances, including the Transcontinental Railroad
Possibility of obtaining wealth, created by the discovery of gold and silver
Desire for adventure
Desire for a new beginning for former enslaved African Americans
USII.2c The student will use maps, globes, photographs, pictures, or
tables for
c. locating the 50 states and the cities most significant to the historical
development of the United States.
States grouped by region
Northeast: Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New York, New Jersey, Pennsylvania
Southeast: Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas
Midwest: Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota
Southwest: Texas, Oklahoma, New Mexico, Arizona
Rocky Mountains: Colorado, Utah, Nevada, Montana, Wyoming, Idaho
Pacific: Washington, Oregon, California
Noncontiguous: Alaska, Hawaii Cities
Northeast: New York, Boston, Pittsburgh, Philadelphia
Southeast: Washington, D.C., Atlanta, New Orleans
Midwest: Chicago, St. Louis, Detroit
Southwest: San Antonio, Santa Fe
Western (Rocky Mountains): Denver, Salt Lake City
Pacific: San Francisco, Los Angeles, Seattle
Noncontiguous: Juneau, Honolulu
Chapter 1
Geography and
Westward Expansion
USII.9c The student will demonstrate knowledge
of the key domestic and international issues
during the second half of the twentieth and early
twenty-first centuries by
c) identifying representative citizens from the time
period who have influenced America
scientifically, culturally, academically, and
economically.
Science
Charles Drew: Medicine (plasma)
J. Robert Oppenheimer: Physics (Manhattan Project team)
Culture
Frank Lloyd Wright: Architecture
Martha Graham: Dance Academics
Henry Louis Gates: History
Maya Angelou: Literature Economics
Bill Gates: Computer technology (Microsoft)
Ray Kroc: Franchising (McDonald’s)
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Brainmapping
10 pictures, 10 terms, 5 colors
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Vocabulary carpetbaggers Northerners who took advantage of
Southerners after the Civil War.
Reconstruction Rebuilding the South after the Civil
War.
lon
gitu
de / m
eridian
: lines th
at stretch from
pole to pole
, and m
easure E
ast and W
est
Black Codes Laws in the South that limited the
rights of African Americans after
the Civil War.
Jim Crow Laws enacted in the South after the
Civil War that created supposedly
“Separate but Equal” facilities for
African Americans.
Freedman’s Bureau Government organization formed
to help former slaves after the Civil
War.
Reconciliation Plan for the North and South to
become friendly again.
latitude / parallel:lines that circle the Earth and measure North and South
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PRIMARY/SECONDARY SOURCE INVESTIGATION
Source
#
Primary OR
Secondary Source?
Description
Type of object?
Time Period in
U.S. History
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The past is a foreign place that we can never visit…
…however, we can understand the story of the past by investigating the characters, places, and events
through time and context to put the plot together. Historians use a variety of information to examine the
past.
Primary Sources A primary source is an artifact that tells us about the truth as people in the past understood it.
These often include work created by someone who witnessed the event first-hand or was part of the historical
time period that is being described. Primary sources can be:
M
A
D
S
L
A
P
Secondary Sources A secondary source interprets and analyses primary sources. Secondary sources
are one step removed from the event being described but provide the background necessary to
understand the primary sources. Secondary sources are:
E
T library.queensu.ca/webisi/survivalguide/glossary.html
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How have individuals influenced America scientifically, culturally, academically, and economically during the 20th century?
Biography of: ___________________________________ (Name of person that you are researching.)
Sources used: Mark source title with a P if primary and an S if secondary.
1. ___________________________________
2. ___________________________________
3. ___________________________________
Birthdate: _________ Year of death: __________ Still living?; Current Age: _________
What was this person’s main influence, and what area of American life did it influence (science, culture, academics, economics, politics)? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ State your opinion about this person’s influence and back it up with at least two facts: Global Impact At the time, how big was the impact of this person on the USA? On the world? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Final score:________(1-10)
Specialness Could anybody else have had this impact, or was this person unique? If this person had never existed, how might things have been different? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Final score:________(1-10) Test of Time How long lasting was this impact? Do we still see this impact in the world today? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
Final score:________(1-10)
USII.9c
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20 QUESTIONS
*For each question, write which “one” person from our list you would most want to be paired with in that
situation. You may only use each person once!
*Then, in one or two sentences, explain why they would be the best choice. 1. Who would you like to be on survivor with?
2. Who would you like to have help you with your homework?
3. Who would you like to watch a professional football game with?
4. Who would you like to play a video game with?
5. Who would you like to take automobile shopping?
6. Who would you like to have with you in a nuclear war?
7. Who would you like to be with if you got run over by a marching band?
8. Who would you like to be with if you had “in-school?”
9. Who would you like to have with you to help explain to your parents why you came in two hours past your
curfew?
10. Who would you like to eat tacos or pizza with?
11. Who would you like to have with you to listen to your favorite music?
12. Who would you like to be your 8th grade math teacher?
13. Who would you like to help you write a paper to your parents on why you need a bigger allowance?
14. Who would you like to go scuba diving with?
15. Who would you like to have tell you how they became successful?
16. Who would you like to have with you when you stand before a judge for speeding in your car?
17. Who would you like to have worked for?
18. Who would you like to have as your brother or sister?
19. Who would you like to do a music video with?
20. Who would you like to have to fight live on pay-per-view TV?
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Historical Figure “How did I influence America in the 20th
century?”
Charles Drew
Robert Oppenheimer
William Shockley (John Bardeen & Walter Brattain)
Frank Lloyd Wright
Ansell Adams
Maya Angelou
Martha Graham
Henry Louis Gates
William Durant
Bill Gates
Ray Kroc
Sam Walton
Rosa Parks
Martin Luther King Jr.
Eleanor Roosevelt
George C. Marshall
Hideki Tojo
Benito Mussolini
Adolph Hitler
Josef Stalin
Winston Churchill
Franklin Delano Roosevelt
Harry Truman
Rosie the Riveter
Woodrow Wilson
Theodore Roosevelt
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States grouped by region
Northeast: (9) My Guess is (and why):
But the right answer is (and why): Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode
Island, New York, New Jersey, Pennsylvania
Southeast: (14) My Guess is (and why):
But the right answer is (and why): Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee,
North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas
Midwest: (12) My Guess is (and why):
But the right answer is (and why): Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri,
Kansas, Nebraska, South Dakota, North Dakota
Southwest: (4) My Guess is (and why):
But the right answer is (and why): Texas, Oklahoma, New Mexico, Arizona
Rocky Mountains: (6) My Guess is (and why):
But the right answer is (and why): Colorado, Utah, Nevada, Montana, Wyoming, Idaho
Pacific: (3) My Guess is (and why):
But the right answer is (and why): Washington, Oregon, California
Noncontiguous: (2) My Guess is (and why):
But the right answer is (and why): Alaska, Hawaii
Write down your guesses for which states are grouped into the following regions.
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States grouped by region
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In th
e s
pa
ce
pro
vid
ed
for th
e
majo
r citie
s, d
raw
a p
ictu
re th
at
repre
sents
that c
ity’s
sp
ecia
lized
ind
ustry
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Significant American Cities
Ju
ne
au
Honolu
lu
Seattle
Salt L
ake C
ity
Denver
St. L
ouis
Detro
it
Santa
Fe
San A
nto
nio
Atla
nta
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“It’s a treeless wasteland!” “It’s a vast area to be settled” The Climate and Geography
of the Great Plains Reasons for increased Westward Expansion
F L
A
R
G
E
L.
E.
D.
8 Technologies that allow people to live in the Great Plains
Railr
oa
d
Win
dm
ill
Dry
Fa
rmin
g
Be
ef
Ca
ttle
So
d H
ou
se
Ste
el P
low
Wh
ea
t
Ba
rbed
Wire
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“It’s a treeless wasteland!” “It’s a vast area to be settled!”
The Climate and Geography of the Great Plains
Reasons for increased Westward Expansion
Flatlands that rise slowly from
East to West: A constant climb West
Land ownership
opportunities
Adventure
Railroad and technological
improvements
Gold and silver and
opportunities for wealth
End of slavery (new
beginning for African-Americans)
Little rainfall:
No water for drinking or crops.
Erosion from wind and water:
Easily eroded/lack of trees Hard soil.
Dust storms:
No Top Soil---Leaves the useless soil. Health dangers.
8 Technologies that allow people to live in the Great Plains INVENTION Problem Solved Impact on People RANKING
(1-8)
Railroad Easy shipping & travel Faster travel, more customers, cheaper buying items
Sod House No wood for building Shelter cheaply
Windmill Pump water from below Family, crops, and animals could survive through droughts
Steel Plow Hard ground/sod to cut through Cut through ground to plant crops
Dry Farming No water. Water moist deeper down in soil
Plants could grow with little rain.
Wheat Tougher wheat to withstand harsh weather
Important crop could be grown for food and income
Beef Cattle Tougher cattle and lots of land to graze on.
Raise cattle to sell for beef with little expense for feeding them
Barbed Wire No trees for fencing Keep animals safe & create borders
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Chapter 1 Study Guide
Reconstruction/Westward Expansion (each question is worth 10 points –no partial credit)
*Put the answers in the space provided.
*Answers may have more than one word even when there is only one space.
Climate and Physical features of the Great Plains
1. FLATLANDS that rise slowly from the EAST to the
WEST .
2. EROSION by wind and WATER.
3. Little RAINFALL
4. DUST STORMS
Fill in the 5 reasons for westward expansion
5. The end of SLAVERY
6. Opportunities for LAND ownership.
7. Possibility of wealth created by the discovery of GOLD and SILVER.
8. Technological advances, including the (2 words) TRANSCONTINENTAL RAILROAD
9. (The last answer is a single word.) ADVENTURE
Name the adaptation/invention, from the 1870s, that solved the following problems of those desiring to
settle in the Great Plains:
10. But, the soil’s too tough to plow that deep! How will we till the earth to plant the crops? STEEL PLOW
11. What’s the point of plowing crops if the crops can’t grow out here?! Is there anything that we might plant that
can survive in the harsh weather? WHEAT
12. Hey, there ain’t no trees for cuttin! Where are we gonna live? SOD HOUSES
13. That doggone soil’s too dry! We can’t plant crops out yonder! How will we ever seed the land and prosper?
DRY FARMING
14. The Great Plains are so LARGE! How in the heck are we gonna get out there? RAILROAD
15. Yeah, but very few animals survive in these here Great Plains. What kind of livestock can we raise to give us
food? BEEF CATTLE
16. What are we gonna drink?? Can’t get no water, it’s too far down! Our pump don’t work out here!
WINDMILL
17. Then how will we keep ‘em from runnin’ away? BARBED WIRE
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(20 - 26) Write the names of each region in the appropriate place.
20 PACIFIC 21 ROCKY MOUNTAIN 22 MIDWEST 23 NORTHEAST
24 NONCONTIGUOUS 25 SOUTHWEST 26 SOUTHEAST
Fill in the blanks with the correct place or item:
27. (DETROIT - Automobile) (CHICAGO - Meat-Packing)
28. (PITTSBURGH - Steel) (New England - TEXTILES )
(Number in 1st column----Letter in 2
nd column)
(1 – Science 2 – Culture 3 – Academics 4 – Economics)
29. 3 H Henry Louis Gates
30. 1 C Charles Drew
31. 4 L Bill Gates
32. 2 J Frank Lloyd Wright
33. 4 I Sam Walton
34. 2 G Maya Angelou
35. 4 B Ray Kroc
36. 1 E Robert Oppenheimer
37. 3 K Will Durant
38. 1 F William Shockley
39. 2 A Martha Graham
40. 2 D Ansel Adams
A. Contemporary Dance; Choreographer and
Dancer
B. Entrepreneur; McDonald’s Franchise
C. Plasma; Blood Bank
D. Photographer; Environmentalist
E. Atomic Bomb; Manhattan Project
F. Inventor; Transistor
G. Poet; Autobiographer
H. African American Historian; Scholar
I. Retail Businessman; Wal-Mart
J. Architect; Falling Water
K. Philosopher; Historian
L. Computer Technology; Microsoft
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Author: ___________________________#_____
CH. 1: Notebook Check - Grade 7 U.S. History
WESTWARD EXPANSION
Unless otherwise noted by an asterisk (*), all pages must be completed to receive full credit for class participation and class work completion. Each item is worth 1 points. 20 items total.
_____ NB 1 Ch. 1 Title Page
_____ NB 2 Ch. 1 Preview
_____ NB 3 Ch. 1 Vocabulary (ALL pictures drawn)
_____ NB 4 Primary/Secondary Source
_____ NB 5 Sources – MADSLAP ET
_____ NB 6 Mural/Collage
_____ NB 7 Biography Research
_____ NB 8 Twenty Questions & Who Am I?
_____ NB 9 Historical Figures
_____ NB 10 You decide - Regions
_____ NB 11 States Grouped by Region
_____ NB 12 Five Major Cities
_____ NB 13 Cities
_____ NB 14 Travel booklet
_____ NB 15 Westward Expansion Notes
_____ NB 16 Ch. 1 Study Guide
TOTAL Score:__________/16
Signature: Notebook Inspector
Signature: Teacher
Author: ___________________________#_____
CH. 1: Notebook Check - Grade 7 U.S. History
WESTWARD EXPANSION
Unless otherwise noted by an asterisk (*), all pages must be completed to receive full credit for class participation and class work completion. Each item is worth 1 points. 20 items total.
_____ NB 1 Ch. 1 Title Page
_____ NB 2 Ch. 1 Preview
_____ NB 3 Ch. 1 Vocabulary (ALL pictures drawn)
_____ NB 4 Primary/Secondary Source
_____ NB 5 Sources – MADSLAP ET
_____ NB 6 Mural/Collage
_____ NB 7 Biography Research
_____ NB 8 Twenty Questions & Who Am I?
_____ NB 9 Historical Figures
_____ NB 10 You decide - Regions
_____ NB 11 States Grouped by Region
_____ NB 12 Five Major Cities
_____ NB 13 Cities
_____ NB 14 Travel booklet
_____ NB 15 Westward Expansion Notes
_____ NB 16 Ch. 1 Study Guide
TOTAL Score:__________/16
Signature: Notebook Inspector
Signature: Teacher
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