2. What word means the killing of an entire group of people? ������������������������������
3. What is a strategy where an island is seized and then used as a base for attacking
another island? �����������������������������������������������������������������������������������������
4. What term describes a situation in which neither side can win? ������������������������
5. What is another word for wealth? ����������������������������������������������������������������
6. What is the refusal to obey laws that are considered unjust? �����������������������������
7. What term refers to activists for women’s rights? ��������������������������������������������
8. What is a ban on shipments? �����������������������������������������������������������������������
9. What term describes a concern that governments around the world grant more
freedom to their people? �����������������������������������������������������������������������������
10. What is the term for the amount of money owed by the government? ����������������11. What term refers to the use of violence by groups against civilians to achieve a
political goal? ��������������������������������������������������������������������������������������������
DIRECTIONS: Using Vocabulary Use each of the following terms correctlyin a complete sentence. Write the sentences on a separate sheet of paper.
SOCIAL STUDIES OBJECTIVE: Analyze information by identifying the main idea
LEARNING THE SKILLIdentifying central issues, or finding the main idea, helps you under-
stand historical concepts, central figures, and why historical events unfold.To find a main idea in a passage, identify the purpose of the passage andhow important details relate to one another.
SOURCE: Frankin D. Roosevelt, Inaugural Address, March 4, 1933.
APPLYING THE SKILLDIRECTIONS: Use the passage to answer the following questions.1. What was the main idea that President Roosevelt was trying to get
Critical Thinking Skills Activity 19 Identifying Central Issues
(continued)
EXCERPT FROM THE FIRST INAUGURAL ADDRESS OF FRANKLIN D. ROOSEVELT, MARCH 4, 1933
. . . 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 . . . which paralyzesneeded efforts to convert retreat into advance. . . .
. . . taxes have risen; our ability to pay has fallen; government . . . is faced by serious curtail-ment of income . . . the withered leaves of industrial enterprise lie on every side; farmers find nomarkets . . . [and] the savings of . . . [many] families are gone. . . .
More important, a host of unemployed citizens face the grim problem of existence, and anequally great number toil with little return. . . .
Yet . . . we have still much to be thankful for. . . . Plenty is at our doorstep, but a generous useif it languishes in the very sight of supply. Primarily this is because the rulers of the exchange ofmankind’s goods have failed, through their own stubbornness and their own incompetence. . . .
Our greatest primary task is to put people to work. This is no unsolvable problem if we face itwisely and courageously. It can be accomplished in part by direct recruiting by the Governmentitself, treating the task as we would treat the emergency of a war, but at the same time, throughthis employment, accomplishing greatly needed projects to stimulate and reorganize the use ofour natural resources.
. . . we now realize . . . that we can not merely take but we must give as well . . . [and] wemust move as a trained and loyal army willing to sacrifice for the [common] good. . . .
THE MAKING OF MODERN AMERICAThe United States paid a high price for freedom duringthe twentieth century. Wars, economic difficulties, politi-cal differences, national and ethnic rivalries, and violencein parts of the world have threatened democracy. The fallof communism and the end of the Cold War were victoriesfor democracy and world peace. Terrorism, national andethnic rivalries, fighting, and human rights issues continueto threaten that peace.
?DID YOU KNOW?The 2000 NobelPeace Prize wasawarded toPresident Kim Dae-jung of SouthKorea. He has beenworking towardreconciling Northand South Korea.
International and Ethnic Rivalries1. Arab-Israeli tensions in the Middle East2. Muslim fundamentalists and terrorism
Economic Challenges1. Great Depression2. Federal debt3. Balancing the budget
International Conflicts1. World War II2. Cold War3. Korean War4. Cuban missile crisis and the Bay of Pigs5. Vietnam War6. Operation Desert Storm7. War against terrorism
Shaping Modern America
Political Unrest1. Nixon and the Watergate scandal2. Disagreements between
Democrats and Republicans in Congress
3. Clinton’s impeachment scandal
Civil Rights Era1. African Americans2. Native Americans3. Women4. Hispanic Americans5. Americans with disabilities
Space ExplorationThe space age began onOctober 4, 1957, when theSoviet Union launched a
29-inch satellite called Sputnik I. It was thefirst object to be sent beyond Earth’satmosphere.
Sputnik I profoundly affectedAmericans. It signaled the beginning ofthe “space race”—an ongoing competitionbetween the United States and the SovietUnion to explore space. The space racewas an outgrowth of the Cold Warbetween the two nations.
On January 31, 1958,the United Stateslaunched its first satel-lite, Explorer I. Then onApril 12, 1961, Sovietcosmonaut Yuri Gagarinbecame the first human to fly beyondEarth’s atmosphere into space. Less than a month later, on May 5, 1961, Alan B.Shepard, Jr., became the first American in space.
Today Russian andAmerican scientistsexplore space together.
In July 1975 a historic “handshake inspace” began joint scientific endeavors.The United States Apollo capsule dockedwith the Soviet Soyuz spacecraft, creatinga temporary space station.
In 1986 the Soviet Union boosted intoorbit the first permanently-manned orbit-ing space station. They named it Mir,which means “peace.” American astro-nauts, including Norman Thagard,Shannon Lucid, and John Blaha, have livedaboard Mir with Russian cosmonauts.
The first crew of one American and twoRussians arrived at the InternationalSpace Station on November 2, 2000. Thestation is being built in space by astro-nauts and scientists from the UnitedStates, Russia, Canada, Japan, and theEuropean Space Agency. The UnitedStates Space Shuttle and Russian Soyuzspacecraft will carry new modules, crews,and supplies to the station.
DIRECTIONS: Completing a Chart The chart below listsfive notable space flights. Research to find out what year
each flight took place and why it was important. Then complete the chart.
T H E N N O W
Space VoyagesSpacecraft Name Mission Commander(s) Year Mission Description
1. Vostok I Yuri Gagarin
2. Friendship 7 John Glenn
3. Vostok VI Valentina Tereshkova
4. Apollo 11 Neil Armstrong, Buzz Aldrin, Michael Collins
5. Columbia Robert Crippen, John Young(maiden voyage)
SOURCE: Sing forFreedom: The Story of the Civil Rights MovementThrough Its Songs, com-piled and edited by Guyand Candie Carawan.Bethlehem, PA: Sing OutCorporation, 1990.
DOCUMENT-BASED QUESTIONSDIRECTIONS: Answer the following question on a separate sheet of paper.1. Another verse of this song is “If you miss me from the front of the bus, and you
can’t find me nowhere,/Come on up to the driver’s seat, I’ll be drivin’ up there.”What does that verse mean?
2. The Montgomery bus boycott in 1956 is considered the start of the modern civilrights movement. Why do people use boycotts? When are boycotts most effective?
DIRECTIONS: Writing a Song Consider the state of civil rightsand racial equality today. Write the lyrics to your own songexpressing the fight for civil rights today.
Interpreting the Source Those who fought to end segregation usedmarches, sit-ins, boycotts, and songs. As you read the freedom songbelow, imagine the spirit with which it was sung in 1963.
and you can’t find me no – where, Come on up__ to theE B7
front of the bus, — I’ll be rid – in’ upE B7
there. I’ll be rid – in’ up there,E A
I’ll be rid – in’ up there. Come on up __ to theE B7 E
front of the bus, – I’ll be rid – in’ up there.
Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present
dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.
Timesaving Tools
Interactive Teacher Edition Access your Teacher Wraparound Edition and
your classroom resources with a few easy clicks.
Interactive Lesson Planner Planning has never been easier! Organize your
week, month, semester, or year with all the lesson helps you need to make
teaching creative, timely, and relevant.
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••
554A
The following standards are highlighted in Chapter 19:Section 1 IX Global Connections: B, C, D, E, GSection 2 X Civic Ideals & Practices: A, B, C, E, F, G, H, ISection 3 VI Power, Authority, & Governance: B, C, D, F, H, ISection 4 IX Global Connections: A, B, C, D, E, G
Meeting NCSS Standards
TEACHING TRANSPARENCIESTEACHING TRANSPARENCIES REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENTWhy It Matters ChapterTransparency 19
Graphic Organizer 7 Time Line Activity 19 Vocabulary Activity 19Workbook Activity 19
Critical Thinking SkillsActivity 19
Take-Home ReviewActivity 19
REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT ENRICHMENTENRICHMENTGeography and HistoryActivity 19
DIRECTIONS: Write youranswers to questions 1–4on the map. You mayabbreviate if you wish.
1. As a result of the VotingRights Act of 1965, thenumber of AfricanAmericans who regis-tered to vote increasedmarkedly in the South.Examine the maps.Then use red to colorthe state (on the 1966map) where the per-centage of registeredAfrican American votersshowed the greatestincrease between 1960and 1966.
2. Use blue to color thestate (on the 1966 map) that made thesmallest gain in African American voter registration.
3. Use green to color the state (on the 1966 map) that had the highest percentage of African American voter registration in both 1960 and 1966.
4. Use yellow to color the state (on the 1966 map) where African American voterregistration was more than five times greater in 1966 than in 1960.
5. Do you think the Voting Rights Act achieved its objective? Use information from
these maps to help explain your answer. �������������������������������������������������������
Percentage of African Americans of voting age registered
25% to 50%�more than 50%�y
1960
1966
African American Voter Registrationin the South, 1960 and 1966
GEOGRAPHYGEOGRAPHY
Foldables arethree-dimensional,
interactive graphic organizers that helpstudents practice basic writing skills,review key vocabulary terms, and identify main ideas. Every chapter con-tains a Foldable activity, with additionalchapter activities found in the Readingand Study Skills Foldables booklet.
Chapter 19 Resources
HISTORY
Use our Web site for additional resources. All essential content is cov-ered in the Student Edition.
You and your students can visit , the Web sitecompanion to The American Republic to 1877. This innovative inte-gration of electronic and print media offers your students a wealth ofopportunities. The student text directs students to the Web site for thefollowing options:
Answers to the student Web activities are provided for you in the WebActivity Lesson Plans. Additional Web resources and Interactive TutorPuzzles are also available.
The following videotape programs are available from Glencoe as supplements to Chapter 19:
• The Stock Exchange (ISBN 0-7670-0562-7)• Drive for the American Dream (ISBN 1-56501-221-6)• Ronald Reagan: The Many Lives (ISBN 1-56501-099-X)
To order, call Glencoe at 1-800-334-7344. To find classroom resources toaccompany many of these videos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com
R
R
ASSESSMENT AND EVALUATION
Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMAudio Program American History Primary Source Documents Library CD-ROMMindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 1The American Republic to 1877 Video ProgramAmerican Music: Hits Through History
DIRECTIONS: Matching Match the items in Column A with the items inColumn B. Write the correct letters in the blanks. (4 points each)
Column A
�������� 1. 1950s soaring birthrate
�������� 2. work relief program
�������� 3. human rights president
�������� 4. inspired city bus boycott
�������� 5. developed atomic bomb
DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement or answers the question. (4 points)
�������� 6. In the 1930s the United States went into a severe economic downturn called theA. Great Inflation. C. Great Depression.B. Great Deflation. D. Great Recession.
�������� 7. What act provided monthly pensions for retired people?A. WPA C. Townsend ActB. Revenue Act D. Social Security Act
�������� 8. Who was the German dictator during World War II?A. Adolf Hitler B. Ira Hayes C. Hideki Tojo D. Joseph Stalin
�������� 9. Douglas MacArthur was the commander of the Allied forces inA. the Atlantic. B. Italy. C. the Pacific. D. France.
�������� 10. Which country fought on the side of the North Koreans?A. Japan B. Germany C. China D. United States
�������� 11. Which leader was assassinated on April 4, 1968?A. Martin Luther King, Jr. C. Robert KennedyB. Malcolm X D. John F. Kennedy
�������� 12. What was the first foreign crisis President John F. Kennedy faced?A. Vietnam B. Cuba C. Laos D. Cambodia
Name ������������������������������������������������������� Date ������������������������� Class ���������������
ScoreChapter 19 Test, Form A
(continued)
Column B
A. Civilian Conservation CorpsB. Rosa ParksC. Jimmy CarterD. baby boomersE. Manhattan Project
DIRECTIONS: Matching Match the items in Column A with the items inColumn B. Write the correct letters in the blanks. (4 points each)
Column A
�������� 1. site of D-Day
�������� 2. war with Iraq
�������� 3. American military commander
�������� 4. racial separation of people
�������� 5. Carter’s 1980 opponent
DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement or answers the question. (4 points)
�������� 6. Which project helped farmers? A. PWA B. CCC C. TVA D. AAA
�������� 7. Which country was not part of the Allied Powers?A. Soviet Union B. Germany C. United States D. Great Britain
�������� 8. The economic boom of the 1950s raised theA. beat generation. C. cold war fears.B. standard of living. D. presidential election stakes.
�������� 9. What lawyer decided to challenge the idea of “separate but equal”?A. Malcolm X C. Stokely CarmichaelB. Joseph McCarthy D. Thurgood Marshall
�������� 10. The arrest of Rosa Parks led toA. sit-ins at lunch counters. C. riots in Watts.B. a boycott of city buses. D. integration of schools.
�������� 11. What did President Kennedy order in response to the missile buildup in Cuba?A. war with the Soviets C. invasion of CubaB. increased draft D. blockade
�������� 12. Richard Nixon ordered the bombing of enemy supply routes in Laos and inA. South Vietnam. B. Thailand. C. Cambodia. D. China.
Name ������������������������������������������������������� Date ������������������������� Class ���������������
ScoreChapter 19 Test, Form B
(continued)
Column B
A. William WestmorelandB. NormandyC. segregationD. Operation Desert StormE. Ronald Reagan
Name __________________________________ Date ____________________ Class ____________
Social Studies Objective: The student will evaluate print, visual, and electronic sources of information.
An article written for publication that expresses the writer’s opinion on an issue is known as aneditorial. In some editorials the writer makes a strong case for his or her opinion, but in othereditorials the writer may contrast several viewpoints as background for presenting his or her ownposition on the issue. As with a political cartoon, the purpose of an editorial is to influence publicopinion and to generate discussion.
★ Practicing the SkillRead the selection below and complete the activity that follows.
NATO is a political and military allianceformed in 1949 among western European states,Canada, and the United States to prevent Soviet
expansion into westernEurope. It was designed toestablish a balance to Sovietmilitary power, includingits nuclear threat. TheNorth Atlantic Treaty
establishing NATO stated that an armed attackagainst one or more of the NATO memberswould be considered as an attack on all members.
Twelve nations signed the North AtlanticTreaty in 1949. They were Belgium, GreatBritain, Canada, Denmark, France, Iceland, Italy,Luxembourg, the Netherlands, Norway,
Portugal, and the United States. Greece andTurkey signed the treaty in 1951, West Germanyin 1954, and Spain in 1982. West Germany hadbeen created in 1949, when the nation ofGermany was divided into eastern and westernparts. In 1990, following the collapse of thecommunist Warsaw Pact, Germany was reunitedand replaced West Germany as a NATO member.
After the Warsaw Pact’s collapse, NATOmade its forces available for peacekeepingmissions to non-NATO European countries,especially those in the war-torn Balkan Peninsula.It also began to cooperate with former WarsawPact members. By the late 1990s, several of theseformerly communist countries were seekingmembership in the NATO alliance.
The North Atlantic Treaty Organization (NATO)
★ Learning to Interpret and Evaluate an EditorialUse the following guidelines to help you interpret and evaluate editorials.
• Focus on the subject and purpose.• Familiarize yourself with the pros and cons of
the subject as well as the facts that supportboth sides.
• Evaluate both sides in terms of objectivityand bias.
• Develop your own viewpoint based on theavailable information.
ACTIVITY 19Interpreting and Evaluating Editorials
Standardized Test Practice
Name ������������������������������������������������������� Date ������������������������� Class ���������������
Use with Chapter 19
How the Web Changed the World
BACKGROUNDIn the early part of the 1990s, people who wanted to communicate madephone calls and sent letters. They found information at the library or in cur-rent magazines and newspapers. Most did not have friendships with peoplein other countries. Electronic communication technology changed all that. Bythe mid-1990s, business cards, personal stationery, and magazine mastheadscontained e-mail addresses. Students in universities and some public schoolsdid research on the Internet and “talked” with others all over the world viathe World Wide Web.
TASKThe editor of a magazine that focuses on future trends has asked you to writean article that predicts how new communications technologies will change thefuture. The article will identify broad areas such as education, politics, andbusiness and explore ways that electronic communications technologies willaffect these institutions.
AUDIENCEYour audience will be the readers of the magazine, both adults and young people.
PURPOSEYour article will identify areas of change and help inform the readers abouthow to prepare for the future.
PROCEDURE1. Consult the Performance Task Assessment List for a Research Report.2. Decide which areas will be the focus of your article.3. Complete your research. With the help of the research materials, decide
how you think several basic areas will change because of electronic com-munications technologies.
4. Decide on a plan for how you will present your ideas most effectively.5. Write a draft of your magazine article and share it with a classmate for
suggestions.6. Make revisions to your draft and prepare your final article.
ASSESSMENT1. Use the Performance Task Assessment List for a Research Report to evaluate
your project.2. Discuss what you might do differently if you do a similar project in the future.
The following Spanish language materials are available in the Spanish Resources Binder:
• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activity• Spanish Take-Home Review Activity• Spanish Summaries• The Declaration of Independence and United States Constitution
L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average
studentsL3 CHALLENGING activities for above-average students
ENGLISH LANGUAGE LEARNER activitiesELL
PRE-AP PRE-ADVANCED PLACEMENT activities
554D
Chapter 19 Resources
Cheryl Smith-FountainSidney Lanier SchoolMontgomery, AL
A Civil Rights TourExplain to students that Montgomery, Alabama, isconsidered by some historians to be the birthplace ofthe modern civil rights movement. Supply studentswith a Montgomery city map. (This map can beobtained from reference material at the local library,or there are several map resources on the Internetthat can easily be printed out.) Have pairs of studentsresearch the Chapter 19 contents and other referencematerials to find sites in Montgomery that have his-torical connections with the civil rights movement,such as the Parsonage and the state capitol. Aftereach pair has a list of sites, have students write adescription of a tour through the city, giving brief his-tories of their sites. Each group can present its tour to the class, using maps to show how to travel fromone site to the next and explaining the significance of each site.
From the Classroom of…Teacher’s Corner
The following articles relate to this chapter.
• “Hiroshima,” by Ted Gup, August 1995.• “Pearl Harbor: A Return to the Day of Infamy,” by Thomas
B. Allen, December 1991.• “National Trail to Recall Civil Rights Marches,” Geographica,
March 1994.• Vietnam: The Hard Road to Peace, (A Special Edition),
November 1989.• “Reinventing Berlin,” by Peter Ross Range, December 1996.• “Inside the Kremlin,” by Jon Thompson, January 1990.
INDEX TONATIONAL GEOGRAPHIC MAGAZINE
NATIONAL GEOGRAPHIC SOCIETYPRODUCTS AVAILABLE FROM GLENCOE
To order the following products for use with this chapter, contact your local Glencoe sales representative, or call Glencoe at 1-800-334-7344:
• 1945–1989: The Cold War (Video)• Picture Show: Civil Rights (CD-ROM)• Picture Show: World War II (CD-ROM)• PictureShow: Story of America Library, Parts 1 and 2
(CD-ROM)• PicturePack: Story of America Library, Parts 1 and 2
(Transparencies)• PicturePack: Civil Rights (Transparencies)• PicturePack: World War II (Transparencies)
ADDITIONAL NATIONAL GEOGRAPHICSOCIETY PRODUCTS
To order the following, call National Geographic at 1-800-368-2728:
• 111 Years of National Geographic Magazine (CD-ROM)• GeoKit: 20th Century: 1910–1945 (Kit)• GeoKit: Eyewitness to the 20th Century (Book)• National Geographic Desk Reference (Book)• 1929–1941: The Great Depression (Video)• Capitalism, Communism, Socialism Series (Video)• Branches of Government Series (Video)
Access National Geographic’s Web site for current events,atlas updates, activities, links, interactive features, andarchives.www.nationalgeographic.com
• American Music: Cultural Traditions• American Art and Architecture• Outline Map Resource Book• U.S. Desk Map• Building Geography Skills for Life• Inclusion for the Middle School Social Studies Classroom
Strategies and Activities• Teaching Strategies for the American History Classroom
(Including Block Scheduling Pacing Guides)• American Crafts Hands-On Activities• American Games Hands-On Activities• American History Flash Cards
ADDITIONAL RESOURCES FROM GLENCOE
Activities that are suited to use within theblock scheduling framework are identified by:
Although terrorist attacks have takenplace in other parts of the world, terroristattacks within the United States havebeen rare. On September 11, 2001, theUnited States suffered devastating terrorist attacks in New York City andWashington, D.C. Ask: How do youthink the government should deal with terrorism?
554
The Making of
Modern America1929–Present
Why It MattersDuring the twentieth century, Americans suffered through wars and economic and
political unrest. The end of the Cold War brought about communism’s fall in manyparts of the world and the triumph of democracy. A new world was at hand—or
so it seemed. Long-hidden national and ethnic rivalries flared into violence in various parts of the world. The threats to peace included acts of terrorism.
Its Impact TodayIn the twenty-first century, the world faces great challenges. Acts of terrorism present
a threat to freedom and security. Although most nations condemn such acts, terror-ism is likely to remain a global concern.
The American Republic to 1877 Video The chapter 19 video,“America Responds to Terrorism,” focuses on how Americans united after the events of September 11, 2001.
1933• President Roosevelt
proposes New Deal
1933• Hitler comes
to power inGermany
1939• World War II
begins
1945• World War II ends
1941• U.S. enters
World War II
1954• Supreme Court
outlaws segrega-tion in schools
CHAPTER 19 The Making of Modern America
1930 1955
Eisenhower1953–1961
F. Roosevelt1933–1945
Truman1945–1953
1953• Korean War ends
1961 • Berlin Wall
erected
Kennedy1961–1963
Jonhson1963–1969
Nixon1969–1974
1969• Astronaut Neil
Armstrong walks on moon
IntroducingCHAPTER 19
IntroducingCHAPTER 19
TWO-MINUTE LESSON LAUNCHERTWO-MINUTE LESSON LAUNCHERAt the beginning of the twenty-first century, the United States continues to face issues that havebeen of historical concern such as war and unemployment. Have students discuss what they knowabout current issues the United States faces and the ways in which technology might provide solu-tions. List all responses on the chalkboard.
Refer to Activity 19 in the Performance AssessmentActivities and Rubrics booklet.
PerformanceAssessment
ELA: Page 555: 8.13E
Student Edition TEKS
MJ
The American Republic to1877 Video ProgramTo learn more how Americans reactedto the terrorist attacks on September 11,have students view the Chapter 19 video “America Responds to Terrorism”from The American Republic to 1877Video Program.
Available in DVD and VHS
MindJogger VideoquizUse MindJogger Videoquiz to preview the Chapter 19 content.
Available in VHS
555
555
1974• President Nixon
resigns
1981• Scientists
identify AIDS
HISTORY
Chapter OverviewVisit
and click on Chapter 19—
Chapter Overviews to pre-
view chapter information.
tx.tarvol1.glencoe.com
Inauguration 2001 George W. Bush takes the oath of office asthe nation’s forty-third president.
CHAPTER 19 The Making of Modern America
1980 2005
1991• Persian Gulf
War begins
1998• President
Clintonimpeached
2000• George W. Bush
elected president
2001• Terrorists kill thousands
in attack on America
1989• Communism
falls in EasternEurope
1991• Breakup of
Soviet Union
2000• Millions celebrate
new millenium
Step 1 Fold one sheet of paper in half from
side to side.
Step 2 Fold it again, 1 inch from the top.
(Tip: The middle knuckle of your index finger
is about 1 inch long.)
Step 3 Open and label as shown.
Fold the sheetvertically.
Draw linesalong thefold lines.
ImportantEvent Result
Cause-Effect Information Study FoldableMake this foldable to help you organize events
and facts about the history of modern America
from 1929 to the present.
Reading and Writing As you read this chapter,
write down important events in the first column
of your foldable. Then, in the second column, list
some major results of each event listed in the
first column.
Ford1974–1977
Carter1977–1981
Reagan1981–1989
G. Bush1989–1993
Clinton1993–2001
G. W. Bush2001–
Social Studies TAKS tested at Grade 8: Obj 5:8.30BIntroducing
CHAPTER 19Introducing
CHAPTER 19
HISTORY
Introduce students to chapter content and key terms by havingthem access Chapter Overview 19at
George W. Bush took office after a great deal of controversy over the 2000 presidential election.Although Bush won the electoral vote, he received fewer popular votes than his Democratic opponent, Al Gore, Jr. When George W. Bush was inaugurated, he and his father, George H.W. Bush,became only the second father and son in American history to both serve as president. The otherfather and son presidents were John Adams and John Quincy Adams.
More About the Photo
Purpose This activity requiresstudents to create a table andorganize information from thechapter on it. As students read thechapter, they must select impor-tant events, writing them in thefirst column of the foldable. Thenstudents must determine theresults, or effects, of those events,placing that information in thesecond column of the foldable.Students may include differentevents on their foldables, but theyshould be able to explain whythey think those events are impor-tant in American history.
Have students completeReading and Study SkillsFoldables Activity 19.
As students read the chapter,have them review the time lineon pages 554–555. Ask them howevents in 1945, 1991, and 2001may have resulted in major shiftsin the focus of United States foreign policy. SS: 8.1B;ELA: 8.13D
1 FOCUSSection OverviewThis section describes howPresident Roosevelt respondedto the Great Depression and howthe United States joined withallied nations to fight a worldwar.
1929Stock market crashes, trig-gering Great Depression
1939World War II beginsin Europe
1941Japanese attack Pearl Harbor;U.S. enters the war
1945World War IIends
Main IdeaThe United States maintained its freeenterprise system during the GreatDepression and won victory in aglobal conflict at great cost.
Reading StrategyOrganizing Information Re-createthe diagram below to identify threecauses of World War II.
Read to Learn• how President Roosevelt responded
to the Great Depression.• what actions led to the outbreak of
World War II.
Section ThemeGlobal Connections The UnitedStates joined with allied nations tofight a world war to protect rights andfreedoms.
Depression and aSecond World War
During the early years of the Great Depression, the number of homeless people inthe United States skyrocketed. One woman described her amazement when she firstsaw how people had to live outside one Midwestern city: “Here were all these peopleliving in old, rusted-out car bodies. There were people living in shacks made of orangecrates. . . . This wasn’t just a little section, this was maybe ten miles wide and ten mileslong. People living in what ever they could junk together.”
The Great DepressionThe severe economic crisis of the 1930s was called the Great Depression. It
marked the longest, deepest, and most devastating economic depression everexperienced by the United States.
The bubble of American prosperity burst when the New York stock marketcollapsed in October 1929. Thousands of investors lost all their savings. WallStreet—the nation’s financial center—was in a state of shock. In the booming
556 CHAPTER 19 The Making of Modern America
Preview of Events
Guide to Reading
✦1925 ✦1935 ✦1945
Causes
World War II
Unemployed manseeking work
Social Studies TAKS tested at Grade 8: Obj 5:8.30B, 8.30CCHAPTER 19Section 1, 556–563CHAPTER 19Section 1, 556–563
Guide to Reading
Answers to Graphic: Answers mayinclude: formation of alliances; fearand anger after World War I and theGreat Depression; dictators seizingpower; and invasions.
Preteaching VocabularyHave students use three Key Termsin a sentence that describes Germanyduring World War II.
SECTION RESOURCESSECTION RESOURCES
Reproducible Masters• Reproducible Lesson Plan 19–1• Daily Lecture and Discussion Notes 19–1• Guided Reading Activity 19–1• Section Quiz 19–1• Reteaching Activity 19–1• Reading Essentials and Study Guide 19–1• Enrichment Activity 19–1
Directions: Answer thefollowing question based onthe graph.
In what year did Americanssave the most money?
A 1941
B 1929
C 1935
D 1932
Personal Savings, 1929–1941
1929 1932 1935 1938 1941Year
$12
10
8
6
4
2
0
–1
Savi
ngs
(in b
illio
ns o
f dol
lars
)
(Source: Historical Statistics of the United States)
B E L L R I N G E RSkillbuilder Activity
Daily Focus Skills Transparency 19–1
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2 TEACH
economy of the 1920s, many people investedmoney in the stock market. As the value of stocksrose, people began borrowing to buy stocks.
In October 1929, stock prices fell dramatically.Investors panicked and began selling theirstocks. Many could not pay back their loans,which weakened the banks. Millions of peoplelost their savings and their jobs.
The Economy CrumblesThe stock market crash shook people’s confi-
dence in the economy. Other factors, workingtogether, sent the economy into a long tailspin.
Farm income shrank. For many farmers, yearsof dry weather made the situation even worse. Inparts of the Great Plains a long drought turnedfertile land into a Dust Bowl. Many farmers hadto give up their land. Many industries declined.In the months before the stock market crash, theautomobile and construction industries sufferedfrom lagging orders. As a result, employers cutwages and laid off workers. With their incomesslashed, many Americans could no longer affordthe consumer goods that the nation’s industrieshad been churning out.
Borrowed money had fueled much of the econ-omy in the 1920s. Farmers, plagued by low pricessince the end of World War I, bought land, equip-ment, and supplies on credit. Consumersused credit to buy cars. Investors borrowed tobuy stocks. Many small banks suffered whenconsumers defaulted, or failed to meet loanpayments. Large banks, which had boughtstocks as an investment, suffered huge lossesin the stock market crash. These losses forcedthousands of banks across the nation to closebetween 1930 and 1933, and many depositorslost their money.
Weaknesses also sapped the strengths offoreign economies. During the late 1920s,bank funds for loans dried up. Interna-tional trade slowed down because, withoutAmerican loans, other nations had lessmoney to spend.
Joblessness and PovertyAs the Depression tightened its grip on
the United States, millions lost their jobs.By 1932, about one out of every four work-
ers were out of work. The unemployed feltdevastated. One out-of-work man wrote aboutdeveloping:
“a feeling of worthlessness—and loneliness;
I began to think of myself as a freak and misfit.”Long lines of hungry people snaked through
the streets of cities, waiting for hours to receivea slice of bread or a bowl of soup donated bylocal government or charities.
Those who had lost their homes built sheltersout of old boxes and other debris. Some referredto these shantytowns as Hoovervilles after Pres-ident Hoover. As the Depression dragged on,many Americans lost faith in their government.They blamed President Hoover for their hardtimes because none of his policies eased the suf-fering of massive unemployment.
Roosevelt’s New DealDuring the 1932 presidential election,
Franklin Delano Roosevelt promised a “newdeal for the American people.” With the nation’seconomy crumbling, the American peopleelected Democrat Franklin Delano Roosevelt aspresident. Roosevelt sent Congress proposals tofight the Depression that collectively becameknown as the New Deal.
CHAPTER 19 The Making of Modern America 557
Dorothea Lange photographed a homeless Oklahomafamily during Dust Bowl days.
COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYCreating a Collage Organize students into groups to create a collage about the Great Depression.Students may collect photographs from books and magazines that show how Americans wereaffected by the Great Depression. Students may also collect quotations from people who lived dur-ing the 1930s, using the media center and the Internet. Groups should then arrange and glue theirimages on poster board. Display the posters around the classroom and discuss the themes thatcan be found in each. L2
Creating a Graphic OrganizerAsk students to scan the sectionto identify the problems thatfueled the Great Depression andthe New Deal programs thatwere created to solve them. Thenhave students create a graphicorganizer illustrating these problems and resolutions. L1
Daily Lecture and Discussion Notes 19–1
I. The Great Depression (Pages 556–558)
A. The New York stock market collapsed in October 1929. When stock prices dropped,people panicked and sold stocks. Many people lost their savings and jobs and couldnot repay their loans. This weakened banks, and thousands of banks closed between1930 and 1933. Depositors lost their money.
B. There had been warning signs of the crumbling economy in the 1920s:
1. Farm income declined.
2. Industries declined, including textiles, lumber, mining, railroad, automobile, andconstruction.
3. Wages were cut and workers were laid off.
4. Fewer consumer goods were sold.
C. Banks did not have funds for loans needed by foreign countries during late 1920s, soforeign economies were weakened. International trade decreased.
D. Unemployment was high. Twenty-five percent of American workers lost their jobs by1932. People were poor and hungry. Soup kitchens had long lines, and there weremany homeless people. Many people blamed President Hoover.
E. Franklin Delano Roosevelt was elected president in 1932. He promised Americans a“new deal.” His proposals to fight the Depression became known as the New Deal.
1. The Civilian Conservation Corps (CCC) created 2.5 million jobs planting trees andbuilding levees to prevent floods.
2. The Public Works Administration (PWA) provided jobs building roads, hospitals,and schools.
3. The Agricultural Adjustment Administration (AAA) raised farm prices and con-trolled production.
4. The Social Security Act created a tax paid by employers and workers. The moneycollected was used to pay pensions to retired people.
5. Unemployment insurance was funded by another tax. People who lost their jobsreceived payments.
Scientists around the world explored new andunique weapons they hoped would help win World War II. Thealternative weapon systems included bombs attached to balloonsand bats. Defense dollars even paid scientists to build an aircraftcarrier out of an iceberg.
Guided Reading Activity 19–1Name Date Class
Guided Reading Activity 19-1★
DIRECTIONS: Filling in the Blanks Use your textbook to fill in the blanksusing the words in the box. Use another sheet of paper if necessary.
Public Works Administration Japan 1945 AlliesFranklin Delano Roosevelt 1944 neutral atomicGreat Depression railroad dictators 1920sOctober 1929 millions economy JapaneseWorld War II surrendered 50 million
The Great Depression
The New York stock market collapsed in (1) . This crash shook people’s
confidence in the (2) . Other factors, working together, caused the economic
crisis called the (3) . The textile, lumber, mining, and (4) industries
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The New Deal created the Civilian Conserva-tion Corps (CCC). The CCC put about 2.5 mil-lion young men to work on projects such asplanting trees and building levees to preventfloods. It also established the Public WorksAdministration (PWA). The PWA provided jobsby building huge public works, such as roads,hospitals, and schools. The New Deal’s Agricul-tural Adjustment Administration (AAA) raisedfarm prices and controlled farm production.
Roosevelt then asked Congress to pass theSocial Security Act. This created a tax paid byall employers and workers that was used to paypensions to retired people. Another tax fundedunemployment insurance—payments to peo-ple who lost their jobs.
Americans seemed better off in 1936 than theyhad been when Roosevelt took office in 1933.Even so, when FDR began his second term, theGreat Depression had not ended. He continuedto push for more reform. In 1937 businessslowed and another recession hit the nation.
This time Americans blamed Roosevelt and theNew Deal. When FDR proposed numerous pro-grams after this, Congress would not cooperatewith the President.
Although reform under Roosevelt ended,the New Deal produced lasting effects. Itgreatly increased the power of the presidencyand the size of the federal government. It alsoestablished the idea that the federal govern-ment is responsible for the welfare of needyAmericans. By the late 1930s, the economy hadalmost recovered. Just as the domestic prob-lems seemed to be ending, however, WorldWar II began.
Explaining What was the New Deal?
World War IILess than 25 years after World War I, the
United States found itself at war again. This war,though, was different from World War I. It was a
558 CHAPTER 19 The Making of Modern America
The plight of flood victims standing in a relief line contrastssharply with the family shown on the billboard.
MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSLogical/Mathematical Have students use the Internet or library resources to compare World War Iwith World War II. The comparison should include the number of nations participating and theirnames, the number of soldiers mobilized, the number of lives lost, and the amount of moneyspent. Students might present their information as an oral report. Charts and graphs illustrating thestatistics should accompany the report. MATH: 8.12C, 8.14A; SS: 8.31D
Refer to Inclusion for the Middle School Social Studies Classroom Strategies and Activities in the TCR.
One New Deal agency, the NationalRecovery Administration, encouragedbusinesses to set a minimum wage andabolish child labor. The owner ofPhiladelphia’s professional football teamshowed his patriotic spirit in 1933 bynaming his club the Eagles, after the sym-bol of the National RecoveryAdministration.
Civilian Conservation Corps Fromits start in 1933 until World War II,about 2.5 million young men workedin the CCC. It provided clothes, shel-ter, and employment. A CCC workermade $30 a month, $25 of which was sent back home to his family.Other workers became part of theTennessee Valley Authority, one of thenation’s largest and cheapest suppli-ers of power. Through the work ofthe TVA, electricity was brought tomany rural areas.
What?Where?When?Who?
Bulls and Bears When the stock marketrises, it is called a bull market. If pricesdrop, it is called a bear market. Theseterms come from the way the two ani-mals attack. A bull throws its victims up in the air, and a bear knocks its victimsdown.
Answer: Roosevelt’s proposals tofight the Depression
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fight for survival, and, before it was over, itinvolved almost every country in the world. Bythe end of 1941, 29 countries had alreadydeclared their support for the Allies—theUnited States, Great Britain, France, and theSoviet Union. The Axis Powers—Germany,Italy, and Japan—were supported by sevenother countries.
The Road to WarThe events leading to World War II began in
the 1920s. Several dictators—leaders who con-trol their nations by force—seized power byplaying on the fear and anger people felt afterWorld War I and during the Great Depression.
The first dictator to take power was BenitoMussolini in Italy. In Germany, many peoplerallied around Adolf Hitler—leader of theNational Socialist Worker’s Party, or Nazi Party.The Depression also brought military leaders topower in Japan. In 1940, Germany, Italy, andJapan signed a pact and became allies.
In September 1939, Hitler sent his armies intoPoland. Two days later, Britain and Francedeclared war on Germany. World War II hadbegun. Germany’s armed forces quickly overranPoland. The following spring, Hitler’s troopsinvaded France, which surrendered a few weekslater. Then, in June 1941, Hitler ordered a mas-sive attack on the Soviet Union.
Japan Attacks Pearl HarborAmericans watched the war in Europe with
concern, but did not want to become involved.Roosevelt promised to stay neutral. He askedCongress to pass the Lend-Lease Act, allowingAmerica to sell, lease, or lend weapons tonations whose security was vital to America’sdefense. Britain and the Soviet Union beganreceiving lend-lease aid.
While Roosevelt tried to help Britain, Japan-ese troops seized France’s colony of Indochinaand threatened nearby British colonies. TheUnited States tried to stop Japan by applyingeconomic pressure. Desperate for resourcesand confident of Japan’s military might, theJapanese government began planning an attackon the United States.
On December 7, 1941, Japanese warplanesattacked the American naval base at Pearl Har-bor, Hawaii. The attack enraged Americans. Thenext day, Roosevelt went before Congress. Call-ing December 7 “a day which will live in infamy,”he asked for a declaration of war on Japan. Threedays later, Germany and Italy declared war onthe United States. The United States then joinedthe Allies—Great Britain, France, and the SovietUnion—against the Axis powers.
On the Home FrontBy the time the United States entered the war,
the fighting had already been going on for morethan two years, and it was to continue for almostfour more. The war years had a deep effect onAmericans and on the nation as a whole. Out ofthe war came new technology, a new prosperity,and a new sense of power and strength.
Franklin D. Roosevelt, who was paralyzed bypolio as a young man, is shown with Ruth Bie,the daughter of the caretaker at FDR’s estate.Through what two of the nation’s great
INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYCivics Each state has a state department charged with helping individuals and families in need,such as identifying individuals in need of financial assistance, maintaining the welfare of children,and assisting individuals with disabilities. Invite an official from your local Department of HumanServices to speak to your class. Have the class prepare a set of questions to ask the official. Havethe official discuss programs available to those in need. Ask students to write a one-page essaysummarizing what they learned. L2 SS: 8.30A; ELA: 8.5B
Roosevelt was the only presidentelected to four terms in office. AgainstRepublican protests that no oneshould be president for 16 years,Roosevelt won an easy victory, carry-ing 36 of the 48 states and receiving432 electoral votes to ThomasDewey’s 99. In 1951 the Twenty-second Amendment to the UnitedStates Constitution was ratified limiting presidential terms. Answer: the Great Depression andWorld War II
History
The Great Depression putonce affluent individuals in unemploy-ment lines alongside factory workers and actors. Breadlines over a block longbecame a symbol of the times. Many people placed newspapers under theirclothes to stay warm in the winter orstuffed cardboard into their shoes to hide the holes.
Economics Because of a surplusof apples, the International ShippersAssociation set up a system forunemployed people to sell apples. A person could get credit for $1.75 tobuy 100 to 120 apples. The personwould then sell each apple for 5 cents, making a small profit.
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The war also created new opportunities forAfrican Americans—in the armed forces and inthe nation’s war factories. Although manyminority groups made gains during the war,Japanese Americans experienced discriminationafter the attack on Pearl Harbor. Worried abouttheir loyalty, the government forced JapaneseAmericans on the West Coast to relocate tointernment camps.
The War in Europe and the MediterraneanUntil late in 1942, the Axis held the upper hand
in Eastern and Western Europe and in NorthAfrica. In November, British and American
560 CHAPTER 19 The Making of Modern America
Sp.
Den.
Fr.
Fr. U.K. and Egypt
U.K.
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Nov. 8, 1942Aug. 15, 1944
July 10, 1943
D-DayJune 6, 1944 FINAL SOVIET DRIVE
July-Aug., 1944
1942 - The Britishdefeat the German
tank division atEl Alamein.
Sicily
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Allied ForcesMajor Axis powersGreatest extent ofAxis controlAllied or Ally-controlled
Neutral nations
World War II in Europe and Africa
After Pearl Harbor, millions of Americansrushed to enlist in the armed forces. Those whoremained at home had to provide food, shelter,training, and medical care for all those in uniform.
During the war, industry expanded rapidly.Incomes rose and unemployment fell. For thefirst time, a large number of women—about350,000—served in the military. At the sametime, far more women than ever before enteredthe work force.
Social Studies TAKS tested at Grade 8: Obj 5:8.30C
1. Place Where did the Allied forces land on D-Day?2. Analyzing Information When did Allied forces invade
CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYPredicting Consequences The United States had maintained a position of neutrality during WorldWar II until the Japanese attacked Pearl Harbor. Ask students to write short essays describing howsuch neutrality could have affected the outcome of the war and the shape of the world today.Have several students with different points of view read their essays in class. Use the views statedin the essays as the basis for a class discussion. L2 SS: 8.30B; ELA: 8.15C
After Germany turned its attention fromBritain to an invasion of the Soviet Union,Roosevelt extended aid to the Russiansunder Lend-Lease. No terms were everestablished after World War II, however,for the return of the billions of dollarsworth of goods transferred to the SovietUnion under Lend-Lease. But in 1993,Russia agreed to pay the World War IILend-Lease debt of the former SovietUnion and started making payments in1994.
Answers:1. the northern coast of France
(Normandy)2. July 10, 1943
Geography Skills PracticeAsk: Where did the British defeatthe German tank division in 1942?(El Alamein, Egypt)
Jeannette Rankin Jeannette Rankin,the first woman elected to Congress,was the only member of the House to cast a dissenting vote againstAmerican entry into both World War Iand World War II. A statue of Rankinnow stands in the Capitol inWashington, D.C., bearing the motto:“I cannot vote for war.”
Who?What?Where?When?
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troops landed in North Africa, which was thenunder German control. After driving the Ger-mans out of North Africa, the British and Amer-icans made plans to invade southern Europe.The Axis also suffered severe defeat in EasternEurope in early 1943. Soviet forces freed theRussian city of Leningrad and forced the Ger-man army at Stalingrad, exhausted by monthsof heavy fighting, to surrender.
Italian CampaignIn the summer of 1943 the Allies took control of
the island of Sicily and landed on the Italian main-land in September. As the Allies advanced, the Ital-ians overthrew dictator Benito Mussolini and sur-rendered. However, German forces in Italy contin-ued to fight.
The Allies encounteredbitter resistance at MonteCassino in central Italy andat Anzio, a seaport nearRome. German forceskept the Allies pinneddown on the beaches atAnzio for four months.The Allies finally brokethrough the Germanlines and liberated Romein June 1944.
Air War Over GermanyWhile fighting raged in North Africa and
Italy, the Allies launched an air war against Ger-many. The bombing caused massive destructionin many German cities and killed thousands ofGerman civilians. Yet the attacks failed to crackGermany’s determination to win the war.
D-DayAs the Soviets pushed toward Germany from
the east, the Allies were planning a massiveinvasion of France from the west. GeneralDwight Eisenhower, the commander of Alliedforces in Europe, directed this invasion, knownas Operation Overlord.
On June 6, 1944—D-Day—Allied ships landedthousands of troops on the coast of Normandy.After wading ashore the troops faced land mines
and fierce fire from the Ger-mans. From Normandy, theAllies pushed across France.On August 25, French andAmerican soldiers marchedthrough joyful crowds andliberated Paris.
Victory in EuropeGermany fought for survival on two fronts. In
the east the Soviets pushed the Germans out ofeastern Europe. In the west the British andAmericans approached the German border.
In December 1944, the Germans mounted alast desperate offensive. In the Battle of theBulge the Germans at first drove troops andartillery deep into a bulge in the Allied lines.After several weeks the Allies pushed the Ger-mans back. The battle, resulting in more than100,000 casualties, marked the end of seriousGerman resistance.
By April 1945, Soviet troops had reachedBerlin, and British and American forces weresweeping across western Germany. On April 30,1945, Adolf Hitler committed suicide. One weeklater, Germany surrendered.
President Roosevelt did not share in theAllied victory celebration. Less than three weeksearlier, he had died. His vice president, Harry STruman, succeeded him.
The HolocaustAs the Allies liberated Germany and other
parts of Europe, they found horrifying evidenceof Nazi brutality. The Nazis hated Jews andcommitted genocide—the killing of an entiregroup of people. They built death camps wherethey killed thousands of Jews every day in gaschambers. As many as 6 million Jews died inwhat became known as the Holocaust.
War in the PacificSoon after the attack on Pearl Harbor, Japan-
ese forces landed in the Philippines. Filipino andAmerican troops commanded by General Douglas MacArthur were forced to retreat tothe rugged Bataan Peninsula west of Manila andthe small island of Corregidor. After months of
EXTENDING THE CONTENTEXTENDING THE CONTENTDust Bowl The Dust Bowl emerged from 300,000 square miles of Great Plains territory that hadbeen stripped of its protective buffalo grass. The first of the great dust storms began on November11, 1933. “Black blizzards” swept the region, carrying off much-needed topsoil. One “blizzard” blewaway 300 million tons of topsoil. The dust storms continued on and off for 10 years. The westerlywinds carried the dust and deposited it on ships as far as 300 miles away on the Atlantic Ocean.
Charles Drew Charles Drew, anAfrican American, was the first med-ical director of the American RedCross Blood Bank. He received theNAACP’s Spingarn Medal for hisresearch in both American and Britishblood plasma projects. Through hisresearch a dry plasma method ofstorage was developed, allowing forextended use of plasma on the battle-fields of World War II and the savingof many lives.
Who?What?Where?When?
WASPs Although women were notallowed to serve in combat, they werepilots. Members of the Women’s AirforceService Pilots (WASPs) flew warplanes tothe places where they were needed, free-ing men for combat duty. The obstacleswomen faced were enormous. Resentfulmales often refused to fly with them, andin one case a male pilot may have sabo-taged a plane, killing a female pilot.WASPs flew more than 60 million miles in all types of planes, and 38 WASPs diedwhile on duty.
HISTORY
Objectives and answers to the student activity can be found in theWeb Activity Lesson Plan featureat tx.tarvol1.glencoe.com
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fierce fighting, the exhausted Allied troops theresurrendered. The Japanese forced their Bataanprisoners—many sick and near starvation—tomarch to a prison camp more than 60 milesaway. Many died on the way.
With Japan’s string of quick victories, Ameri-can morale was low. In May 1942 American andJapanese fleets clashed in the Coral Sea north-east of Australia. American ships were heavilydamaged, but the Japanese suffered cripplinglosses. The Battle of the Coral Sea halted theJapanese advance on Australia.
An even greater victory followed in June. Inthe Battle of Midway, northwest of Hawaii, theAmerican navy destroyed four Japanese aircraft
carriers and hundreds of airplanes. This was thefirst major Japanese defeat.
The United States then adopted a strategyknown as island hopping—seizing an islandand using it as a base to attack the next island.
Between August 1942 and February 1943, Amer-ican forces engaged in one of the most fierce cam-paigns of war for control of Guadalcanal, one ofthe Solomon Islands. With superior air and navalpower, the Americans finally secured the island.
Taken in June 1944, Guam and other nearbyislands provided a base for launching bombingstrikes on Japan. In October, American shipsdestroyed most of the Japanese fleet at the Battle of Leyte Gulf in the Philippines.
562 CHAPTER 19 The Making of Modern America
Pearl HarborDec. 7, 1941
MidwayJune 3–6, 1942
Coral SeaMay 4–8, 1942
Leyte GulfOct. 23–26, 1944
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Dorie Miller won theNavy Cross for braveryat Pearl Harbor.
World War II in the Pacific
Japanese Empire, 1936
Extent of Japanese control, 1942
Allied troop movements
Major battleAtomic bomb explosions
Social Studies TAKS tested at Grade 8: Obj 5:8.30C
1. Region What parts of China were under Japanese controlin 1942?
2. Analyzing Information What two cities weredestroyed by atomic bombs?
3 ASSESSAssign Section 1 Assessment as homework or as an in-classactivity.
Have students use InteractiveTutor Self-Assessment CD-ROM.
Section Quiz 19–1
Name Date Class
Reteaching Activity 19-1★
DIRECTIONS: Sequencing Events For each section, number the events inthe order in which they occurred.
Section I. The Great Depression
������ A. The New Deal creates the Civilian Conservation Corps.
������ B. Thousands of banks across the nation close.
������ C. Business slows and another recession hits the nation.
������ D. Roosevelt takes office.
������ E. New York stock market collapses.
������ F. Franklin Delano Roosevelt promises a “new deal for the American people.”
Section II. World War II
������ A. French and American soldiers liberate Paris.
������ B. Germany, Italy, and Japan sign a pact and become allies.
������ C. The United States drops two atomic bombs.
������ D. Germany and Italy declare war on the United States.
������ E. American ships destroy most of the Japanese fleet at the Battle of Leyte Gulf.
������ F. Hitler sends his army into Poland.
������ G. Allied ships land thousands of troops on the coast of Normandy.
������ H. Japanese warplanes attack the American military base at Pearl Harbor, Hawaii.
������ I. American and Japanese fleets clash in the Coral Sea.
������ J. American forces seize the island of Iwo Jima.
������ K. British and American troops land in North Africa.
★
Section Quiz 19-1
DIRECTIONS: Matching Match the items in Column A with the itemsin Column B. Write the correct letters in the blanks. (10 points each)
Column A
�������� 1. laws to end the Depression
�������� 2. chaired by Adolf Hitler
�������� 3. built atomic bomb
�������� 4. murder of 6 million Jews
�������� 5. battle site in the Pacific
DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the
Name ������������������������������������������������������� Date ������������������������� Class ���������������
ScoreChapter 19
Column B
A. GuadalcanalB. New DealC. HolocaustD. Nazi PartyE. Manhattan Project
Answers:1. Manchuria, a large part of the
northeast, and the coast2. Hiroshima, Nagasaki
EXTENDING THE CONTENTEXTENDING THE CONTENTDorie Miller During World War II, Doris “Dorie” Miller enlisted in the United States Navy as MessAttendant at a time when African Americans could only serve in the steward’s branch. Eventually,he was promoted to Ship’s Cook, Third Class. During the attack on Pearl Harbor on December 7,1941, Miller took over a machine gun aboard the battleship West Virginia, and fired upon attackingJapanese planes. He manned the gun without assistance until it ran out of ammunition, afterwhich he was ordered to abandon ship. On May 27, 1942, honored as one of the first heroes ofWorld War II, Miller received the Navy Cross.
American forces now closed in on Japan itself.In March 1945 they seized the island of Iwo Jimaand in June the island of Okinawa, the last stopbefore invading Japan itself. Before the invasiontook place, however, the United States decidedto use a new weapon—the atomic bomb.
At the urging of Albert Einstein, PresidentRoosevelt had begun the Manhattan Project, atop-secret attempt to build an atomic bomb.After the bomb was ready, President Trumandemanded that Japan surrender. When Japanrefused, Truman ordered the use of the bomb.
The United States dropped two atomic bombsin August 1945. The first destroyed the city ofHiroshima. The second destroyed the city ofNagasaki. After the bombings, Japan agreed tosurrender. August 15—V-J Day, for “Victoryover Japan”—marked the end of World War II.
After the WarWorld War II was the costliest and most
destructive war ever. At least 50 million soldiersand civilians died—more than during any otherwar. The war devastated billions of dollarsworth of property. Life in some countries wouldnot return to normal for many years.
Hitler had appealed to national pride andracial hatred in Germany, using force to silenceall opposition. Hitler’s Nazi party blamed Ger-
Checking for Understanding1. Key Terms Write a short paragraph
in which you use all of the followingkey terms: dictator, genocide, Holo-caust.
2. Reviewing Facts Who was presidentof the United States when World WarII began? Who was president when itended?
Reviewing Themes3. Global Connections What did the
Lend-Lease Act, supported by Roosevelt, provide?
Critical Thinking4. Determining Cause and Effect How
did the role of government in Ameri-can democracy change as a result ofthe Depression and the New Deal?
5. Organizing Information Create adiagram like the one shown here andidentify three causes of the GreatDepression.
Analyzing Visuals6. Geography Skills Examine the maps
on page 560 and page 562. What arethe topics of the maps? Did Japanesecontrol in 1942 include the PhilippineIslands? The Hawaiian Islands? WasFinland under Axis control at onetime or another? Was France? Howcan you tell?
CHAPTER 19 The Making of Modern America 563
Language Arts Write newspaperheadlines about three importantevents covered in Section 1.
Great Depression
Raising the flagat Iwo Jima
many’s economic problems on its Jewish popu-lation and killed nearly 6 million Jews and 6 mil-lion other people in concentration camps.
People from all over the world looked forways to prevent such a terrible conflict fromhappening again. Many believed that an inter-national organization dedicated to freedom andcooperation could ensure peace. The Americanpeople looked forward to a future in whichpeace would be preserved. However, theywould soon be disappointed.
Identifying What event occurredon December 7, 1941? What did this event lead to?
Social Studies TAKS tested at Grade 8: Obj 3:8.28ACHAPTER 19Section 1, 556–563CHAPTER 19Section 1, 556–563
Reading Essentials and Study Guide 19–1
Enrichment Activity 19–1Name Date Class
★ Enrichment Activity 19-1 ★★
The Four Freedoms SpeechIn 1941 President Franklin D. Roosevelt made this speech:
In the future days which we seek to make secure, we look forward toa world founded upon four essential 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 ownway—everywhere in the world.
The third is freedom from want—which translated into world terms,means economic understandings which will secure to every nation ahealthy peacetime life for its inhabitants—everywhere in the world
For use with textbook pages 556–563
Depression and a Second World War
DRAWING FROM EXPERIENCEII
What do you know about the Holocaust? Have you read any books or watched any movies aboutthe Holocaust?
This section focuses on how the United States and other Allied nations fought to protect rightsand freedoms during World War II.
ORGANIZING YOUR THOUGHTSII
Use the chart below to help you take notes as you read the summaries that follow. Think abouthow Americans were affected by the Great Depression and World War II.
Study GuideChapter 19, Section 1
KEY TERMS
dictator A leader who controls a country by force (page 559)
genocide The killing of an entire group of people (page 561)
Holocaust The killing of about six million Jews by the Germans during World War II (page 561)
island hopping Seizing an island and using it as a base to attack the next island (page 562)
President Roosevelt’s New Deal
Answer: Japanese attack on PearlHarbor; United States entry intoWorld War II
4 CLOSEHave students work in pairs.One partner is to list the causesof the Depression, and the otherof World War II. Then the part-ners should agree that the listsare complete or modify them.SS: 8.30B
1. Student work should reflect correctuse of terms. SS: 8.31A
2. Franklin Roosevelt; Harry Truman3. It allowed the U.S. to sell, lease, or
lend weapons to nations whosesecurity was vital to America’sdefense.
4. more government intervention;work relief and assistance
programs; social security benefits; regulation of banking and businessSS: 8.30B
5. Answers may include any three ofthe following: buying on credit,stock market crash, industriesslowed, lagging orders, internation-al trade slumps. SS: 8.30C
6. World War II in Europe and Africa;
World War II in the Pacific; yes; no; yes; yes; by looking at the key,which shows the greatest extent ofAxis control SS: 8.10B;ELA: 8.13D
Interdisciplinary Activity Headlinesshould announce three importantevents covered in Section 1. ELA: 8.15A
564
1 FOCUSSection OverviewThis section describes how com-munism and civil rights affectedUnited States foreign anddomestic policies.
564
1950Korean Warbegins
1959Fidel Castro takesover Cuba
1963President Kennedyis assassinated
1973U.S. ends rolein Vietnam
CHAPTER 19 The Making of Modern America
The three most powerful men in the world met around a conference table in Yalta todiscuss the fate of the postwar world. President Roosevelt hoped to promote his visionof postwar cooperation. Prime Minister Churchill spoke elegantly and forcefully. Sovietleader Stalin remained stubbornly opposed to much of what was proposed. Stalin saidto his aides: “They want to force us to accept their plans on Europe and the world. Well,that’s not going to happen.” As the Allies discovered, Stalin had his own plans.
The Cold War EraAs World War II ended, a bitter rivalry developed between the United States
and the Soviet Union. It was known as the Cold War. The problems leading tothe Cold War began when Stalin refused to allow promised free elections in East-ern Europe. Instead, the Soviets set up communist governments. In response, the new American president, Harry S Truman, announced a new policy in 1947.The Truman Doctrine was a commitment to help nations resist communism.
In June 1948, the United States, Great Britain, and France united the zones ofGermany they controlled to form a new nation, which became West Germany.To protest this decision, the Soviet Union sealed off Berlin, which was in the East
Main IdeaDuring the second half of the twenti-eth century, Americans struggled withcommunism abroad and civil rights athome.
Reading StrategySequencing Information Create atime line like the one below and iden-tify key events in the postwar world.
1948 1953 1954 1964 1973
Read to Learn• how the United States attempted to
stop the spread of communism.• what actions African Americans
took to secure their rights.
Section ThemeCivic Rights and ResponsibilitiesAmerican minorities and womenintensified their efforts to secure theirfull rights as citizens.
Turning Points
Big Three at Yalta
Preview of Events
Guide to Reading
✦1945 ✦1955 ✦1965 ✦1975
Social Studies TAKS tested at Grade 8: Obj 1:8.1B; Obj 5:8.30B, 8.30CCHAPTER 19Section 2, 564–570CHAPTER 19Section 2, 564–570
Guide to Reading
Answers to Graphic: 1948: forma-tion of West Germany; 1953: cease-fire ends Korean conflict; 1954:Brown v. Board of Education endssegregation; 1964: Congress passesCivil Rights Act; 1973: United Statestroops leave South Vietnam
Preteaching VocabularyAsk volunteers to define the termscivil and disobedience. Based on thedefinitions given, have students dis-cuss possible meanings of the termcivil disobedience.
SECTION RESOURCESSECTION RESOURCES
Reproducible Masters• Reproducible Lesson Plan 19–2• Daily Lecture and Discussion Notes 19–2• Guided Reading Activity 19–2• Section Quiz 19–2• Reteaching Activity 19–2• Reading Essentials and Study Guide 19–2• Enrichment Activity 19–2
Directions: Answer the followingquestion based on theinformation provided.
In 1949 all California StateUniversity employees had totake a loyalty oath. Whatdoes this oath require ofemployees?
do solemnly swear (or affirm) that I do not believe in, and I am
not a member of, nor do I support anyparty or organization that believes in,advocates, or teaches the overthrow ofthe United States Government by force;that I will support the Constitution ofthe United States and the Constitutionof the State of California, and that I willfaithfully discharge the duties of my office according to the best of my ability.
German sector. President Truman respondedwith an airlift to bring food, fuel, and other sup-plies to Berlin. In April 1949, the United States,Canada, and the countries of Western Europecreated the North Atlantic Treaty Organization(NATO)—a mutual defense pact.
The Korean WarThe Cold War was not
limited to Europe. In 1949,Mao Zedong formed anew communist govern-ment in China. Shortlyafterward, Americantroops found themselvesfighting Mao’s forces inKorea.
In June 1950, the com-munist nation of NorthKorea invaded SouthKorea. American andUnited Nations (UN) forcescame to South Korea’sdefense. As they pushed the North Koreans back,China intervened. Huge numbers of Chinesetroops drove the UN troops back into South Korea.
The UN forces eventually stopped the Chi-nese, then pushed them back to the borderbetween North and South Korea. The war then
became a stalemate—a situation in which nei-ther side could win. A cease-fire agreement wasfinally reached in July 1953. After years of fight-ing, Korea remained divided. By fighting inKorea, the United States showed that it wouldwillingly fight to halt communist expansion.
Eisenhower’s AdministrationAlthough international relations between the
United States and the Soviet Union remainedtense in the 1950s, the American economy gen-erated a new level of prosperity.
In 1952, Republican Dwight D. Eisenhowerwon the presidential election. Eisenhowerwanted to make the federal government smaller,but he believed that the government should pro-tect the basic welfare of all Americans. Heexpanded Social Security and approved greaterfunding for public housing for poor people.
The Nation ExpandsThe greatest domestic program of the Eisen-
hower presidency involved building a networkof interstate highways. In June 1956 Congresspassed the Federal Highway Act to provide easytransportation for military forces in case of anattack. The law funded the construction of morethan 40,000 miles of highways that tied thenation together.
Korean ServiceMedal
Rural dwellers Central city dwellers Suburban dwellers
Where Americans Lived, 1901–1960
Source: Bureau of the Census.
Perc
enta
ge o
f p
op
ula
tion
gro
wth
1901–10 1911–20 1921–30 1931–40 1941–50 1951–60
10
0
20
30
40
50
60
70
Year
Many Americans moved to the suburbs during the 1950s.
Comparing How did the percentage of suburban
dwellers change from 1920 to 1960?
Social Studies TAKS tested at Grade 8: Obj 5:8.30B, 8.30CCHAPTER 19Section 2, 564–570CHAPTER 19Section 2, 564–570
COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYDepicting a Culture Ask one or more groups of students to create a mural that illustrates thebroad theme “America in the 1950s.” The mural should depict the expansion and prosperity ofmiddle-class Americans during this era. Have students divide the work so that everyone brain-storms and chooses what to show. Some students can work on layout; some students canresearch for artistic accuracy; some students can provide sketches and lettering; and everyoneshould color and provide finishing touches. As group representatives explain their finished murals,invite comments from the class—both about the details depicted and (as you continue into Section2) about Americans who were not part of this culture. L2 SS: 8.31D; ELA: 8.24A
Responding to a Quote Sharewith students this statementfrom President Truman: “Historywill remember my term of officeas the years when the cold warbegan to overshadow our lives.”Discuss the effectiveness of hiswords in describing the UnitedStates’s postwar concerns aboutthe Soviet Union. L1 SS: 8.30A
Daily Lecture and Discussion Notes 19–2
I. The Cold War Era (Pages 564–566)
A. The Truman Policy of 1947 illustrated President Truman’s commitment to help coun-tries fight communism. A cold war began between the United States and the SovietUnion. Stalin prohibited free elections in Eastern Europe and set up Communist gov-ernments. West Germany was created by uniting the zones controlled by the UnitedStates, Great Britain, and France. The Soviets sealed off Berlin. The North AtlanticTreaty Organization (NATO) was formed by the United States, Canada, and the coun-tries of Western Europe in 1949. They agreed to defend one another from attack.
B. The Korean War between North and South Korea began in 1950. China helped theCommunists of North Korea. American and United Nations forces defended SouthKorea. The war ended in July 1953 with Korea still divided.
C. Dwight D. Eisenhower was elected president in 1952. He believed that the govern-ment should protect the basic welfare of all citizens. He provided more money forpublic housing and expanded Social Security.
D. The Federal Highway Act of 1956 authorized the building of a network of highways.The roads were needed for military forces in case of attack. The highway system united the regions of the nation.
E. The American economy and the birthrate grew quickly after World War II. The rapidincrease in the number of babies born was called a baby boom. Americans becamemore affluent and built homes in the suburbs.
Discussion QuestionWhy was there a cold war between the United States and the Soviet Union? (Stalin prohibited free elections in Eastern Europe. The Soviets set up Communist governments. TheUnited States was committed to fighting the spread of communism.)
Did You Know? Martin Luther King, Jr., Day became a nationalholiday in 1986, 23 years after his “I Have a Dream” speech.
turn
Answer: It increased by approximately45 percent.
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The nation itself also grew during Eisen-hower’s presidency. In 1959 Alaska and Hawaiientered the Union, bringing the number ofstates to 50.
1950s ProsperityAfter World War II, the American economy
began to grow very rapidly. This rapid growthincreased Americans’ affluence, or wealth, andalso led to the baby boom—a dramatic increasein the nation’s birthrate.
During the 1950s, many new homes werebuilt in the suburbs. Usually located on thefringes of major cities, suburban housing devel-opments appealed to many Americans. In addi-tion to affordable homes, they offered privacy,space, and a sense of belonging to a community.
Identifying What does NATO standfor? What is its purpose?
The Civil Rights EraAfter World War II, many African Americans
began to fight for equal opportunity in jobs, hous-ing, and education, and for an end to segrega-tion—the separation of people of different races.
The Civil Rights MovementThe civil rights movement began in the early
1950s. Thurgood Marshall, an African Ameri-can lawyer, brought a case to the Supreme Court
challenging segregation in schools. In 1954, inthe case of Brown v. Board of Education, theSupreme Court ruled that segregation in schoolswas unconstitutional.
In December 1955, a woman named RosaParks was arrested in Montgomery, Alabama,for refusing to leave a section of a bus reservedfor white people. Shortly afterward, AfricanAmericans in Montgomery began to boycott—to refuse to use—the city’s buses. Finally, in1956, the Supreme Court ruled that all segre-gated buses were unconstitutional.
At the meeting to organize the boycott, ayoung minister named Dr. Martin Luther King,Jr., emerged as one of the leaders of the civilrights movement. King believed that AfricanAmericans should use nonviolent protests andcivil disobedience, or the refusal to obey lawsthat are considered unjust.
Kennedy and JohnsonAs the civil rights movement grew, Americans
prepared for the 1960 presidential election. TheRepublicans nominated Vice President RichardNixon, the Democrats Senator John F. Kennedy.The election was close, but Kennedy won.
Dr. MartinLuther King, Jr.
Social Studies TAKS tested at Grade 8: Obj 4:8.23B
The Supreme Court ruled that it was unconstitutionalto separate schoolchildren by race, but African Amer-ican students faced difficulties trying to attend previ-ously all-white schools. What Court ruling said thatsegregated schools were against the law?
MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSKinesthetic According to the domino theory, if one country fell to communism, its neighboringcountries might also follow. Ask students to demonstrate the domino theory by first labeling realdominoes with names of countries in Asia, Europe, and Africa. Students should then set up a dis-play of the dominoes in the order that American leaders thought communism would take hold.Knock over one domino that will topple them all. Encourage students to explain the meaning ofthe domino theory in their own words. SS: 8.31D; ELA: 8.24A
Refer to Inclusion for the Middle School Social Studies Classroom Strategies and Activities in the TCR.
Because Congress never declared war, theUnited States involvement in the Koreanstruggle has never been officially called a“war,” but rather a “conflict.”
Answer: North Atlantic TreatyOrganization; members pledge todefend one another in case of attack
Answer: Brown v. Board of Education
History
Guided Reading Activity 19–2Name Date Class
Guided Reading Activity 19-2★
DIRECTIONS: Recalling the Facts Use the information in your textbook toanswer the questions. Use another sheet of paper if necessary.1. What was the Truman Doctrine? ������������������������������������������������������������������
2. Who won the 1952 presidential election? �������������������������������������������������������
3. Where did American troops fight Mao Zedong’s forces? ����������������������������������
4. What was the goal of the Federal Highway Act? ���������������������������������������������
5. When did Alaska and Hawaii enter the Union? ����������������������������������������������
6. What was the ruling of the Supreme Court in Brown v. Board of Education?
11. When did Congress pass the Indian Civil Rights Act? ��������������������������������������
12. Who seized power in Cuba in 1959? �������������������������������������������������������������
13. What did the Berlin Wall symbolize? �������������������������������������������������������������
14. How many American troops were in Vietnam by the end of 1968? ���������������������15. What was President Nixon’s plan to achieve “peace with honor” called?
16. What reaction did the Cambodian invasion spark? ������������������������������������������17. How many Vietnamese died between 1965 and 1975 due to the Vietnam War?
Kennedy proposed more government spend-ing on education and a program to help poorpeople get jobs. Congress refused to pass mostof Kennedy’s proposals, believing they cost toomuch money. On November 22, 1963, during avisit to Dallas, Texas, President Kennedy wasshot and killed. Vice President Lyndon Johnsonbecame president.
Lyndon Johnson outlined a set of programscalled the “Great Society.” Perhaps the mostimportant laws passed as part of the Great Soci-ety were those establishing Medicare and Med-icaid. Medicare helped pay for medical care forsenior citizens. Medicaid helped poor peoplepay their hospital bills.
The Struggle ContinuesDuring Kennedy’s and Johnson’s administra-
tions, the civil rights movement continued togrow. In February 1960, four African Americanstudents refused to leave a lunch counter inGreensboro, North Carolina, that was reservedfor white people. This was the beginning of thesit-in movement. Protestors would show upwhere they were excluded and refuse to leave.
In 1963, Dr. Martin Luther King, Jr., led amarch in Birmingham, Alabama. After policeattacked the marchers, President Kennedy sent acivil rights bill to Congress to outlaw segrega-tion. To rally support for Kennedy’s civil rightsbill, King organized a massive march on Wash-ington, D.C., in August 1963. Late in the after-noon, King spoke to the crowd in ringing wordsof his desire to see America transformed:
“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 self-evident;
that all men are created equal.’…”Southern Democrats blocked Kennedy’s civil
rights bill. Johnson eventually persuaded Con-gress to pass the Civil Rights Act of 1964, whichoutlawed discrimination in hiring and bannedsegregation. The next year, African Americansorganized a march in Selma, Alabama, todemand the right to vote. Police again attackedthe marchers, and President Johnson asked Con-gress to pass the Voting Rights Act of 1965.
Other Voices By the mid-1960s the civil rights movement
had won many victories. Yet a growing numberof African Americans grew tired of the slowpace of change.
Malcolm X, a leader in the Nation of Islam (orBlack Muslims), emerged as an important newvoice. He criticized integration, declaring thatthe best way to achieve justice was for AfricanAmericans to separate themselves from whites.Later, instead of racial separation, Malcolm Xcalled for “a society in which there could existhonest white-black brotherhood.” He was shotand killed in February 1965.
Riots broke out in many major cities duringthe mid-1960s. In the summer of 1965 violentconflict broke out in the Watts section of LosAngeles. In a week of rioting 34 people died andmuch of Watts burned to the ground. In 1966rioting broke out in more than 40 Northerncities, including San Francisco and Chicago. InJuly 1967 urban riots devastated neighborhoodsand buildings in Newark, New Jersey, andDetroit, Michigan.
On April 4, 1968, racial tension took anothertragic turn. An assassin shot and killed Dr. Mar-tin Luther King, Jr. King’s assassination set offangry rioting in more than 100 cities.
Other Groups Seek RightsWomen, Hispanics, and Native Americans
found inspiration in the struggle of AfricanAmericans for equal rights. In 1966, feminists—activists for women’s rights—formed theNational Organization for Women. NOW foughtfor equal rights for women in all aspects of life.They campaigned for an Equal Rights Amend-ment (ERA) to the Constitution, but were unableto get the states to ratify it.
Despite the defeat of the ERA, women didmake progress. In 1971 the federal governmentoutlawed discrimination in the workplace.Changes in education benefited women as well.
In the 1960s the rapidly growing Hispanicpopulation sought equal rights. The term His-panic American refers to those Americans whohave come, or are descended from others whohave come, to the United States from the nations
Social Studies TAKS tested at Grade 8: Obj 3:8.24ECHAPTER 19Section 2, 564–570CHAPTER 19Section 2, 564–570
INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYCivics Ask students if they believe discrimination (racial or otherwise) still exists in the UnitedStates. Have students support an answer to this question by providing an illustration or a photo. If students believe that discrimination continues today, their illustration or photo should demon-strate evidence of it. Students who believe that discrimination does not exist should show aneveryday example of cooperation between people with obvious differences. Work with students to prepare a display of the visuals, and follow up with a class discussion. L1 SS: 8.31D; ELA: 8.24A
Edward Teller, the chiefdeveloper of the hydrogen bomb, advo-cated more testing of such weapons. Hesaid, “It won’t be until the bombs get sobig that they can annihilate everythingthat people will really become terrifiedand begin to take a reasonable line inpolitics.”
Professional Sports In 1947 JackieRobinson became the first AfricanAmerican to play major-league base-ball. Other professional sports inte-grated at different times. Professionalfootball, for example, had its firstAfrican American player (Charles W.Follis) in 1904, and African Americanprize fighters and jockeys had beensuccessful before that. It was not until1950 that an African American,Charles “Chuck” Cooper, was signedto play on a National BasketballAssociation team.
What?Where?When?Who?
SOCIAL STUDIES:Page 566: 8.23B, 8.31A; Page567: 8.31A
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Answer: that segregation in schoolswas unconstitutional
of Latin America and Spain. In the early 1960s,migrant workers formed unions to fight for bet-ter wages and working conditions. Their leader,César Chávez, organized thousands of farm-workers into the United Farm Workers (UFW).The efforts of Chávez called attention to themigrant workers’ cause. Others besides Chávezworked to secure equal rights for HispanicAmericans. Hispanic men and women organ-ized to fight discrimination and to elect Hispan-ics to government posts.The League of UnitedLatin American Citizens won suits in federalcourt to guarantee Hispanic Americans the rightto serve on juries and to send their children tounsegregated schools.
Native Americans In the 1960s Native Americans demanded
political power. In 1968 Congress passed theIndian Civil Rights Act, which formally pro-tected the constitutional rights of all NativeAmericans. At the same time, the new law rec-ognized the right of Native American nations tomake laws on their own reservations.
Believing the process of change too slow,some Native Americans began taking strongeraction. In February 1973 members of the Ameri-can Indian Movement (AIM) seized WoundedKnee, South Dakota, the site of the 1890 mas-sacre of the Sioux by federal troops. WoundedKnee was part of a large Sioux reservation. Thepeople there suffered from terrible poverty andill health. After several months, the siege ended,but it focused national attention on the terribleliving conditions of many Native Americans.
Americans With DisabilitiesPeople with disabilities also sought equal
treatment in the 1960s and 1970s. Congressresponded by passing a number of laws. Onelaw concerned the removal of barriers that pre-vented some people from gaining access to pub-lic facilities. Another law required employers tooffer more opportunities for disabled people inthe workplace. Yet another asserted the right ofchildren with disabilities to equal educationalopportunities.
Analyzing What did the SupremeCourt rule in Brown v. Board of Education?
The Vietnam EraEven as the civil rights movement tried to
remake American society at home, the UnitedStates continued to struggle against commu-nism abroad, particularly in Vietnam.
Kennedy’s Foreign PolicyIn 1959, Fidel Castro seized power in Cuba.
The following year, Castro allied with the SovietUnion. In April 1961, President Kennedyallowed a force of 1,500 Cubans, trained by theCentral Intelligence Agency, to land in Cuba
568 CHAPTER 19 The Making of Modern America
The Americans with Disabilities Act of 1990 requiresinstitutions to provide disabled people with easieraccess to public transportation.
Social Studies TAKS tested at Grade 8: Obj 4:8.19ACHAPTER 19Section 2, 564–570CHAPTER 19Section 2, 564–570
CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYMaking Generalizations To review the Vietnam War and the events associated with it, ask stu-dents to make a list of generalizations about the war. The following generalizations might stir stu-dent thinking: the Vietnam War grew out of political repression in South Vietnam; the United Statesdid not utilize the extent of its resources during the conflict; not only the American people but theirleaders were divided over the proper course of action in Vietnam. When their lists are completed,have students choose various generalizations and try to find facts in the chapter that support orexpand upon them. L2 SS: 8.30C; ELA: 8.15A
Some college students showed theirunhappiness over the Vietnam War bystaging teach-ins, or all-night sessions inwhich students, faculty, and guest speak-ers denounced the war. Other studentsoccupied college administration buildings,held school officials captive, and thenused the media attention to state theircases.
Civics Increased Native Americanactivism led to several importantcourt decisions. In one, the Pueblopeople of Taos, New Mexico,regained Blue Lake, a place sacred to their religious life. In 1975 a federal court declared that thePassamaquoddy and Penobscotnations had a valid claim to morethan half the state of Maine—and to $25 billion in damages and unpaid rents.
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569CHAPTER 19 The Making of Modern America
at the Bay of Pigs. Their mission to overthrow Castro’s government failed.
Two months later, Soviet leader NikitaKhrushchev told Kennedy that the West mustget out of Berlin. Kennedy refused. Shortly after-ward, the East German government, with Sovietsupport, built a wall dividing East Berlin fromWest Berlin. The Berlin Wall became a symbolof communist repression.
In October 1962, Kennedy decided to block-ade—or close off—Cuba, until the Sovietsremoved the nuclear missiles they wereinstalling there. As Soviet ships headed towardthe blockade, the world waited to see if nuclearwar would break out. Abruptly, the Soviet shipsturned back. After days of negotiations, theSoviets agreed to pull their missiles out of Cuba.
War in VietnamIn the late 1950s, President Eisenhower had
sent military supplies and advisers to SouthVietnam. President Kennedy continued this pol-icy. Despite American aid, the Vietcong—thecommunist forces in South Vietnam—grewstronger. The Vietcong received weapons andsupplies from North Vietnam.
The War EscalatesIn August 1964, North Vietnam allegedly
attacked American ships in the Gulf of Tonkin.In response, Congress authorized the presidentto use force to defend Americans against attack.Gradually, the American troops shifted fromdefending their bases to trying to find anddestroy the Vietcong. On February 13, 1965,Johnson ordered sustained bombing of NorthVietnam. Less than a week later, the first UnitedStates combat troops landed in Vietnam. OnApril 1 Johnson decided to increase Americanforces in South Vietnam and to use combattroops for offensive actions.
As the war escalated, North Vietnamincreased its support of the Vietcong. To meetthe situation, American commander GeneralWilliam Westmoreland asked for additionaltroops and a commitment to a land war. By theend of 1965, there were more than 180,000 Amer-ican troops in Vietnam. By the end of 1968, thetotal had increased to more than 500,000.
Opposition to the WarThe American people disagreed sharply over
the Vietnam War. Many young people opposedthe war, especially the draft. However, opposi-tion to the war was not limited to the young.Members of Congress and the news mediabecame critical of Johnson’s policies, too.
My Lai massacre,March 16, 1968
Invasion of Cambodia,April 30–June 29, 1970
December 1972 Giant B-52 bombers,powered by jet engines, were among the
aircraft used to fly more than 2,000 missions againstNorth Vietnam in the "Christmas" bombing. It was themost concentrated bombing of the war—and in history.
Invasion of Laos,Feb. 8–March 1971
N
S
EW
200 kilometers0Miller Cylindrical projection
200 miles0
110°E100°E
20°N
17°N
10°N
Gulf ofTonkin
RedR.
Mekong
R.South China
Sea
MekongDelta
Gulf ofThailand
HO CHI MINH TRAIL
SOUTHVIETNAM
NORTHVIETNAM
CHINA
LAOS
THAILAND
CAMBODIA
BURMA
Saigon
PhnomPenh
Hue
HanoiHaiphong
Dien BienPhu
Can Tho
Ban MeThuot
Pleiku
Chu Lai
Quang TriKhe Sanh
Da Nang
17th ParallelDemilitarized Line
�
�
�
��
�
�
Major U.S. andSouth Vietnamesetroop movements
Major NorthVietnamesesupply lines
U.S. bases�
The Vietnam War
Social Studies TAKS tested at Grade 8: Obj 5:8.30C
Throughout the war United States troops and the government ofSouth Vietnam controlled the major cities.1. Location Along what line of latitude did the demilita-
rized zone run?2. Analyzing Information Through which countries did
EXTENDING THE CONTENTEXTENDING THE CONTENTKhrushchev and Nixon During a visit to the United States, an exchange between Khrushchev andNixon became heated before television cameras. A casual conversation quickly escalated to thepossibility of war over the situation in Berlin. Khrushchev complained, “You don’t know anythingabout communism except fear of it.” Nixon cautioned the Soviet leader that “if war comes, weboth lose.”
Answers:1. 17°N latitude line2. North Vietnam, Laos, Cambodia,
South Vietnam
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Checking for Understanding
1. Key Terms Define: stalemate,
affluence, segregation, civil
disobedience, feminist
2. Reviewing Facts What role did Rosa
Parks play in the struggle for civil
rights?
Reviewing Themes
3. Civic Rights and Responsibilities
Describe the various actions taken
by African Americans to secure civil
rights at this time.
Critical Thinking
4. Drawing Inferences Do you think
President Nixon succeeded in attain-
ing “peace with honor?” Explain.
5. Organizing Information Re-create
the chart shown here, and describe
each.
Analyzing Visuals
6. Geography Skills Study the map of
the Vietnam War on page 569.
Where did most of the United States
bases lie? Why do you think those
sites were chosen?
As the 1968 election approached, PresidentJohnson announced he would not run for reelec-tion. The violence of the 1960s led many Ameri-cans to support candidates who promised torestore order. The Republican Party nominatedRichard Nixon, Eisenhower’s vice president.Nixon narrowly defeated Democrat HubertHumphrey. Nixon promised to find a way toend the Vietnam War, pledging America wouldhave “peace with honor.”
Nixon and VietnamPresident Nixon’s plan to achieve “peace with
honor” was called Vietnamization. As Americantroops were withdrawn, the United Stateswould step up efforts to train and equip SouthVietnamese forces. In time these forces wouldtake over total responsibility for the war.
Nixon’s hope was that ultimately the NorthVietnamese would grow tired of the war andnegotiate peace. To hasten that end, Nixonsecretly ordered the bombing of Cambodiabecause the Vietcong and North Vietnamesewere using sanctuaries—safe places—there asspringboards for offensives into South Vietnam.Then in the spring of 1970 Nixon announced theinvasion of Cambodia.
The Cambodian invasion sparked demonstra-tions on college campuses throughout thenation. Many demonstrations were accompa-
nied by violence. Four students were killed atKent State University in Ohio and two werekilled at Jackson State College in Mississippi.Antiwar protests increased.
The End of American InvolvementPrevious attempts at negotiations had stalled.
Then in late 1972 a breakthrough came. The finalagreement was reached in January 1973. The lastAmerican troops pulled out of South Vietnam.Despite the peace agreement, North Vietnam’sarmy launched a full-scale invasion of SouthVietnam in early 1975. By May 1975, South Viet-nam had fallen. Vietnam was united into onecountry, under the control of a communist gov-ernment. America’s longest war was over.
The Vietnam War took a staggering toll oflives and caused great suffering. More than58,000 Americans were dead. An estimated 1.4million Vietnamese—civilians as well as soldierson one side or the other—died between 1965and 1975. The relatives of the American soldierswho had been classified as missing in action, oras MIAs, continued to demand that the govern-ment press the Vietnamese for information. Asthe years passed, however, the likelihood offinding anyone alive faded.
Identifying Who succeeded Lyndon Johnson to the presidency?
4 CLOSEHave students brainstorm a listof ways in which the UnitedStates and its people prosperedduring the 1950s, the groups thatwere left out of the prosperity ordenied rights, and what wasdone to try to address theirneeds. SS: 8.30C
Reading Essentials and Study Guide 19–2
Enrichment Activity 19–2
Answer: Richard Nixon
Name Date Class
★ Enrichment Activity 19-2 ★★
Response to the Red ScareTechnology advanced during the years between 1945 and 1954. The Red
Scare resulted in a rapid increase in the development of technologies thatcould be used for defense. Study the time line below.
DIRECTIONS: Interpreting a Time Line Use the time line to answer thefollowing questions.
1. In what year did the United States first explode an atomic bomb? ����������������������
2. How many years passed before the Soviet Union tested its first atomic bomb?
4. How many years passed between the explosion of a hydrogen bomb by the
United States and by the Soviet Union? ���������������������������������������������������������5. What happened in the same year that a United States aircraft reached supersonic
DIRECTIONS: Writing a Memo Which of the technological changesshown on the time line could have been used for defense? You are
an FBI agent in charge of maintaining security on the technologies. Write a memo tothe other agents in your office in which you explain how the technologies could beused and how you recommend that security be maintained.
Some Advances in Technology, 1945–1954
1945 1946 1947 1948 1949 1950 1951 1952 1954
1945 Atomicbomb detonatedby the UnitedStates
1949 Jet aircraftflown across theUnited States
1952 Hydrogenbomb explodedby United States
1954 Colortelevision built
1947 Sound barrierbroken by UnitedStates aircraft
1946 Pilotlessrocket missile built
1946 Atomic bombtested by the UnitedStates Navy
1947 Transistorinvented
1949 Atomic bombtested by USSR
1954 United States sub-marine Nautilus convertedto nuclear power
1953 Hydrogenbomb explodedby USSR
1953
For use with textbook pages 564–570
TURNING POINTS
DRAWING FROM EXPERIENCEII
Have you ever experienced any kind of discrimination in your life? Were you ever excluded froma group or an activity for no fair reason? How does it feel to be treated unfairly?
Study GuideChapter 19, Section 2
KEY TERMS
stalemate A situation in which neither side can win (page 565)
affluence Wealth (page 566)
segregation The separation of people of different races (page 566)
civil disobedience The refusal to obey laws that are unjust (page 566)
feminist An activist for women’s rights (page 567)
1. Student work should reflect correctuse of terms. SS: 8.31A
2. Her refusal to give up her bus seat started the Montgomery busboycott. In 1956 the SupremeCourt ruled that all segregatedbuses were unconstitutional. SS: 8.24E
3. Answers may include boycotts and marches. SS: 8.24D
4. Answers will vary. SS: 8.30B5. Truman Doctrine: commitment to
help nations resist communism;NATO: United States-Europeanmutual defense pact; Brown v.Board of Education: outlawed seg-regation in schools; Great Society:
President Johnson’s set of socialprograms SS: 8.30C
6. along the coast of South Vietnam;easier access for transportingtroops and supplies SS: 8.10B
Interdisciplinary Activity Time linesshould depict civil rights issues. SS: 8.1B
TEACHProblem Solving Have studentsillustrate the six steps to problemsolving with a problem thatfaces their school or community.Have them discuss the type ofinformation they might need togather; list and consider possiblesolutions for the problem; con-sider the advantages and disad-vantages of each solution for thechosen problem; and choose thebest solution to the problem.After the class discussion, hold a class vote. Ask students howone might later evaluate theeffectiveness of this particularsolution. SS: 8.32A
Additional Practice
CHAPTER XX Chapter Title
Problem SolvingWhy Learn This Skill?
Imagine you got a poor grade on a math test. Youwonder why, since you always take notes and study forthe tests. To improve your grades, you need to identifyyour specific problem and then take actions to solve it.
Learning the SkillThere are six key steps you should follow that will
help you through the process of problem solving.• Identify the problem. In the example in the first
paragraph, you know that you are not doing wellon math tests.
• Gather information. You know that you alwaystake notes and study. You work on math problemsevery day for an hour. You also know that yousometimes forget details about math formulas.
• List and consider possible solutions. Instead ofworking on the math problems by yourself, youmight try working with a friend or a group.
• Consider the advantages and disadvantages ofeach solution.
• Now that you have considered the possibleoptions, you need to choose the best solution toyour problem then carry it out.
• Evaluate the effectiveness of the solution. Thiswill help you determine if you have solved theproblem. If you earn better grades on the nextfew math tests, you will know.
Practicing the SkillReread the material in Section 2 about the Viet-nam War. Use that information and the stepsabove to answer the following questions.
1 What problems did the United States face in theVietnam War?
2 What options were available to President John-son? To President Nixon? What were the advan-tages and disadvantages?
3 Explain the solution President Nixon imple-mented.
4 Evaluate the effectiveness of Nixon’s solution.Was it successful? How do you determine this?
Applying the SkillProblem Solving President Roosevelt imple-mented a set of programs called the New Deal.Identify the problem that the New Deal wasdesigned to deal with. List other possible solutionsand their advantages and disadvantages. Then,write a short evaluation of the chosen solution.
Glencoe’s Skillbuilder InteractiveWorkbook CD-ROM, Level 1, providesinstruction and practice in key social studies skills.
Critical ThinkingCritical Thinking
A wounded American soldier reaches for a fallen comrade.
571
Critical Thinking Critical Thinking
ANSWERS TO PRACTICING THE SKILL1 Answers may include: North Vietnam increased its
support of the Vietcong; Vietcong and NorthVietnamese were using sanctuaries in Cambodia.
2 Answers will vary, but students should list at least tworealistic options for each president and the probableadvantages and disadvantages of each.
3 Nixon withdrew American troops but continued toprovide training and equipment to South Vietnam.
4 Answers will vary, but students should support theiranswers with evidence from the text.
Applying the Skill Students’ written evaluations shouldidentify the problem and list advantages and disadvantagesof all proposed solutions.
Chapter Skills Activity 19Name Date Class
Chapter Skills Activity 19★
Problem SolvingSolving a problem is a multistep process. The first step is identifying the
problem. Then you can gather information, consider possible solutions andthe advantages and disadvantages of each, choose a solution, and evaluate itseffectiveness. In 1929 America was faced with several economic problems.
Problem Solution Outcome
Stock prices plummet. The market closes. More panic selling is prevented.
Auto industry suffers Employee wages are cut. Americans can no longerfrom lagging orders. afford consumer goods.
Farmers need equipment, Farmers purchase Small banks have to closebut do not have money equipment on credit. when farmers fail to meetto buy it. loan payments.
1 FOCUSSection OverviewThis section explains how theend of the Cold War affectedthe United States.
572
1974President Nixonresigns from office
1989Communist governmentsin Eastern Europe collapse
1991Allies launch OperationDesert Storm
1998Bill Clinton isimpeached
CHAPTER 19 The Making of Modern America
To improve relations with the Communist world, President Richard Nixon made ahistoric visit to China in February 1972. Nixon later described how he felt upon hisarrival in Beijing, the Chinese capital: “. . . ‘The Star Spangled Banner’ had neversounded so stirring to me as on that windswept runway in the heart of CommunistChina. . . . As we left the airport, [Chinese leader Chou En-lai] said, ‘Your handshakecame over the vastest ocean in the world—twenty-five years of no communication.’”
Crisis of ConfidenceEven while the Vietnam war raged on, President Nixon attempted to improve
American relations with the Communist world. Nixon’s efforts were one stepalong the way to ending the Cold War. President Nixon came to the WhiteHouse with the hope of bringing America together. However, illegal activity inthe administration forced him to resign. While still reeling from the scandal,Americans elected Jimmy Carter to the presidency in 1976. President Carter hadsome success in foreign affairs. The administration lost the American people’sconfidence because of its inability to pull the nation out of an economic slumpand failure to secure the release of hostages in Iran.
Main IdeaThe end of the Cold War brought newchallenges to the United States—bothat home and abroad.
Key Termsembargo, human rights, federaldebt, perjury, Internet, ozone,global warming, terrorism
Reading StrategyOrganizing Information Re-createthe chart below. For each event, iden-tify the president who was involved.Then summarize the significance ofeach event.
Read to Learn • how the Watergate scandal affected
the nation.• how the Cold War was ended.
Section ThemeGovernment and Democracy Presi-dential scandals tested the Americanpolitical system, but the constitutionalsystem of checks and balances pro-vided safeguards against the abuse ofpower.
Modern America
Nixon button
Preview of Events
Guide to Reading
✦1970 ✦1980 ✦1990 ✦2000
Event Summary
Watergate
Operation Desert Storm
Impeachment trial
Social Studies TAKS tested at Grade 8: Obj 5:8.30B, 8.30CCHAPTER 19Section 3, 572–578CHAPTER 19Section 3, 572–578
Guide to Reading
Answers to Graphic: Watergate:Nixon—forced to resign presidency;Operation Desert Storm: George H.W.Bush—United States led militaryaction after Iraq invaded Kuwait;Impeachment trial: Clinton—theSenate held a trial and acquitted the president; Students shouldexplain the significance of each event.
Preteaching VocabularyHave pairs of students look up theKey Terms in the Glossary. Thenhave them restate each definition in their own words.
SECTION RESOURCESSECTION RESOURCES
Reproducible Masters• Reproducible Lesson Plan 19–3• Daily Lecture and Discussion Notes 19–3• Guided Reading Activity 19–3• Section Quiz 19–3• Reteaching Activity 19–3• Reading Essentials and Study Guide 19–3• Enrichment Activity 19–3
Directions: Answer the followingquestion based on the quote.
Who is the speaker referring towhen he says “us”?
“It is time for us to realize that
we are too great a nation to limit
ourselves to small dreams. We’re
not, as some would have us believe,
doomed to an inevitable decline.
I do not believe in a fate that will
fall on us no matter what we do.
I do believe in a fate that will fall
on us if we do nothing. . . .”
—Ronald Reagan, January 20, 1981
Ronald Reagan’s First Inaugural Address
B E L L R I N G E RSkillbuilder Activity
Daily Focus Skills Transparency 19–3
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2 TEACH
573CHAPTER 19 The Making of Modern America
Nixon’s AdministrationWhen President Nixon took office in 1969, he
hoped to build a more stable world. The Peo-ple’s Republic of China played a key role inNixon’s plan. If the United States opened rela-tions with China, it might make the SovietUnion more cooperative. The United Statesbegan trade with China in 1971.
America’s improved relations with Chinaconvinced the Soviet Union to improve relationswith the United States as well. The Sovietsinvited Nixon to Moscow. They agreed to signan arms control treaty limiting the number ofnuclear missiles both sides could have.
During the 1970s, the United States alsobecame involved in the Middle East. Angry atAmerica’s support for Israel, the Arab stateswith oil imposed an embargo—a ban on ship-ments—of oil. This caused gasoline prices toskyrocket. The oil crisis ended when Secretary ofState Henry Kissinger negotiated an agreementbetween Arab and Israeli leaders.
Nixon tried to reduce the federal govern-ment’s role in people’s lives. To give state gov-ernments more influence, he introduced
revenue sharing—a plan for giving federaltaxes back to the states. Although he reducedthe federal government’s role, Nixon did createthe Environmental Protection Agency (EPA).
Nixon’s policies were popular with the Amer-ican people. As a result, he was reelected in alandslide in 1972. Shortly afterward, however, ascandal disrupted his presidency.
WatergateDuring the election campaign, burglars were
caught trying to break into the Democratic Partyoffices at the Watergate apartment complex.Nixon denied that his staff had ordered thebreak-in. After a Senate committee uncoveredhis staff’s involvement, Nixon denied ordering acover-up.
The House of Representatives began proceed-ings to impeach, or formally accuse, the presi-dent of abusing his power. On August 8, 1974,Richard Nixon resigned as president. His vicepresident, Gerald Ford, succeeded him.
Gerald Ford’s administration faced growingeconomic problems, caused in part by the oilembargo. This, plus the Watergate scandal,
COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYCreating a Chart Organize the class into groups of three to create a poster-size chart illustratingthe administrations of the presidents named in this section. Instruct groups to create the chart withthe following three headings: Domestic/Foreign Policy Problem, Solution, and Effects. Allow groupmembers to choose which of the three headings they would like to complete on the chart with theappropriate information, or the president for whom they would like to complete all headings. Thenas a group, have students evaluate which administration effectively resolved the problem listed.
L2 SS: 8.30C; ELA: 8.13E
Outlining Instruct students touse the heads and subheads tooutline the section. Discuss howthe end of the Cold War influ-enced domestic and foreign poli-cies during the late 1980s to thepresent. L2 SS: 8.30C; ELA: 8.10L
Daily Lecture and Discussion Notes 19–3
I. Crisis of Confidence (Pages 572–574)
A. Richard Nixon took office in 1969. He hoped to help build a more stable world.
1. President Nixon reopened United States relations with China. Trade with Chinareopened in 1971, and President Nixon visited China in 1972.
2. United States relations with the Soviets also improved. The United States and theSoviets agreed to an arms control treaty, limiting the number of nuclear missileseach could have.
3. During the 1970s, the United States supported Israel, which upset many Arabnations. These nations staged an oil embargo, banning oil shipments to the UnitedStates. Secretary of State Henry Kissinger negotiated an agreement between Israeliand Arab leaders. The agreement ended the oil crisis.
4. President Nixon gave federal taxes back to the states. He created theEnvironmental Protection Agency (EPA).
B. President Nixon was reelected in 1972. But during the election campaign, PresidentNixon’s staff had spies break into the Democratic party offices in the Watergate apart-ment complex in Washington. When this break-in became public, President Nixondenied his staff’s involvement and also denied ordering a cover-up.
1. The House of Representatives began impeachment proceedings against PresidentNixon. They formally accused the president of abusing his power. President Nixonresigned from office in August 1974.
2. Vice President Gerald Ford then became president. He lost the 1976 election toDemocratic candidate Jimmy Carter.
C. President Carter tried to fix the economy, deal with foreign policy issues, and fight forhuman rights around the world.
1. President Carter arranged negotiations that led to the first peace treaty betweenIsrael and an Arab nation.
2. President Carter withdrew economic and military aid from nations that violatedhuman rights, such as Argentina, South Africa, and Iran.
Did You Know? Bill Clinton earned $200,000 per year as presi-dent. He received $150,000 to pay for expenses, travel, and officialentertainment. Presidents are provided with housing, health care,and transportation during their terms in office. President Clintonwill receive a lifetime pension of $97,500 per year.
turn
Earth Day By the early 1970s, 70 percent of Americans ranked theenvironment as the nation’s mostpressing domestic problem. This concern was apparent in Americans’support for the first Earth Day held on April 22, 1970. An estimated 20 million Americans participated in this ecological rally to improve the environment. More than 14,000schools, colleges, and communitygroups held workshops and otherevents across the country.
What?Where?When?Who?
SOCIAL STUDIES:Page 572: 8.1B, 8.30B, 8.30C,8.31A; Page 573: 8.30C, 8.31A
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Answer: August 8, 1974; Gerald Ford
(Clockwise from lower left) Leaders of Egypt,United States, and Israel celebrate 1979 peacetreaty; Americans held hostage in Iran, 1979;President Reagan and Soviet leader Gorbachevmeet at 1988 summit in Moscow.
turned many people against Ford. In 1976, vot-ers elected the Democratic candidate, JimmyCarter, to the presidency.
The Carter PresidencyWhen Jimmy Carter took office, his first pri-
ority was to fix the economy. He tried to speedeconomic growth by cutting taxes and increas-ing government spending, but his policies didlittle to improve the economy.
Carter spent much of his time dealing with for-eign policy problems. He arranged for new nego-tiations between Israeli and Egyptian leaders atCamp David. These negotiations eventually ledto opening Egyptian-Israeli economic and diplo-matic relations. It marked the first time that anArab nation recognized Israel’s right to exist.
Carter based much of his foreign policy onhuman rights—a concern that governmentsaround the world grant more freedom to theirpeople. He withdrew economic and military aid
from some of the worst offenders, includingArgentina, South Africa, and Iran. In November1979, Iranian students with the support of fun-damentalists in the government seized theAmerican embassy in Tehran and took 52 Amer-icans hostage.
The hostage crisis and the nation’s ongoingeconomic problems damaged President Carterpolitically. In the 1980 election, the Republicancandidate, Ronald Reagan, easily defeatedCarter. Shortly afterward, Iran released theAmerican hostages.
Identifying When did PresidentRichard Nixon resign? Who succeeded him?
New ChallengesThe 1980s and 1990s saw great changes. By
the end of the 1980s, communism in Europe hadcollapsed. At the same time, America’s economybegan to rapidly expand.
MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSLogical/Mathematical Ask students to work in small groups to create a database—using a com-puter or paper-and-pencil—of the presidents in this chapter. Instruct groups to create the followingfour fields: president, action, characteristic, and strengths/weaknesses. Instruct groups to determinewhich president has the most strengths and to reveal the results to the class. Discuss the discrep-ancies in each group’s results and whether data can truly be unbiased. MATH: 8.12C; SS: 8.10A;ELA: 8.13E
Refer to Inclusion for the Middle School Social Studies Classroom Strategies and Activities in the TCR.
Guided Reading Activity 19–3Name Date Class
Guided Reading Activity 19-3★
DIRECTIONS: Outlining Locate each heading in your textbook. Then usethe information under the heading to help you write each answer. Useanother sheet of paper if necessary.
I. Crisis of Confidence
A. Nixon's Administration1. Who negotiated an agreement to end the oil crisis? ����������������������������������
2. How did Nixon give state governments more influence? ��������������������������
B. Watergate—When did Nixon resign? ��������������������������������������������������������
C. The Carter Presidency1. How did Carter try to speed economic growth? ��������������������������������������
2. What did the Camp David negotiations lead to? �������������������������������������
II. New Challenges
A. The Reagan Presidency—Who became the new leader of the Soviet Union? B. The Bush Presidency—What was Operation Desert Storm? C. The Clinton Presidency
1. What did the North American Free Trade Agreement call for? 2. What did President Clinton focus on during his second term?
D. The Election of 2000—How many electoral votes were needed to win? �����������E. A New Bush Administration—Who was the first Asian American woman to be
appointed to a president’s cabinet? �����������������������������������������������������������
F. Domestic Policy—What did President Bush sign into law in May 2001? ����������
G. International Affairs—What is the Powell Doctrine? ������������������������������������
III. Looking to the Future
A. The Global Economy—What does the World Trade Organization do?
Civics After Gerald Ford assumedthe presidency, he pardonedRichard Nixon. Immediately, thestock market plunged and Ford’spopularity rating dropped from 71 percent to 50 percent.
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(Clockwise from lower right) Celebrating the fall ofthe Berlin wall, 1989; Reading about the allied airstrike in Iraq, 1991; President Clinton prepares toaddress nation after his impeachment, 1998.
The Reagan PresidencyRonald Reagan had promised to reduce the
role of the government in people’s lives. Heslashed taxes, eliminated many government reg-ulations, and cut back many government pro-grams. His policies seemed to work. After a briefrecession in 1982, the economy began to growrapidly, and the stock market boomed.
Reagan also began a rapid buildup of Ameri-can military forces. By cutting taxes whileincreasing military spending, Reagan greatlyincreased the federal debt—the amount ofmoney the government had to borrow to pay forits programs. His policies were popular with theAmerican people. Reagan easily won reelectionin 1984. Shortly after his second term began,Mikhail Gorbachev became the new leader ofthe Soviet Union.
The Soviet economy was on the edge of col-lapse. The American military buildup hadforced the Soviet Union to respond, and it sim-
ply could not afford to keep up. Gorbachev sawthat the time had come to reform the communistsystem.
Reagan began negotiations with Gorbachevto reduce the number of nuclear missiles undertheir control. Gorbachev’s reforms, and Rea-gan’s willingness to improve relations, began tochange the Soviet Union.
The Bush PresidencyRonald Reagan’s popularity enabled his vice
president, George Bush, to win the Republicannomination and defeat the Democratic nominee,Michael Dukakis, in the 1988 presidential elec-tion. Once in office, Bush continued negotiationswith the Soviet Union.
INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYCivics Some of the issues addressed in Section 3 unite the world because they create commonconcerns, goals, and needs. Tell students that they will be involved in the search for solutions tothese issues in their adult years. Hold a roundtable discussion on an issue selected by the class.Then organize the class into a number of committees to investigate various aspects of the issue.Have groups report their findings to the class. Ask students to suggest ways in which they as adultswould attempt to resolve the issue. L3/PRE-AP SS: 8.32A
Before undergoing a cancer-related surgery during which hewould be under an anesthetic, PresidentRonald Reagan transferred the powers ofthe presidential office to Vice PresidentGeorge Bush. This marked the first trans-fer of power of this kind. (Following theattempt made on Reagan’s life on March30, 1981, Bush assumed some presidentialresponsibilities, but no formal transfer ofpower was made.) On the morning ofJuly 14, 1985, George Bush became actingpresident. Later that same day, following his surgery, Reagan againassumed the powers of his office.
The Fall of the Berlin Wall OnNovember 9, 1989, after more than28 years, the Berlin Wall was torndown and ceased to act as an impen-etrable barrier between communistEast Germany and democratic WestGermany. This event paved the wayfor the reunification of Germany andthe dismantling of the Soviet Union,both of which occurred within the following two years. Though GeorgeBush was president at the time thewall came down, Ronald Reagan isoften credited with shaping eventsthat led to the fall of the wall, such as signing the Intermediate-RangeNuclear Forces Treaty with MikhailGorbachev in 1987.
What?Where?When?Who?
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In late 1989, demonstrators filled the streets ofEastern Europe demanding more democracy.Within weeks, most of the communist govern-ments in Eastern Europe collapsed. The BerlinWall was torn down, and the following year EastGermany and West Germany reunited. By theend of 1991, the Communist Party had been out-lawed in Russia, and the Soviet Union had bro-ken up into 15 separate republics.
While communism collapsed in Europe, aserious crisis developed in the Middle East. In1990, Iraq invaded Kuwait. President Bush per-suaded European and Arab nations to join theUnited States in an effort to free Kuwait. Bushthen launched Operation Desert Storm—a mas-sive attack on Iraqi forces that freed Kuwait anddestroyed much of Iraq’s army.
The Clinton PresidencyGeorge Bush’s popularity soared after the
war against Iraq. But the onset of an economicrecession left many Americans dissatisfied. TheDemocrats nominated Bill Clinton, governor ofArkansas, to run against Bush in 1992. ManyAmericans decided to vote for a third party candidate—businessman Ross Perot. Perot’scandidacy split the vote three ways, enablingClinton to win the election with only 43 percentof the popular vote.
After assuming office, Clinton cut govern-ment spending to reduce the deficit. He alsoconvinced Congress to pass the Family MedicalLeave Act. In 1993, he helped reach an agree-ment giving Palestinians the right to their owngovernment in Israeli territory.
Another foreign policy issue involved changein trade policy. The North American Free TradeAgreement (NAFTA), which took effect in 1994,called for the gradual removal of tariffs andother trade barriers on most goods producedand sold in North America.
After Clinton won reelection in 1996, theeconomy continued to grow rapidly. For the firsttime in many years, the government balancedthe budget and ran a surplus—it took in moremoney than it spent. With the Cold War over,Clinton’s foreign policy focused on resolvingregional conflicts.
As Clinton struggled with foreign policy prob-lems, a scandal emerged involving a personalrelationship between the president and a WhiteHouse intern. Some evidence suggested that thepresident had obstructed justice and committedperjury, or lied under oath, to conceal the rela-tionship. The House of Representatives voted toimpeach President Clinton. The Senate then helda trial and acquitted the president.
The Election of 2000The impeachment scandal left the country
divided. For the 2000 election, the Democratsnominated Vice President Al Gore. The Repub-licans nominated Governor George W. Bush ofTexas, son of former President Bush.
The 2000 election was one of the closest in his-tory. Gore led in the popular vote, but the resultsin Florida were disputed and on election nightno one knew who won. Without Florida’s 25electoral votes, neither Bush nor Gore had the270 electoral votes needed to win. As the Floridaballots were being recounted, Bush and Gorewent to court to challenge the recount process.The dispute was finally resolved by the SupremeCourt. On January 20, 2001, George W. Bushbecame the 43rd president of the United States.
A New Bush AdministrationThe new president quickly established his
administration. One of his first responsibilitieswas to name cabinet members. Bush namedretired General of the Army Colin Powell to besecretary of state. He chose Donald Rumsfeld toserve as secretary of defense.
Bush continued the practice of expanding thenumber of women in high-level positions in hisadministration. Included were Gale Norton asSecretary of Interior and Christine Todd Whit-man as head of the Environmental ProtectionAgency. The new Secretary of Labor, ElaineChao, was the first Asian American womanappointed to a president’s cabinet. NationalSecurity Adviser, Condoleezza Rice, was thefirst African American woman to hold that post.
During the election campaign, Bush prom-ised a tax cut and he soon presented his tax planto Congress. The plan generated much debate.
576 CHAPTER 19 The Making of Modern America
Social Studies TAKS tested at Grade 8: Obj 3:8.24ECHAPTER 19Section 3, 572–578CHAPTER 19Section 3, 572–578
CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYDefending a Point of View Have students choose one of the domestic and foreign policies of one president covered in this section. Tell them to state whether they agree or disagree with it and explain why. Have them support their answers with facts from the text or their personal knowledge. L2 SS: 8.30E
Madeleine Albright PresidentClinton named Madeleine K. Albrightsecretary of state. She was the firstwoman to serve in that post and thehighest-ranking woman ever to servein the federal government. Previously,Albright served as United Nationsambassador for the United States.
Who?What?Where?When?
Saddam Iraqi leader Saddam Husseinliked to be called by his first name. Whenpronounced correctly, with the emphasison the second syllable, Saddam means“leader,” “learned one,” or “he who con-fronts. “ President Bush insisted on pro-nouncing the name with the emphasis onthe first syllable, however. When spokenthis way, Saddam means “a boy whofixes or cleans shoes,” a grave insult inmany Arab countries.
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During the PersianGulf War, the highest-ranking military officerserving was Colin Powell,the chairman of the JointChiefs of Staff. He wasthe youngest person andthe first African Americanto hold that position. Afour-star general, Powellhad a very distinguishedmilitary career for thirty-
five years, serving twicein Vietnam and workingfor four presidents.
Born to Jamaicanimmigrants, Powell wasraised in Harlem and theSouth Bronx of New YorkCity. He attended publicschool and the City Col-lege of New York, wherehe studied geology andbegan military training.
After the Gulf War,Powell wrote an autobi-ography and established acharitable organization,America’s Promise—theAlliance for Youth, thathelps children.
In 2001, Powell wentto work for his fifth presi-dent, George W. Bush, asthe first African Americansecretary of state.
Supporters argued that it was the people’smoney and that they deserved it back. Theyalso claimed that the tax cut would help theeconomy. Opponents argued that the moneycould be used more responsibly elsewhere,such as for Social Security or for paying off thenational debt. In May 2001 President Bushsigned into law the largest reduction in federaltaxes since 1981.
As the president’s top military advisor, ColinPowell laid out a blueprint for intervention ininternational conflict. The Powell Doctrinecalled for using American troops only when avital interest is at stake and there is a clear andrealistic goal.
Determining Cause and EffectWhat event sparked Operation Desert Storm?
Looking to the FutureAs Americans entered a new century, they
faced many uncertainties—and opportunities.New technologies and a changing society hadbegun to transform America in new ways.
The Global EconomyPresident Bush said one of his major aims was
to stimulate global economic growth:
“We know that nations that open theireconomies to the benefits of trade are moresuccessful in climbing out of poverty. . . . [F]reetrade encourages the habits of liberty. . . .”
Since 1995 the World Trade Organization(WTO) has administered trade practicesbetween many nations. The WTO has more than130 members and many other countries haveapplied for membership.
Growth of technology boosted economicgrowth. Telecommunications grew as Ameri-cans watched television by cable or satellite,spoke on cellular phones, and exchanged mes-sages by fax. Personal computers were beingused in homes, schools, and businesses ingreater numbers than ever before. Through theInternet, a worldwide linking of computer net-works, American students could communicatewith students in other countries.
Name ������������������������������������������������������� Date ������������������������� Class ���������������
ScoreChapter 19
Section Quiz 19-3
DIRECTIONS: Matching Match the items in Column A with the itemsin Column B. Write the correct letters in the blanks. (10 points each)
Column A
�������� 1. formal accusation
�������� 2. returns federal taxes to states
�������� 3. hurt President Carter politically
�������� 4. lying under oath
�������� 5. more money is taken in than is spent
h bl k h l h l h
Column B
A. hostage crisisB. impeachmentC. perjuryD. revenue sharingE. surplus
3 ASSESSAssign Section 3 Assessment as homework or as an in-classactivity.
Have students use InteractiveTutor Self-Assessment CD-ROM.
Colin Powell has received numerousmilitary decorations and civilianawards. In the army, he was therecipient of the Bronze Star Medaland the Purple Heart. Powell has alsobeen decorated with the PresidentialMedal of Freedom, the CongressionalGold Medal, and an honorary knight-hood (Knight Commander of theBath) from the Queen of England.Ask: To what position was ColinPowell appointed under the admin-istration of George W. Bush? (secretary of state)
EXTENDING THE CONTENTEXTENDING THE CONTENTCondoleezza Rice Supported by parents who stressed the importance of education, CondoleezzaRice entered the University of Denver when she was only 15 years old. At age 19 she graduatedwith honors and went on to earn a Master’s degree from the University of Notre Dame. Afterreceiving a doctorate in political science from the University of Denver, Rice became a foreign pol-icy analyst and worked in the Reagan administration as adviser to the Joint Chiefs of Staff.
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Checking for Understanding
1. Key Terms Define: embargo,
human rights, federal debt,
perjury, terrorism
2. Reviewing Facts When did Iranian
students take 52 Americans hostage?
Section Theme
3. Government and Democracy What
is impeachment? Was President
Nixon impeached? Was President
Clinton?
Critical Thinking
4. Drawing Conclusions Do you think
President Reagan’s actions proved he
was committed to reducing the role
of government in the lives of Amer-
icans? Explain.
5. Sequencing Re-create the time line
below and identify important events
for each of the dates.
1971 1979 1991 2000
Analyzing Visuals
6. Picturing History Select one of the
news photographs that appears on
pages 574–575. Write one paragraph
about the photo. Identify the people
and describe what is happening.
A Changing SocietyBecause Americans were living longer than
in the past, elderly people formed an increasingportion of the population. The Census Bureaureported that more than 12 percent of the pop-ulation was over 65 years of age in the year2000. As the baby boom generation ages, thispopulation will grow even larger. This willrequire greater government payments forSocial Security and Medicare.
Immigration changed the composition ofAmerican society. By 2000 more than 10 percentof the population was foreign born. Latin Amer-ica and Asia provided the greatest number ofimmigrants. Asian Americans made up almost 4percent of the population; Hispanic Americansmore than 12 percent. If trends continue, His-panic Americans will soon become the largestminority in the United States.
Environmental ChallengesFor years, scientists noted that the earth’s
atmosphere was losing ozone. This layer of gasprotects life on Earth from cancer-causing raysof the sun. In 1987, the United States and 24other nations agreed to stop making chemicalsthat might be weakening the ozone layer.
Scientists continued to debate the effects ofglobal warming. They warned that the steadyincrease in average world temperatures couldbring about major changes in weather patterns,the environment, and crop production.
Threats to Peace and Security Preserving peace remains the most pressing
global issue. In the late 1900s and early 2000s,acts of terrorism multiplied.
Terrorism—the use of violence by groupsagainst civilians to achieve a political goal—threatened the security of the nation. On April 19, 1995, a massive bomb exploded at theMurrah Federal Building in downtown Okla-homa City, leaving 168 dead. The tragedyfocused national attention on the violent anti-government feelings of private American mili-tia groups. In January 1998, TheodoreKaczynski pleaded guilty to a string of mailbombings, dating from 1978 to 1995, whichkilled 3 and injured 29 others. Kaczynski hopedto inspire a rebellion against modern industrialsociety. These are examples of domestic terror-ism. People engage in domestic terrorism whenthey attack people in their own country.
In addition to concern about domestic terror-ism, the United States also faced internationalterrorism. As the world’s most powerful nation,the United States frequently served as a targetfor terrorists—either those acting independentlyor with the support of a hostile government. Theattack on the World Trade Center and the Penta-gon on September 11, 2001, was an example ofinternational terrorism.
Explaining Describe one way inwhich the nation’s population is changing.
1. Student work should reflect correctuse of terms. SS: 8.31A
2. November 1979 SS: 8.1B3. to formally accuse; no, Nixon
resigned before he could beimpeached; yes, but later theSenate held a trial and acquittedClinton
4. Students may note that Reagan cuttaxes, eliminated many regulations,and cut back many governmentprograms. SS: 8.23A
5. 1971: U.S. trade begins with China;1979: American hostages held inIran; 1991: breakup of SovietUnion; 2000: George W. Bushelected president SS: 8.1B;ELA: 8.10L
6. Students’ paragraphs should iden-tify the people and describe theevents that are pictured. SS: 8.30C; ELA: 8.13D
Interdisciplinary Activity Illustrationson the world map should show thecities and regions discussed in the section. ELA: 8.24A
Answer: Students may note the popu-lation increases of the elderly, AsianAmericans, and Hispanic Americans.
Reading Essentials and Study Guide 19–3
For use with textbook pages 572–578
MODERN AMERICA
DRAWING FROM EXPERIENCEII
Have you ever wondered what happens when a president fails to tell the truth? How can theUnited States punish a president? Can a president be fired?
Study GuideChapter 19, Section 3
KEY TERMS
embargo Ban on shipments (page 573)
human rights Concern that governments around the world grant more freedom to their people (page 574)
federal debt Amount of money the government has to borrow to pay for its programs (page 575)
perjury Lying under oath (page 576)
Enrichment Activity 19–3Name Date Class
★ Enrichment Activity 19-3 ★★
Changes Around the WorldDuring the presidency of George H.W. Bush, many dramatic changes took
place around the world. The time line below shows some of these changes.
World Events, 1989–1992
1989 1990 1991 1992
June 1989 Polandholds open elections
1992 The UnitedNations boycottstrade with Serbia
December 1991
1990 The PersianGulf War begins
December 1989 United Statessends troops to Panama
June 1989 Chinese
1991 The United States and the Soviet Union agree to Strategic ArmsReduction Treaty
November 1989
4 CLOSEHave students create two- orthree-sentence summaries foreach of the major parts of thissection.
Reteaching Activity 19–3Name Date Class
Reteaching Activity 19-3★
DIRECTIONS: Completing a Venn Diagram The items in the Fact Bank areassociated with Richard Nixon, Bill Clinton, or both. Write the letter ofeach item in the correct section of the diagram.
The first airliner hit the World Trade Center’s north tower in New York City at about8:48 in the morning. Fifteen minutes later, a second plane hit the south tower. Those who died on the airplanes were the first victims. Fire and falling wreckage from the twintowers of the World Trade Center killed thousands more, and hundreds of rescuers—firefighters, police officers, and volunteers—themselves became victims. “The smoke was sobad, I was suffocating. When the buildings toppled, it was like a volcano,” one survivornoted. “We have a lot of heroes,” said one firefighter, “and we lost a lot of good people.”
The crash of two passenger airplanes into the World Trade Center was not anaccident. Early on the morning of September 11, 2001, terrorist hijackers hadseized control of the planes, then deliberately flew them into the buildings. Ter-rorists took control of a third plane and crashed into the Pentagon, the head-quarters of the nation’s Department of Defense. Hijackers also seized a fourthairplane, but passengers heroically attacked the hijackers, causing that plane tocrash in Pennsylvania. In all, thousands died.
Social Studies TAKS tested at Grade 8: Obj 5:8.30C
Rescue workers carry outan injured man at theWorld Trade Center.
1979Soviet Union invadesAfghanistan
1988Al-Qaeda isorganized
1998Bombs explode at U.S. embas-sies in Kenya and Tanzania
2001Attack on the Pentagonand World Trade Center
Preview of Events
Guide to Reading
✦1975 ✦1985 ✦1995 ✦2005
Main IdeaAfter suffering the worst terroristattack in its history, the United Stateslaunched an effort to fight interna-tional terrorism.
Key Termscounter-terrorism
Reading StrategyOrganizing Information As you readabout America’s war on terrorism,complete a diagram like the one belowto explain how Americans respondedto the events of September 11, 2001.
Read to Learn • how Americans responded to
terrorism.• what actions the government took
to fight terrorism.
Section ThemeGlobal Connections The UnitedStates called for a worldwide coalitionto fight against terrorism.
September 11, 2001
1 FOCUSSection OverviewThis section describes the terror-ist attacks that occurred in theUnited States on September 11,2001, the reasons for the attacks,and the nation’s response tothem.
Directions: Answer thefollowing question basedon the quote.
When did Colin Powellmake this statement?
A after the Japaneseattack on PearlHarbor
B after the terroristattacks on theWorld Trade Centerand the Pentagon
C after the Americanembassy bombingsin Kenya andTanzania
D after 52 Americanswere taken hostagein Iran
“. . . It’s not a war just against the UnitedStates. It’s a war against civilization. It’s a waragainst all nations that believe in democracy.”
Secretary of State Colin PowellSeptember 12, 2001
The War Against Terrorism
B E L L R I N G E RSkillbuilder Activity
Daily Focus Skills Transparency 19–4
Guide to Reading
Answers to Graphic: donated blood;raised money and collected food andother supplies for victims and rescueworkers; firefighters and medicalworkers from other parts of the coun-try traveled to New York to help
Preteaching VocabularyUse the Vocabulary PuzzleMaker
CD-ROM to create crossword andword search puzzles.
SECTION RESOURCESSECTION RESOURCES
Reproducible Masters• Reproducible Lesson Plan 19–4• Daily Lecture and Discussion Notes 19–4• Guided Reading Activity 19–4• Section Quiz 19–4• Reteaching Activity 19–4• Reading Essentials and Study Guide 19–4• Enrichment Activity 19–4
Terrorist attacks destroyed the World Trade Center (left), one of thenation’s economic centers. Three New York City firefighters (right)raise the American flag amid the rubble.
Many New York City rescue workers whowent to help also lost their lives when the tow-ers collapsed. Hundreds of firefighters, policeofficers, and volunteers gave their lives in theline of duty trying to save others. Among thosewho died were Fire Department chaplainMychal Judge and first deputy commissionerWilliam Feehan, a 42-year veteran of the firedepartment. The largest number of New YorkCity firefighters to have died in a single disasterbefore the terrorist attack was 12.
The Terrorist ThreatThe attacks on the World Trade Center and
the Pentagon were acts of terrorism. Terrorism isthe use of violence by groups against civilians toachieve a political goal.
Who Was Responsible? Intelligence sources and FBI investigators
quickly identified Osama bin Laden as theprime suspect. Like most people in the MiddleEast, bin Laden is a Muslim—someone whobelieves in and practices the religion of Islam.Although the vast majority of the 1 billion Mus-lims worldwide believe Islam rejects terrorism,militant fundamentalists like bin Laden do not.They believe that any action is justified to driveAmerican influence out of the Arab world.
Bin Laden believed that Western ideas hadharmed Muslim society. His experience inAfghanistan convinced him that superpowerscould be beaten.
War in AfghanistanIn 1979 the Soviet Union had invaded the
nation of Afghanistan, in Southwest Asia, to sup-port that nation’s pro-communist government.Afghanistan, approximately the size of the stateof Texas, is one of the most rugged and moun-tainous countries in the world. The country issplit east to west by a major mountain systemcalled the Hindu Kush. The Russians encoun-tered difficulty moving forces and arms in theharsh terrain.
Young Muslims from across the Middle Eastwent to Afghanistan to fight against the Soviets.Among them was bin Laden, who came from oneof Saudi Arabia’s wealthiest families. In 1988, hefounded an organization called al-Qaeda (al KY-duh), or “the Base.” Al-Qaeda recruited Muslimsto fight against the Soviets and bought arms forthe Afghanistan soldiers. Aided by technicalassistance and training from the United States,Pakistan, Saudi Arabia and other countries, theAfghan fighters drove the Soviet military out in1989. After Soviet forces withdrew fromAfghanistan, bin Laden became a hero to manyfundamentalists.
Determining Attitudes Havestudents brainstorm words andimages that they associate withthe Middle East. List the wordsand images on the chalkboard,then have students categorizeeach of them as either positive ornegative. Discuss the origin ofthese images with students. L1
COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYIdentifying Solutions Have small groups of students research terrorist actions or events that haveinvolved or affected the United States. Instruct students to focus on results, effects, and solutions orcounter-measures enacted by the United States. Ask students to discuss their findings and createcharts identifying terrorist-related problems and possible solutions. Have students brainstorm solutions that the United States can take to increase security and safety in everyday situations. The following example might help them get started: To help make air travel safer, provide thoroughsecurity checks at airports, create more secure doors and locks for the cockpit, and check the identification of all passengers. L2
Daily Lecture and Discussion Notes 19–4
I. The Terrorist Threat (Pages 580–581)
A. Terrorism is a major concern for all countries in the twenty-first century. Terrorism isthe use of violence by groups against civilians to achieve a political goal. Some recentattacks can be linked to Afghanistan.
1. The Soviet Union invaded Afghanistan in 1979. The Soviet Union supported thepro-communist government. Muslims from other Arab nations helped Afghanistanfight the Communists. A Saudi Arabian Muslim named Osama bin Laden used hisfamily’s wealth to help the Afghanistan resistance.
2. Bin Laden started a group called al-Qaeda in 1988. The group’s name means “theBase.” The groups recruited Muslims to fight the Soviets and bought weapons forresistance fighters in Afghanistan. The Afghan fighters also received technicalassistance and training from the United States, Pakistan, Saudi Arabia, and othercountries. Afghanistan is one of the most rugged and mountainous countries inthe world. The Soviets found it very hard to move troops and supplies on this ter-rain. Soviet troops pulled out of Afghanistan in 1989, and bin Laden became a heroto many Muslim fundamentalists.
3. Bin Laden first operated from Sudan and then from Afghanistan. A militantMuslim fundamentalist group, called the Taliban, began to control Afghanistan. BinLaden led al-Qaeda to drive Americans and other non-Muslims out of the MiddleEast. He believed that western ideas conflicted with those of the Muslim culture.
4. Bin Laden called on militant Muslims to kill Americans anywhere in the world.Truck bombs in Tanzania and Kenya were set off at the American embassies, killingmore than 200 people, including 12 Americans, and injuring about 4,500 others.
5. In response to the attacks on the embassies, President Clinton ordered that cruisemissiles be launched at terrorist camps in Afghanistan. The camps were destroyed,but bin Laden survived and continued to target Americans.
Did You Know? The large, well-connected Federal Bureau ofInvestigation (FBI) has played a key role in identifying the terroristsinvolved in the September 11, 2001, attacks. However, in 1908 theFBI started out small, with only 34 investigators. Through the years,it has become a powerful force. Today the FBI employs more than12,000 agents.
Rescue dogs, trained tosearch through disaster ruins, mayreceive years of training prior to workingon recovery missions. The dogs must betrained to remain calm and focused in theface of loud noises; to move in a specificway when rubble shifts beneath them;and to negotiate confined spaces.
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Winkel Tripel projection3,000 kilometers0
3,000 miles0 ATLantIC
Ocean
indian
Ocean
PaCIFic
Ocean
PaCIFic
Ocean
N
S
EW
0°
0°
30°S
60°S
60°E 120°E60°W120°W
30°N
60°N
EQUATOR
NORTH
AMERICA
SOUTH
AMERICA
AFRICA
ASIA
AUSTRALIA
EUROPE
44
1010
1111
9 911
22
3377
5566
88 1212
581CHAPTER 19 The Making of Modern America
Terrorist ActsOperating first from Sudan and then from
Afghanistan—which was then under the con-trol of Muslim fundamentalists known as theTaliban—bin Laden led al-Qaeda on a missionto drive Americans and other non-Muslims outof the Middle East. In 1998, bin Laden called onMuslims to kill Americans anywhere in theworld. Soon afterward, terrorist truck bombsexploded at the American embassies in theAfrican countries of Kenya and Tanzania. Thebombs killed more than 200 people, including12 Americans, and injured over 4,500.
Shortly after the embassy bombings, PresidentBill Clinton ordered cruise missiles launched atterrorist bases in the Sudan and Afghanistan. Themissiles destroyed the bases—but missed binLaden. The terrorist leader continued to targetAmericans. In late 1999, terrorists linked to al-
Qaeda were arrested trying to smuggle explosivesinto the United States in an attempt to bomb tar-gets in Seattle, Washington. In October 2000, ter-rorists backed by al-Qaeda crashed a boat loadedwith explosives into the USS Cole, an Americanwarship, while it was refueling in Yemen.
Describing How did President Clinton respond to the embassy bombings?
A New War BeginsThen on September 11, 2001, terrorists struck
on an even greater scale. The acts of terrorismunfolded in New York City, in Washington,D.C., and in Somerset County, Pennsylvania.But the shock was felt across the nation, andthousands of people sought a way to help.
Terrorism Against Americans, 1970–2001
44 1010
1111
9 9
11
22
33
1212
77
55
66
88
1970 Terrorists hijack airplanes to Jordan 1979 Fifty-two Americans held hostage inIran for more than a year
1983 Bombing of U.S. Marine barracks inBeirut, Lebanon, kills 241
1985 TWA flight 847 hijacked; hostagesheld for 17 days in Beirut, Lebanon
1986 Bombing at West Berlin dance club;kills 3, injures 150
1988 Bomb on Pan Am flight 103 kills 270in Lockerbie, Scotland
1993 Bomb at World Trade Center kills 6
1995 Truck bomb destroys a federal building inOklahoma City; kills 168, injures more than 500
1996 Bomb at U.S. complex in Dharan,Saudi Arabia, kills 19 American soldiers
1998 Bombings at U.S. embassies in Kenya and Tanzania kills more than 200
2000 Bomb kills 17 American sailors and injures39 aboard USS Cole
2001 Hijacked airliners crash into the World TradeCenter, the Pentagon, and a field in Pennsylvania,killing thousands
Social Studies TAKS tested at Grade 8: Obj 5:8.30BCHAPTER 19Section 4, 579–585CHAPTER 19Section 4, 579–585
Answer: President Clinton orderedcruise missile strikes against terroristcamps in the Sudan and Afghanistan.
DIRECTIONS: Recalling the Facts Use the information in your textbook toanswer the questions. Use another sheet of paper if necessary.1. When did terrorists crash airplanes into the World Trade Center and
the Pentagon? ��������������������������������������������������������������������������������������������
2. What religion do most people in the Middle East follow? ���������������������������������
3. When did the Soviet Union invade Afghanistan? ��������������������������������������������
4. Who founded an organization called al-Qaeda in 1988? �����������������������������������
5. Who did al-Qaeda recruit to fight the Soviets? ������������������������������������������������
6. Where did terrorist truck bombs kill more than 200 people? �����������������������������
7. What did President Clinton do shortly after the embassy bombings?
12. What did the USA Patriot Act of 2001 do? ������������������������������������������������������13. How did world leaders respond to the death and devastation in America?
MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSIntrapersonal Have students discuss where they were when the terrorist attacks occurred onSeptember 11, 2001, how they first heard about the attacks, and what their initial reaction was.Then have students create an audio scrapbook of these memories by composing one-minute messages expressing their feelings or relating their experiences of that day. When everyone hascontributed to the audiotape, play the entire tape in class and use it as a springboard to discusshow these acts of terrorism have affected their lives.
Refer to Inclusion for the Middle School Social Studies Classroom Strategies and Activities in the TCR.
Fighting Terrorism The JointTerrorism Task Force (JTTF) wasestablished in 1979 to address theproblems concerning terrorist investi-gations. The JTTF is comprised ofmembers from numerous agencies,including the FBI, the U.S. MarshalsService, the Immigration andNaturalization Service, the New YorkState Police, and the U.S. SecretService. The integration of the manyagencies, each bringing its ownunique skills and investigative special-ties to the task force, makes this unitformidable in combating terrorism.
Who?What?Where?When?
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The Spirit of AmericaFrom coast to coast, thousands attended
prayer services and vigils. Across the nation,Americans lined up to donate blood. Othersraised money and collected food, blankets, andother supplies for the victims and rescue work-ers. Firefighters and medical workers frommany cities headed to New York to help.
Using a combination of imagination and hardwork, young people throughout the nation vol-unteered to help. Students in Western Springs, avillage near Chicago, Illinois, encouraged theirentire community to take part in a toys, books,and games garage sale to raise money. Studentsat a school in Cedar Rapids, Iowa, started a proj-ect called Working for America. The studentsworked by doing chores for family and neighbors
and donated money they earned to the RedCross. The South Bronx Job Corps Center puttogether canine care packages for search and res-cue dogs at the World Trade Center site.
Fair TreatmentRealizing that many people might turn their
anger against Muslims in the United States,President Bush visited the Islamic Center inWashington, D.C. There he issued a statementexplaining that Islam is a peaceful religion. Heurged all Americans to uphold the nation’s val-ues and treat Muslim Americans fairly.
President Bush created a special fund to helpthe children of Afghanistan. Many of the chil-dren in Afghanistan are orphans and do nothave enough to eat. The president asked the
582 CHAPTER 19 The Making of Modern America
Jessica Malone, who comes from a large family
of firefighters, went to New York City to help.
New York City Fire Depart-ment Chaplain Mychal Judge,
shown here in prayer, waskilled while administeringlast rites to a firefighter.
New York City firefighterTony James salutes during
a funeral service.
In the face of all this evil, we remain strong and united,“one nation under God.” —President George W. Bush
INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYCivics Some global issues, such as terrorism, unite people by creating common concerns, goals,and needs. Ask students to research various examples of how recent acts of terrorism have unitedpeople. Tell students to list possible advantages of such unification and ways in which it might leadto resolutions for problems of terrorism. Have students share their lists in a class discussion aboutwhat group measures might be taken in the future to combat or help prevent terrorism. L3ELA: Page 582: 8.8B; Page 583:
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Following the terrorist attacks on New York City andWashington, D.C., America’s NATO alliespromised to join forces to help organizean international coalition to counter terrorism. Support and pledges of cooperation were also offered fromPakistan and Saudi Arabia, two countrieswhich recognized the Taliban governmentin Afghanistan.
Anthrax If swallowed, rubbed intoscraped skin, or inhaled as a fine,aerosolized mist, anthrax organismscan cause infection in the gastroin-testinal system, the skin, or the lungs.Disease can be prevented after expo-sure to the anthrax spores by earlytreatment with the appropriateantibiotics. Anthrax is not contagiousand does not spread from person toperson.
583
children of the United States to send $1—orwhatever they could—to America’s Fund forAfghan Children.
New ThreatsConcern over the use of biological and chem-
ical weapons grew in the wake of the September11 tragedy. Letters containing deadly anthraxspores were mailed to several political leaders,news media, and American embassies in othercountries. Anthrax is an animal disease that hasexisted for tens of thousands of years. Inhalationanthrax, which is drawn in by breathing, is themost deadly form of the disease.
Law enforcement investigated to determinethe identity and the motives of the attackers.The agents did not rule out the possibility that U.S.-based terrorists were behind theattacks. International terrorists also remainedunder suspicion. More than 30countries around the world arebelieved to stock anthrax cultures.
Americans were also warned tobe on guard against possible attacksusing the highly contagious small-pox virus. President Bush said thatterrorist networks were seekingnuclear as well as chemical and bio-logical weapons to help imposetheir radical views on the world.
Protecting AmericaPresident Bush and his advisers
began planning a response to theterrorist attacks. The presidentplaced the armed forces on highalert. Fighter aircraft beganpatrolling the skies over majorcities. Security at airports wasincreased, and the FBI began a massive investigation. The presi-dent created a new federal agencycalled the Office of Homeland Secu-rity, to coordinate counter-terrorismefforts. Counter-terrorism involvesmilitary or political activitiesintended to combat terrorism. Henamed Pennsylvania governor Tom
Ridge to head the agency. ; (See pages 604–605 of the
Appendix for President Bush’s address to Congress after the attacks.)
In late October 2001, Congress passed and thepresident signed into law new measures to com-bat terrorism. The USA Patriot Act of 2001 gavefederal prosecutors and FBI agents new powersto investigate those who plot or carry out acts ofterrorism. The law expanded the power of fed-eral agents to tap telephones and track Internetusage in the hunt for terrorists. It also permitsagents to conduct secret searches of a suspect’shome or office without giving prior notice to theowner of the property.
Attorney General John Ashcroft promisedthat government agents would waste no timeputting the new tools to use in the hunt for ter-rorists. Although both houses of Congresspassed the bill overwhelmingly, some criticsexpressed concern that measures could be used
Many ironworkers from Local 40, whose members built the World Trade Center’s Twin Towers in theearly 1970s, returned to the site to volun-teer their time. Working up to 12 hoursat a time, the ironworkers cut steel withtorches and pulled away remnants anddebris with cranes, allowing rescue work-ers to search deeper into the rubble.
Homeland Security On September20, 2001, President Bush announcedthe creation of the Office of Home-land Security. The new Cabinet-levelpost grew out of a review begun inMay by Vice President Cheney toassess the federal government’s abil-ity to respond to an attack using aweapon of mass destruction. Thereview concluded that there was aneed for a comprehensive, integratedfederal response to be coordinatedfrom the highest level of government.
What?Where?When?Who?
CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYAnalyzing Information Have students work with partners to research and write a report aboutbiological warfare, focusing on anthrax. Ask them to answer the following questions in theirreports: What are the various ways of contracting anthrax? What protective measures can be takento help prevent contracting anthrax? What are possible long-term affects of using anthrax as a bio-logical weapon in warfare? How does biological warfare differ from other acts of terrorism? Havestudents share their reports with the rest of the class. L1
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not only against suspected terrorists, but peopleand organizations engaged in lawful activity. Tomake sure civil liberties were not compromisedby the new law, many of its powers will expirein late 2005, unless extended by Congress.
Building a CoalitionThe death and devastation caused by terror-
ism affected not only Americans, but also peoplearound the world. World leaders responded withstatements of sympathy and outrage. NATOmembers promised to support the United States.The government of Pakistan’s president PervezMusharraf allowed the United States to use itsairspace. Many nations, including Britain, India,Uzbekistan, Germany, Turkey, and Israelpledged to work with the United States. Most ofthese nations were battling terrorism withintheir borders and viewed united action as theonly way to stamp terrorism out. Some Muslimnations, including Saudi Arabia and Egypt,offered more limited support because theyfeared widespread protests from their people.
Secretary of State Colin Powell began build-ing an international coalition to support theUnited States. Secretary of Defense DonaldRumsfeld began to position troops, aircraft, andwarships in the Middle East. The presidentpromised that
“We will direct every resource at our com-
mand—every means of diplomacy, every tool
of intelligence, every instrument of law enforce-
ment, every financial influence, and every neces-
sary weapon of war—to the disruption and
defeat of the global terror network.”On the Trail of Terrorism
The war against terrorism first concentratedon Afghanistan where bin Laden was reportedto be in hiding. The Taliban controlled most ofAfghanistan and imposed their religious views
584 CHAPTER 19 The Making of Modern America
Americans gathered at parks, churches, and fire stationsacross the nation to express not only their grief but theirpatriotism.
EXTENDING THE CONTENTEXTENDING THE CONTENTThe Northern Alliance and the Taliban At the time of the September 11, 2001, terrorist attacks on the United States, the Northern Alliance was an Afghanistan Islamic rebel faction opposed toAfghanistan’s militant Islamic Taliban regime. The alliance was composed of Afghanistan’s minori-ties—Tajiks, Uzbeks, and other groups—while the Taliban primarily consisted of the Pashtun, thecountry’s largest ethnic group. The Taliban took control of Afghanistan’s capital, Kabul, in 1996,after which it took control of most of the country. As of September 11, 2001, the alliance had suc-cessfully resisted the Taliban’s rule, though alliance members controlled less than 10 per cent ofthe country.
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Reteaching Activity 19–4
3 ASSESSAssign Section 4 Assessment as homework or as an in-classactivity.
Have students use InteractiveTutor Self-Assessment CD-ROM.
Name Date Class
Reteaching Activity 19-4★
DIRECTIONS: Word Cross Complete the puzzle by using the clues to spell outeach term. Then write the term spelled vertically and its definition on line 10.
September 11, 2001 USS Cole TalibanWorld Trade Center fundamentalists counter-terrorismHomeland Security Osama bin Laden al-Qaeda
1. Muslim fundamentalists2. This group recruited Muslims to fight against the Soviets.3. one of the U.S. locations where terrorists deliberately crashed airplanes4. military or political activities intended to combat terrorism5. an American warship attacked by terrorists6. cabinet-level post created by President Bush7. used his wealth to support the Afghani resistance8. Muslims who support
movements calling for the overthrow of pro-Western governments in the Middle East
9. the date on which terrorists attacked the World Trade Center and the Pentagon
DIRECTIONS: Matching Match the items in Column A with the itemsin Column B. Write the correct letters in the blanks. (10 points each)
Column A
�������� 1. target of terrorism
�������� 2. biological and chemical weapon
�������� 3. terrorist organization
�������� 4. ruled Afghanistan
�������� 5. militant Muslim fundamentalist
DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the
★
Name ������������������������������������������������������� Date ������������������������� Class ���������������
ScoreChapter 19
Column B
A. al-Qaeda B. anthrax C. USS Cole
D. Osama bin Laden E. Taliban
Section Quiz 19–4
585
on the Afghan people. Taliban leaders had comeunder criticism for discriminating againstwomen and being intolerant of other religions.Since 1996, when the Taliban captured theAfghan capital, Kabul, the main oppositionforce, the Northern Alliance, had battled theTaliban but had made little headway.
Afghanistan has many different ethnicgroups. Each group has its own culture and lan-guage. The largest is the Pashtun—a group oftribes that accounts for about 40 percent ofAfghanistan’s 26 million people. Many Pashtunpeople supported the Taliban. The NorthernAlliance was mostly made up of Tajik andUzbek people, who have not traditionally gottenalong with Pashtuns very well.
President Bush demanded that the Taliban inAfghanistan turn over bin Laden and his sup-porters. After the Taliban refused, on October 7the U.S. military attacked Taliban and al-Qaedaforces. Cargo jets also dropped food, medicine,and supplies to the Afghan people.
The air strikes by U.S. warplanes allowed theNorthern Alliance to quickly take control of thecountry. After the Taliban fell from power, theUnited States and its allies worked with Afghanleaders to create an interim—or temporary—government to run the country. Nations aroundthe world pledged a total of more than four bil-lion dollars to help Afghanistan.
Meanwhile, the war against al-Qaeda contin-ued. American troops began searching themountains of Afghanistan for al-Qaeda terror-ists. Others were sent to the Philippines, Yemen,and the country of Georgia to train local soldiersto fight terrorists.
Continuing the War on TerrorismPresident Bush made it clear that while the
war on terrorism would start by targeting al-Qaeda, it would not end there. “It will not end,”the president announced, “until every terroristgroup of global reach has been found, stopped,and defeated.” He also warned that the UnitedStates would regard “any nation that continuesto harbor or support terrorism” as an enemy.
The war against terrorism, President Bushwarned Americans, would not end quickly, butit was a war the people of the United States werenow called to fight:
“Great harm has been done to us. We have
suffered great loss. And in our grief and anger
we have found our mission and our moment. . . .
We will not tire, we will not falter, and we will
not fail.”Describing What steps did Presi-
dent Bush take in response to the terrorist attacks?
4 CLOSEHave students list some of thevarious acts of terrorism men-tioned in this section. Ask themto discuss why differentresponses, solutions, or counter-terrorist measures might be nec-essary for each case of terrorism.
SOCIAL STUDIES:Page 584: 8.30C; Page 585:8.10B, 8.30C, 8.31A, 8.31D
Student Edition TEKS
Answer: President Bush placed themilitary on high alert and orderedaircraft to patrol the skies over major cities. Security at airports was increased, and Bush created a new federal agency, HomelandSecurity, to coordinate counter-terrorism efforts at home. He andmembers of his cabinet also beganto build an international coalition to combat the terrorist network.
Reading Essentials and Study Guide 19–4
Study GuideChapter 19, Section 4
For use with textbook pages 579–585
THE WAR ON TERRORISM
DRAWING FROM EXPERIENCEII
Where were you when the World Trade Center in New York City and the Pentagon inWashington, D.C., were attacked by terrorists on September 11, 2001? How did the terroristattacks make you feel? How did people around you respond to the attacks?
This section focuses on how the United States called for a worldwide coalition to fight terrorism.
KEY TERMS
terrorism Use of violence by groups against civilians to achieve a political goal (page 580)
counter-terrorism Military or political activities intended to combat terrorism (page 583)
Name Date Class
The War on TerrorismDIRECTIONS: Crossword Puzzle Complete the crossword puzzle aboutissues and events surrounding the terrorist attacks on the United States.
Kenya and Tanzania Yemen Muslims Tom Ridgeacts of terrorism George W. Bush NATO members Afghanistan
★ Enrichment Activity 19-4 ★★
2
1
Across
2. intended to make civilians fearful4. truck bombs exploded at American
embassies in these African countries
6. first head of Homeland Security 7. promised to support United States
in its war against terrorism8. believe in the religion of Islam
1. Student work should reflect correctuse of terms.
2. Terrorists backed by al-Qaedacrashed a boat loaded with explosives into the USS Cole.
3. Answers will vary, but studentsshould cite the benefits of cooperative efforts.
4. to assist the civilian population ofAfghanistan
5. Answers will vary but may include:made Americans more fearful oftraveling by airplane; madeAmericans more patriotic; madeAmericans more accepting ofdomestic security measures tocombat terrorism.
6. 52; Students should identify thefour bombings that occurred in the 1990s.
Interdisciplinary Activity Essaysshould demonstrate students’ under-standing of recent world events andhow those events could affect theirlives.
CHAPTER 19Assessment and Activities
586
Reviewing Key TermsOn a sheet of paper, use all of the following terms to writeseveral short, historically accurate paragraphs relating tothe information in the chapter. Try to use more than oneterm in a sentence.1. Holocaust 5. embargo
2. stalemate 6. federal debt
3. segregation 7. terrorism
4. civil disobedience 8. counter-terrorism
Reviewing Key Facts9. What was the purpose of the Social Security Act?
10. What happened on D-Day?
11. Why was Okinawa a strategic site during World War II?
12. What states joined the nation in 1959?
13. Describe Rosa Parks’s role in the struggle for civil rights.
14. Who was César Chávez?
15. Why did President Kennedy call for a blockade of
Cuba in 1962?
16. Who proposed the policy of Vietnamization? What was
its goal?
17. Who won the presidential election in 1976?
18. What was the purpose of Operation Desert Storm?
19. What is significant about September 11, 2001?
20. What is the office of Homeland Security?
Critical Thinking21. Drawing Conclusions Do you think the expansion of
the federal government during Franklin Roosevelt’s
presidency was necessary? Why or why not?
22. Explaining What does the term “Cold War” mean
and how did it apply to the post-World War II era?
23. Organizing Information Re-create the chart shown
here and list three steps taken during Nixon’s presi-
dency to end United States involvement in Vietnam.
24. Analyze What are the two major challenges Ameri-
cans face today? Explain why you made your choices.
The Making of Modern America
Depression and World War• A severe economic depression affects much of the world
during the 1930s.
• Aid to the Allies and the Japanese attack on Pearl Harbor
pull the United States into World War II.
• The surrender of Germany and Japan in 1945 ends the
war.
The Cold War • The desire to contain communism leads the United States
to assume an active role in world affairs.
• The cold war rivalry leads to conflict in Korea and con-
frontation in Cuba.
The Civil Rights Era• In the 1950s African Americans renew their struggle for
full equality.
• Women and minority groups begin to work for change in
their own right.
The Vietnam Era• Unable to end the war quickly, the United States finds
itself increasingly drawn into the Vietnam War.
• Illegal activities by government officials result in the
Watergate scandal and the resignation of President Nixon.
Search for Solutions• President Ronald Reagan acts quickly to limit the size of
the federal government and build the nation’s military.
• The United States and allies liberate Kuwait after Iraqi
invasion.
New Challenges• During the 1990s, the nation enjoys prosperous eco-
nomic times, but the government is shaken by scandal
and the impeachment trial of President Clinton.
• America seeks to meet the challenges of terrorism both
at home and abroad.
Steps
Reviewing Key Terms1.–8. Students’ paragraphs should
include factual information fromthe chapter, reflecting correct useof terms. SS: 8.31A
Reviewing Key Facts 9. to provide security for retired people
10. Allied forces landed in Normandy,France, and began the invasion ofEurope.
11. It provided a base for an invasion of Japan.
12. Alaska and Hawaii
13. Her refusal to leave a section of a bus reserved for white peoplestarted the Montgomery bus boycott. The Supreme Court ruledthat segregated buses were unconstitutional. SS: 8.30B
14. Hispanic American who organizedfarmworkers in the United FarmWorkers union, which calledattention to conditions of migrantworkers
15. to force the removal of Soviet missiles from the island
16. President Nixon; to expand SouthVietnam’s military role in the warwhile reducing the United States’srole
17. Jimmy Carter
18. to free Kuwait from an Iraqitakeover
19. Hijackers seized control of Americanairplanes and deliberately crashedthem into the World Trade Centertowers and the Pentagon. The waron terrorism began.
20. a new cabinet-level post to coordi-nate counter-terrorism efforts
Critical Thinking 21. Answers should reflect students’ understanding of
Roosevelt’s New Deal programs. SS: 8.30B22. It describes the rivalry between the United States and
the Soviet Union. The Soviets tried to expand; theUnited States tried to contain expansion.
23. withdrawal of United States troops; bombing of communist-controlled areas; pursuing peace negotiations with the North Vietnamese SS: 8.30C;ELA: 8.13E
24. Answers may include: equal rights, environmental concerns, economic concerns, and terrorism.
586
MJ
MindJogger VideoquizUse MindJogger Videoquiz to review the Chapter 19 content.
Available in VHS
CHAPTER 19Assessment and Activities
587
Citizenship CooperativeActivity 30. Answers will vary. Students might
point out that a prospective jurorbecomes part of a pool from whichjurors are chosen. During the selec-tion process, a person may be ques-tioned by the judge and by attorneysfor each side. Prospective jurorsshould answer each question honestly. SS: 8.20D
Economics Activity 31. Summaries should answer all
questions about the chosen career. SS: 8.30C; ELA: 8.15C
Alternative Assessment 32. Suggest that students consider the
following questions as they writetheir newspaper articles: Has theeffect on my life been positive ornegative? Why? ELA: 8.15A
HISTORY
Have students visit the Web site atto review
Chapter 19 and take the Self-CheckQuiz.
Answer: HQuestion Type: HistoryAnswer Explanation: Accordingto page 564, one of the eventsleading to the Cold War wasStalin’s refusal to allow free elec-tions in Eastern Europe. SS: 8.30B
tx.tarvol1.glencoe.com
Ask: In 1989 Virginia elected thenation’s first African American gov-ernor since Reconstruction. Whowas he? (L. Douglas Wilder)
Bonus QuestionBonus Question ??Geography and HistoryStudents’ explanations should reflect data from the mapand the electoral totals.
25. not true SS: 8.30C26. true SS: 8.30C27. not true SS: 8.30C
Practicing Skills 28. Students should use the steps described on page 571.
They should describe each step of the process andwrite why they think the decision they made is the best option. SS: 8.32A
Technology Activity 29. Lists should contain significant information about
the person chosen. SS: 8.30A
Citizenship Cooperative Activity30. Serving on a Jury With a partner, think about what hap-
pens if you receive a jury notice in the mail. Write a
description of what you would do next and what you
would expect to happen. Then note what you plan to tell
the judge about your understanding of a juror’s responsi-
bilities. Share your writing with the class.
Economics Activity31. Research for information, then summarize your findings
in a short report that answers these questions. What field
or career area interests you? What education and skills
are required to enter it? What attitudes, work habits, and
other qualities does it take to succeed on the job?
Alternative Assessment32. Portfolio Writing Activity Choose an event that you
think has had a great impact on everyday life in the
United States. Write a column for a newspaper describing
how that change has affected your life.
Self-Check QuizVisit and click on Chapter 19—
Self-Check Quizzes to prepare for the chapter test.
tx.tarvol1.glencoe.com
HISTORY
CHAPTER 19 The Making of Modern America 587
The cold war between the United States and the former Soviet Union was a rivalry between
what two forms of government?
F communism and socialism
G communism and dictatorships
H communism and democracy
J democracy and monarchy
Test-Taking Tip
When you are studying for an exam, use a dictionary
to look up important terms. Communism, dictatorship,
socialism, democracy, and monarchy are words
describing different types of government. Which choices
contain words that describe the U.S. government?
Geography and HistoryStudy the map below. Then read the statements that follow.Identify whether each statement is true or not true andexplain your answer.
25. A total of 438 electoral votes were cast.
26. Gore received more popular votes than Bush.
27. Gore received strong support from the southeastern
states.
Practicing Skills28. Problem Solving Describe a decision that you might
face today or in the near future, such as the choice to go
to college or to get a job after high school. List the steps
of the problem-solving process. Write the questions and
information you would consider at each step and what
your answers might be. Evaluate what you think would
be your best option.
Technology Activity29. Using the Internet Use the Internet to research the life
of one of the men or women discussed in Chapter 19.
Prepare a list of 10 key facts about that person. Share
