Unit 1: A Growing Nation In this unit, your student will ... · Preview: Ask your student to describe different “high-tech” items that make modern life easier. Tell your student

1/6/2015 Social Studies 5 B Course Guide

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Social Studies 5 B

In this course, the student will trace United States history from the beginning of the Jackson administration to the 21st century. Thiscourse takes both a thematic and chronological approach to U.S. history. The course emphasizes the struggles and triumphs in ournation’s history. Biographies, short stories, primary sources, and songs highlight the roles that individuals have played in the economic,social, and political growth of our nation. The course textbook is Scott Foresman’s The United States. Textbook features such as CitizenHeroes, Issues and Viewpoints, Then and Now, and Here and There help build skills of historical analysis. Multimedia resources,including Teachlet® tutorials, videos, and interactive websites, enhance and support the content. The student will learn geographicconcepts such as place, location, and human interaction with the environment. Geography skills lessons are incorporated throughoutthe course.

Objectives derived from Pearson Education programs © Pearson Education, Inc., or its affiliates. All rights reserved.

Course Directions and Tips

Textbook Reading tips Students have different needs for reading and understanding social studies content. Independent readers may rely on less guidance forreading assignments, while other readers need more structured reading and discussion activities. Please choose from the followingreading strategies that best support your student’s needs.

• You may want to have your student read specific passages of a section out loud to help build fluency.

• Auditory learners may benefit from having sections read to them.

• Remind students to pay attention to the highlighted words (vocabulary) and subheadings.

• Ask student to explain how the pictures and/or diagrams connect to the reading.

• If students have trouble putting together the big picture or main idea, review the Quick Summary of the section in the Teach andDiscuss section of the Lesson Guide.

Workbook Activities The Workbook provides review activities for students. These activities are never graded. Completed workbook activities may be used asreview guides for quizzes and unit tests.

Extension Activities There are a variety of optional extension activities. Choose the activities that best support your student’s individual needs. Reviewassignments help to build skills and comprehension. Enrichment activities provide opportunities for students who need additionalchallenges to research topics in greater depth. For additional enrichment opportunities use the Write About History section in eachChapter Review.

Activities The Learning Coach documents feature Teach and Discuss review questions for most textbook reading assignments. These questionssupport essential skills such as identifying main ideas, applying knowledge, making predictions, and analyzing information. Dependingon your student’s needs you may want to use some or all of the questions.

Portfolios Each unit requires your student to complete one portfolio assessment to demonstrate learning. Portfolio assessments highlight creativeexpression and writing skills. It is recommended that you review the requirements prior to the day it is due. Some portfolio assessmentsare completed over more than one lesson. Look for the lessons with the portfolio icons to prepare for the assessments.

Note: Due to the dynamic nature of the online learning environment, changes may occur within a course. The online version representsthe most current content for each course.

Unit 1: A Growing Nation

In this unit, your student will learn how the nineteenth century was marked as a time of change in the United States.She will learn how changes occurred in government, technology, and civil rights. She will also learn how thesouthern and western regions of the United States changed by the migration of people moving to those regions.



Objectives:Use primary sources to acquire informationIdentify the contributions of significant individuals to change and expansion in the UnitedStates in the early 1800sAnalyze information by comparing and contrasting

Lesson 1: The United States Turns Fifty

Objectives:Describe the goal of the Monroe DoctrineExplain how the United States changed politically in the 1820sDescribe the causes and effects of the Indian Removal Act of 1830


Lesson Guide (Coaching Guide):Getting Started

Introduce and Motivate

Preview To activate prior knowledge, ask your student to explain the significance of July 4. Tell yourstudent that she will learn about ways the United States continued to change and grow more than 50years after gaining its independence as she reads today's lesson.

You Are There Thomas Jefferson and John Adams fought hard to help create a nation. Have yourstudent describe the pride these men and other Americans might have felt as they celebrated the 50thbirthday of the United States.

InstructionYou may want to watch the Discovery Education™ streaming movie about the Indian Removal Act withyour student.

Discuss the following questions:

1.What was the Indian Removal Act? an Act of Congress that forced five Indian tribes in the Southeast togive up their land and move to Oklahoma

2.How did the Cherokee react to the Indian Removal Act? The Cherokee appealed the Act to theSupreme Court.

3.What was the "Trail of Tears"?the forced march of the Cherokee over 1200 miles to Oklahoma; It iscalled the Trail of Tears because 4,000 Cherokee died on the journey of starvation and disease.

ActivityYour student will read pp. 402–406 of the textbook. You may wish to use all or some of the followingTeach and Discuss section to guide her reading.

The Monroe DoctrineQuick Summary: President James Monroe created the Monroe Doctrine in an effort to stop Europeannations from trying to control lands in the Western Hemisphere.

Review: How would you contrast the "Era of Good Feelings" with the period that came before it?Before an “Era of Good Feelings,” there were disagreements about national issues; during this time,disagreements about national issues grew quiet.

“The People’s President”Quick Summary: Unlike the first six presidents, Andrew Jackson came from a poor family. In theelection of 1828, he won a huge victory and was hailed as “the People’s President.”

Review: How would you contrast the backgrounds of John Quincy Adams and Andrew Jackson?



John Quincy Adams was the highly educated and wealthy son of a former president. Andrew Jackson wasthe son of poor pioneers and he taught himself law.

Indian RemovalQuick Summary: In 1830, President Jackson urged Congress to pass the Indian Removal Act, whichforced many Native Americans to move west of the Mississippi River.

Review: Contrast the views of John Marshall and Andrew Jackson on the rights of the Cherokee.John Marshall: Cherokee could not be forced to leave their land; President Jackson: They could and shouldbe forced to leave.

The Trail of Tears Quick Summary: The Cherokee’s 800-mile trip was so devastating that many did not survive.

Review: Compare the way the Cherokee people lived before the Trail of Tears with theirexperiences during the journey. Before: The Cherokee lived much like settlers; During: They lived asprisoners with no homes and few belongings.

Have your student complete p. 94, The United States Turns Fifty, in the workbook.

ReviewReview the answers to the workbook activity with your student. Please refer to the Answer Key providedin this Course Guide.

Extension

Use the online flash cards to review the glossary terms and definitions with your student. You maychoose to review the glossary terms and definitions associated with the following:

this lessonthis lesson and all prior lessons in this unitthis unitthe entire course

AssessmentYour student will be required to gather several resources to complete the Unit 6 Portfolio. You will wantto Access the Portfolio assessment early and help your student to plan how she will complete theassessment.

Lesson 2: A New Kind of Revolution (twoday lesson)

Objectives:Explain how the Industrial Revolution changed the way goods were madeDescribe how new inventions led to increased production of both manufacturedand farm goodsIdentify ways in which transportation changed in the United States in the earlyand middle 1800s




Preview: Ask your student to describe different “high-tech” items that make modern life easier.Tell your student she will learn more about inventions from the early 1800s as she reads Lesson 2.

You Are There: The “millgirls” worked long hours in crowded conditions for very little money. Ask yourstudent what she thinks it would be like to live in a small room with seven other people—many of themthe same people with whom you work all day.



InstructionYou may want to view the Discovery Education™ streaming movie with your student. Allow him toreplay any part of the movie that he would like to review.

Discuss the following questions.

How did the Industrial Revolution affect farms? Many people left their farms to work in the newfactories.

Where were many new factories located? Why? along rivers; because the water powered the machineswith water wheels


The Industrial Revolution Quick Summary: In the early 1800s, mills were built in the United States that allowed goods to bemanufactured quickly and cheaply.

Review: Explain why mill owners chose to build their factories near farms. The mills needed manyworkers at low wages. Young people who lived on farms were a source of such workers.

Inventions Change Factories and FarmsQuick Summary: Machines were invented that allowed factories to produce more goods, farmers togrow more food, and plantations to harvest more cotton.

Review: Compare and constrast the cleaning of cotton before and after the invention of the cottongin. Before the invention of the cotton gin one worker could clean only about one pound of cotton a day.The machine could clean 50 times as much cotton a day as could be done by hand.

Moving Goods and People Quick Summary: Improved transportation enabled goods and people to be moved more easily.

Review: How did Americans change their environment in order to improve transportation? Newroads and canals were built.

Early RailroadsQuick Summary: With the development of the steam locomotive in 1830, the railroads soon becamethe cheapest and easiest way to travel in the United States.

Review: What effects did changes in transportation have on travel? The changes made travel fasterand cheaper.

Have your student complete p. 95, A New Kind of Revolution, in the workbook.


Extension





Lesson 3: Chart and Graph Skills

Objectives:Interpret and explain information from a crosssection diagram




What is a cross-section diagram? Ask your student how a cross-section diagram might be used byhistorians in the future to study inventions from earlier times. Then have her read the What? section oftext on p. 414 to help set the purpose of the lesson.

Why use cross-section diagrams? Have students read the Why? section of text on p. 414. Ask themwhat a cross-section diagram of a computer might look like.

InstructionYou may want to watch the Discovery Education™ streaming movie about diagrams with your student.


1. What is another word for a diagram? an illustration2. Crosssection diagrams let you understand which part of theobject? the inside

3. What are three objects that you would like to see a crossdiagram of in order to better understand the object? Answerswill vary but should be an object where understanding the inside ofthe object helps you understand the object itself.

ActivityYour student will read pp. 414–415 in the textbook. Then she will complete the Think and Applyquestions on p. 415. You may wish to use the following Teach and Discuss questions to guide herreading.

Teach and Discuss

1. How does the water level change in a lock? Water is added to or removed from the lock.

2. How does a boat move to a lower water level? Water is removed from the lock.

3. What is another example in which a cross-section diagram might be used? Possible answer:Instructions for assembling something, like furniture, a bicycle, or a toy

ReviewNow review the answers to the Think and Apply questions with your student.

Think and Apply Answers1. A canal lock keeps a boat in an area where the water level can be changed. 2. They keep the water and the boat in the lock until the water is changed to the correct level.3. Water would have to be added to the lock to raise the water level so the boat could move on.

ExtensionUse the online flash cards to review the glossary terms and definitions with your student. You maychoose to review the glossary terms and definitions associated with the following:

this lessonthis lesson and all prior lessons in this unit



this unitthe entire course

Lesson 4: The Struggle for Reform (twoday lesson)

Objectives:Describe the historical movements that influenced the development of theUnited StatesIdentify and analyze groups in the United States that have influenced patternsof national behaviorDescribe characteristics of groups that influenced the early development of theUnited StatesExplain how groups, such as unions and political parties, have influenced thedevelopment of the United States




Preview Ask your student to name some of the rights that the founders of the United States felt wereimportant. Tell your student that she will learn about some groups in this country whose rights hadbeen denied.

InstructionHave your student listen to the read-aloud selection. Prompt your student to respond to the questionsbelow the audio link.

Now watch the BrainPOP® movie with your student. Answer anyquestions she may have. Allow your student to replay any part of themovie that may need additional review. You may want her to take theonline quiz.


Teach and Discuss

The Second Great AwakeningQuick Summary In the early 1800s, people attended religious gatherings to spread the idea that thecountry needed to consider reforms dealing with ideas such as how people behaved and how theytreated others.

Review: How did the Second Great Awakening lead to the temperance movement? In addition toother things, the Second Great Awakening focused on religion and correcting the bad behavior of somepeople, which included drinking too much alcohol.

Fighting Against SlaveryQuick Summary Reformers in the 1830s formed a movement to abolish, or eliminate, slavery.

Review: How did abolitionists raise support for their movement? They formed anti-slavery groups,printed newspapers, and found speakers for speaking trips who had experienced slavery firsthand.

Women's RightsQuick Summary Reformers in the mid-1800s took a stand for women's rights.

Review: How would you summarize the rights women lacked in the 1800s? They lacked the right toown property when married, to equal education, and to vote.



The Spirit of ReformQuick Summary Reformers focused on several social conditions that needed changing.

Review: What conclusions do you think readers of Dorothea Dix's reports drew from them? Possibleanswer: Public institutions must end cruel treatment of patients.

Have your student complete p. 97, The Struggle for Reforms, in the workbook.

ReviewReview your answers to the workbook activity with your student.

Extension



Lesson 5: Settling the South and Texas

Objectives:Explain what brought settlers into the new southern frontierExplain how the United States gained land from MexicoEvaluate the reasons why United States settlers in Texas wanted independencefrom MexicoAnalyze the viewpoints of people in the United States who opposed annexationof Texas and who supported itRelate the events that led to a United States victory in the Mexican War




Preview To activate prior knowledge, ask your student to recall how the United States was changed bythe Louisiana Purchase (Chapter 11, Lesson 2). Tell your student that she will learn what happenedwhen settlers from the United States moved into other areas added to the United States.

InstructionYou may want to watch the Discovery Education™ streaming movie about the end of the TexasRevolution with your student.


1. How did the losses at the Alamo and Goliad affect the spiritof the Texans and the Americans who supported them?Theywere more determined to win.

2. What mistake did Santa Anna make?He separated himself fromthe main force to go after the Texas government, which allowedHouston and his army to defeat and capture him in battle.

3. What event followed the Texan victory at San Jacinto? SantaAnna was forced to sign a treaty recognizing Texas's independence.




Teach and Discuss

Moving SouthQuick Summary Settlers began to move in greater numbers into southern areas acquired by the UnitedStates or sparsely settled before the 1800s. The defeat of Native Americans, as well as the attraction ofrich soil and a warm climate resulted in enough settlers to create several new states.

Review: What brought settlers into the southern frontier? Gaining control of the areas, first fromforeign powers and then from Native Americans, gave people the chance to settle the new frontier. Themain attraction, especially in Alabama and Mississippi, was the rich soil and warm climate that wereperfect for growing cotton.

From Republic to StateQuick Summary After Texans won independence from Mexico, the Republic of Texas was annexed bythe United States, increasing tensions between the United States and Mexico.

Review: Why were people in the United States divided on the issue of Texas becoming a state?Possible answer: Some people believed that annexing Texas would expand slavery and might lead to warwith Mexico. Others believed in manifest destiny, that the United States should expand westward to thePacific Ocean.

War with MexicoQuick Summary The United States declared war on Mexico when Mexican troops crossed the RioGrande River. A month later, California declared its independence and joined the effort to drive theMexican army south.

Review: Why were some people opposed to the war with Mexico? Some believed the war was anexcuse to gain more land from Mexico.

New BordersQuick Summary As a result of the lands acquired in the Mexican War and through the GadsdenPurchase, the United States achieved its goal of expanding to the Pacific Ocean.

Review: How did the United States benefit from the Mexican War? The United States gained most ofMexico's northern territory, which would later be divided among seven states.

Mexican AmericansQuick Summary Many Mexican Americans stayed in Texas after the war. They shared their expertiseand their culture with settlers.

Review: How did Mexican Americans contribute to the United States culture? Mexican Americansshowed new settlers how to irrigate soil and raise cattle in the open-range system, and they contributed tothe language.

Have your student complete p. 101, Settling the South and Texas, in the workbook.

ReviewReview the answers to the workbook activity with your student.

Extension



Lesson 6: Trails to the West



Objectives:Analyze the different reasons people moved westDescribe life on the Oregon TrailIdentify the main trails leading westExplain the events that led to Mormons moving west




Preview Ask your student to share feelings about her experiences with moving or traveling longdistances. Tell your student that in Lesson 2 she will learn about the experiences of people who traveledwest between 1840 and 1860.



Who came to California during the gold rush? doctors, lawyers, farmers, sailors, and preachers

How did the forty-niners get to California? by ship; by land on one of the overland trails

Did all prospectors gain their fortune? Why or why not? No. Most forty-niners did not get rich becauseof the hard work, difficult living conditions, and high cost of living. There were a few successful forty-ninerswho did gain wealth from gold.

ExtensionHave your student write a letter to a pioneer child who is traveling along the Oregon Trail, being sure tomention how modern life is different from his.


Teach and Discuss

"Oregon Fever"Quick Summary Thousands of people traveled west in the mid-1800s to start new lives in the OregonCountry.

Review: What kinds of difficulties did people on wagon trains face on the Oregon Trail? Badweather, sickness, and accidents; hard work to pack and unpack camp, take care of the horses and oxen,find food and water, and make campfires

The Mormon TrailQuick Summary The Mormons headed west so they could live and worship without criticism.

Review: What events led to the founding of Salt Lake City? Smith killed by an anti-Mormon crowd;Young led Mormons west; Salt Lake City founded

Have your student complete p. 102, Trails to the West, in the workbook.


Extension


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Lesson 7: The Golden State (threeday lesson)

Objectives:Identify the effects of the California gold rush on the population anddevelopment of CaliforniaIdentify routes used by people to travel to CaliforniaDescribe the successes, failures, and hardships of California's gold minersDescribe how the gold rush increased the size and diversity of the Californiapopulation




Preview Ask your student to discuss the effects of a major change in her community or a nearbycommunity, such as the building of a tourist attraction, factory, or large housing development. Tell herthat she will read to find out how the discovery of gold changed California in the mid-1800s.



Describe the general store in Bodie. many shelves of food and supplies (such as coffee and lanterns)

Would you like to live in Bodie? Why or why not? Answers will vary.


Teach and Discuss

The California Gold RushQuick Summary People flocked to California after James Marshall found gold there in 1848.

Review: What caused the population of San Francisco to grow rapidly from 1848 to 1850? SanFrancisco became the main port for people joining the California gold rush.

Mining for GoldQuick Summary Most forty-niners did not find the riches they had hoped for. Some left discouraged,but many stayed and set up profitable businesses.

Review: Compare prices in California during the gold rush to those in New York. What accounts forthe difference? Supplies were limited and demand for goods was greater in California than in New York,so prices were higher in California.

A Fast-Growing StateQuick Summary The population of California increased greatly as a result of the gold rush.

Review: Give details to support the main idea that California had a fast-growing population. The



population grew from about 15,000 in 1845 to about 93,000 in 1850.

Have your student complete p. 103, The Golden State, in the workbook.


Extension



AssessmentThis is a portfolio item. When your student is finished, please help him submit the assessment to yourstudent’s teacher by following the steps below:

1. Click on the link in the Drop Box section.2. Select the Delivery Method your student will use to submit the

portfolio item.Online: Click the Browse button to select and submit the appropriatefile(s). You may scan your student’s handwritten assessment to create anelectronic version of the assessment.

Offline: Mail the portfolio item to your student’s teacher. This item willappear on your student’s assessments to be submitted list until theteacher has recorded a grade in the Grade Book.

Lesson 8: Thinking Skills

Objectives:Evaluate the statements in written advertisementsIdentify facts, opinions, and exaggerations in written advertisements




What are evaluations of advertisements? Ask your student whether she has ever seen anadvertisement for a product, such as a toy, and then been surprised when she saw the actual product.Then have your student read the What? section of text on p. 446.

Why evaluate advertisements? Have your student read the Why? section of text on p. 447. Ask her todescribe ads that stick in her mind and express an opinion about whether these ads are accurate orexaggerated.

InstructionYou may want to watch the Discovery Education™ streaming movie about commercials with yourstudent.

After your student watches the movie, have her complete the suggested activity at the end of the video.(Make up your own commercial about your favorite food or clothing item.) Have her share hercommercial with you when it is complete.

Activity



You may want to use all or some of the following Teach and Discuss section to guide her reading.

Teach and DiscussHow is this skill used? Examine the ad on p.446 with your student.

Point out that both the pictures and words work together in ads tosend messages and create moods. Ask your student which words or lines in the ad get her attentionfirst and why. (Possible response: California Line for San Franciscoand David Crockett because the letters in these words are verylarge.) Have your student read the How? section of the text on p. 447.

1. How is the use of David Crockett in this ad similar to some of today’s ads? Possible answer:Crockett was a hero to people of the time. His association with the company is similar to having sportsheroes of today advertise athletic shoes or other products.

2. What mood did the artist who drew the ad create? Why do you think that mood was chosen? Themood is adventurous because the purpose of the ad was to make people want to experience the adventureof going west.

3. Which part of the ad indicates that the ad was probably used only one time? Explain why. “Isnow rapidly loading at Pier 15, E. R. foot Wall St.” and “over any other vessel now loading”; the word nowand the specific location mean the ad might not be used again.

4. Why do you think the ad mentions the ventilation system and the number of decks? Possibleanswers: to highlight important features of the ship; to help people compare the David Crockett toanother ship

Your student will complete the Think and Apply questions.

ReviewReview the answers to the Think and Apply questions with your student.

Think and Apply Answers1. The advertisement is selling passage to San Francisco on the ship David Crockett. It might interestpeople who want to make the voyage.2. The ship loads at Pier 15 at the foot of Wall Street; it makes the passage to San Francisco in 115 days;it carries cargo; it has three decks; and it insures the cargo.3. It shows David Crockett riding on the backs of two crocodiles and controlling them with reins.



AssessmentHelp your student find an advertisement in the newspaper or a magazine. Then discuss the followingquestions with your student:

1. What is the advertisement selling?2. Who is the intended audience for the advertisement?3. What facts are included?4. Which parts of the advertisement are not likely to be true?



Lesson 9: Unit Review

Objectives:Identify the accomplishments of notable individuals, such as Juan Seguin




Preview To activate prior knowledge, ask your student what she knows about Juan Seguín. Tell yourstudent that she will learn more about Seguín’s courage at the Alamo.

Ask your student why it is useful to read a biography of a historical figure. (It explains the sacrifices theperson made and the ideals in which he or she believed. It also provides models of admirable qualities,such as courage.)

ActivityEach unit ends with a review section. The Unit 6 Review will give your student practice answeringquestions. Have her answer the questions on p. 452 and the People and Terms questions on p. 453 ofthe textbook.

If your student needs extra practice on vocabulary terms from the unit, help her print out the Unit 6Vocabulary Cards. They may be used as flashcards or for a matching game. Print the pages back to backif you wish to create flashcards for review. Print one side per page if you wish to create cards for amatching game.

ReviewNow review the answers to the Unit Review with your student. You may also wish to review Chapter 12and 13 workbook activities.

Main Ideas and Vocabulary Answers1. b2. c3. b4. a

People and Terms Answers1. d2. f3. e4. c5. a6. b



Lesson 10: Unit Test

Lesson Guide (Coaching Guide):Assessment

Today your student will complete the A Growing Nation test.

Unit 2: War Divides the Nation



In this unit, your student will examine the differences between the Northern and Southern states. He will study howthese differences created tension and conflict between the two regions of the country. He will learn how suchtension led to the succession of many Southern states. Your student will also understand how constant, ongoingtension escalated to the U.S. Civil War.

Objectives:Use primary sources to acquire informationIdentify the contributions of significant individuals during the time leading up to andincluding the U.S. Civil WarAnalyze information by using supporting details to determine the main idea

Lesson 1: North and South Grow Apart (twoday lesson)

Objectives:Describe the differences between the economies and populations of the Northand SouthIdentify the role that slavery played in the South in the mid1800sExplain how and why views about slavery differed in the North and South




Preview Ask your student to list reasons why the two regions might grow apart. Ask your student torecall what life in the United States was like in the 1800s. Tell him that, in Lesson 1, he will learn moreabout the differences between these two regions.

You Are There The economy of the Southern United States depended upon cotton, while the NorthernUnited States relied more on industry than on agriculture. Have your student predict what effect thedifferences between the two regions might have on the country as a whole.

InstructionNow watch the Discovery Education™ streaming movie about the differences between the North andthe South with your student. Answer any questions he may have. Allow your student to replay any partof the movie that may need additional review.

Discuss the following questions with your student. 1. Where were most of the factories located? in the North's cities2. What effect did the Industrial Revolution have on the population of the North? The populationgrew.3. What were some of the things the North controlled? railroads, canals, banks4. How was the South different from the North? Most of the people in the South farmed. They raisedcrops such as cotton and sold them to the North and Europe.

Now watch the Discovery Education™ streaming movie about the issue of slavery with your student.Answer any questions he may have. Allow your student to replay any part of the movie that may needadditional review.

Discuss the following questions with your student.

1.What are slaves? Slaves are people who are owned by someone and forced to work for no money.2.How did slavery help the slave owners? Many slave owners became rich because they didn't have topay their workers.3.What did many people in the North believe about slavery? Many people in the North thoughtslavery was wrong and should either not spread to new states or should be abolished completely.

Activity



Your student will read pp. 464–467 in today's lesson. You may wish to use all or some of the followingTeach and Discuss review questions to guide his reading.

Teach and Discuss

North and South Grow ApartQuick Summary The rural way of life in the South and the industrial way of life in the North led tosectionalism, or intense loyalty to one part of the country.

Review: Explain how differences between the North and South led to conflict between them. Theway of life in the South was rural, while that of the North was more urban. The North wanted higher tariffs,while the South wanted lower tariffs.

Slavery in the SouthQuick Summary Slavery was profitable to the agricultural South, while the practice was outlawed inmost Northern states. African Americans suffered from discrimination in all parts of the United States.

Review: Identify the main reason why the South wanted to keep slavery. The goods an enslavedperson produced brought in at least twice as much money as the cost of owning a slave.

Review: Identify one argument that supported the idea that slavery should be abolished. It iswrong for one human being to own another.


Extension




Objectives:Identify facts and opinions in writingConsider the experiences of an individual writer and how those experiencesmay have shaped the writer's ideasDescribe a writer's point of view




What is point of view? Read aloud a recent editorial that expresses an opinion. Ask your student if hecan tell how the writer felt about the topic. After discussion, have your student read the What? sectionof text on p. 468 to help set the purpose of the lesson.

Why think about point of view? Have your student read the Why? section of text on p. 468. Ask himwhat details he would use to support an editorial with the point of view that recess should be longer(e.g., need for exercise; a break helps people work better).



InstructionNow watch the Discovery EducationTM streaming movie about point of view with your student. Answerany questions he may have. Allow your student to replay any part of the movie that may needadditional review.


1. What is point of view? 2. Why is it important to pay attention to point of view when reading?

Have your student complete the suggested assignment at the end of the movie.

ActivityYour student will read pp. 468–469 in today's lesson. You may wish to use all or some of the followingTeach and Discuss questions to guide his reading.

Teach and Discuss

Recognize Point of View

How is this skill used? Examine with your student the sections on p. 469.

Point out that the two selections have very different points of view. Ask students to summarize the point of view of each of theselections. Help students identify words that indicate point of view. Have students read the How? section of text on p. 468.

ReviewThink and Apply Answers

1. the condition of the life of a slave 2. Fitzhugh says slaves work only nine hours a day and that children and old and sick people are takencare of; Kemble says slaves suffer from handcuffs, lashes, separation of families, hard labor, anddespair. 3. Fitzhugh’s point of view is that a slave’s life is an easy life, and a slave is better off than a free worker.Kemble’s point of view is that slaves are treated harshly and cruelly. 4. Fitzhugh was from an old Southern family that had probably owned slaves; after seeing themistreatment of enslaved people, Kemble became an opponent of slavery.

ExtensionUse the online flash cards to review the glossary terms and definitions with your student. You maychoose to review the glossary terms and definitions associated with the following: • this lesson • this lesson and all prior lessons in this unit • this unit • the entire course

AssessmentDiscuss the following question with your student. How can you recognize a writer's point of view?

Lesson 3: Resisting Slavery

Objectives:Identify ways African Americans resisted slaveryDescribe rebellions of African Americans against slaveryExplain how the Underground Railroad was used to free enslaved peopleDescribe the lives of free African Americans in the North and South






Preview To activate prior knowledge, ask your student what it means to resist (refuse to give in or goalong). Tell your student that, in Lesson 2, he will learn more about how enslaved African Americansresisted slavery.

You Are There Your student may recognize Patrick Henry’s words “liberty or . . . death.” Ask yourstudent what meaning those words might have had for enslaved people and how those people mayhave tried to gain liberty.

InstructionYou may want to view the Discovery Education™ streaming movie with your student. Allow her toreplay any part of the movie that she would like to review.


Briefly describe Harriet Tubman's life. Born into slavery in Maryland, Tubman worked as a maid, nurse,cook, and woodcutter; she later escaped to Philadelphia, before helping other slaves escape on theUnderground Railroad.

Why was Harriet Tubman an important figure in U.S. history? She helped her relatives and manyother slaves escape to their freedom in the North. She showed courage and strength in the face of greatdanger.

Now have your student read and answer the questions on p. 475 in the textbook.


Teach and Discuss

African Americans Resist Slavery Quick Summary In order to gain their freedom, slaves resisted by refusing to obey, holding back intheir work, or secretly breaking laws.

Review: Describe some ways enslaved African Americans resisted slavery. Refused to obey owners,worked more slowly, pretended to be sick, broke tools, and learned to read and write

Slave RebellionsQuick Summary Slave owners tried to prevent rebellions, but rebellions, such as the one led by NatTurner, did occur.

Review: Contrast the Nat Turner and Amistad rebellions. The Nat Turner rebellion was stopped andthe rebels were executed. The Amistad rebellion was successful and led to the freeing of the captives.

Underground Railroad Quick Summary An organized, secret system, the Underground Railroad, helped enslaved peoplefrom the South escape to freedom in the North or Canada.

Review: Write a brief summary of the way the Underground Railroad helped people escapeslavery. Guides, called “conductors,” led escaped slaves from one hiding place, or “station,” to another,until the enslaved people reached freedom in the North or in Canada.

Free African Americans Quick Summary By 1860 only one out of nine African Americans in the United States was free.

Review: Why did free African Americans have much to fear about keeping their freedom? Without acertificate of freedom, they could be sent back into slavery. Escaped slaves in the North could be



kidnapped and returned to slavery in the South.


Extension



Lesson 4: The Struggle Over Slavery

Objectives:Describe the causes and effects of the Missouri Compromise and theCompromise of 1850Explain the causes of violence in Kansas in 1854Draw conclusions about how Dred Scott and John Brown affected the splitbetween the North and SouthCompare the views on slavery of Abraham Lincoln and Stephen Douglas




Preview To activate prior knowledge, have your student summarize the conflicts over slavery. Tellyour student that he will find out more about the issue of slavery in Lesson 3.

You Are There Remind your student that, in 1850, the United States was still acquiring territory andadmitting new states. Ask him to predict how adding new states might cause problems.

InstructionNow watch the Teachlet® tutorial with your student. Answer any questions he may have. Allow yourstudent to replay any part of the movie that may need additional review.

ActivityYour student will read pp. 476–482 in today's lesson. You may wish to use all or some of the followingTeach and Discuss review questions to guide his reading.

Teach and Discuss

Missouri Compromise Quick Summary Henry Clay’s Missouri Compromise kept the balance between free and slave states.

Review: How did the Missouri Compromise affect the way future states would be admitted to theUnited States? The Missouri Compromise established a line of latitude north of which (with the exceptionof Missouri) slavery would not be allowed and south of which slavery would be allowed.

The Compromise of 1850 Quick Summary The Compromise of 1850 admitted California as a free state while enacting theFugitive Slave Law.



Review: What were the main proposals of the Compromise of 1850? California would be admitted asa free state if a Fugitive Slave Law was passed. Slavery would be allowed in the territories acquired fromMexico if people in those territories voted for slavery.

“Bleeding Kansas” Quick Summary Although the Kansas-Nebraska Act was created to solve the problem of whetherslavery would be allowed in the two territories, it prompted violent disputes.

Review: In what way did the Kansas-Nebraska Act change a part of the Missouri Compromise? TheMissouri Compromise declared that states and territories north of a certain line of latitude should be free.The Kansas-Nebraska Act left the decision to the people of the two territories, even though they were northof this latitude.

A Divided Country Quick Summary Events such as the publication of Uncle Tom’s Cabin and the Dred Scott decisionheightened emotions about the issue of slavery and further divided the United States.

Review: Contrast the goals of Dred Scott and John Brown. Dred Scott sought to gain his freedom fromslavery peacefully. John Brown sought to abolish slavery violently.

A New Political Party Quick Summary The Whig Party disbanded and the Republican Party was born. The Lincoln-Douglasdebates set the stage for Abraham Lincoln’s presidential candidacy.

Review: Summarize the views on slavery held by Lincoln and Douglas. Lincoln believed that slaverywas wrong. Douglas believed that each state should decide whether or not to allow slavery.

Lincoln Is Elected President Quick Summary Southerners feared that President Lincoln would try to end slavery and refuse to letthe South have a voice in the government.

Review: Why do you think Lincoln said, "We must not be enemies" after he became president?Lincoln feared that the United States might split up if the North and South became enemies. If possible,read the Read Aloud passage on p. 455h to your student again.


Extension



Lesson 5: The First Shots Are Fired (twoday lesson)

Objectives:Describe the reasons why Southern states seceded from the UnionIdentify the immediate cause of the start of the Civil War



Describe the goals the North and South hoped to achieve by fighting the CivilWar




Preview To activate prior knowledge, review the tensions that had arisen between the North andSouth. Tell your student that, in Lesson 4, he will learn about what happened when attempts to reach apeaceful solution failed.

You Are There The bombing of Fort Sumter by Confederate forces rallied the North. Ask your studentwhat he thinks will happen now that the first shots have been fired.

InstructionYou may want to view the BrainPOP® movie with your student. Allow her to replay any part of the moviethat she would like to review.


Explain the idea of states' rights. Each state can make its own laws.

What was the Missouri Compromise? It stated that every time a slave state joined the Union, a free statealso had to be admitted.

What did the Dred Scott case state? It stated that slaves were the property of their owners. Slaveowners could keep their slaves even if they moved to a free state. African Americans were not U.S. citizens.


Teach and Discuss

Southern States Secede Quick Summary Shortly after Abraham Lincoln’s election, seven Southern states seceded from theUnion to form the Confederacy. Jefferson Davis became the President of the Confederate States ofAmerica.

Review: Summarize the events that occurred as the Confederacy was formed. Abraham Lincoln waselected president. South Carolina seceded from the United States, followed by six other states. TheConfederate States of America was formed. A Confederate Constitution was adopted and Jefferson Daviswas elected President of the Confederacy.

The War Begins Quick Summary Confederate forces fired the first shots of the Civil War when they bombed FortSumter in the harbor of Charleston, South Carolina. Abraham Lincoln responded by asking Union statesto supply soldiers to put down the rebellion.

Review: What were the main differences between the reasons the North and South fought the CivilWar? Northerners fought the war to keep the Union together and to end slavery. Southerners fought thewar to preserve states’ rights and slavery and to defend their homeland and way of life.


Extension





Lesson 6: The Early Stages of the War

Objectives:Identify the resources of the North and SouthCompare the strategies of the North and South in the Civil WarDescribe early battles in the Civil WarExplain how new military technology affected the way the war was fought




Preview To activate prior knowledge, ask your student what he remembers about the causes of theCivil War. Tell your student that he will learn about early battles in the Civil War in Lesson 6.

You Are There Soldiers in the Civil War often found themselves fighting against family members. Haveyour student discuss his opinions about members of the same family joining armies on different sides.

Key WordsAnaconda PlanBattle of AntietamblockadeFirst Battle of Bull Run

InstructionNow watch the Discovery Education™ streaming movie about Union and Confederate resources withyour student. Answer any questions he may have. Allow your student to replay any part of the moviethat may need additional review.


1. Who had more people? the Union2. What advantage did the Union Army have? Because the Union was already a country, they alreadyhad a formed and trained army.3. Who had more manufacturing companies? the Union4. Who had more railroads? Why was this an advantage? the Union; railroads allowed the army totransport supplies easily.5. If you were to make a prediction, based only on this information, who do you think would winthe war? Why? Possible Answer: the Union, because it had more resources than the South


Teach and Discuss

Advantages and Disadvantages Quick Summary The North had better access to supplies and transportation. The South felt itssoldiers were better prepared to fight.

Review: Why did each side believe that it would win the war? South: More rural way of life wouldprepare them for war; had more Mexican War veterans; they were fighting for their homeland; North: Moreresources, including railroads, canals, roads, and money



Strategies Quick Summary The North and South planned different strategies in hopes of quickly ending the war.

Review: How did Winfield Scott's Anaconda Plan attempt to weaken the Southern states? Firstthere would be a blockade of Southern ports to prevent supplies from reaching the Confederate states.Then the Union would gain control of the Mississippi River, cutting the Confederacy in half. Then the Unionwould invade the Confederacy from the east and west.

Early Battles Quick Summary The Confederacy won the First Battle of Bull Run but lost the Battle of Antietam.

Review: What effect did winning the Battle of Antietam have on the Union? After the Battle ofAntietam, the Union did not have to worry about Britain supporting the Confederacy.

Technology and War Quick Summary The soldiers of the Civil War used new technologies to fight.

Review: What were the advantages and disadvantages of new technology in the Civil War?Advantages: Soldiers could shoot farther and more accurately; Disadvantages: More casualties


Extension



Lesson 7: Life During the War (threeday lesson)

Objectives:Compare and contrast life for Northern and Southern soldiersAnalyze the effect of the Emancipation Proclamation on African AmericansDescribe the contributions of African American soldiers to the Union war effortIdentify the different ways women contributed to the war effort in the Northand South




Preview Ask your student to share any personal knowledge he may have about life in the armedforces. Tell your student that in Lesson 7 he will learn about life in the armed forces during the Civil War.

You Are There Both soldiers and civilians are affected by war, no matter which side they are on. Haveyour student discuss whether or not he believes being victorious in battle makes the war experienceany easier.



Key Words

draftEmancipation Proclamation

InstructionNow watch the Discovery Education™ streaming movie "She Ranks Me" with your student. Answer anyquestions he may have. Allow your student to replay any part of the movie that may need additionalreview.


1. What are some ways that women helped with the wareffort? Possible answers include: knitting, nursing sick andwounded soldiers, wrapping bandages, and sending food tosoliders.

2. How were the experiences of Southern women differentfrom Northern women? Southern women had fewer supplies towork with. They tended to work in smaller organizations instead ofthe large organizations the Northern women had. Southern womenwere also criticized for doing "unwomenly" work.

3. Ordinarily the expression "She Ranks Me" would be used todescribe someone who has at least as much power as thespeaker, and possibly more. However, Mother Bickerdykeactually had less power than General Sherman. GeneralSherman said "She Ranks Me" to show respect to MotherBickerdyke. Why was General Sherman so impressed withMother Bickerdyke? She traveled with the Union army for fouryears and 19 battles. She assisted with amputations, and foundfood for the soliders.


Teach and Discuss

Life for Soldiers Quick Summary Both the Union and Confederate soldiers suffered on and off the field.

Review: What were some of the challenges faced by Civil War soldiers? Soldiers had to deal with thethreat of death or injury, difficult marches, lack of water and poor food, little protection from the elements,and shortages in supplies.

The Emancipation Proclamation Quick Summary The Emancipation Proclamation freed slaves in the Confederate states at war withthe Union.

Review: What was a result of the Emancipation Proclamation? The Emancipation Proclamation saidthat slaves in Confederate states not controlled by the Union were free, and it encouraged many AfricanAmericans to fight for the Union cause.

African Americans in the War Quick Summary The role of African Americans in the Civil War changed as they proved their ability andwillingness to fight for their country and their freedom.



Review: What conclusion can you draw about why African American troops fought in the Civil War?Many African Americans felt loyalty to the Union and wanted to fight for its cause. Some may have wantedto prove their abilities on the battlefield.

Women and the War Quick Summary Women contributed to the war effort by working on farms, in offices, schools, andhospitals, by spying, and by caring for soldiers on the battlefield.

Review: How did women help the war effort? Possible answers: Women ran farms and businesses, andbecame teachers, office workers, spies, soldiers, and nurses. They also sewed clothing for the soldiers andsent them any food they could spare.

The War Goes On Quick Summary Both the North and South were tired of the ravages of war and wanted it to end.

Review: Compare how people in the North and the South felt about the war after the first twoyears. In both places, they were tired of it.


Extension



AssessmentThis is a portfolio item. When your student is finished, please help her submit the assessment to yourstudent’s teacher by following the steps below:




Lesson 8: How the North Won

Objectives:Describe the events of the Battle of GettysburgAnalyze President Lincoln's Civil War goals as expressed in the GettysburgAddressIdentify the location and results of the major battles of the Civil WarExplain the reasons for the use of total war and its consequences






Preview Ask your student to recall how the North and South were affected by the Civil War. Tell yourstudent he will learn about how the Civil War finally ended in Lesson 3.

You Are There The Gettysburg Address was one of Lincoln’s most famous speeches. It honoredsoldiers who died in the Battle of Gettysburg. Ask your student what he thinks Lincoln might have saidin the speech.

Key WordsBattle of GettysburgBattle of VicksburgGettysburg Addresstotal war

InstructionYou may want to view the Discovery Education™ streaming movie with your student. Allow her toreplay any part of the movie that she would like to review.

Have your student write an article describing the battle at Gettysburg as a newspaper reporter. Itshould include a few sentences about the upcoming speech to be made by the president. Your studentshould try to draw people to come and listen to the speech.


Teach and Discuss

The Battle of Gettysburg Quick Summary The well-protected Union troops won the Battle of Gettysburg, causing theConfederates to retreat to Virginia.

Review: Describe the events of each day in the Battle of Gettysburg. During the first day Confederatesoldiers pushed Union soldiers back but failed to follow up their attack. By the second day, more Unionsoldiers had arrived. The Confederates attacked again, but Union soldiers held their ground. “Pickett’sCharge” occurred during the third day. Thousands of Confederates were captured.

The Gettysburg Address Quick Summary President Lincoln gave the Gettysburg Address at the dedication of the Gettysburgcemetery in November, 1863.

Review: How did President Lincoln express his admiration for the soldiers who had died atGettysburg? Lincoln said that the soldiers had given their lives so that the nation might live. He believedtheir bravery would be long remembered.

The Tide Turns Quick Summary The Union victory at the Battle of Vicksburg resulted in cutting the Confederacy inhalf.

Review: Why do you think it took so long for the Confederates to surrender at Vicksburg? Possibleanswer: The Confederates held out because they believed in their cause and thought more Confederatesoldiers would arrive to help them.



The War Ends Quick Summary Sherman’s march through Georgia ended with the North linking with Grant’s armyand the fall of Richmond. Lee then surrendered and ended the war.

Review: What were the results of General Sherman's strategy of total war? Possible answer: Inaddition to winning battles and capturing territory, Sherman wanted to break the Confederacy’s will tofight.


Extension



Lesson 9: Map and Globe Skills

Objectives:Apply geographic skills to interpret legends and symbols on maps




What is a road map? Ask your student how people might use a road map. What information can befound on a road map? Then have your student read the What? section of text on p. 512 to help set thepurpose of the lesson.

Why use a road map? Have your student read the Why? section of text on p. 512. Ask him how using aroad map might make it easier to locate and visit places of interest.

InstructionNow watch the Discovery Education™ streaming movie with your student. Answer any questions hemay have. Allow your student to replay any part of the movie that may need additional review.


1. What type of map do you use on a car trip? a road map2. What are some of the uses of GPS? Answers may include: ships use it to find their position in thewater, airplanes use it to find their position in the air, drivers use it to find their destinations, hikers use it tofind their location.


Teach and Discuss

How is this skill used? Examine the map on p. 513 with your student.

Point out that interstate highways are identified by a shield with ablack top and the number of the highway. These are usually threeor fourlane highways.



Explain that cities are marked with small circles and points ofinterest, such as battlefields, are marked with small squares. Have your student read the How? section of text on p. 513.

Social Studies Strand: GeographyUse the map to help your student identify geographic factors that influence present patterns ofsettlement and population distribution in the United States.

A significant percentage of the populations of Maryland, Delaware,and northeastern Virginia work for the government rather than forprivate companies. Ask your student why he thinks this is true.

1. Could you use a road map to find the population of a region? Why or why not? No, population isusually shown on population density maps.2. What is the best way to get from Petersburg to Appomattox Court House Park by car? TakeRoute 460 west to Route 24.

Test Talk: Use Information from Graphics 3. What symbol is used to mark Washington, D.C., the capital of the United States? Have yourstudent find the place on the map to help him answer the question. A star inside a circle

ReviewThink and Apply Answers

1. Take Route 15 south to Interstate 66. Follow Interstate 66 east to Manassas National Battlefield. 2. Interstate 66 3. Take Interstate 95 south to Route 3. Go west on Route 3. Fredericksburg and Spotsylvania NationalMilitary Park is on Route 20 near where Routes 3 and 20 intersect.

Extension



Lesson 10: The End of Slavery

Objectives:Explain why Congress disagreed with Johnson's plan for reconstructionAnalyze the effect of the Reconstruction ActsEvaluate the impact of the Thirteenth, Fourteenth, and Fifteenth AmendmentsDescribe life for African Americans after Reconstruction




Preview To activate prior knowledge, ask your student to recall Lincoln’s goals in fighting the CivilWar. Tell your student that in Lesson 4 he will learn whether or not Lincoln’s goals were realized.

You Are There Not everyone was happy with the way the Civil War ended. Ask your student to predicthow Lincoln’s assassination might affect relations between the North and South.



InstructionNow watch the Discovery Education™ streaming movie with your student. Allow your student to replayany part of the movie that he would like to review.

Dicsuss the following questions:

1.Why did Congress refuse to seat Southern Representatives and Senators? Many had beenmembers of the Confederacy.

2.What was the 14th Amendment? It gave African Americans equal rights to other American citizens.

3.What helped Republicans win elections in the South? the votes of African Americans

4.Why was the Ku Klux Klan created? As a reaction to being shut out of power, some Southern whitescreated the KKK to terrorize blacks and the whites that supported them.

5.How did life for African Americans change after Reconstruction ended? Segregation laws werepassed. Many blacks and poor whites began sharecropping.


Teach and DiscussA New President Quick Summary Although the Thirteenth Amendment prohibited slavery, Southern states passedblack codes that made conditions for African Americans similar to those under slavery.

Review: What effect did black codes have on African Americans? Black codes tried to place limitationson African Americans similar to those they faced under slavery. Under black codes, African Americanscould not vote, participate in jury trials, own guns or land, or hold certain jobs.

Reconstruction Under Congress Quick Summary The Reconstruction Acts gave many freedoms to African Americans. WhiteSoutherners resisted these changes.

Review: What changes did Congress bring about in the South during Reconstruction? UnderCongress’s Reconstruction plan, Southern states had to draft new constitutions giving African Americanmen the right to vote. African Americans were allowed to hold public office, and former Confederateleaders could not vote or hold office. Buildings, roads, and bridges were repaired. New railroads werebuilt, and a system of free education was established.

New Amendments Quick Summary The Fourteenth and Fifteenth Amendments were passed during Reconstruction.President Johnson tried to block the passage of laws that granted rights to African Americans.

Review: Why did Congress want to impeach President Johnson? Because Johnson tried to block thepassage of several laws that granted further rights to African Americans

Reconstruction Ends Quick Summary By 1877 white Southern Democrats had regained their power in state governmentsand restricted most of the rights African Americans won during Reconstruction.

Review: What conclusions can you draw about how life changed in the South after Reconstructionended? After Reconstruction ended, the way of life for African Americans in the South became much like ithad been during slavery. Southern lawmakers set up policies, including poll taxes, reading tests, and“grandfather clauses,” to prevent African Americans from voting. Jim Crow laws segregated blacks andwhites. Many African Americans also became indebted in the system of sharecropping.



After Reconstruction Quick Summary Although it had some successes, after Reconstruction, African Americans lost manyrights they had won, and the South remained the poorest section of the country.

Review: What were some of the successes and failures of Reconstruction? Possible answer:Reconstruction had laid the foundation for a public school system and an expansion of Southernindustries, but it had failed to permanently guarantee the rights of African Americans.


Extension






Preview To activate prior knowledge, ask your student about the conditions both Northern andSouthern soldiers endured during the Civil War. Discuss how they probably felt about the end of thewar. Ask how he thinks the families of the soldiers felt.

ActivityEach unit ends with a review section. The Unit 7 Review will give your student practice answeringquestions. Have her answer the questions on p. 526 and the People and Vocabulary questions on p. 527of the textbook.

If your student needs extra practice on terms from the unit, help her print out the Unit 7 VocabularyCards. They may be used as flashcards or for a matching game. Print the pages back to back if you wishto create flashcards for review. Print one side per page if you wish to create cards for a matching game.

ReviewNow review the answers to the Unit 7 Review with your student. He may also wish to review theworkbook activities from Chapters 14 and 15 to prepare for the unit test.

Main Ideas and Vocabulary 1. b2. d3. b4. c

People and Terms1. e2. a3. f4. c5. d6. b



Extension





Today your student will complete the War Divides the Nation Unit Test.

Unit 3: Expansion and Change

In this unit, your student will learn how change impacted human population. She will understand how innovationsin transportation influenced settlement of the Western region of the United States, but also created tensionbetween Native Americans and settlers. Your student will also learn how new technologies brought changes tosociety, including new jobs, cultural change, and immigration.

Objectives:Use primary sources to acquire informationIdentify the contributions of significant individuals in the United States during the late1800sAnalyze information by sequencing events

Lesson 1: Rails Across the Nation (twoday lesson)

Objectives:Analyze the developments that helped link the East and the WestExplain why the telegraph replaced the Pony ExpressDescribe the difficulties faced in building the transcontinental railroadPredict how the transcontinental railroad might change the United States




Preview To activate prior knowledge, ask your student to tell about a long trip she has taken. Tell yourstudent that she will learn about changes in travel and communication in the United States as shereads Lesson 1.

You Are There Before the transcontinental railroad was built, travel across the country was difficult.Ask your student to predict changes the railroad might bring.


Discuss the following question.

What were the reasons behind building the transcontinental railroad? The gold rush brought manypeople west. It highlighted the need for faster and safer transportation westward. Also, President Lincolnwanted a way to connect the eastern and western regions of the country during the Civil War.



ActivityYour student will read pp. 538–541 in today's lesson. You may wish to use all or some of the followingTeach and Discuss questions to guide her reading. Also have your student complete p. 125, Rails Acrossthe Nation, in her workbook.

Teach and Discuss

Linking East and West Quick Summary New ways of linking East and West improved traveland communication in the mid1800s.

Review: What event in 1861 brought the Pony Express to an end?The completion of a transcontinental telegraph line

Building the RailroadQuick Summary Workers for the Central Pacific and Union PacificRailroads had to overcome many obstacles as they built a railroad toconnect the East and the West.

Review: Describe the difficulties each transcontinental railroadcompany faced after 1862. The Central Pacific had to build track overthe Sierra Nevada. The Union Pacific came into conflict with NativeAmericans.

The Golden SpikeQuick Summary A golden spike was pounded into the track where theCentral Pacific and Union Pacific tracks met in Utah Territory.

Review: How many years did it take to complete thetranscontinental railroad? About seven years.


Extension




Objectives:Interpret information in maps




What is a time zone map? Ask your student how people might use time zone maps to plan different



events. Then have your student read the What? section of text on p. 542 to help set the purpose of thelesson.

Why use time zone maps? Have your student read the Why? section of text on p. 542. Ask her todescribe problems that might occur today if there was no standard time.

InstructionNow watch the BrainPOP® movie with your student. Answer any questions she may have. Allow yourstudent to replay any part of the movie that may need additional review.

Have your student complete the online quiz at the end of the movie.

ActivityYour student will read pp. 542–543 in today's lesson. You may wish to use all or some of the followingTeach and Discuss questions to guide her reading. Also have your student complete the Think andApply questions on p. 543.

Teach and Discuss

How is this skill used? Examine with your student the time zone map on p. 542.

Point out that the map shows the boundaries between each of thesix time zones in the United States. Tell your student that the times on the clocks show the times thatcorrespond to each time zone at one particular time. Ask her toname a few places in each time zone. Have your student read the How? section of text on p. 543.

1. Why were time zones developed? Possible answer: A dependabletime system made train travel practical and less confusing.

2. What happens to time as you go from east to west in theUnited States? The time gets earlier.

Test Talk: Use Information from Graphics 3. What is the time difference between Washington, D.C., andNew Orleans? Tell your student to use details from the map to supporther answer. 1 hour

ReviewThink and Apply Answers1. Answers will vary; help your student to use the map to find her time zone. 2. Denver is in the Mountain Time Zone, and Boston is in the Eastern Time Zone. It is 10:00 a.m. in Denver when it is noon in Boston. 3. 3:00 p.m.

Extension



Lesson 3: Farmers and Cowboys



Objectives:Explain how the Homestead Act workedDescribe the hardships of farming on the Great PlainsAnalyze the reasons why different groups came to the Great PlainsEvaluate the causes of the rise and fall of cattle drives




Preview To activate prior knowledge, ask your student to tell about a friend or relative who has movedfar away from her. Tell your student she will learn about people who left their homes to settle in theGreat Plains.

You Are There Pioneers built homes on land that the government was giving away. Ask your studentwhy she thinks the home described on p. 546 was dug into the ground.

InstructionNow watch the Teachlet® tutorial with your student. Answer any questions she may have. Allow yourstudent to replay any part of the movie that may need additional review.

ActivityYour student will read pp. 546–552 in today's lesson. You may wish to use all or some of the followingTeach and Discuss questions to guide her reading. Also have your student complete p. 128, Farmers andCowboys, in her workbook.

Teach and Discuss

The Homestead Act Quick Summary To attract settlers to the Great Plains, the government in 1862 created the HomesteadAct, which offered free land to pioneers willing to start new farms.

Review: In correct order, list four things Howard Ruede did after arriving in Kansas in 1877. Heclaimed a plot of land, dug an underground shelter, dug up sod, and used it to build a house.

Life on the Plains Quick Summary Although new technology helped homesteaders with farming efforts, pioneers facedmany difficulties caused by weather and natural disasters.

Review: What obstacles faced the homesteaders? The homesteaders had to face tornados, hailstorms,floods, droughts, fires, blizzards, ice storms, and swarms of grasshoppers.

“America Fever” Quick Summary The Homestead Act provided opportunities for African Americans and immigrants andhelped bring about important developments in farming.

Review: How did Mennonites contribute to the success of farming on the Great Plains? TheMennonites brought seeds for a type of wheat that grew well on the Great Plains.

The Rise of Cattle DrivesQuick Summary Cattle were herded from Texas to the new railroad lines on the Great Plains andshipped to eastern cities.

Review: By how much did the price of cattle in Texas and eastern cities differ? Why? Cattle sold forabout $4 each in Texas and for about $40 in eastern cities—a difference of $36. This is because beef wasscarce in the East and plentiful in Texas.



Cowboy Life Quick Summary Cowboys worked long, hard days and faced many dangers as they drove herds ofcattle north from Texas.

Review: What brought the age of cattle drives to an end? Farmers began fencing in their land and newrailroad lines reached into Texas.

Growth in the West Quick Summary In the late 1800s some western towns grew into important cities. The West alsoattracted farmers from other countries.

Review: How did railroads help the West to grow? Many towns at the western end of the railroad linesgrew into important cities.


Extension



Lesson 4: War in the West (twoday lesson)

Objectives:Describe the ways that transcontinental railroads, farmers, and rancherschanged the Great PlainsEvaluate the reaction of Plains Indians to changes on the Great PlainsCompare the struggles of the Lakota and the Nez Percé in the 1870sExplain ways in which Native Americans are keeping their traditions alive today




Preview To activate prior knowledge, ask your student if she has ever been forced to give upsomething she wanted to keep. Tell your student she will learn about battles that occurred when theU.S. government wanted to take Native American land in the West.

You Are There Sitting Bull did not intend to sell any land to the government. Ask your student topredict what might happen as a result of his refusal to sell land.

InstructionNow watch the Discovery Education™ streaming movie with your student. Answer any questions shemay have. Allow your student to replay any part of the movie that may need additional review.

Discuss the following questions with your student:



1. What did miners do that was disrespectful of Native Americans? The miners trespassed on sacredIndian lands while looking for gold and other minerals.2. How did the railroads hurt the Native Americans? The railroad lines disturbed the migrationpatterns of the buffalo. The railroads hired shooters to kill the buffalos for meat for the railroad workers.3. Why did the government encourage the hunting of buffalo? The government knew the loss of thebuffalo was destroying Native American groups that needed the buffalo to survive.4. How do you think Native Americans reacted to these attacks on their way of life? Answers willvary.

ActivityYour student will read pp. 554–557 in today's lesson. You may wish to use all or some of the followingTeach and Discuss questions to guide her reading. Also have your student complete p. 129, War in theWest, in her workbook.

Teach and Discuss

Conflict on the Plains Quick Summary Native Americans realized that changes on the Great Plains threatened their way oflife.

Review: What key events took place after gold was found in the Black Hills? Thousands of goldminers rushed onto Lakota land. The U.S. government offered to buy the land, but the Lakota did not wantto sell. Soldiers entered the Black Hills to take the land by force.

End of the Wars Quick Summary Sitting Bull of the Lakota and Chief Joseph of the Nez Percé led their people in battlesagainst the U.S. government, which wanted to take away their land.

Review: About how many Native Americans live on reservations today? About 1.25 million


Have your student complete and review p. 130, Vocabulary Review, in her workbook to prepare for thequiz today.

Extension



Lesson 5: Inventions and Big Businesses

Objectives:Identify important inventions of Alexander Graham Bell and Thomas EdisonExplain the significance of the Bessemer steelmaking processEvaluate the accomplishments of Andrew CarnegieDescribe the rise of the oil industry in the United StatesExplain how industry changed the American way of life






Preview Ask your student to recall developments in communication from Chapter 16. Tell yourstudent that she will learn about another development in communication as she reads Lesson 1.

You Are There The Bells’ “talking-machine” paved the way for an invention that changedcommunication forever. Ask your student to predict what invention the experiment led to.



1. What are some of the inventions of the late 1800s? telephone, light bulb, automobile, movingassembly line, airplane2. Why was steel important during the late 1800s? Steel was needed to build tall buildings andbridges.3. Which two men founded companies based on steel and oil? Andrew Carnegie and John D.Rockefeller4. How were city populations affected by the new industries? The city populations grew as growingindustries needed workers.

ActivityYour student will read pp. 562–567 in today's lesson. You may wish to use all or some of the followingTeach and Discuss questions to guide her reading. Also have your student complete p. 132, Inventionsand Big Business, in her workbook.

Teach and Discuss Inventors Change the Country Quick Summary American inventors created products that changed the way people lived.

Review: Which was invented first, the telephone or the light bulb? the telephone

The Rise of Steel Quick Summary Andrew Carnegie’s entrepreneurial spirit led to the United States becoming a worldleader in steel production.

Review: Why were early railroads built from iron instead of steel? Steel was too expensive to use forbig projects like railroads.

Rockefeller and the Oil Industry Quick Summary The discovery of oil by Edwin Drake and the efforts of John D. Rockefeller led to thedevelopment of the U.S. oil industry.

Review: What effect did automobiles have on the oil industry? Automobiles increased the demand forproducts made from oil.

A Time of Growth Quick Summary Business growth affected how and where people lived.

Review: How did growing businesses lead to the growth of cities? They created jobs in cities, sopeople came to cities.




Extension



Lesson 6: New Americans (fourday lesson)

Objectives:Describe several reasons why immigrants came to the United StatesIdentify the hardships immigrants faced in American citiesExplain the reasons labor unions were formedAnalyze the accomplishments of labor unions in the United States




Preview Ask your student to summarize any stories about immigrants that she has heard or read. Tellyour student that she will learn more about people who moved to the United States from othercountries in the late 1800s and early 1900s as she reads Lesson 2.

You Are There Point out that many immigrants stepped off their ships into a whole new world. Askyour student to list sights, sounds, smells, and tastes she thinks Nathan may have encountered as hewalked along the street.


Discuss the following question.

What were reasons immigrants came to America? freedom of religion, a better education, jobopportunities, to escape famine (lack of food)

Have your student write a letter as an immigrant living in America during the 1890s to a family memberback in your home country describing your journey to America. Details will vary; letters might includereasons for leaving the home country, a description of the journey on the ship, and the feeling of arriving atEllis Island.

Have your student listen to the read-aloud selection. Prompt your student to respond to the questionsbelow the audio link.

ActivityYour student will read pp. 568–574 in today's lesson. You may wish to use all or some of the followingTeach and Discuss questions to guide her reading. Also have your student complete p. 133, NewAmericans, in her workbook.

Teach and Discuss

New Immigrants Quick Summary During the late 1800s and early 1900s, millions of immigrants came to the United



States from Europe and Asia.

Review: What were some reasons that immigrants left their homes to come to the United States?People hoped to find freedom, jobs, and a better life.

Arriving and Settling Quick Summary As they struggled to establish themselves in the United States, immigrants copedwith language differences and ways of life that were very different from those in their homelands.

Review: After arriving in New York, what two things did Walter Mrozowski want to do right away?He wanted to find a place to stay and to find a job.

Life in the Cities Quick Summary Immigrants dealt with housing shortages, uncomfortable and unhealthy livingconditions, and prejudice. Settlement houses were established to assist immigrants.

Review: Summarize living conditions for immigrants in tenements. Immigrants lived in small,cramped apartments that often lacked heat and fresh air.

Workers and Unions Quick Summary Men, women, and children worked long hours in poor conditions and earned lowwages. Labor unions were established to help workers improve their situations.

Review: What caused people to join labor unions? Dangerous working conditions, low pay, and longworking hours caused many people to join labor unions.

Going on Strike Quick Summary Strikes were used as a means of forcing owners to listen to workers’ demands.

Review: Why did Samuel Gompers want many labor unions to join together? He believed unionswould have more power if they joined together.

Improving Conditions Quick Summary Working conditions improved somewhat as labor unions, some business owners, andreligious and political leaders worked together.

Review: How did working conditions improve? Working hours were shortened and the workplacebecame safer.


Extension



AssessmentThis is a portfolio item. When your student is finished, please help him submit the assessment to yourstudent’s teacher by following the steps below:






Lesson 7: Expansion Overseas

Objectives:Evaluate the American decision to purchase AlaskaExplain how the United States acquired HawaiiDescribe the events leading up to the SpanishAmerican WarAnalyze the effects of the SpanishAmerican War




Preview Ask your student to describe the expanding boundaries of the United States during the mid-1800s. Tell her that she will learn how the United States expanded even further in the late 1800s as shereads Lesson 3.

You Are There Consider Russia’s offer to sell Alaska to the United States. Explain whether or not this isa wise purchase.



1. Why did many Americans want to expand the United States? They thought it would allow theUnited States to become more powerful and important.2. Why did Seward want to buy Alaska? He thought it had many natural resources.3. Was Seward correct? Yes, gold was discovered in Alaska in 1896.4. Why was Hawaii important to the United States? It was an important place to stop on the trip fromthe United States to Asia.5. How was Queen Liliuokalani different from the rulers before her? She wanted to limit theinfluence of American planters on the islands.6. Do you agree with the actions of the planters against Queen Liliuokalani? Answers will vary.

ActivityYour student will read pp. 578–582 in today's lesson. You may wish to use all or some of the followingTeach and Discuss questions to guide her reading. Also have your student complete p. 134, ExpansionOverseas, in her workbook.

Teach and Discuss

Alaska and HawaiiQuick Summary Between 1867 and 1898, the United States expanded by acquiring both Alaska andHawaii.

Review: How did Hawaii become part of the United States? American planters led a revolt against the



Queen who ruled Hawaii. The United States annexed Hawaii in 1898.

The Spanish-American War Quick Summary When an explosion in 1898 destroyed the battleship Maine, the United States blamedSpain and declared war. As a result of this war, the United States gained control of Puerto Rico, thePhilippines, and Guam.

Review: What territories did the United States gain by winning the Spanish-American War? PuertoRico, the Philippines, and Guam

A New World PowerQuick Summary The United States emerged from the Spanish-American War as a world power.

Review: How did the Spanish-American War change the role of the United States in the world? Afterthe war, the United States was viewed by other countries as a world power.


Extension




Objectives:Identify credible sources of information




What is “credibility of a source”? Ask your student to share any prior knowledge about the meaningof credibility and its relationship to sources of information. Then have your student read the What?section of text on p. 584.

Why determine the credibility of a source? Have your student read the Why? section of text on p. 584.Ask her to give examples of sources of information she finds that she thinks are likely to be credible andones she thinks are not.

InstructionYour student will read pp. 584–585 in today's lesson. You may wish to use all or some of the followingTeach and Discuss questions to guide her reading.

Teach and Discuss

How is this skill used? Examine with your student Source A and Source B. Have your studentdetermine which is the primary source and which is the secondary source and compare and contrastthem.



Discuss the term motivation with your student. Have her discussthe probable motivations of the writers of Source A and Source B. Point out that word choice can be a clue to credibility. Have yourstudent identify examples of objective (giving facts without bias)and subjective (influenced by personal feelings) ways to describe anevent. Have your student read the How? section of text on p. 585.

1. What is one fact and one opinion in Lieutenant Blandin’s report? Possible answers: It is a fact thathe heard an explosion. It is his opinion that the Spanish were not responsible.2. What could have caused parts of the lieutenant’s report to be incorrect even though he wasthere? The terror of the situation might have caused him to remember incorrectly.3. What are examples of strong words and phrases the Journal reporter used to try to convincepeople the explosion was Spain’s fault? Possible answers: Naval officers think the Maine was destroyedby a Spanish mine; Spanish officials protest too much.

Have your student complete the Think and Apply questions on p. 585.

Review the answers to the Think and Apply questions with your student.

Think and Apply Answers1. Source A is a report by an officer who was on the Maine when it exploded. Source B is a newspaper. 2. Lieutenant Blandin says he does not know what caused the explosion, but he does not think theSpanish had anything to do with it. The Journal suggests that the explosion was not an accident andreports that officers on the Maine think it was caused by a Spanish mine. 3. Most students will say that the lieutenant’s report is more credible because he was there, and he citesthe reports of investigating officers. He does not appear to have a personal reason for holding oneopinion or another, and he admits to uncertainty. In contrast, the Journal draws a conclusion withoutoffering any firsthand evidence. The Journal may have decided that it could sell more newspapers bywhipping up public anger and excitement.

ActivityHave your student complete p. 135, Credibility of a Source, in her workbook.


Extension



AssessmentDiscuss the following questions with your student.

Why is it important to evaluate the credibility of a source? How can you evaluate the credibility of a source?


Objectives:Identify pieces of music from different periods in U.S. historyExplain how pieces of music reflect the times in which they were written






Preview Ask your student if she knows the history of the song “Red River Valley.” Tell your studentthat she will learn more about this song and what it means.

Ask your student how studying a song from a certain time can be useful. (It can provide another meansto understand the people and the times.)

There are no Key Words for this lesson.

ActivityEach unit ends with a review section. The Unit 8 Review will give your student practice answeringquestions. Have her answer the questions on p. 590 and the People and Vocabulary questions on p. 591of the textbook.

If your student needs extra practice on vocabulary terms from the unit, help her print out the Unit 8Vocabulary Cards. They may be used as flashcards or for a matching game. Print the pages back to backif you wish to create flashcards for review. Print one side per page if you wish to create cards for amatching game.

ReviewNow review the answers to the Unit Review with your student. You may also wish to review Chapter 16and 17 workbook activities.

Main Ideas and Vocabulary Answers1. b2. d3. c4. b

People and Terms Answers1. e2. b3. a4. f5. c6. d

ExtensionUse the online flash cards to review the glossary terms and definitions with your student. You maychoose to review the glossary terms and definitions associated with the following: • this lesson • this lesson and all prior lessons in this unit • this unit • the entire course



Today your student will complete the Expansion and Change Unit Test.

Unit 4: The United States and the WorldIn this unit, your student will learn how the United States increased its involvement in foreign affairs. He will focus on America’sinvolvement and participation in World War I and World War II. He will also explore the reasons behind the Cold War, and your studentwill focus on the United States’ involvement during the Cold War era. He will complete an independent research project on one of themajor events of the 20th century.

Objectives:Use primary sources to acquire information



Identify the accomplishments of notable individuals who have made contributions tosociety in civil rights, women's rights, military actions, and politicsAnalyze information by summarizing

Lesson 1: Portfolio: Modern Society (sixday lesson)


In this lesson your student will work on writing his report on the event he has chosen. You will want tohelp him to use his time wisely so that he does not run out of time.

You should have your student revise the report before you look at it to offer any corrections. The moremistakes your student can catch on his own, the more independent he will be with his writing. Look atthe portfolio assessment and the rubric for guidance on revisions.

AssessmentThis is a portfolio item. When your student is finished, please help her submit the assessment to yourstudent’s teacher by following the steps below:




Lesson 2: A Time of Reforms (twoday lesson)

Objectives:Define who the muckrakers were and explain what they wanted to doIdentify major reforms that Theodore Roosevelt spearheaded as presidentExplain how and why the United States built the Panama Canal




Preview Ask your student to describe what changes he might make if he were in charge of his schoolor his town. Tell your student he will learn about reforms Theodore Roosevelt made when he was incharge of the United States.

You Are There Remind your student that as the United States grew during the 1700s, 1800s, and 1900s,people developed land that was once wilderness. Ask your student what Roosevelt could do to helpconserve natural resources.


ActivityYour student will read pp. 602–605 in today's lesson. You may wish to use all or some of the followingTeach and Discuss questions to guide his reading. Have your student complete p. 140, A Time ofReforms, in his workbook.

Teach and Discuss



Reforms at Home Quick Summary Progressives, including President Theodore Roosevelt, favored conservation,encouraged business competition, and promoted cleanliness in meatpacking plants.

Review: How would you summarize the reforms that Theodore Roosevelt promoted? Rooseveltconserved natural resources by creating natural parks, stopped unfair business practices with antitrustlaws, and signed laws to improve food and drug safety.

The Panama Canal Quick Summary The Panama Canal was completed in 1914, allowing ships to travel between theAtlantic and Pacific Oceans quickly.

Review: How would you summarize the obstacles the United States had to overcome to completethe Panama Canal? To build the Panama Canal, the United States had to help Panama becomeindependent, find ways to control disease-carrying mosquitoes, and dig through mountains and swamps.


Extension



Lesson 3: Research and Writing Skills

Objectives:Interpret information in political cartoons




What is a political cartoon? Ask your student how a political cartoon might be used by historians in thefuture to study our time. Then have your student read the What? section of text on p. 606 to help set thepurpose of the lesson.

Have your student read the Why? section of text on p. 606. Ask him what a cartoon for current people orevents might look like.



Teach and Discuss

How is this skill used? Examine the political cartoons on p. 606 with your student.



Tell your student that political cartoonists use symbols to representdifferent ideas in their messages. Explain that the symbols along with other illustrations take theplace of written words. Some cartoons may have words as labels,but to understand the message a person has to examine thedrawings and symbols. Have your student read the How? section of text on p. 606.

1. Why did the cartoonist include the words “San Juan” on the lion tamer’s chest? so people wouldknow the lion tamer is the hero of the Battle of San Juan Hill, Theodore Roosevelt

2. Why would the cartoonist use lions to represent the trusts? Possible answer: Lions are strong andfierce.

3. What do you notice about Roosevelt’s arms in the cartoon? What does this tell you about thecartoonist’s opinion of Roosevelt? They are muscular. The cartoonist probably thinks Roosevelt isstrong and tough.

ReviewThink and Apply Answers1. Oil trust, steel trust, beef trust, coffee trust, sugar trust, railroad trust 2. The label is Wall Street, and it probably means that some of these trusts are part of Wall Street, wherethe New York Stock Exchange is located. 3. The cartoonist probably means to say that Roosevelt is taming the trusts with the antitrust laws.

Extension



AssessmentDiscuss the following question with your student:

Why is it useful to be able to analyze political cartoons? Answers will vary.

Lesson 4: World War I

Objectives:Describe why and how World War I was foughtExplain the role of the United States in World War IExplain how and when women got the right to voteIdentify the causes and effects of the Great Migration




Preview To activate prior knowledge, ask your student why the United States fought wars during the1700s and 1800s. Tell your student he will learn about World War I, which involved many differentcountries around the world.

You Are There By 1916, the United States had become one of the world’s powers. Ask your student topredict what will happen after the United States enters World War I.



InstructionNow watch the BrainPOP® movie with your student. Answer any questions he may have. Allow yourstudent to replay any part of the movie that may need additional review. You may want him to take theonline quiz.

Have your student listen to the read-aloud selection. Prompt your student to respond to the questionsbelow the audio link.

ActivityYour student will read pp. 608–614 in today's lesson. You may wish to use all or some of the followingTeach and Discuss questions to guide his reading. Also have your student complete p. 142, World War I,in his workbook.

Teach and Discuss

Fighting Begins in Europe Quick Summary The system of alliances drew most of Europe into a long and deadly war in which newand powerful weapons were used.

Review: Why was World War I so much deadlier than earlier wars? New technologies created weaponsthat could kill in much greater numbers than earlier weapons.

The United States Enters the War Quick Summary The United States remained out of the war until it learned that Germany hadpromised to return to Mexico the lands it lost from the United States and that German submarines hadsunk three American-owned trade ships.

Review: Summarize the reasons that led the United States to enter World War I. The United Stateslearned of a telegram from Germany to Mexico that promised Mexico help in getting back land it had lostto the United States if Mexico entered the war on the side of the Central Powers. German submarines sankthree American-owned trade ships, killing American sailors.

The War Ends Quick Summary Once American troops entered the war, they helped the Allied Powers defeat theCentral Powers. In January 1919, world leaders signed the Treaty of Versailles and created anorganization to prevent wars.

Review: List in order the major events that brought World War I to an end and led to a peacetreaty. The United States sent troops to Europe; Allied Powers won a battle in the Meuse-Argonne region;the Treaty of Versailles officially ended the war.

Women Get the Right to Vote Quick Summary Shortly after the end of the war, Congress passed the Nineteenth Amendment to theConstitution, which gave women the right to vote.

Review: How did Carrie Chapman Catt help women get the right to vote? Catt worked to getCongress and the states to pass an amendment to the Constitution giving women the right to vote. In 1919,the Nineteenth Amendment was passed.

The Great Migration Quick Summary The war created many jobs in factories located in Northern cities. Millions of AfricanAmericans moved from the South to the North, hoping for better jobs and education and lessdiscrimination.

Review: Compare and contrast what African Americans hoped for in the North and what they



found. African Americans hoped for higher-paying jobs, better education, and an end to racialdiscrimination. They found that they still faced discrimination in the North; after the war many lost theirjobs or only found low-paying jobs open to them.

Fighting Discrimination Quick Summary Ida Wells-Barnett started the first suffrage organization for African American womenand worked to fight discrimination against African Americans.

Review: What actions taken by Ida Wells-Barnett support the main idea that she was a fighteragainst discrimination? She fought segregation in transportation and started one of the first AfricanAmerican women’s suffrage organizations.


Extension



Lesson 5: Times of Plenty, Times of Hardship

Objectives:Identify the effects of new industrial developments on the nation's economyDescribe major developments in American culture during the 1920sExplain how the New Deal was created to respond to the Great DepressionRelate what life was like in the United States during the Great Depression




Preview Have your student list different forms of transportation on which he has traveled. Tell yourstudent that he will learn about the new ways of traveling that were developed in the early 1900s.

You Are There Charles Lindbergh was the first pilot to fly nonstop from New York to Paris. Ask yourstudent to describe what this long journey alone in a small plane might have been like.

InstructionYou may want to view the BrainPOP® movies with your student. Allow her to replay any part of themovies that she would like to review.

After the Great Depression movie, have your student click on the Take the Quiz icon to complete theReview Quiz.

After the Franklin D. Roosevelt movie, have your student create a web that describes five significantaccomplishments of Franklin D. Roosevelt. Answers will vary; Franklin D. Roosevelt was a New York statesenator, assistant secretary of the U.S. Navy, New York governor, United States president; he implementedNew Deal policies including public works projects, regulated the stock market, began the Social Securityprogram, and helped in the planning of the United Nations.




Teach and Discuss

New Ways to Travel Quick Summary The airplane and automobile industries developed during a new era of travel.

Review: Summarize changes in transportation in the early 1900s and the effects of these changes.Transportation changed significantly with the introduction of the airplane and the automobile, especiallywhen the automobile became less expensive.

The Roaring Twenties Quick Summary During the 1920s, the U.S. economy had an economic boom, and people lived betterthan they had before. Movies, radio, literature, and music became extremely popular.

Review: What details support the main idea that the 1920s was a time when new forms ofentertainment became popular? Movies drew ever growing audiences. Many Americans bought radiosto hear music, comedy, drama, sports, and the news. More people were interested in new forms of musiclike jazz.

The Great Crash Quick Summary At the end of the 1920s, a surplus of goods, higher unemployment, widespread debt,and other factors caused stock prices to fall and finally crash.

Review: What were some of the causes and effects of the Great Depression? Causes: Surplus of foodand other goods; investors bought too much stock. Effects: Widespread unemployment; sharp fall in stockvalues; homeowners and farmers could not pay loans; people lost money in some failed banks; manypeople did not have enough to eat.

The New Deal Quick Summary Franklin Delano Roosevelt and Congress put programs into place to help people andthe economy recover, and to change conditions that had caused the Great Depression.

Review: What do you think President Roosevelt meant when he said, "The only thing we have tofear is fear itself"? Possible answer: Fear of the Great Depression might prevent the nation fromovercoming it.

The Dust Bowl Quick Summary Partly due to a serious drought in the Great Plains, some farmlands became useless.Many farmers headed to California to look for work.

Review: What were the effects of the Dust Bowl? Farmlands became useless. Many farmers left theirland and went west for work.

Hard Times Continue Quick Summary Although the New Deal helped some people, the Great Depression continued formany years.

Review: Describe the results of President Roosevelt's New Deal programs. They helped people livethrough the Great Depression until the economy recovered. They also expanded the government’s role inpeople’s lives.




Extension



Lesson 6: World War II (twoday lesson)

Objectives:Identify the causes of World War IIExplain how the United States was drawn into World War II and how itprepared to fight the warDescribe how the Allies won victory in both Europe and AsiaAnalyze the costs of World War II




Preview To activate prior knowledge, ask your student why the United States fought in World War I.Tell your student that, in Lesson 5, he will learn about the causes and effects of involvement by theUnited States in World War II.

InstructionNow watch the BrainPOP® movie about the causes of World War II with your student. Answer anyquestions he may have. Allow your student to replay any part of the movie that may need additionalreview. You may want him to take the online quiz.

ActivityYour student will read pp. 624–630 in today's lesson. You may wish to use all or some of the followingTeach and Discuss questions to guide his reading. Also have your student complete p. 145, World War II,in his workbook.

Teach and Discuss

World War II Begins Quick Summary Hard times overseas led to the rise of dictators who wanted to conquer othercountries. European countries began forming alliances, and much of the world became involved inanother major war.

Review: How would you summarize the beginning of World War II? Dictators in Germany, Italy, andJapan joined together as the Axis. When Germany invaded Poland in September 1939, Britain and France,having pledged to defend Poland, responded by declaring war on Germany.

Americans at War Quick Summary By June 1941, German forces had attacked France and the Soviet Union. The UnitedStates stayed out of the war until the Japanese bombed Hawaii.

Review: How did events at Pearl Harbor change the American position on World War II? The UnitedStates could no longer stay out of the war. They joined the Allies to fight against the Axis.



Victory in Europe Review: What did the Allies find as they freed Europe? The Allies found concentration camps in whichthe Nazis murdered Jews and other people they blamed for Germany’s problems.

Victory in Asia Quick Summary While fighting was ongoing in Europe, battles raged on in Asia. Fearing that aninvasion of Japan would cost many American lives, President Harry Truman decided to drop the atomicbomb on Japan to force Japan to surrender.

Review: Why did President Truman decide to use the atomic bomb? President Truman believed thatusing the atomic bomb would force Japan to surrender, preventing an invasion of Japan and saving manyAmerican lives.

The Costs of War Quick Summary World War II left behind record high casualties and deadly new weapons.

Review: What did the atomic bomb demonstrate about the way the world was changing? that itwas becoming much more dangerous


Extension



Lesson 7: A Dangerous World

Objectives:Describe the beginning of the Cold WarAnalyze the American decision to fight in the Korean WarExplain how Cold War conflicts led to the Cuban Missile CrisisEvaluate the causes of the arms race




Preview Ask your student what current issues cause him concern. Tell your student he will learn moreabout the concerns of people in the mid-1900s as he reads Lesson 1.

You Are There In the 1950s, people in the United States were worried about a possible nuclear attackfrom the Soviet Union. Ask your student what it would be like to live underground with a few otherpeople for several months.

InstructionNow watch the BrainPOP® movie with your student. Answer any questions he may have. Allow yourstudent to replay any part of the movie that may need additional review. You may want him to take the



online quiz.

ActivityYour student will read pp. 636–641 in today's lesson. You may wish to use all or some of the followingTeach and Discuss questions to guide his reading. Also have your student complete p. 148, A DangerousWorld, in his workbook.

Teach and Discuss

A New Kind of War Quick Summary The United States and the Soviet Union joined the United Nations, an organizationdedicated to world peace, even though they were involved in the Cold War.

Review: What two nations struggled with each other in the Cold War? Why? The United States andthe Soviet Union; each nation supported a different way of life.

The Iron Curtain Falls Quick Summary The Marshall Plan and NATO were formed in response to the “Iron Curtain” thatdivided Europe into communist and noncommunist countries.

Review: What was the goal of the Marshall Plan? to help Western Europe recover from the damagecaused by World War II

Cold War Conflicts Quick Summary In a continued effort to stop the spread of communism, the United States becameinvolved in the Korean War.

Review: What events led to the beginning of the Korean War? North Korea established a communistgovernment with the support of the Soviet Union. North Korean forces invaded South Korea with the goalof uniting the countries under one communist government. The United States and the United Nationsdecided to send troops to protect South Korea.

The Cuban Missile Crisis Quick Summary When the Soviet Union set up nuclear missiles in communist Cuba, President John F.Kennedy demanded that they be removed. The Soviets eventually complied.

Review: Why did people watch the news with fear during the Cuban Missile Crisis? People wereafraid that the Missile Crisis might lead to a nuclear war between the United States and the Soviet Union.

The Arms Race Continues Quick Summary The United States and the Soviet Union focused on building their defenses, includingnuclear weapons.

Review: Why did the United States want to stay ahead in the arms race? to make the Soviets afraid toattack


Extension


this lesson



this lesson and all prior lessons in this unitthis unitthe entire course

Lesson 8: Struggle for Equal Rights

Objectives:Evaluate the importance of Brown versus Board of EducationExplain the major events of the Montgomery bus boycottDescribe the efforts of Martin Luther King, Jr., in the civil rights movementIdentify the goals of the women's rights movement




Preview Ask your student to explain the meaning of the phrase “equal rights for all.” Tell your studenthe will learn more about the struggle for equal rights in the United States after World War II as he readsLesson 7.

InstructionYou may want to view the BrainPOP® movie with your student. Allow her to replay any part of the moviethat she would like to review.

After the movie, click on the Try the Activity tab. Have your student complete the Fill in the Blank/Orderof Events activity and the Think About It activity.

ActivityYour student will read pp. 642–648 in today's lesson. You may wish to use all or some of the followingTeach and Discuss questions to guide his reading. Also have your student complete p. 149, Struggle forEqual Rights, in his workbook.

Teach and Discuss

Struggle to End Segregation Quick Summary: In a landmark case in 1954, the Supreme Court declared that segregation of publicschools was illegal.

Review: Why did Linda Brown's parents go to court? They wanted Linda to be allowed to go to thepublic school that was closest to their home and that they believed was of higher quality than the schoolfor African Americans.

The Montgomery Bus Boycott Quick Summary: Rosa Parks’s refusal to obey a segregation law on a public bus in 1955 led to boycottsand protests for equal rights.

Review: Why was Rosa Parks arrested in 1955? She refused to move when the bus driver told her to doso.

Gains and Losses Quick Summary: Martin Luther King, Jr., President John F. Kennedy, and Malcolm X worked for equalrights, but assassinations cut their work short.

Review: What was one effect of the Voting Rights Act of 1965? Many African Americans were able tovote for the first time.



Equal Rights for Women Quick Summary: In the mid-1900s, women struggled for fair pay and equal opportunities.

Review: Did opportunities for women change from the 1950s to the 1970s? Explain. Yes; womengained new opportunities in the struggle for fair pay and equal opportunities.

Working for Change Quick Summary: The Civil Rights Movement inspired Native Americans, Mexican Americans, peoplewith disabilities, and other groups to push for equal rights.

Review: What is the goal of the Americans with Disabilities Act? to protect the rights of people withdisabilities

ExtensionYou may want to view the BrainPOP® movie with your student. Allow her to replay any part of the moviethat she would like to review.

After the movie, click on the Try the Activity tab. Have your student complete the story.


Extension



Lesson 9: The Cold War Continues

Objectives:Identify some of the major events of the space raceAnalyze major causes and effects of the Vietnam WarEvaluate President Richard Nixon's trips to China and the Soviet UnionDescribe the level of Cold War tensions at the beginning of the 1980s




Preview Have your student brainstorm words that describe the relationship between the UnitedStates and the Soviet Union during the Cold War. Tell your student he will learn more about this conflictas he reads Lesson 8.

You Are There Neil Armstrong did something no other human had done before. Have your studentwrite interview questions he would have asked him after his walk on the moon.

InstructionNow watch the BrainPOP® movie with your student. Answer any questions he may have. Allow yourstudent to replay any part of the movie that may need additional review. You may want him to take theonline quiz.



ActivityYour student will read pp. 650–655 in today's lesson. You may wish to use all or some of the followingTeach and Discuss questions to guide his reading. Also have your student complete p. 150, The ColdWar, in his workbook.

Teach and Discuss

The Space Race Quick Summary In the 1950s and 1960s, the United States and the Soviet Union raced to explore outerspace.

Review: What are four things that Armstrong and Aldrin did while they were on the moon in 1969?Possible answers: They conducted experiments, collected rocks, spoke to Nixon, planted an American flag,and left a plaque.

The Vietnam War Quick Summary North Vietnam established a communist government and attempted to take overSouth Vietnam, which resulted in a war involving the United States. The Vietnam War ended whenVietnam was united under a communist government.

Review: How did hawks and doves differ in their views on the Vietnam War? The hawks supportedthe war, and the doves opposed it.

Nixon Visits China Quick Summary President Nixon succeeded in improving U.S. relations with China and the SovietUnion, which included getting Soviet leaders to agree to arms control. Nixon’s successes wereovershadowed by the Watergate Scandal, which resulted in his resignation.

Review: What was one effect of the arms control agreement between the United States and theSoviet Union? It helped ease tensions between the two countries.

Tensions Rise Again Quick Summary President Carter succeeded in establishing a peace treaty between Egypt and Israel,but Cold War tensions increased after Soviet troops invaded Afghanistan.

Review: Carter helped which two Middle Eastern nations reach a peace agreement in 1979? Egyptand Israel


Extension




Objectives:



Interpret information from map projectionsObjectives derived from Pearson Education programs © Pearson Education, Inc., or its affiliates. All rights reserved.



What is a map projection? Show your student a sphere, such as a beach ball or an orange, and ask howhe would show the entire surface on a sheet of paper. Then have your student read the What? sectionof text on p. 656 to help set the purpose of the lesson.

Why use a map projection? Have your student read the Why? section of text on p. 656. Ask him whypeople do not take globes when they travel.

InstructionNow watch the Discovery Education™ streaming movie with your student. Answer any questions hemay have. Allow your student to replay any part of the movie that may need additional review.

1. How did Mercator create his map? First he placed a candle inside a globe. Then he placed a paperaround the globe and traced the borders onto the paper.

2. How is a conic map better than a Mercator projection map? It is more accurate in terms ofdirection, distance, and size.

3. What would be the main disadvantage of the orange peel map? The map is broken up into pieces,which makes it difficult to determine direction or distance.


Teach and Discuss

How is this skill used? Examine with your student the maps on pp. 656 and 657.

Have your student use overhead transparencies and marking pensto trace land masses from Map A and compare them to Map B. Point out that the use of mathematical calculations, aerialphotography, satellites, and computers has increased the accuracyof maps. Have your student read the How? section of text on p. 657.

1. What is the best tool for a teacher wishing to show students the accurate size and shape ofcontinents? Why? a globe; it is the most accurate because it is a sphere like Earth.2. What is a main difference between a Mercator projection and an equal-area projection? Possibleanswer: On a Mercator projection, the lines of longitude are parallel, which is not accurate. On an equal-area projection, the lines of longitude are curved toward the poles.

ReviewThink and Apply Answers1. A map projection is a way of showing a round object, such as a globe, on a flat surface. 2. They appear more equal in size on the equal-area projection. 3. Map B

Tip If your student needs more practice with map projections, have him complete p. 151, UnderstandingMap Projections, in his workbook.

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Lesson 11: Looking Toward the Future

Objectives:Describe how relations between the United States and the Soviet Unionchanged during the 1980sExplain how the Cold War endedIdentify key postCold War events, including the Persian Gulf War, the Clintonimpeachment, the rise of the Internet, and the struggle against terrorismEvaluate a variety of questions about the future of the United States




Preview Ask your student to summarize the relationship between the United States and communistcountries in the early 1980s. Tell your student he will learn about the end of the Cold War.

You Are There When the Berlin Wall fell, East and West Germans felt many emotions. Ask your studentwhy they may have felt joy and fear.

InstructionHave your student complete the Quick Study activity for this lesson.

This lesson deals with the events of the past 20–30 years. Your student may be interested in hearingyour memories of some of the events described in the lesson.

ActivityHelp your student to skim pp. 658–665 in order to add more details to his Quick Study answers. (Yourstudent will read pp. 658–665 in today's lesson.) You may wish to use all or some of the following Teachand Discuss questions to guide his reading.

Teach and Discuss

The Cold War Ends Quick Summary During the administrations of President Reagan and President Bush, tensionsbetween the United States and the Soviet Union began to ease, and the Cold War ended.

Review: What reforms did Mikhail Gorbachev make in the Soviet Union? Gorbachev allowed morepolitical and economic freedom.

A New Role in the World Quick Summary After the breakup of the Soviet Union in 1991, the United States faced difficultdecisions about its role as the world’s only superpower.

Review: What caused the Persian Gulf War and how did it end? The war was caused by Iraq invadingKuwait. It ended with Iraq being driven out of Kuwait.

Turn of the Century



Quick Summary At the turn of the century, several important events occurred, including theimpeachment of President Clinton and the closest presidential election in American history.

Review: Who were the two main candidates in the presidential election of 2004? George W. Bush andJohn Kerry

Americans United Quick Summary Americans came together to help each other during and after the terrorist attacks onSeptember 11, 2001. People around the world also gave their support and help to fight terrorist groups.

Review: How did Americans respond to the terrorist attacks of September 11, 2001? Firefighters,police officers, and rescue workers risked their lives to save the lives of others. Throughout the country,people lined up to give blood, and they donated food, clothing, and money.

The Struggle Against Terrorism Quick Summary America used military force to attack terrorist bases in Afghanistan and to removethe leader of Iraq. A long rebuilding process began in both countries.

Review: Describe the reasons for fighting in Afghanistan and Iraq. After the Taliban government inAfghanistan refused to help capture terrorists in their country, the United States attacked to captureterrorists and destroy their bases. In Iraq, the fighting resulted from Saddam Hussein’s failure to cooperatewith United Nations inspectors who were checking to see if he had destroyed weapons of mass destructionas promised.

Rebuilding at Home Quick Summary After the September 11 attacks, the spirit of Americans became stronger as thePentagon was rebuilt and new plans for the World Trade Center site were approved. The governmentadded a new department to protect the United States from terrorism.

Review: What steps did Americans take to rebuild the damage done by the September 11 attacks?The Pentagon was repaired, the World Trade Center site was cleaned up, and plans were made to rebuildon the site.

ReviewReview the answers to the Quick Study activity with your student.

1. Possible answers include: The Internet became popular. The Cold War ended. Terrorists attacked theUnited States. 2. Yes, Gorbachev's reforms helped lead to improved relations. In 1987, the two nations signed an armscontrol agreement. 3. In the 1960s, the U.S. government linked computers together, and this created the Internet. 4. No; people from all over the world supported the United States, and national leaders, including thePrime Minister of Great Britian, joined the fight. 5. Answers should include a question about the future and a one-page answer on the student's predictions.

Extension






Objectives:Identify significant examples of music from various periods in U.S. historyExplain how examples of music reflect the times during which they werewritten




Preview Ask your student if he knows the song "You're a Grand Old Flag." Tell him that it conveys someideas about the U.S. flag.

Ask your student how studying a song about the flag can be helpful. If necessary, remind your studentof the words from the Pledge of Allegiance (See p. 11 of the textbook) " . . . to the Flag . . . and to theRepublic for which it stands . . . " and explain that the flag stands for the United States. (You canlearn about what the country stands for, such as freedom.)

There are no Key Words for this lesson.

ActivityEach unit ends with a review section. The Unit 9 Review will give your student practice answeringquestions. Have him answer the questions on p. 674 and the People and Places questions on p. 675 ofthe textbook.

If your student needs extra practice on vocabulary terms from the unit, help him print out the Unit 9Vocabulary Cards. They may be used as flashcards or for a matching game. Print the pages back to backif you wish to create flashcards for review. Print one side per page if you wish to create cards for amatching game.

ReviewNow review the answers to the Unit Review with your student. You may also wish to review the Chapter18 and 19 workbook activities.

Main Ideas and Vocabulary Answers1. a2. c3. b4. b

People and Places Answers1. e2. a3. f4. b5. c6. d

Extension



Lesson 13: Unit Exam




Today your student will complete The United States and the World Unit Test.

Unit 1: A Growing Nation In this unit, your student will ... · Preview: Ask your student to describe different “high-tech” items that make modern life easier. Tell your student

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