Standardized Test Practice Workbook - glencoe.com...• Have plenty of sharpened pencils and erasers available. • Complete a few easy warm-up questions the morning of the test, allowing

Standardized Test Practice Workbook

TEACHER ANNOTATED EDITION

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Creating a Customized File

There are a variety of ways to organize Glencoe Social Studies teaching aids. Several

alternatives in creating your own files are given below.

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

• Organize by category and chapter (all Chapter 1 activities, all Chapter 1 tests and

quizzes, etc.)

• Organize sequentially by lesson (activities, quizzes, tests, for Chapter 1/Section 1,

Chapter 1/Section 2, etc.)

No matter what organization you use, you can pull out individual worksheets from these

booklets for your files, or you may photocopy directly from the booklet and file the photo-

copies. You will then be able to keep the original booklets intact and in a safe place.

Image Credits

011 The Library of Congress; 016 The Granger Collection, New York; 020 Library of Congress; 021 Library of Congress;

024 The Library of Congress Prints and Photographs; 029 The Library of Congress; 044 Francis Miller/TimePix/Getty Images;

049 National Archives

Copyright © The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only forclassroom use; be provided to students, teachers, and families without charge; and be used solelyin conjunction with The American Vision: Modern Times program. Any other reproduction, for useor sale, is expressly prohibited.

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

ISBN: 978-0-07-878511-5MHID: 0-07-878511-1

Printed in the United States of America.

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Table of Contents

Objectives Addressed in the Activities ...................................................................iv

Workbook Overview...............................................................................................v

Preparing for a Standardized Test .........................................................................vi

Activity 1 Distinguishing Fact from Opinion .........................................................1

Activity 2 Reading a Special Purpose Map ...........................................................3

Activity 3 Making Generalizations ........................................................................5

Activity 4 Formulating Questions .........................................................................8

Activity 5 Interpreting Political Cartoons ...........................................................10

Activity 6 Analyzing Information ........................................................................12

Activity 7 Analyzing Primary Sources.................................................................15

Activity 8 Identifying the Main Idea ...................................................................18

Activity 9 Evaluating Information .......................................................................20

Activity 10 Drawing Conclusions ..........................................................................22

Activity 11 Analyzing Secondary Sources .............................................................24

Activity 12 Determining Cause and Effect.............................................................26

Activity 13 Interpreting Political Cartoons............................................................28

Activity 14 Evaluating Information .......................................................................31

Activity 15 Sequencing Events ..............................................................................34

Activity 16 Interpreting Graphs ............................................................................37

Activity 17 Making Generalizations ......................................................................39

Activity 18 Analyzing Primary Sources.................................................................42

Activity 19 Comparing and Contrasting ................................................................45

Activity 20 Interpreting Graphs ............................................................................47

Activity 21 Synthesizing Information....................................................................49

Activity 22 Formulating Questions .......................................................................51

Activity 23 Drawing Conclusions ..........................................................................53

Activity 24 Making Inferences ..............................................................................56

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OBJECTIVES ADDRESSED IN THE ACTIVITIES

The objectives in this workbook are addressed in many standardized social studies tests.

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

these objectives.

The student will:

• Organize and interpret information by sequencing events.

• Interpret special purpose maps.

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

• Analyze information by distinguishing between fact and nonfact.

• Analyze information by comparing and contrasting.

• Analyze information by making inferences.

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

• Make generalizations about social studies content.

• Analyze information by identifying the main idea.

• Interpret social and political messages of cartoons.

• Identify relationships among people and events.

• Analyze information and statistics to interpret social studies information.

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

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

• Interpret information in charts and tables.

• Evaluate the usefulness of information.

• Analyze information by interpreting graphs.

• Analyze information by making generalizations.

• Use problem-solving and decision-making skills.

• Analyze information by formulating questions.

• Identify the main idea of a passage.

• Draw conclusions based on social studies information.

• Synthesize information.

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

• Examine decisions made in history.

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v

WORKBOOK OVERVIEW

This workbook helps students prepare for standardized tests. Standardized tests in social

studies cover many types of skills, some of which overlap with the skills found in other sub-

ject areas, such as mathematics, language arts, and science.

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

• Making Inferences

• Determining Cause and Effect

• Comparing and Contrasting

• Distinguishing Fact from Opinion

• Analyzing Information

• Predicting

• Making Generalizations

• Evaluating Information

• Detecting Bias

• Drawing Conclusions

• Formulating Questions

• Synthesizing Information

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

formats:

• Multiple choice

• Open-ended short response

• Open-ended extended response

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LEARNING ABOUT THE TEST

Standardized tests differ from one anoth-

er. Students need to familiarize themselves

with the specific test they must take. How

can they best do this? There are three steps

to preparing for any test. Students should:

• Read about the test.

• Review the content covered by the test.

• Practice on questions like those that will

be on the test.

Reading About the Test

Inform students of the sources they can con-

sult to learn about the test. Students should:

• Know that they can always prepare for a

test. At the very least, students can famil-

iarize themselves with the format of the

test, the types of questions that will be

asked, and the amount of time they will

have to complete the test.

• Use materials from The Princeton Review

and Glencoe to learn about their particu-

lar test.

• Read any information the state or testing

company releases. Sometimes the test-

writers will release information through

the school. If they do not, students can

look for information on the testing com-

pany’s or state board of education’s

Internet site.

Reviewing the Content Covered by the Test

In addition to learning about the format

of the test, students will benefit from

reviewing the subject matter covered on

the test. This will ensure that they are

ready for both what the test asks and how

it does so.

If there are specific objectives or stan-

dards that are tested on the exam your stu-

dents must take, help them review the facts

or skills specified by each standard in

advance to be sure they are proficient in

them. This workbook can help you do this.

Each activity focuses on a common social

studies objective. You can assign the activi-

ties in order, or focus on those that are most

important for the test your students will

take.

Practicing

The most important part of a student’s

preparation for any standardized test is

extensive practice. Practice tests allow stu-

dents to become familiar with the content,

format, and timing of the real exam. Review-

ing the practice tests also allows students to

review specific areas covered by the exam,

to understand why they chose wrong

answers, and to learn to avoid choosing

wrong answers in the future. Students

should:

• Practice all the types of questions they

will encounter on the test—multiple

choice, short response, and extended

response. Students should practice on

real released tests whenever possible.

• Understand the guidelines that will be

used to evaluate their constructed

responses. Students cannot give the test

scorers what they want if they do not

know what the test scorers want.

HELPING STUDENTS APPLY WHAT THEYKNOW ABOUT THE TEST

Make sure students know that they

should pace themselves, use the order of

difficulty when it is applicable, guess when

it is beneficial, and use the process of elimi-

nation to score their highest.

Pacing

Students should pace themselves differ-

ently on how the test is administered. If the

test is timed, students should work careful-

ly but not allow themselves to become stuck

on any one question. As they practice, they

should try to increase the number of ques-

tions they can complete correctly within the

time limit.

vi

PREPARING FOR A STANDARDIZED TEST

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If the test is not timed, students should

work slowly and carefully. If they have

trouble with an item, they should mark it

and come back to it later. Students should

keep in mind that they have no time limit,

so they should not let themselves speed up

unnecessarily.

Using the Order of Difficulty

Not all standardized tests are arranged in

order of question difficulty, but some are. If

the test questions are arranged in order of

difficulty, then the questions run from easy

to medium to difficult, in that order. Students

should be extra certain that they get the easy

and medium questions correct before mov-

ing on to the most difficult questions.

As students enter the difficult sections of

a test that progresses from easy to difficult,

they should be aware that answer choices

will become trickier. The obvious answer is

probably not the correct answer to a diffi-

cult question.

If the questions are not arranged in order

of difficulty (that is, any question at any

point could be easy, medium, or difficult),

students should skip through the test,

answering all the easier questions. Then

they can go back and answer the more diffi-

cult items.

Guessing

Some tests impose a penalty for incorrect

answers, usually a fraction of a point.

Others do not. Find out if the test your

students must take imposes a guessing

penalty. If there is no penalty for incorrect

answers, then students should answer

every single question, even if they do not

have time to read it. If there is a penalty for

incorrect answers, then students should

only answer a question if they have read it,

understood it, and are able to eliminate at

least one answer choice.

Using the Process of Elimination

For any multiple choice question, stu-

dents should know how to quickly and

effectively use the process of elimination to

narrow down the possible answer choices.

Even when they are certain they know

which answer is best, students should

always confirm their knowledge by reading

the other choices and eliminating them.

What is the capital of Western Samoa?

A Paris

B London

C Vila

D Apia

The question above might be difficult for

many students to answer. However, most

students will easily be able to eliminate

choices A and B, leaving them with a 50

percent chance of guessing correctly. If stu-

dents do not eliminate any answer choices,

they have only a 25 percent chance of

guessing correctly.

Students should physically cross out

answer choices they have eliminated (when-

ever the testing situation allows) so that

they do not mistakenly fill in an answer oval

for a choice they have mentally eliminated.

Crossing out eliminated choices also ensures

that students will not waste time rereading

an answer that they know is wrong.

If a test has a definite order of difficulty,

students should be aware that toward the

end of the test it will be harder to eliminate

choices, because the questions will become

trickier and may involve vocabulary and/or

concepts with which students are unfamil-

iar. Students should be sure to eliminate

only those choices they understand com-

pletely and are certain are incorrect.

Right Before the Test

Students should be sure to do the following

before they take any test:

• Get at least eight hours of sleep each

night for the week leading up to the test.

• Eat a nutritious breakfast.

• Bring any necessary paperwork with

them to the test, such as identification

and registration forms.

• Have plenty of sharpened pencils and

erasers available.

• Complete a few easy warm-up questions

the morning of the test, allowing them-

selves to get into a test-taking mode.

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Standardized Test Practice 1Standardized Test Practice 1

Name __________________________________ Date ____________________ Class ____________

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

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

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

ACTIVITY 1Distinguishing Fact from Opinion

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

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

• Identify the opinions or nonfacts. Sometimesopinions contain phrases such as I believe, in

my view, and I think. They often describe theway a person feels.

• Identify the statement’s purpose. What doesthe speaker or author want you to believe orto do?

Standardized Test Practice

The American Revolution was more than afight between rebellious colonists and GreatBritain. It was also a civil war that pitted colonistagainst colonist. Some colonists, refusing toabandon their allegiance to the king, remainedloyal to the British government. They were calledLoyalists. Many Loyalists joined the British army.

Rebel colonists, who wanted to break away fromGreat Britain, were sometimes called Patriots.The struggle between Patriots and Loyalists wasas bitter as the struggle between the rebels andthe British. Patriots believed that the Loyalistswere traitors to the American cause. The twoviewpoints are expressed below.

The American Revolution

Loyalist viewpoint, Charles Inglis, 1776:“I think it no difficult matter to point out many advantages which will certainly attend our

reconciliation and connection with Great Britain. . . . By reconciliation with Britain, a period would be put to the present calamitous war, by which

so many lives have been lost, and so many more must be lost if it continues. . . . By a reconciliation with Great Britain, peace—that fairest offspring and gift of heaven—will be

restored. In one respect peace is like health—we do not sufficiently know its value but by itsabsence. . . .

But if America should now mistake her real interest . . . they will infallibly destroy this smilingprospect. They will dismember this happy country, make it a scene of blood and slaughter, andentail wretchedness and misery on millions yet unborn.”Source: Charles M. Dollar and Gary W. Reichard, American Issues, A Documentary Reader (New York: Glencoe/McGraw-Hill,1994, pp. 77–78)

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2 Standardized Test Practice2 Standardized Test Practice

Name __________________________________ Date ____________________ Class ____________

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

1 Which of the following statements is anOPINION expressed in the viewpoints?

A Many lives had been lost in the war.

B The Patriots chose to use force toresist the British.

C The cause of the Patriots was just.

D Reconciliation with Britain wouldend the war.

2 Which of the following statements is aFACT expressed in the viewpoints?

F The Patriots’ ancestors were gallant.

G Many lives had been lost in the war.

H Future Americans would have sufferedif the Loyalists had won the war.

J Honour and humanity justified theefforts of the Patriots.

Patriot viewpoint, “Declaration of the Causes and Necessity of Taking Up Arms, 1775”“. . . We are reduced to the alternative of choosing an unconditional submission to the tyranny

of irritated ministers, or resistance by force. – The latter is our choice. – We have counted the cost ofthis contest and find nothing so dreadful as voluntary slavery. – Honour, justice, and humanity,forbid us tamely to surrender that freedom which we received from our gallant ancestors, and whichour innocent posterity have a right to receive from us.

Our cause is just. Our union is perfect. Our internal resources are great, and, if necessary,foreign assistance is undoubtedly attainable. . . .

In our own native land, in defence of the freedom that is our birthright, . . . for the protectionof our property, acquired solely by the honest industry of our fore-fathers and ourselves, againstviolence actually offered, we have taken up arms.”Source: Charles M. Dollar and Gary W. Reichard, American Issues, A Documentary Reader (New York: Glencoe/McGraw-Hill,1994, pp. 76–77)

DIRECTIONS: Remember that opinions often include expressions of approval or disapproval, or qualifying

phrases. Study the opposing views about the American Revolution. Then answer the following questions.

1. Identify the facts. Is there a way to prove that many lives had been lost? Also, were the Patriots, infact, able to attain foreign assistance? What could you do to check these and other statements?

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

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

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

Consult works on the American Revolution, written by knowledgeable historians in the field.

By knowing the author’s purpose, you are alerted to any words or phrases that express opinions or bias.

Loyalist viewpoint: “I think,” “this smiling prospect,” “this happy country”; Patriot viewpoint: “tyranny

of irritated ministers,” “Honour, justice, and humanity forbid us,” “gallant ancestors”

Writer of the Loyalist viewpoint wants reconciliation with Britain and an end to the war. Writer of the

Patriot viewpoint believes that the revolution is just and should be continued until free from Britain.


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DIRECTIONS:Study the special

purpose map showing

Mexican and Texan

troop movements and

victories during the

Texas War for

Independence. Then

answer the following

questions.

1. According to the map, whowon the battle that tookplace at Goliad?

Name __________________________________ Date ____________________ Class ____________

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

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

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

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

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

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

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

ACTIVITY 2Reading a Special Purpose Map


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

Mexican forces

Brazoria

San Antonio

Washington-on-the-Brazos

Gulf of Mexico

Red R.

Brazos R.

Colorado R.

Nueces R.

Rio Grande

La.

Ark.

Unorganized Terr.UNITED STATES

M E X I C O

REPUBLIC OF TEXAS

28°N

26°N

SAN

TA A

NN

A 1

836

SAN

TA A

NN

A 1

836

UR

REA

1836U

RR

EA 1836

HOUSTON 1836

Boundary claimed by Texas

Boundary claimed by M

exico

San JacintoApril 21, 1836

Bexar,Dec. 10, 1835

Alamo,March 6, 1836

Alamo,March 6, 1836

Goliad,March 20, 1836

Goliad,March 20, 1836

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

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

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

200 miles

200 kilometers

0

0

Albers Equal-Area projection

N

S

W E

Mexican forcesMexican victoryTexan forcesTexan victoryAustin’s colonyDisputed territory

The Texas War for Independence, 1835–1836


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Name __________________________________ Date ____________________ Class ____________

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

3. When did the battle of Refugio take place?

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

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

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

A Louisiana

B unorganized territory

C disputed territory

D Mexico

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

F Refugio

G Alamo

H Bexar

J San Patricio

Arkansas and Louisiana

March 14, 1836

the Battle of San Jacinto


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Name __________________________________ Date ____________________ Class ____________

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

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

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

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

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

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

ACTIVITY 3Making Generalizations


When the war began, both sides had advan-tages and disadvantages. How they used thosestrengths and weaknesses helped to determinethe war’s outcome.

The North enjoyed the advantages of a largerpopulation to support the war effort, moreindustry, and more abundant resources than theSouth. The North also benefited from a betterbanking system that helped finance the war, alarger navy which was used to blockade Southernports, and a more extensive and efficient railwaynetwork.

Disadvantages faced by the North includedthe need to invade the South and maneuveramong a hostile population, a difficult task forany military force. Furthermore, public opinionin the North was divided over the war, and

support for the war effort remained shaky untilvery near the end.

One of the main advantages the South hadwas the strong support its white population gavethe war. They also had the advantage of fightingon familiar territory—defending their land, theirhomes, and their way of life. At least at first,Southern military leadership was superior to theNorth’s. The South had a large pool of well-trained officers.

The South faced material disadvantages. It had a smaller population and possessed fewerfactories. Moreover, with less than half the milesof railroad track and fewer trains, theConfederate government had difficultysupplying its troops.

The Civil War: Comparing North and South


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Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: Generalizations are made from individual, supporting facts. Study the chart below.

Using information from the selection and the chart, complete the Venn diagram on the following page. In

one circle, list the characteristics of the North. In the other circle, list the characteristics of the South. In

the area of the diagram where the two circles overlap, list the characteristics both sides share. Label each

circle.

Aims

The North The South

bring Southern states back into

the Union; ending slavery not

a major aim at first, but this

changed as war continued

win recognition as an independent

nation

defend homeland, hold as much

territory as possible

get Britain and France, which

imported large amounts of

Southern cotton, to pressure

North to end war and recognize

Confederate independence

blockade (close) Southern

ports to prevent supplies from

reaching South and to prevent

South from earning money by

exporting cotton

gain control of the Mississippi

River to cut Southern supply

lines and split Confederacy;

also capture other key rivers to

split Confederacy and gain river

routes

take offensive during battle, move

troops northward, to persuade

North that it could not win war

capture New Orleans and

Richmond, the Southern capital

smaller population made it hard

to replace depleted troops; mili-

tary draft with certain exceptions

introduced in 1862

food and supply shortages led

to riots and soldiers deserting to

return home to help their families

recruiting civilian volunteers as

soldiers proved insufficient;

military draft in 1863 led to riots

preventing Britain and France

from recognizing the Confederacy

and interfering in the war

collapsed transportation system,

depleted economyending slavery without losing

loyalty of border states

Strategies

Challenges


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Standardized Test Practice 7

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

1 Which of the following characteristicsdid the North and the South share inthe Civil War?

A Both sides enjoyed strong publicsupport.

B Both sides had similar aims in thewar.

C Both sides needed to institute a draftto replenish troops.

D Both sides had enough resources tomaintain their troops.

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

F The North was united on politicalissues, including slavery.

G Northern strategy involved dividingand weakening the Confederacy.

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

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

Students should listcharacteristics ofthe North from thechart.

Students should list characteristics of theSouth from the chart.

• instituted draft• experienced unrest, riots• concerned over British,

French involvement• took offensive and

invaded opposing side’sterritory

DIRECTIONS: After creating the Venn diagram, consider what conclusions you might draw from it.

Formulate generalizations about both sides. Write your generalizations below.

Generalizations will vary but may address the following: both sides experienced unrest in the form of

riots; both sides drew soldiers from civilian population and introduced drafts; both sides were concerned

over how British and French involvement would affect outcome of war.

The North The South



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Name __________________________________ Date ____________________ Class ____________

ACTIVITY 4Formulating Questions


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

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


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

chanting, meditation, and, most importantly, theGhost Dance. The Ghost Dance, it was believed,would accelerate the arrival of this new world.

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

The Ghost Dance and Wounded Knee

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

• Determine why the author wrote the passage.• Draw conclusions about information from the text.• Formulate questions about information that

might support your conclusions.

• Answer the questions using information from thetext or other sources.

• Confirm or disprove your conclusions based onanswers to your questions.


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

The next morning, Colonel James Forsyth,who had taken over command the night before,had his troops begin the process of disarming theIndians. A young man named Black Coyote held

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

Questions will vary, but should be based on information from the selection. Sample question:

How did Wovoka want Native Americans to behave toward others?

Students should include the answer if it appears in the selection. Sample answer: Wovoka wanted

Native Americans to live harmoniously and honestly, never hurting others.

Wovoka’s teachings promoted a peaceful and honest life.

Sample resources: biography of Wovoka, books on the Ghost Dance.

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

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

A Who influenced Wovoka’s early lifeand development?

B How did Wovoka spread his messageof the Ghost Dance?

C What religious revival did Wovokalead?

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

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

F Who was ordered to arrest Big Foot?

G What events followed the attack atWounded Knee?

H From whom did Big Foot seekprotection?

J How did white officials view theGhost Dance?

DIRECTIONS: Read the selection again, and formulate a question for which you would like to know

the answer. Write the question in the space provided. If the text contains the answer, write it in the space

provided. Then write a logical conclusion about the information based on your question and answer.

Write down resources where you might further research the answer to your question.

1. Question:

Answer:

2. Conclusion:

3. Resources:


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ACTIVITY 5Interpreting Political Cartoons


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

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

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

With the economy growing after the CivilWar, many railroads and other businesses lookedfor ways to expand. To do so they needed toraise capital, or money. They needed capital tobuy raw materials and equipment, to payworkers, and to cover shipping and advertisingcosts.

One way a business could raise capital(money for investment) was by becoming acorporation—a company that sells shares, orstock, of its business to the public. The peoplewho invested in the corporation by buying stockwere its shareholders, or partial owners.

In good times, shareholders earneddividends—cash payments from the corporation’sprofits—on the stock they owned. If thecompany prospered, its stock rose in value, andthe shareholders could sell it for a profit. If thecompany failed, however, the shareholders losttheir investment. Hundreds of thousands ofpeople shared in corporate profits by buying and

selling stocks in special markets known as stockexchanges.

In 1870 John D. Rockefeller organized theStandard Oil Company of Ohio and set out todominate the oil industry. He acquired most ofthe oil refineries in Cleveland and other cities.

One method Rockefeller used to build hisempire was horizontal integration—the combiningof competing firms into one corporation. Thecorporation also practiced vertical integration—producing its own tank cars, pipelines, and even itsown wooden barrels, which were made fromforests owned by Standard Oil. Standard Oil grewin wealth and power, becoming the most famouscorporate empire of the day. To strengthenStandard Oil’s position in the oil industry,Rockefeller lowered his prices long enough todrive his competitors out of business. In addition,he pressured customers not to deal with rival oilcompanies, and he persuaded the railroads to granthim rebates in exchange for his business.

The Growth of Big Business After the Civil War

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

• Determine the main theme or subject of thecartoon.

• Find out what the cartoon’s caricatures andsymbols represent.

• Identify the issues that are addressed.

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

• Draw conclusions about the cartoonist’spoint of view.


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DIRECTIONS: For special effect, cartoonists often exaggerate a person’s or an object’s appearance.

These representations can be positive or negative, depending on the cartoonist’s point of view. Study the

political cartoon and answer the following questions.

1. What is the theme of the cartoon?

2. What do the cartoon’s figures andsymbols represent?

3. What is the cartoonist’s interpretation of the Standard Oil Company?

4. Is the cartoonist supporting or opposing the growth of large corporations like Standard Oil in theAmerican economy after the Civil War? Explain.

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

1 What do the tentacles wrapping aroundthe buildings in the cartoon suggest?

A Standard Oil was purchasing toomuch real estate.

B Standard Oil had too muchinfluence over government officials.

C Standard Oil favored an overthrowof the government.

D Standard Oil wanted increasedgovernment regulation of the oilindustry.

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

F Large corporations like Standard Oilare good for the American economy.

G Large corporations like Standard Oildeserve more support from thegovernment.

H Large corporations like Standard Oilhave too much power over theeconomy.

J Suppliers are charging too much tolarge corporations like Standard Oil.

the power of the Standard Oil

Company (i.e., large corporations in

late 1800s) to control the government

and suppliers

The octopus represents Standard Oil Co.;

the buildings represent various levels

and branches of government; the men

represent suppliers.

The cartoonist believes that Standard Oil is too powerful.

opposing; Students should note that the cartoonist has portrayed the corporation as an evil, attacking

octopus.


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ACTIVITY 6Analyzing Information


★ Practicing the SkillRead the selection and study the table below. Complete the activity that follows.

In the mid-1880s, patterns of immigration tothe United States started to change. Large groupsof “new” immigrants arrived from eastern andsouthern Europe. Greeks, Russians, Hungarians,Italians, Turks, and Poles were among thenewcomers. At the same time, the number of“old” immigrants started to decrease. By 1907only about 20 percent of the immigrants camefrom northern and western Europe.

Many of the newcomers from southern andeastern Europe were Catholics and Jews. Few spoke English. Because of this, they did not blend into American society as easily as the “old” immigrants had. Manyfelt like outsiders, and they clustered together in urban neighborhoods made up of people of the same nationality.

After 1900 immigration from Mexico also increased. In addition, many people came to the United Statesfrom China and Japan. They, too, brought unfamiliar languages and religious beliefs and had difficulty blendinginto American society.

Social Studies Objective: The student will analyze social studies information.

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

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

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

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

the author is trying to communicate globally.

• Summarize the information in your ownwords.

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

Changing Immigration PatternsImmigration to the United States, 1880–1919

1880–1889

Northwestern Europe

Eastern Europe

1890–1899

1900–1909

1910–1919

Central Europe

Southern Europe

Americas

Asia

72.3%

3.6%

6.8%

5.2%

9.9%

1.3%

Source: Dollar and Reichard, American Issues (Glencoe, 1994).

49.4%

13.0%

17.4%

17.5%

1.1%

1.5%

21.6%

19.8%

24.8%

26.4%

3.4%

2.9%

17.5%

18.5%

18.6%

24.6%

16.9%

3.2%


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DIRECTIONS: Study the information on the previous page and the primary source below. Then

answer the following questions.

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

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

The day was warm and we were very thirsty.An English-speaking immigrant asked the near-byguard where we could get a drink of water. The

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

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

Memoir Reflecting on Arrival at Ellis Island

1. What is the topic of the text?

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

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

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

cultural and language differences of people immigrating to the United States in the early 1900s

The topic is presented by relating an immigrant’s experience upon arriving in the United States. The

personal narrative is organized sequentially, in the order the events occurred.

The author wants to show how an aspect of American culture is starkly different from the culture of her

homeland.

Answers will vary, but students should note that the text is mostly factual events that are related as a

personal experience.

ˆ ˆ


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Read the information on the selection on the previous page and the primary source text on the previouspage. Write an essay stating your opinions on how immigration affected the development of the nation inthe early 1900s. Suppose that your audience is a group of students who are unfamiliar with this part ofAmerican history. Before writing, think about what information your audience needs to know to understandyour point of view. Make an informal outline for your essay in the space below. Write your essay on aseparate sheet of paper.

Answers will vary but students should express their views on immigration during this period.Students may state that immigrants brought varied cultures to the United States, enriching thenation and creating a true “melting pot.” Students may note that exposure to different cultures,as in the primary source text, gave more people opportunities to experience cultural differencesand become more openminded. Students also may observe that as contrasting cultures werebrought together, some conflict between them was inevitable.

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ACTIVITY 7Analyzing Primary Sources


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

Original records of events made by eyewitnesses are known as primary sources. Primarysources include letters, journals, autobiographies, legal documents, drawings, photographs, maps,and other objects made at the time. Each primary source can give some kinds of information butdoes not necessarily give a complete picture of an event. For example, a letter from an immigrantmight describe in detail the events of the difficult journey, but might not tell you how many peopleimmigrated.


The term imperialism means a strongcountry’s domination of the political andeconomic life of weaker countries. By the end ofthe 1800s, a handful of European countries,together with the United States, carried outpolicies of imperialism through which theycontrolled nearly the entire world. Notsurprisingly, the era between 1800 and 1914 hascome to be called the Age of Imperialism.

The imperialism of the 1800s and early1900s resulted in three key developments. First,nationalism prompted rival nations to buildempires in their quests for power. Second, theIndustrial Revolution created a tremendousdemand for raw materials and new markets.

Finally, feelings of cultural and racial superiorityinspired Americans and Europeans to imposetheir cultures on distant lands.

Imperial powers built roads, railroads, ports,and urban centers in the overseas lands theyacquired. They also set up schools, health clinics,and hospitals. However, many ruling nationstook advantage of their colonies by exploitingnatural resources without providing economicbenefits for most of the native people.

The relentless pursuit of colonies and foreigntrade heightened international tensions duringthe late 1800s and early 1900s. In 1914 thisgrowing rivalry contributed to the outbreak ofWorld War I.

Imperialism

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

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

• Analyze the data for the main idea orconcept as well as supporting ideas.

• Learn what data is provided and what data ismissing or needed for a full understandingof the concept.

• Consider the author’s personal beliefs andattitudes.


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DIRECTIONS: Remember that primary sources include many different formats. The following primary

sources deal with the concept of imperialism as it was practiced during the late 1800s and early 1900s.

Study the sources and answer the questions that follow each one.

Primary Source A

1. What is the theme of this cartoon?

2. What nations do the characters represent?

3. Why is the British figure angry?

Primary Source B

Much has been given to us, and much willrightfully be expected from us. We have duties toothers and duties to ourselves, and we can shirkneither.

We have become a great nation, forced by thefact of its greatness into relations with other nations of the earth, and we must behave as beseems a people with such responsibilities. Toward all other nations, largeand small, our attitude must be one of cordial and sincere friendship. We must show not only in our words, butin our deeds, that we are earnestly desirous of their good will by acting toward them in a spirit of just andgenerous recognition of all their rights. But justice and generosity in a nation, as in an individual, count mostwhen not shown by the weak but by the strong. While ever careful to refrain from wrongdoing others, we mustbe no less insistent that we are not wronged ourselves. . . . No weak nation that acts manfully and justly shouldever have cause to fear us, and no strong power should ever be able to single us out as a subject for insolentaggression.

Source: Theodore Roosevelt’s Inaugural Address, March 4, 1904

1. How does Roosevelt see the role of the United States in a world dominated by imperialism?

2. What kind of international relationships is Roosevelt suggesting?

rivalry among international powers for

territory

Germany, England (Great Britain), and

the United States

He believes he is being left out of a colonial

deal between the U.S. and Germany.

The United States should respect the rights of all nations, but at the same time it should not allow

itself to be “pushed around.”

relationships based on friendship and mutual respect

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Primary Source C

We hold that the policy known as imperialism is hostile to liberty and tends toward militarism, an evil fromwhich it has been our glory to be free. We regret that it has become necessary in the land of Washington andLincoln to reaffirm that all men, of whatever race or color, are entitled to life, liberty and the pursuit ofhappiness. We maintain that governments derive their just powers from the consent of the governed. We insistthat the subjugation of any people is “criminal aggression”. . . .

Source: Platform of the American Anti-Imperialist League, October 17, 1899

Standardized Test PracticeAfter studying the cartoon and the two excerpts, answer the following questions.

1 Which of the following statements mostaccurately describes the theme of thecartoon?

A international cultural exchanges

B international cooperation

C international rivalry for territory

D international economic cooperation

2 Which of the following statements bestdescribes Roosevelt’s view?

F The United States should not getinvolved with other nations.

G The United States should use forceto get what it wants in the world.

H The United States should disarm itsarmy, dismantle its navy, and relystrictly on diplomacy.

J The United States should treat othernations respectfully, but from aposition of military strength.

3 Which of the following is the most likelyposition of the American Anti-Imperialist League?

A support the annexation of thePhilippines

B oppose the annexation of thePhilippines

C support American entry intoSpanish-American War

D favor building a large navy

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ACTIVITY 8Identifying the Main Idea


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

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


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

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

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

sentence. Remember that the topic may beimplied.

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

In the early 1900s, Progressives backed anumber of reforms designed to increase thepeople’s direct control of the government.Wisconsin, for example, made changes in thepolitical process to give voters more power andto limit the influence of political parties. Thereform included a direct primary election, inwhich all party members could vote for acandidate to run in the general election.

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

Progressives also changed the way U.S.

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

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

Progressive Reforms

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DIRECTIONS: In searching for the main idea in a reading, you need to distinguish the topic sentence

from other sentences. Using information from the selection on the previous page, fill in the spaces below.

1. Topic sentence:

• Detail sentence:



2. Concluding sentence(s):

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

In the early 1900s, Progressives backed a number of reforms designed to increase the people’s direct control

of the government.

The reform included a direct primary election, in which all party members could vote for a candidate to

run in the general election.

The initiative allowed citizens to place a measure or issue on the ballot in a state election.

Progressives also changed the way U.S. senators are elected.

Progressive reforms changed the nature of American democracy by giving the people a greater voice and

more real power in the political process.

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

A Progressive reforms increasedpeople’s direct control of thegovernment.

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

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

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

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

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

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

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

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


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ACTIVITY 9Evaluating Information


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

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

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

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

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

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

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

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

• Draw a conclusion as to the usefulness of theinformation.

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

When Europe went to war in August 1914, most Americansbelieved that the war did not concern them. President Wilsonagreed. He declared that the United States would be neutral in thewar. Despite Wilson’s plea to remain neutral, Americans soon beganto take sides. Both the Allies and the Central Powers wanted theUnited States to enter the war on their side. To gain the support ofAmericans, both sides in World War I used propaganda—information designed to influence public opinion.

Allied propaganda emphasized the German invasion of neutralBelgium and included horror stories of German atrocities (brutal orcruel acts). It called the Germans “Huns” and pictured them assavage barbarians.

The propaganda from the Central Powers was equally horriblebut, because of British sympathies, the Allied propaganda was moreeffective in influencing Americans.

After the United States entered the war, the Americangovernment also used propaganda. Propaganda became the tool bywhich business, labor, government, and American opinion would bemolded to fight and win the war.

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DIRECTIONS: Propaganda is a kind of information that should be evaluated critically. It appeals to

people’s hopes, fears, and biases. Study the poster from World War I below. Answer the questions below

that relate to propaganda in the war.

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

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

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

Standardized Test PracticeBased on the reading and the posters, answer the following questions.

1 The aim of the poster “RememberBelgium” on the previous page is to

A encourage people to buy war bonds.

B encourage people to join the armedforces.

C urge workers to increase industrialoutput during the war.

D promote unity among the Allies.

2 The aim of the poster “Blood or Bread”above is to

F encourage people to give blood todonate to hospitals.

G encourage people to pay their taxes.

H encourage people to support the wareffort by conserving resources.

J encourage people to plant gardensto grow more food.

Answers will vary but students may note that while the

poster states that “Others are giving their blood . . . ,” the

text on the poster does not provide any details saying who is

involved, where they are, or under what circumstances they

are dying.

visual—soldier helping fallen comrade; phrase—“Blood or

Bread,” “Others are giving their blood. You will shorten the

war—save life if you eat only what you need, and waste

nothing.”

Answers will vary but should refer to efforts to convince people at home to support the war and

government by buying bonds and conserving food.

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ACTIVITY 10Drawing Conclusions


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

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


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

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

text, graphics, and any illustrations orphotos.

• Carefully consider all points of viewpresented in the text.

• Draw conclusions about the topic based onthe information given.

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

After World War I, the American economyexperienced problems readjusting to peacetime.Millions of soldiers returned, entering the laborforce and competing for jobs. Governmentorders for wartime goods came to a halt, forcingmany companies to lay off workers. Othercompanies went bankrupt. Prices rose, making ithard for workers to make ends meet.

This economic downturn, or recession, lastedabout two years. Then the economy began asteady growth that lasted most of the decade. In1922 the nation’s gross national product(GNP)—the total value of all the goods andservices produced—was $70 billion. By 1929 ithad risen to $100 billion.

Technology made rapid growth possible, andelectricity powered American industry. Before

World War I, only about 30 percent of Americanfactories were run by electricity. By 1929 thisfigure had risen to 70 percent. Electricity wascheaper than steam power. By cutting costs,businesses could lower prices and increase profits.

American industry changed in another way as well. As electricity became more available,demand grew for appliances using electric power.By the 1920s, more than 60 percent of Americanhouseholds had electricity. Consumers eagerlyacquired refrigerators, stoves, vacuum cleaners,fans, and radios. As demand for these items grew,more and more of them were produced, leadingto reduced production costs and lower prices.Between 1920 and 1929, for example, the cost ofa refrigerator dropped from $600 to $300.

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DIRECTIONS: To draw conclusions from a text, first identify the main ideas. Then sum up the

information you have identified. Using information from the selection on the previous page and the

graph, answer the following questions.

1. What are the main ideas in the selection?

2. What is the main idea of the graph?

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

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

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

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

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

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

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

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

F The prices of automobiles rose dueto decreased consumer demand.

G Americans did not understand thenew advances in technology.

H Americans preferred to save theirearnings rather than spend them.

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

4,500

4,250

4,000

3,750

3,500

3,250

3,000

2,750

2,500

2,250

2,000

1,750

1,500Sale

s (i

n th

ousa

nds

of a

utom

obile

s)

1920

1921

1922

1923

1924

1925

1926

1927

1928

1929

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

Auto Sales, 1920–1929Possible answers include: After World War I, the

American economy experienced a recession of about two

years while it readjusted to peacetime. After the recession,

the economy, helped by technology and industry, grew

steadily. As more Americans had electricity available to

them, they purchased more electrical consumer goods,

causing an increase in demand in production.

The period from 1920 to 1929 saw a sharp increase in

auto sales.

Answers will vary. Students may state that as the American economy grew following the recession,

consumer goods became more available and affordable to the general public, causing an increase in

demand and production.

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ACTIVITY 11Analyzing Secondary Sources


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

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


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

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

• Determine the structure and organization ofthe selection.

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

secondary sources the author has used.

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

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

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

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

clouds of dust, more than 1,000 feet high, formeda wall miles wide. Birds flew frantically trying toescape suffocation from the roiling storm.

The Dust Bowl

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

1 Which of the following is a secondarysource?

A a photograph of a migrant family

B an excerpt from a textbook

C the diary of a migrant worker

D a 1930s newspaper article aboutmigration

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

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

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

H to list the primary sources fromwhich he obtained information

J to warn people about naturalcatastrophes in the Great Plains

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

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

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

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

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

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

When a drought struck the Great Plains in the 1930s, an ecological and economic disaster occurred.

On Sunday, April 14, 1935, one of the biggest dust storms of the 1900s swept over the Great Plains of

the United States.

Answers will vary. Students may say that primary sources may have included eyewitness accounts or

interviews from people who experienced the storms, personal narratives and letters describing the Dust

Bowl, weather reports, photographs, and pictures.

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ACTIVITY 12Determining Cause and Effect


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

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


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

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

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

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

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

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

On May 7, 1933, President Franklin D.Roosevelt addressed the nation in one of hisfireside chats. During the radio show, he outlinedthe New Deal program. The goal of the programwas to encourage the economic recovery of thenation, provide relief to needy American citizens,and bring about legislative reforms to ensure thatan economic disaster of this magnitude did nothappen again. Several new administrations werecreated under the New Deal.

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

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

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

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

The New Deal

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limiting production. Though the programachieved its goal—lowering the farm surplusand increasing total farm income—it also

caused many poor tenant farmers to losetheir jobs when production of their fieldswas limited.

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

A corruption in state and local reliefagencies

B FERA and PWA’s failure to reduceunemployment significantly

C President Roosevelt’s desire to createnew construction projects

D increasing homelessness due to theeconomy

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

F reduction in farm production

G higher tenant farmer unemployment

H increased income for farmers

J lower total farm surplus

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


DIRECTIONS: When studying complex historical situations such as the Great Depression, a graphic

organizer can help you understand multiple causes and effects. Fill in the graphic organizer below with

information from the text above. List causes and effects of the New Deal programs that were introduced.

The first one has been done for you.

New DealPrograms

Causes Effects

After completing the activity, answer the following questions.

• People struggled to pay their mortgages.

• Farmers suffered from low income. • Home Owners’ Loan Corporation offeredlow-interest loans.

• AAA reduced farm production.

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ACTIVITY 13Interpreting Political Cartoons


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

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


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

• Determine the main theme or subject of thecartoon.

• Find out what the cartoon’s caricatures andsymbols represent.

• Identify the issues that are addressed.

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

• Draw conclusions about the cartoonist’spoint of view.

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

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

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

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

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

Isolationism

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DIRECTIONS: Study the political cartoon and answer the following questions. Be sure to read the

title and any labels carefully.

1. What is the theme of the cartoon?

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

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

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

the decision of the United States to continue or not to continue its isolationist policy

Uncle Sam represents the United States contemplating involvement in the war; the kneeling woman

represents democracy; the dome of the United States Capitol building represents Congress; the land on

which Uncle Sam and the woman are situated is labeled “America” and represents the United States; the

smoke represents the raging war, death, and chaos in Europe; the water represents the Atlantic Ocean,

which separates the United States and Europe.

Yes, the cartoonist strongly believes that the United States should not intervene.

The cartoonist believes that the United States should stay out of the war. The cartoonist believes that staying

out of the war would benefit the United States and protect democracy, because America is its last refuge.

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

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

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

B Democracy is strong and will prevail.

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

D Countries depend upon one anotherto survive economically.

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

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

G Democracy is holding firm in otherparts of the world.

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

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

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ACTIVITY 14Evaluating Information


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

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

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

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

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

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

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

had in writing the document and the

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

on how accurate and trustworthy theinformation is.

• Draw a conclusion as to the usefulness of theinformation.

By the spring of 1945, the Japanese facedcertain defeat. Yet they continued to fight. Theirrefusal to surrender led the United States to usea powerful new weapon: the atomic bomb. In1939 the German-born physicist Albert Einsteinhad sent a letter to President Roosevelt warninghim that the Nazis might try to use the energyof the atom to build “extremely powerful bombsof a new type.” Wanting to develop suchweapons first, Roosevelt created a top-secretoperation, the Manhattan Project. After years ofwork, on July 16, 1945, scientists tested theatomic bomb in the New Mexico desert.Truman now had to decide whether to use thebomb against Japan. The Allies issued the

Potsdam Declaration, warning that if Japan did not surrender, it faced “prompt and utterdestruction.” The Japanese leader did notsurrender, and Truman ordered the use of thebomb.

On August 6, 1945, an American B-29bomber, the Enola Gay, dropped an atomic bombon the Japanese city of Hiroshima. Three dayslater, a second bomb was dropped on the city ofNagasaki. The atomic bombs caused unimaginabledestruction. The first bomb leveled Hiroshima andkilled from 80,000 to 120,000 people instantly;the Nagasaki bomb killed between 35,000 and74,000 people. Thousands more were injured, and many died later from radiation.

The Atomic Bomb

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DIRECTIONS: Often, a writer will try to persuade readers to accept a certain viewpoint. Read the

following text and primary source. As you read, evaluate the information. Ask yourself if the reasoning is

supported by sound factual information and if the passages appeal to the emotions and biases of the

readers. Then answer the questions that follow.

In July 1945, President Truman went to Potsdam, near Berlin, for a meeting with WinstonChurchill and Josef Stalin. While the president was on his way back to the United States, an atomicbomb was dropped on Hiroshima, Japan. Three days later a second bomb was dropped on Nagasaki.On August 15, 1945, the Japanese surrendered. Many Americans have questioned the wisdom andmorality of using the atomic bomb. In recent years, some historians have suggested that the realreason for dropping the atomic bomb was to show the Soviet Union that the United States had atrump card in any postwar dispute. In his memoirs, from which this excerpt is taken, PresidentTruman offers his own explanation of his decision to use the atomic bomb.

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

“The Army plan envisaged an amphibious landing in the fall of 1945 on the islandof Kyushu, the southernmost of the Japanese home islands. The first landing wouldthen be followed approximately four months later by a second great invasion, whichwould be carried out by our Eighth and Tenth Armies, followed by the First Armytransferred from Europe, all of which would go ashore in the Kanto plains near Tokyo.In all, it had been estimated that it would require until the late fall of 1946 to bringJapan to her knees.

“This was a formidable conception, and all of us realized fully that the fightingwould be fierce and the losses heavy. General Marshall told me that it might cost half amillion American lives to force the enemy’s surrender on his home grounds.

“Let there be no mistake about it. I regarded the bomb as a military weapon andnever had any doubt that it should be used.

“In deciding to use this bomb I wanted to make sure that it would be used as aweapon of war in the manner prescribed by the laws of war. That meant that I wantedit dropped on a military target. I had told Stimson that the bomb should be droppedas nearly as possible upon a war production center of prime military importance.”

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

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

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


1 In recent years, some historians havesuggested that Truman’s real reason fordropping the atomic bomb was

A to save the thousands of Japaneselives that would be lost during aninvasion.

B to save the enormous amount ofmoney that would be required tomount a full-scale invasion of Japan.

C to show the Soviet Union that theUnited States had the atomic bombin case of any disputes after the war.

D to keep the Japanese fromdeveloping the atomic bomb.

2 Truman said that he chose to drop theatomic bomb on Japan because

F the Soviet Union was about toinvade Japan.

G the Soviet Union would soon havean atomic bomb of its own.

H the Japanese could never be defeatedwith conventional forces.

J too many American lives would belost in an invasion of Japan.

Truman wants readers to understand why he decided to use the atomic bomb.

Answers will vary. Factual information includes the success of the first explosion of an atomic bomb, the

Army plan to invade Japan, and General Marshall’s estimation of the loss of American lives that would

result from an invasion of Japan. Students may note that the sources (Secretary of War Stimson and

General Marshall) seem trustworthy.

Answers will vary, but students should note that Truman gives a fairly straightforward explanation of

his decision to use the atomic bomb without overtly appealing to the emotions of readers. By using facts

and reliable estimations of what it would take to win the war without the use of the atomic bomb,

Truman makes a fairly convincing argument in support of his decision.

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ACTIVITY 15Sequencing Events


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

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

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

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

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

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

• Consider the events in the order theyhappened.

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

events and their context.

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

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

free elections in occupied Eastern Europe, andthe leaders issued the Declaration of LiberatedEurope.

Germany presented a special problem. TheAllies finally agreed to divide Germany into fourzones until elections could be held to determineits future. The Soviet Union, the United States,Britain, and France would each control a zone.Roosevelt and Churchill felt encouraged about apeaceful postwar world. But their hopes wentunfulfilled.

The wartime alliance between the Westernnations and the Soviet Union did not last. Justtwo weeks after the Yalta conference, the king ofRomania appointed a Communist government.Then, contrary to Stalin’s promises at Yalta, theSoviets limited the number of non-Communist

The Cold War

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DIRECTIONS: Study the events in the selection on the previous page. Identify any words or phrases

that show the order in which the events occurred. Consider the relationships among the events, then

answer the following questions.

Poles in the Polish government. In addition, nomoves were made to set up free elections.

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

In July 1945, President Truman met withStalin at the Potsdam Conference to try to work

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

Developments in Eastern Europe led to adistrust between the Soviet Union and Westernnations. Ultimately, Europe split into two camps:the Soviet-controlled Communist governmentsof the East and the capitalist democracies. By1946, the Cold War had begun.

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

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

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

The Romanian king appointed a Communist government; Soviets limited non-Communist leaders in

Poland; no free elections were held in Eastern European countries.

the Yalta Conference on February 4–11, 1945

The author tries to show how international events after World War II caused tensions between the West

and the Soviet Union and led to the Cold War.

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

Use the flowchart above to write an article describing the events around the Berlin blockade in sequential order.If your article needs more room write it on a separate sheet of paper.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Articles will vary but should make use of the facts provided and clearly present the order ofevents as they occurred.

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

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

In May 1949, Stalin ended the Berlin blockade.

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

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

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

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

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

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ACTIVITY 16Interpreting Graphs


★ Practicing the SkillStudy the bar graph below to discover changes in where Americans lived between 1901 and 1960, and thenanswer the questions.

Many Americans moved to the suburbs during the1950s.

1. Between 1951 and 1960, what percentage ofpopulation growth was in the central cities?

2. How did the percentage of suburban dwellerschange from 1921 to 1960?

3. Which group experienced increases in percentof population growth every decade between1901 and 1960?

Social Studies Objective: The student will analyze information by interpreting graphs.

Drawings that present statistical data are known as graphs. Each kind of graph has certainadvantages in presenting numerical facts. Line graphs are best for showing how statistics changeover time. Bar graphs are better for making statistical comparisons. Circle graphs show relationshipsamong parts of a whole.

★ Learning to Interpret GraphsUse the following guidelines to help you interpret graphs.

• Read the graph’s title.• Read data on the axes of bar graphs, follow

the lines on a line graph, or read the labelsfor each segment in a circle graph.

• Analyze the data, make comparisons, anddraw conclusions.

70

60

50

40

30

20

10

0Perc

ent

of p

opul

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n gr

owth

Year1901–10 1911–20 1921–30 1931–40 1941–50 1951–60

Source: Bureau of the Census.

Where Americans Lived,1901–1960

Ruraldwellers

Central citydwellers

Suburbandwellers

about 20 percent

increased from 31 percent to about 67 percent

suburban dwellers

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Standardized Test PracticeAnalyze the bar graph on the previous page and answer the following questions.

1 In what period of years did suburbandwellers experience their highestpercentage of population growth?

A 1901–10

B 1921–30

C 1941–50

D 1951–60

2 How did the percent of populationgrowth for rural dwellers change from1910 to 1960?

F decreased by about 20 percent

G increased by about 50 percent

H remained the same

J increased by about 50 percent

DIRECTIONS: Use the information in the bar graph on the previous page to make a line graph

below. On a line graph, numbers usually appear on the vertical axis, while time is usually shown on the

horizontal axis. Lines on the graph show whether the trends go up or down over time. On your line graph,

show changes in where people lived in the United States over time. Compare rural dwellers to central city

dwellers to suburban dwellers by representing each group with a differently colored line. Then draw

conclusions about the impact of these changes on American society.

central city dwellers

suburb

an dwellers

rural dwellers

Title:

PER

CEN

T O

F P

OP

ULA

TIO

N G

RO

WT

H

70

60

50

40

30

20

10

01901–10 1911–20 1921–30

YEAR

1931–40 1941–50 1951–60

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ACTIVITY 17Making Generalizations


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

A broad statement drawn from a group of facts about a topic is called a generalization. To bevalid, a generalization must be supported by evidence that is logical and factual. Learning to makegeneralizations will help you develop conclusions and identify trends. An example of a general-ization is “Only tall people play basketball well.” Can this be supported by facts? If not, it is not avalid generalization.

★ Practicing the SkillRead the paragraphs below, and then complete the activity that follows.

Soon after becoming president, Lyndon B.Johnson outlined a set of programs even moreambitious than John F. Kennedy’s New Frontier.He called his proposals the “Great Society.” In aspeech he explained his vision of America:

“In a land of great wealth, families must not live in hopeless poverty. In a land rich in harvest, children must not go hungry. . . . In a great land of learningand scholars, young people must be taughtto read and write.”

Johnson had acquired great skills as alegislator during his 26 years of congressionalexperience. He used this skill to persuadeCongress to launch programs that would makethe Great Society real.

In January 1964, President Johnson declared“an unconditional war on poverty in America.”The first part of his plan for a Great Societyconsisted of programs to help Americans wholived below the poverty line—the minimumincome needed to survive.

The Great Society

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

• Collect facts about a topic.• Identify the relationships among the facts.

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

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Name __________________________________ Date ____________________ Class ____________

DIRECTIONS: Generalizations are made from individual, supporting facts. Study the chart below. Pay

particular attention to who was helped and how money was spent. Complete the Venn diagram on the

next page about the New Deal and the Great Society. In one circle list the characteristics of the New

Deal; in the other circle, the characteristics of the Great Society. In the area of the diagram where the

two circles overlap, list the characteristics shared by both programs. Label each circle.

New Deal/FDR

Civilian Conservation Corps (CCC)—provided jobs

for young men to plant trees, build bridges and parks,

and set up flood control projects

Tennessee Valley Authority (TVA)—

built dams to provide cheap electric power to seven

southern states; set up schools and health centers

Federal Emergency Relief Administration (FERA)—

gave relief to the unemployed and needy

Agricultural Adjustment Administration (AAA)—

paid farmers not to grow certain crops

National Recovery Administration (NRA)—

helped devise standards for production, prices, and

wages

Public Works Administration (PWA)—

built ports, schools, and aircraft carriers

Federal Deposit Insurance Corporation (FDIC)—

insured savings accounts in banks approved by the

government

Rural Electrification Administration (REA)—

loaned money to extend electricity to rural areas

Works Progress Administration (WPA)—

employed men and women to build hospitals,

schools, parks, and airports; employed artists, writers,

and musicians

Social Security Act (SSA)—

set up a system of pensions for the elderly,

unemployed, and people with disabilities

Farm Security Administration (FSA)—

lent money to sharecroppers; set up camps for

migrant workers

Great Society/LBJ

Project Head Start—

provided preschool education for the children

of poor families

Upward Bound—

helped prepare poor students for college

Job Corps—

offered job training to young people who wanted to

work

Volunteers in Service to America (VISTA)—

domestic peace corps; put citizens to work in poor

neighborhoods

Medicare—

helped pay for medical care for senior citizens

Medicaid—

helped poor people pay their hospital bills

Department of Housing and Urban Development

(HUD)—

helped fund public housing projects

Model Cities—

provided money to help rebuild cities

Elementary and Secondary Education Act—

greatly increased spending for education

Civil Rights Act of 1964—

prohibited discrimination against African Americans

in employment, voting, and public accommodations;

banned discrimination by race, color, sex, religion, or

national origin

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Formulate a generalization about the New Deal and Great Society. You can use the information on the

diagram and your own knowledge of American history. Choose to focus on the people who were helped,

the purposes for which money was spent, or some other characteristic of the two programs. Write your

generalization on the lines below.

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

1 Which of the following characteristicsapply to both the New Deal and theGreat Society?

A They both addressed labor issues.

B They both addressed issues relatedto senior citizens.

C They both focused on problemsrelated to farm production.

D They both included extensive dambuilding programs.

2 Based on the diagram, what general-ization can you make about the twoprograms?

F Both used the federal government toaddress problems of poverty.

G Neither used federal funds toimprove education.

H Both favored letting the statesindividually handle problems relatedto poverty.

J Both provided jobs for writers,artists, and musicians.

Students should listcharacteristics ofthe New Deal fromthe chart.

Students should list characteristics of the Great Society from the chart.

• emphasis on helping the poor

• emphasis on publicworks

• attention to health carefor the poor

• attention to elderly

Generalizations will vary but should address the following: both programs used the federal

government to address economic issues related to poverty; they focused, among other things,

on public works, medical care, and the elderly.

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ACTIVITY 18Analyzing Primary Sources


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

A person’s point of view is the way he or she interprets topics or events. There are a numberof factors that affect a person’s point of view, including age, gender, ethnic background, andreligion. The ability to interpret points of view will help you determine the objectivity of anargument or the accuracy of a description.


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

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

• Analyze the data for the main idea orconcept as well as supporting ideas.

• Learn what data is provided and what data ismissing or needed for a full understanding ofthe concept.

• Consider the author’s personal beliefs orattitudes.

Martin Luther King, Jr., had his roots in theSouthern Baptist church. Both his father andmaternal grandfather were Baptist preachers.King skipped two grades in high school. Heentered college at the age of 15. Instead of goinginto law as he originally intended, his fatherencouraged him to go into the ministry. Kingbecame a minister in 1947. He went on to obtainhis bachelor’s and doctorate degrees. He studiedthe ideas of several philosophers and theologians.In his studies, he became interested in MohandasGandhi’s philosophy of nonviolence and HenryDavid Thoreau’s 1849 essay, Civil Disobedience,which defended nonviolent resistance tooppression.

In 1954 King became the pastor of DexterAvenue Baptist Church in Montgomery,Alabama. In December 1955, Rosa Parks wasarrested in Montgomery for refusing to give up

her seat on a bus to a white passenger. This eventled black activists in that city to form theMontgomery Improvement Association. Thegroup coordinated the efforts to boycott thecity’s public bus system. At the age of 26, Kingwas chosen as their leader. This moved him frombeing a relatively unknown preacher to becominga voice that was recognized throughout thenation. Intelligent, articulate, and well educated,he became a powerful leader in the civil rightsmovement.

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

Martin Luther King, Jr.

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

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

Name __________________________________ Date ____________________ Class ____________

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

In 1963 African American leaders organized

a march in Washington, D.C., to supportPresident Kennedy’s civil rights bill. There Kingdelivered a powerful speech on his dream forequality.

DIRECTIONS: Remember that primary sources include many different formats. The following primary

sources deal with the struggles of the civil rights movement. Study the sources and answer the questions

that follow each one.

Primary Source A

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

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

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

2. What does he believe makes those risks honorable?

Primary Source B

This is the time that we must evince calm dignity and wise restraint. Emotions must not run wild. Violencemust not come from any of us, for if we become victimized with violent intents, we will have walked in vain,and our twelve months of glorious dignity will be transformed into an eve of gloomy catastrophe.

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

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

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

They might go to jail or perhaps even get killed.

The possibility that future generations would be free from a life of “permanent psychological death.”

with calm dignity and wise restraint

He is referring to the twelve months of nonviolent protest during the Montgomery bus boycott.

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Primary Source C

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

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

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

1 Which of the following statements mostaccurately describes the theme of thephoto?

A King was a leader who united peoplein support of civil rights.

B King lead people in song to inspirethem to work for civil rights.

C King struggled with nervousnesswhen speaking in front of largecrowds.

D King was an intelligent, well-educated person.

2 Which of the following statements bestdescribes King’s philosophy of how toend segregation?

F People should fight for their rights,even if it means using violence.

G African Americans will go to jail andeven die to end segregation.

H Nonviolent resistance is morepowerful than physical force.

J African Americans deserve to becompensated for their historicalmistreatment.

He was very popular and widely supported

by the public.

The caption tells the reader that the photo was taken in

Washington, D.C., where King gave a historic speech

during the March on Washington. The march built

support for the civil rights bill, which became

law in 1964.

Name __________________________________ Date ____________________ Class ____________

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


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ACTIVITY 19Comparing and Contrasting


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

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


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

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

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

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

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

Hawks and Doves

• Identify or decide what subjects will becompared and contrasted.

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

• Look for similarities and differences withinthese areas.

• Organize your comparisons/contrasts bycreating a graphic organizer.


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DIRECTIONS: Fill in the Venn diagram to help you explore the similarities and differences between

hawks and doves. Label one circle “Hawks” and the other “Doves.” Label the place where the circles

overlap “Similarities.” Then use the diagram to help you answer the questions below.


Write a short essay comparing and contrasting the views of hawks and doves on a separate sheet of

paper. Before writing, refer to the diagram to help you organize what information you want to include.

At the end, draw conclusions about why hawks and doves held the views that they did.


• wanted American troops toremain in Vietnam andfight

• domino theory• stronger military action in

Vietnam in order to effectively achieve goals

• Vietnam essential to stop thespread of communism

• wanted the United Statesto withdraw troops

• objected to involvement incivil war, war forindependence

• objected to war for moralreasons

• sought resolution to war• criticized Johnson’s

handling of Vietnam

Hawks Doves

Similarities

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

A Americans should have pulled out ofVietnam much earlier.

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

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

D The draft system was unfair andneeded to be reformed.

2 With which of the following statementswould both hawks and doves have likelyagreed?

F African Americans were treated fairlyin the military.

G The South Vietnamese governmentwas an honest regime.

H President Johnson’s foreign policy inVietnam was not effective.

J American intervention was needed inorder to achieve a lasting peace inVietnam.

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

Essays will vary but should address the following: both groups wanted to ultimately achieve peace,

both groups criticized President Johnson’s handling of Vietnam. Essays should also include reasons

why hawks and doves held the views that they did.


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ACTIVITY 20Interpreting Graphs


★ Practicing the SkillRead the following paragraphs and study the table. Then complete the activity that follows.

Social Studies Objective: The student will analyze information by interpreting bar graphs.

You can use a bar graph to compare different items or changes in the same item over time.The horizontal and vertical axes of a bar graph provide the structure for the data. When these axesrepresent numbers, each amount of space along the axis should represent the same unit or number.

★ Learning to Make a Bar GraphUse the following guidelines when making a bar graph.

• Collect statistical data for the bar graph.• Create a grid with horizontal and vertical

axes.

• Decide how each axis will be dividednumerically. Label each unit.

• Give the graph a title and create bars byfilling in data.

Until the twentieth century, an Americanwoman’s traditional role was as wife andmother—her life centered around her home. Bythe 1960s, the largest percentage of women thathad worked outside of the home was 36 percent.This was in 1944, when the demand for workersrose due to increased manufacturing for WorldWar II. Women filled this demand since a largesegment of the male population was serving inthe war.

The 1960s marked a period of political andsocial change in the United States. During thattime, women’s movements began to emerge thatchallenged women’s traditional role and workedfor greater equality for women in all areas of theirlives—at work, at home, and in society. Thesemovements contributed to an increasedacceptance of women having careers, opening upgreater opportunities for women in theworkplace.

Women in the Workplace

Percentages of Women and Men in Civilian Labor Force

Year Women* Men* Year Women* Men*

1960 37.7 83.3 1985 54.5 76.3

1965 39.3 80.7 1990 57.5 76.1

1970 43.3 79.7 1995 58.9 75.0

1975 46.3 77.9 2000 60.2 74.7

1980 51.5 77.4 (*16 years and older)

Source: Bureau of Labor Statistics


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DIRECTIONS: Bar graphs may be drawn vertically or horizontally. Study the chart as well as the

guidelines for making a bar graph on the previous page. In the bar graph below, add the missing data for

the percentage of women in the labor force over the past three decades by using data from the chart. The

bars representing the percentage of men in the civilian labor force are shown. Use a different color or

pattern to draw in bars that represent the percentage of women in the civilian labor force.

Standardized Test PracticeAnswer the following questions based on the information in the graph.

1 Which decade had the greatest increasein percentage of women in the civilianlabor force?

A 1960s

B 1970s

C 1980s

D 1990s

2 Which of the following statements isaccurate for the percentage of women inthe labor force since 1960?

F It has remained greater than thepercentage of men in the labor force.

G It has steadily decreased.

H It has steadily increased.

J It has remained unchanged.

1960 1965 1970 1975 1980 1985 1990 1995 200005

101520253035404550556065707580859095

100

Women

Men

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


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ACTIVITY 21Synthesizing Information


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

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

★ Practicing the SkillIn the 1970s many people became concerned about the economy. Europe and Japan challenged America’sworld economic supremacy. Study the information below about the economy during this period. Thencomplete the activity that follows.

Economic Problems in the 1970s

• Japanese and European products provided strongcompetition to American-made goods.

• Organization of the Petroleum Exporting Countries(OPEC) embargoed (stopped) all oil shipments to theUnited States and raised its price for oil.

• Energy crisis

Major Concerns and Effects

• Foreign competition led to factory closings, layoffs, andunemployment in the United States.

• OPEC oil embargo and increased prices led to oilshortages and inflation (continuous rise in the price ofgoods and services).

• In addition to inflation, the energy crisis increased thetrade deficit. Because American money flowed overseas topurchase oil (i.e., energy), the value of foreign importsexceeded the value of American exports.

★ Learning to Synthesize InformationUse the following steps to help you synthesize information from the sources you read.

• Analyze each source separately to understandits meaning.

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

• Identify points of agreement anddisagreement between the sources.

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

• Find relationships between the informationin the sources.


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DIRECTIONS: Synthesizing information

involves analyzing different types of

information. Study the information on the

previous page and the graphs to the right.

After analyzing this data, answer the

following questions that will help you

synthesize information from the sources.

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

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

The first graph displays the information in the

text by showing the increases in inflation and

unemployment during the 1970s.

The graph shows the growth of the federal budget

deficit from 1972 to 1980. It shows this

information in the context of two

administrations, by giving the point at which

Ford and Carter each took office.

Carter takes officeFord takes office

19720

0.5

1.0

1.5

2.0

2.5Total Federal Budget Deficit

Dolla

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Year

1973 1974 1975 1976 1977 1978 1979 1980

The United States Economy, 1972–1980

Inflation Unemployment

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

Year

19741972 1976 1978 198002468

101214

Perc

ent

Inflation and Unemployment Rates


1 Which of the following from the texthelps you to understand theunemployment numbers of the firstgraph?

A In addition to inflation, the energycrisis increased the trade deficit.

B The OPEC oil embargo andincreased prices led to oil shortagesand inflation.

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

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

2 How does the photo connect with thetext you read?

F It shows how the trade deficit grew.

G It shows the effects of the oilshortages.

H It demonstrates the increase inunemployment.

J It illustrates how rising pricesaffected consumers.


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ACTIVITY 22Formulating Questions


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

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

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

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

• Determine why the author wrote thepassage.

• Draw conclusions about information fromthe text.

• Formulate questions about information thatmight support your conclusions.

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

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

Ronald Reagan’s election to the presidencyin 1980 marked a significant conservative shift inAmerica. The conservative movement grew acrossthe country, particularly in the South and theWest, a region known as the Sunbelt.

Conservatives shared the view that the federalgovernment made too many rules, collected toomuch in taxes, and spent too much on socialprograms. As part of his promise to reducegovernment and “get the government off thebacks of the American people,” President Reaganpursued a policy of deregulation. This meantremoving the rules and regulations governmentagencies placed on businesses. Under Reagan, forexample, the National Highway Traffic and SafetyAdministration reduced requirements for fuelefficiency and safety measures, making productionless expensive for car manufacturers.

Reagan believed that lower taxes would allowindividuals and corporations to invest in newbusinesses. Because a tax cut would mean lessgovernment income, Reagan also called for lessgovernment spending. In 1981 Congress loweredtaxes and slashed nearly $40 billion from federalprograms such as school lunches, student aid,welfare, low-income housing, and food stamps.

While Reagan cut domestic programs, heincreased military spending. With higher defensespending and lower taxes, the government spentmore money than it collected in revenue. It hadto borrow money to make up the difference. Thisborrowing increased the federal debt. Between1970 and 1980, the federal debt grew from $381to $909 billion. By 1990 the debt had jumped to$3.2 trillion.

Economic Policy During the Reagan Presidency




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DIRECTIONS: Based on the reading and the

graph, formulate questions about President

Reagan’s economic policies. Answer each

question you ask.

1. Ask and answer a “how” question.

2. Ask and answer a “why” question.

3. Ask and answer a “what” question.

4. Ask and answer an opinion question.

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

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

A What caused the gross national debtto rise so dramatically in the 1980s?

B How many Americans consideredthemselves “conservative” in the1980s?

C What was the gross national debt ofthe Soviet Union during the Reaganadministration?

D How long was Reagan in office?

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

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

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

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

J What social programs were cutduring Reagan’s presidency?

Deb

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YearSource: Statistical Abstract of the United States.

1945

1950

1955

1960

1965

1970

1975

1980

1985

1990

1994

1995

*

5

4

3

2

1

*estimate

Gross National Debt

Answers will vary but might include––Question:

How did the gross national debt change in the

1980s? Answer: It rose sharply.

Answers will vary but might include––Question: Why did Reagan lower taxes? Answer: He believed

that lower taxes would allow individuals and corporations to invest in new businesses.

Answers will vary but might include––Question: What effect did President Reagan’s policy of

deregulation have upon the automobile industry? Answer: It reduced requirements for fuel efficiency

and safety measures, making production less expensive.

Answers will vary but might include––Question: Do you think Reagan’s economic policies were good

policies for the United States? Why or why not? Answer: Answers will vary but students should include

a logical reason to support their answer.

52 Standardized Test Practice


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ACTIVITY 23Drawing Conclusions



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

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

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

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

text, graphics, and any illustrations orphotos.

• Carefully consider all points of viewpresented in the text.

• Draw conclusions about the topic based onthe information given.

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

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

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

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

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

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

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

Globalization


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

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

DIRECTIONS: To draw conclusions from a

text, first identify the main ideas. Then sum up

the information you have identified. Using

information from the selection above and the

graph to the right, fill in the spaces below.

1. What are the main ideas in the selection?

2. What is the main idea of the graph?

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

Answers may include the following main ideas: The

United States faced two trends in globalization

during the 1990s, namely, foreign trade and the

environment. Many nations participated in trade

blocs that eliminated trade barriers, such as

NAFTA, the EU, and APEC. The common concern over global warming brought countries together for

scientific research and political discussion.

Answers will vary. Students may state that as the world was becoming more globalized, the United States

embraced economic integration but resisted commitment to environmental globalization.

Global trade and global GDP increased simultaneously between 1985 and 2001.

GDPTrade

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

35,00030,00025,00020,00015,00010,0005,000

01985 1990 1995 2000 2001

U.S.

dol

lars

(bill

ions

)

Rise of Global Trade and Global GDP

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

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

A The world is becoming moreinterconnected in various ways.

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

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

D Countries depend upon one anotherto survive economically.

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

F Global warming was not a seriousconcern to many nations.

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

H Scientists disagreed on how fastglobal warming would occur.

J The United States was committed toreducing global warming.

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

Using diagrams, charts, and other data sources requires careful reasoning skills. Sometimes youhave to draw conclusions based on the evidence in a source. This is known as making an inference.Making an inference involves combining the limited facts at hand and your general knowledge toform a reasonable conclusion.


ACTIVITY 24Making Inferences

★ Learning to Make InferencesUse the following guidelines to help you make accurate inferences.

• Observe the key features and details of thesource.

• Decide what general topic is being presentedor illustrated.

• Review what you already know about thetopic.

• Use logic and common sense to form aconclusion about the topic.

• If possible, find specific information thatproves or disproves your inference.


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

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

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

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

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

The Election of 2004



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

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

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DIRECTIONS: Observing details can help you make inferences. Analyze the information in the

selection, and map below. Then answer the following questions.

The Presidential Election of 2004

Issues George W. Bush John Kerry

Economy

NationalDefense

Environment

• Supported cutting taxes• Believed tax cuts helped the

economy, jobs

• Backed building a strong nationaldefense

• Supported increase in militaryspending

• Supported opening ArcticNational Wildlife Refuge for oiland gas exploration

• Opposed oil exploration in ArcticNational Wildlife Refuge

HealthCare

• Said he would extend Medicarebenefits with a prescription drugplan

• Supported limiting damageawards in medical lawsuits

• Promoted wider health carecoverage for children

• Supported encouraging smallbusinesses to provide healthinsurance

HomelandSecurity

• Supported Patriot Act• Opposed granting citizenship to

illegal immigrants

• Supported letting Patriot Actexpire

• Said he would put illegalimmigrants on path to citizenship

ForeignAffairs

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

SocialIssues

• Opposed abortion except incertain cases

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

Security• Called for limits on stem cell

research

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

Security• Supported affirmative action

policies• Supported stem cell research

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

equipment, technology

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

• Promoted creating jobs byassisting small businesses


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WA11

MT3

UT5

WY3

CO9

NM5

TX34

ID4

CA55

AK3

HI4

AZ10

KS6

NE5

OR7

NV5

NY31

VT3

NH4 ME

4

MA12

MI17

OK7

SD3

ND3

MN10* WI

10

IA7

MO11

AR6

LA9

MS6

AL9

GA15

FL27

TN11

IL21

IN11

OH20

WV5 VA

13MD10D.C.

3

DE3

NJ15

CT7

RI4

PA21

KY8

SC8

NC15

PresidentialCandidate

PopularVotes

% ofPopular

VoteElectoral

Votes

BushKerryNader

62,028,28559,028,109

463,647

50.75%48.30%0.38%

2862510

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

Presidential Election of 20041. What details and key features are shown

on the chart?

2. What do you know about the supportthat each candidate received in theelection?

3. Based on the information in the map,what inferences can you make aboutthe election?

Possible answers include the title of chart,

date of the election, names of candidates,

list of issues, and candidates’ stands on

issues in the election.

Answers will vary. Students may refer to

voter profiles regarding gender, race,

marital status, and religion that are

mentioned in the passage.

Answers will vary. Students may note

that supporters of either candidate were

concentrated in distinct geographical

areas and infer that populations in these

areas supported the same issues as the

candidate they favored.

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

Name __________________________________ Date ____________________ Class ____________

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

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

B Women are more likely to vote forBush.

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

D Women are more concerned aboutthe economy than social issues.

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

F More ethnic minorities live in ruralareas.

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

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

J Southern voters tend to favor astrong military.

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Documents

Standardized Test Practice Workbook - glencoe.com...• Have plenty of sharpened pencils and erasers available. • Complete a few easy warm-up questions the morning of the test, allowing