Chapter 25

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CHAPTER The United States

25
EP
I LO GU E
Since 1919
Section 1
Prosperity
and the
Great
Depression
Section 2
The Rise
of Dictators
and World
War II
Section 3
The Cold
War
Section 4
Life in
America
Since 1945
1941
1932 Japanese
1929 Franklin D. bomb Pearl 1945
1920 Stock market crash Roosevelt Harbor, and Germany and Japan 1950
Warren G. Harding marks beginning of is elected U.S. enters surrender, ending Korean War
is elected president. Great Depression. president. World War II. World War II. begins.
USA
World 1919
1922 1933 1937 1939 1948
Benito Adolf Hitler Japan invades Germany invades Gandhi is
Mussolini is appointed China. Poland, setting off assassinated
becomes prime chancellor of World War II. in India.
minister of Italy. Germany.
704
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Interact with History
During the 20th century, the United States has

experienced many challenges. These include
war, economic depression, and the struggle
for equal rights. New challenges await you in
the 21st century. You must decide what they
are and how you will respond.
How do you think

the 21st century
will differ from
the 20th century?
What Do You Think?
• How will technology play a part in your life?
• What are your talents, and how could you
use them to benefit yourself and society?
RESEARCH LINKS
CLASSZONE.COM
Visit the Chapter 6 links for more information
about the American Revolution.
1972
1963 President
Nixon 2000 2001
President 1980 George W. Bush The World Trade Center
Kennedy is travels to
China. Ronald Reagan is is elected in New York City is
assassinated. elected president. president. attacked by terrorists.
present
1959 1973 1989 1991
Fidel Castro Arab nations and Berlin Wall is The Soviet
overthrows Israel fight in Yom torn down. Union collapses.
Batista in Cuba. Kippur War.
The United States Since 1919 705

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CHAPTER
25 Reading Strategy: Categorizing Information

EP
I UE
I LO G What Do You know? CALIFORNIA STANDARDS
What do you think of when you hear the phrase “the Great Reading 2.0 Students read
and understand grade-level-
Depression”? Who do you think fought in World War II? How can a appropriate material. They
war be a “Cold War”? describe and connect the
essential ideas, arguments,
Think About and perspectives of the text
by using their knowledge of
• what you’ve learned about any of these topics from movies, text structure, organization,
television, or travel and purpose.
• how great events shape the lives of individuals
• your responses to the Interact with History about what the
future holds (see page 705)
What Do You Want to Know?

What questions do you have about great events of the 20th
century? Record these questions in your notebook before you
read the chapter.
Categorizing Information
To help you make sense of what you read, learn to categorize. Categorizing means sorting
information into groups. The chart below will help you to categorize the information in this
chapter. Use the chart to take notes on important political, economic, and social events of
selected decades of this century.
See Skillbuilder Handbook, page R6.
Taking Notes
The 20th Century Political Events Economic Events Social Events
1920–1939 Republican presidents domi- Great Depression Rise of popular entertain-
nate 1920s; FDR elected in ment in sports, music, and
1932 movies
1940–1959 Harry S. Truman elected Post-World War II economic Women go to work in facto-
president in 1948; Eisenhower boom ries during World War II; Civil
elected in 1952 Rights movement grows
1960–1979 Kennedy elected president in Vietnam War drained money Counterculture emerges
1960; Nixon elected in 1968 from Great Society programs
then resigns in 1974 after
Watergate
1980–1999 Reagan elected president in Reagan cut taxes and Continuing immigration adds
1980; Clinton impeached in increased military spending; to diversity of nation
1998; G. W. Bush wins dis- strong economic growth
puted 2000 election
706 CHAPTER 25 EPILOGUE

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Prosperity and the

Great Depression
MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES
The stock market crash of 1929 and The New Deal increased the role Warren G. Harding Great Depression
the Great Depression led to Franklin of the federal government. Calvin Coolidge Franklin D. Roosevelt
D. Roosevelt’s New Deal. jazz New Deal
Harlem Renaissance
ONE AMERICAN’S STORY CALIFORNIA STANDARDS
Louis Armstrong grew up in New Orleans. CST1 Students explain how major
Armstrong often listened to jazz music played events are related to one another
in time.
at funeral processions, dance halls, saloons, REP4 Students assess the credibility
and lawn parties. He became a great jazz of primary and secondary sources
and draw sound conclusions from
musician. In 1922, he accepted a job offer to them.
play jazz with a Chicago band. HI2 Students understand and distin-
guish cause, effect, sequence, and
Louis Armstrong
correlation in historical events,
A V O I C E F R O M T H E PA S T including the long- and short-term
When I left New Orleans to go up North in 1922 the toughest Negro . . . his causal relations.
name is Slippers . . . he gave me a pep talk. . . . He loved the way I played those
Blues. . . . When he found out that I was leaving to go to Chicago, he was the
first one to congratulate me. . . . He said, “I love the way you blow that Quail.”
Of course he meant the cornet.
Louis Armstrong, quoted in Louis: The Louis Armstrong Story
In this section, you will read about popular culture, the Harlem
Renaissance, and the stock market crash of 1929.
The Roaring Twenties’ Business Boom

By the start of the 1920s, Americans were turning away from progressive
reforms. World War I was over. Americans were disappointed with the
Treaty of Versailles. This, and the terrible human cost of the war, made
them unwilling to fight “other people’s wars.” Now they wanted to help Taking Notes
themselves. Americans were ready for a decade-long buying spree. Use your chart to
Earlier in the century, presidents like Roosevelt and Taft had sought to take notes about
events in the 1920s
place tighter controls on business. Under presidents Warren G. Harding and 1930s.
and Calvin Coolidge, the government put into practice pro-business poli- The 20th Century Political Events
cies. These policies made business growth easier and more profitable. 1920–1930
President Coolidge came into office in 1923. He spoke for many when he 1940–1950
1960–1970
said, “the chief business of the American people is business.” 1980–1990

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2
The Rise of Dictators
and World War II
In the 1930s, the rise of dictators and Lessons learned in fighting Benito Mussolini World War II
their military aggression led to aggression in World War II continue fascism Dwight D.
World War II. to influence American foreign policy. Adolf Hitler Eisenhower
Nazi Holocaust
CALIFORNIA STANDARDS ONE AMERICAN’S STORY

CST1 Students explain how major Margaret Bourke-White was a photographer. Beginning in the 1930s, her
events are related to one another
powerful pictures in magazines and books helped Americans understand the
in time.
CST3 Students use a variety of maps events of their time. She was one of Life magazine’s first photographers.
and documents to identify physical As you will read in this section, during the 1940s the United States
and cultural features of neighbor-
hoods, cities, states, and countries joined Britain in fighting a war against Nazi Germany. As the first female
and to explain the historical migra- photographer attached to U.S. forces, Bourke-White risked her life to send
tion of people, expansion and dis-
integration of empires, and the home vivid images of combat. She joined stunned soldiers entering Nazi
growth of economic systems. concentration camps and was one of the first photographers to record the
HI1 Students explain the central
issues and problems from the past,
horrors they saw there.
placing people and events in a
matrix of time and place.
HI3 Students explain the sources of
historical continuity and how the
Dictators Take Power
combination of ideas and events The Great Depression spread around the world. In Germany and Italy,
explains the emergence of new
patterns. dictators appealed to desperate citizens by promising to restore prosperity.
In Italy, Benito Mussolini built a political movement called fascism—a
system under which the government rules through terror and by appeal-
ing to racism and nationalism. Using black-shirted followers to enforce his
rule, Mussolini became prime minister in 1922. He won over nationalists
by promising to turn Italy into a new Roman Empire. In 1935 his fascist
troops invaded Ethiopia in Africa. The League of Nations had been
formed to halt such aggression. However, it had little success.
Taking Notes In Germany, Adolf Hitler joined the National Socialist German
Use your chart to
take notes about
Workers’, or Nazi, Party. He tapped the bitter anger many Germans felt
events during World about the unfairness of the peace agreement ending World War I. The
War II. treaty required Germany to pay millions for war damages. Hitler skillfully
The 20th Century Political Events blamed the nation’s economic woes on Jews and other groups. After com-
1920–1930
1940–1950
ing to power in 1933, he jailed critics. His expansion of German territory
1960–1970 began with a violation of the World War I peace agreement. He sent
1980–1990
troops into the Rhineland, a part of Germany near the French border. In

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1938, he invaded Austria and attached it to Germany. Prime Minister

Neville Chamberlain of Britain met with Hitler in Munich, Germany, in
September 1938. Chamberlain agreed to allow Germany to take parts of
Czechoslovakia. In return, Hitler promised not to demand any more land.
During this same period, dictator Joseph Stalin controlled the Soviet
Union. Communist parties loyal to the Soviet Union had followers
throughout Europe. Both Nazis and Fascists won many supporters by
opposing the Communists. People feared Communist governments
would seize their businesses and outlaw private property.
In Japan, military leaders held a powerful position in the government.
In 1931, Japan invaded Manchuria, a province of China. This signaled
the beginning of a planned Asian expansion. The League of Nations did
little. In 1940, Japan, Italy, and Germany formed the Axis Powers.
War Breaks Out in Europe

On September 1, 1939, the Nazis invaded Poland. Germany’s massive
air and ground attack finally made Britain and France understand that
Hitler could only be stopped by force. Two days later, Britain and France
declared war on Germany. World War II had begun.
The early war years were dark ones for the Allies, which included
Britain, France, and the Soviet Union, among others. The German mil-
itary seemed unstoppable. In the spring of 1940, German troops con-
quered Norway, Denmark, the Netherlands, and Belgium. Paris and
much of France fell to the Germans in June.
In 1941, German forces smashed through Eastern Europe and
invaded the Soviet Union. Great Britain now stood alone against Hitler.
A. Interpreting
Time Lines
Despite nightly bombings of London and other cities by the Germans,
Which of the Britain’s prime minister, Winston Churchill, inspired Britons to hold
steps leading to on. In the United States, isolationists still urged Americans to stay out
World War II took
place in Asia?
of European affairs and avoid war.
A. Answer
Japanese Surprise Attack on Pearl Harbor
invasions of
Roosevelt began his third term in 1941. He was the first and only pres-
Manchuria
and China ident to serve more than two terms. He believed that failure to stop the
Steps to World War II, 1920–1939

March 1936
October 1922 Germany reoccupies
Mussolini takes March 1938
the Rhineland.
power in Italy. Germany annexes Austria.
January 1933
Hitler becomes August 1939
chancellor of Germany. Nazi-Soviet Pact signed.
1920
1930
1940
WWII
September 1931 October September 1939
Japan annexes Manchuria. 1935 German troops
Italy invades Ethiopia. invade Poland.
July 1937 September 1938
Japanese forces move into China. Munich Conference
713
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Nazis and Fascists would endanger the United States.

In early 1941, he gave a speech to Congress to prepare
U.S.S. ARIZONA the public to aid the Allies.
MEMORIAL
The U.S.S. Arizona suffered A V O I C E F R O M T H E PA S T
extensive damage during the We look forward to a world founded upon four . . . human
attack on Pearl Harbor. The ship freedoms. The first is freedom of speech and expression—
sank, and 1,177 of its crew died. everywhere in the world. The second is freedom of every
The nation chose not to raise person to worship God in his own way. . . . The third is
the battleship. Instead, officials freedom from want. . . . The fourth is freedom from fear . . .
created a memorial that sits anywhere in the world.
above the sunken hull (see
below). The names of all the Franklin D. Roosevelt, State of the Union speech,
crewmen who perished are January 6, 1941
carved on the memorial.
To commemorate the 50th Freedom required arms for its defense. Congress
anniversary of the attack
against the U.S. naval base at
enacted the Lend-Lease Act in 1941. This law allowed
Pearl Harbor, President George the United States to ship arms and supplies, without
Bush visited the site in 1991. immediate payment, to Britain and its allies.
On December 7, 1941, Japan launched an attack
against the U.S. naval base in Pearl Harbor, Hawaii.
Calling December 7 “a date which will live in infamy,”
FDR requested and Congress passed a declaration of war
against Japan. Japan’s allies—Italy and Germany—then
declared war on the United States.
In 1942, the Axis Powers (Germany, Italy, Japan)
seemed close to victory. By this time, the Soviet Union
had joined the Allied Powers, following Germany’s inva-
sion of its territory in June 1941.
The Home Front in America

Once the United States entered the war, its automobile plants and other
factories were turned into defense plants. Airplanes, ships, weapons, and
other supplies rolled off production lines at a rapid pace. By 1944,
American assembly lines were producing 50 percent more armaments
Poster of factory than those in the Axis nations combined.
worker during
World War II
Americans put up with wartime shortages so that resources such
as steel, tin, and rubber could be redirected to military uses. Gasoline
was in short supply. So were meat, butter, coffee, cheese, and sugar.
Every family received ration books of stamps to buy goods.
With millions of men at war, women went to work in facto-
ries, shipyards, and offices. At first, heavy industries resisted hir-
ing female workers, but by 1944 some 3.5 million worked on
assembly lines turning out cargo ships and bombers.
As they had during World War I, hundreds of thousands of
African Americans left the South for such cities as Cleveland,
Chicago, and Detroit. More than 2 million took jobs in the
defense industry. Roosevelt outlawed discrimination in indus-
tries with federal contracts.

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On the home front, Japanese Americans on the West Coast faced

B. Summarizing
What were some
harsh treatment. By executive order, more than 100,000 loyal Japanese
of the activities Americans were forced to leave their jobs, businesses, and homes. They
and challenges were sent to internment camps throughout the West.
faced by women
and minorities on
the home front?
War Continues in Europe and Asia
B. Answer The invasion of Italy got under way with an attack on the island of Sicily
Women worked
in July 1943. The Allies forced the Germans out of Sicily and then swept
in factories;
African Americans into Italy. By this time, the Italians had imprisoned Mussolini. The new
moved north for Italian government surrendered to the Allies in September 1943.
jobs in defense Meanwhile, in August 1942, German forces attacked the Russian city
industry; Japanese
Americans on of Stalingrad, an important industrial center. A brutal battle took place.
West Coast were Soviet forces encircled and trapped the German army. As winter
sent to intern- approached, the German commander begged Hitler to let him retreat.
ment camps.
The Führer (or “leader”) refused. The trapped Germans had no food or
supplies. Each day, thousands of Nazi soldiers froze or starved to death.
In late January 1943, the German troops surrendered. Each side had suf-
fered staggering losses. With its defeat at Stalingrad, Germany’s hopes
of conquering the Soviet Union ended.
Another turning point in World War II came on June 6, 1944, known
as D-Day. About 156,000 Allied troops crossed the English Channel Skillbuilder Answers
1. Spain, Portugal,
and landed on the beaches of Normandy in northern France. They were Ireland
2. Okinawa
World War II in Europe and Asia, 1942–1945

60° N
20° E
ESTONIA
0°
SOVIET UNION 60° N

North LATVIA ALASKA
a
Se
DENMARK
160° E
100° E
tic
120° E
180° E
Sea
140° E
GREAT l LITH.
BRITAIN Ba EAST
SOVIET
PRUSSIA
IRELAND Berlin UNION
NETH. Sov
D-Day London GERMANY iet Off
e n siv e, 194 3 0 1,000 Miles
Invasion, 1944 BE MONGOLIA MANCHURIA
LG POLAND
. CZECHOS 0 2,000 Kilometers
LOVAKIA
Paris Beijing JAPAN 40° N
STR IA RY KOREA
FRANCE SWITZ. AU GA (Peking) PACIFIC
H UN Tokyo
ATLANTIC YU ROMANIA Hiroshima OCEAN
OCEAN ITALY GO CHINA
SL Nagasaki
AV Okinawa Midway
IA BULGARIA Iwo Jima
1945 1945 Island
Rome
NIA
1942
PORT.
SPAIN 40° N Invasion

ALBA
20° N
In v a s
of Italy, 1943 GREECE TURKEY

on , 1942 PHILIPPINES
o f N o rth A f r i ca Sicily
i
Crete Leyte Gulf Guam

0 800 Miles 1944
Medit 1944
erranea
n Sea
0 1,600 Kilometers
Tarawa
1943 0°
Axis Powers GEOGRAPHY SKILLBUILDER Interpreting Maps
Axis-controlled NEW
Allied Powers 1. Region Which three countries on the western fringes of
GUINEA
Neutral nations Europe remained neutral?
Guadalcanal
Allied advances 2. Movement Which battle was fought closest to Japan? 1942-1943
Allied victories Coral
20° S
Sea
AUSTRALIA
20° N 715
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part of a vast Allied invasion under the command of

American General Dwight D. Eisenhower. British and
American forces advanced on Germany from the west.
The Soviets closed in from the east. In early May of
1945, Germany surrendered.
In the Pacific, the Japanese fought on. After 12 years
as president, FDR died suddenly in April 1945, making C. Reading a Map
Harry S. Truman the president. Truman decided to end Use the map on
page 715 to
the war before an invasion of Japan caused huge losses. point out the
In August 1945, American bombers dropped atomic locations of
bombs on Hiroshima and Nagasaki. In Hiroshima Hiroshima and
Nagasaki on
about 70,000 people died instantly. On September 2, the Japanese
DWIGHT D. EISENHOWER
1945, Japan surrendered. mainland.
1890–1969
If ever there was a general who The War Is Over
cared about his troops, it was World War II had been the costliest and most destruc-
General Dwight D. Eisenhower
tive war in history. Approximately 55 million people
(at left, above). As Allied forces
battled in Italy, Ike learned that died. Among them were some 6 million Jews, or almost
he and another general were two-thirds of Europe’s Jews. Victims were shot, gassed,
scheduled to stay in two large
and worked to death in Nazi concentration camps, death
villas. “That’s not my villa!” he
exploded. “And that’s not camps, and slave labor camps. This systematic mass
General Spaatz’s villa! None of murder of 6 million Jews and other ethnic minorities by
those will belong to any general the Nazis became known as the Holocaust.
as long as I’m Boss around here.
This is supposed to be a rest cen- At war’s end, the United States joined the United
ter—for combat men—not a play- Nations, the international peacekeeping organization
ground for the Brass [officers]!” that replaced the League of Nations. New York City
How might Eisenhower’s became its headquarters. The Soviet Union joined as
concern for the common man
have affected his standing well. Nevertheless, conflict between the former allies
with the troops? would lead to a new era of tension, as you will read in
the next section.
Section 2 Assessment
1. Terms & Names 2. Using Graphics 3. Main Ideas 4. Critical Thinking
Explain the Arrange these events with a. What events following Analyzing Causes What
significance of: their dates on a time line: World War I led to the rise of elements in Nazi thinking
• Benito Mussolini (CST2) Hitler and Mussolini? (HI2) might have contributed to
• fascism event 2 event 4 b. Why were Americans the Holocaust? (HI2)
• Adolf Hitler reluctant to go to war? What THINK ABOUT
• Nazi event 1 event 3 event 5 made them change their • wartime fears
minds? (HI2)
• World War II • Normandy Invasion • attitudes toward
• Dwight D. • U.S. bombs Hiroshima c. What ended the war in the minorities
Eisenhower Pacific? (HI2) • prejudice
• Germany invades Russia
• Holocaust • Pearl Harbor bombed
ACTIVITY OPTIONS • Germany invades Poland
LANGUAGE ARTS Research women working in wartime factories. Write a diary entry of one woman’s
experiences or plan the contents of a Web page about women in World War II. (REP4)
TECHNOLOGY

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The Cold War

After World War II, the United States This struggle affected American Harry S. Truman Lyndon B. Johnson
and the Soviet Union entered into a foreign policy for almost half a Cold War Vietnam War
deadly struggle for world power. century. containment Richard M. Nixon
John F. Kennedy Watergate scandal
ONE AMERICAN’S STORY CALIFORNIA STANDARDS

World War II had destroyed European roads, bridges, mines, and railroads. REP4 Students assess the credibility
Factories were shut down. U.S. leaders wanted to help the European of primary and secondary sources
and draw sound conclusions from
economies and stop Communist expansion. George C. Marshall, secretary of them.
state under President Harry S. Truman, came up with a plan to put Europe HI1 Students explain the central
issues and problems from the past,
back on its feet. placing people and events in a
matrix of time and place.
A V O I C E F R O M T H E PA S T HI2 Students understand and distin-
guish cause, effect, sequence, and
[The] United States should do whatever it [can] to assist in the return of . . . correlation in historical events,
economic health in the world, without which there can be no political stability including the long- and short-term
and no. . . peace. Our policy is directed . . . against hunger, poverty, causal relations.
desperation, . . . chaos.
George C. Marshall, speech at Harvard University, June 5, 1947
As you will read in this section, the Marshall Plan helped make
Western and Southern Europe stable again.
The Cold War Begins

After World War II, fear and mistrust between the superpowers grew.
The United States had hoped Eastern European nations would become
democracies. Stalin feared that Eastern Europe could again become an
Taking Notes
invasion route into his country. For this reason, Stalin and the Soviets
Use your chart to
helped Communist governments come to power throughout Eastern take notes about
Europe in the late 1940s. events after World
President Truman and his advisers feared the spread of communism and War II.
looked for ways to stop it. This struggle marked the start of the Cold War The 20th Century Political Events
1920–1930
between the superpowers. It was called a Cold War because there was no 1940–1950
actual, direct fighting between the superpowers. This conflict was waged 1960–1970
mainly with threats, spying, propaganda, and war in other countries. 1980–1990

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Truman’s anti-Soviet policy was called containment. It sought to con-

tain, or stop, the Soviet Union from gaining influence outside its borders.
Containment became the foundation of American foreign policy.
The Marshall Plan and the North Atlantic Treaty Organization
(NATO) were key elements of containment. The Marshall Plan helped
pay for Western and Southern Europe’s recovery. Under the NATO
agreement, Western allies formed a defense pact. The members pledged
to protect one another in case of attack. The Soviet Union and its allies
formed the Warsaw Pact.
The Korean War and McCarthyism

In 1949, the Communists led by Mao Zedong took power in China. In
1950, troops from Communist North Korea, supplied by the Soviet Union,
invaded American-backed South Korea. U.S. troops made up most of a
UN force commanded by General Douglas MacArthur. The UN force
drove the North Koreans out of the South and back into North Korea. A. Answer Fear
of communism
Fighting continued after General Dwight D. Eisenhower became the spurred by events
new U.S. president in 1953. He soon arranged a truce that ended the in Asia allowed
three-year war. The national boundaries of the two Koreas had changed McCarthy to gain
power.
very little. However, the United States had shown that the free world
would fight Communist aggression. A. Recognizing
In the postwar United States, public fears of communism allowed Effects What
effect did the
Senator Joseph McCarthy of Wisconsin to gain great power. He claimed
Communist
that hundreds of government workers were Communists or Communist takeover in China
supporters. His hunt for Communists ruined many lives. A new word— and Communist
McCarthyism—described the use of unproven charges against oppo- aggression in
Korea have on
nents and innocent citizens. By 1954, however, the public had turned American
away in disgust from McCarthy. His power quickly faded. political life?
Nuclear Threat and Superpower Conflicts

This photograph
In 1945, the United States had dropped two atomic bombs on Japan to
shows a Soviet end World War II. Four years later, the Soviets built their own atomic Vocabulary
ship thought to bomb. A deadly arms race had begun. Both superpowers stockpiled stockpiled: main-
be carrying tained a supply
nuclear missiles
nuclear weapons. By the end of the decade, both sides were developing
for future use
to Cuba. missiles to carry bombs to each other’s doorsteps.
Neither superpower wanted to risk
an all-out war. Instead, they pursued
their rivalry indirectly by supporting
opposite sides in conflicts in the Third
World. These were the poorer nations
of Latin America, Asia, and Africa.
One such conflict brought the super-
powers to the brink of war. In Cuba,
Fidel Castro led a revolution that
brought a Communist government to
power in 1959. Attempts by the
United States to topple Castro failed.
718
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Then, in 1962, President John F. Kennedy learned

that the Soviets were supplying Cuba with missiles. U.S.
navy ships blockaded the island. The threat of nuclear
war seemed very real. The world waited to see if the
Soviets would remove all missiles and missile bases from
Cuba. Finally, the Soviet Union agreed to remove them.
By the 1960s, the superpowers were in a space race as
well as an arms race. Americans were stunned in 1957
when the Soviets sent Sputnik, a man-made satellite, into orbit around the The U.S. flag is
B. Summarizing earth. Alarm deepened as a Soviet cosmonaut took the first manned space planted on the
What are some surface of the
flight. Throughout the 1960s, the two nations raced to see who would be
examples of moon in July 1969.
superpower first to put a person on the moon. Americans cheered as Neil Armstrong
rivalry? and Buzz Aldrin made the first lunar landing in 1969.
B. Answer In 1963, Kennedy was assassinated in Dallas, Texas. Kennedy’s vice-
nuclear arms race;
third-world con- president, Lyndon B. Johnson, succeeded him as president. Under
flicts; space race Johnson, the United States became more deeply involved in conflict in
the Southeast Asian countries of North and South Vietnam.
War in Vietnam
In 1954, Vietnam was divided in two. The Communists
controlled North Vietnam and the non-Communists
THE “TELEVISION WAR”
controlled South Vietnam. The Vietnam War began in The Vietnam War was the first
1957 when Communist forces rebelled against the “television war,” broadcast each
South Vietnamese government. American presidents night on the evening news.
Reports rarely showed actual bat-
Eisenhower, Kennedy, and Johnson all feared a
tles, partly because much of the
Background Communist victory in South Vietnam. Experts argued fighting occurred off and on and
The idea that if that if South Vietnam fell to the Communists, other at night between small units.
one nation fell to Networks also tried to avoid
the Communists, Southeast Asian nations would soon fall.
gruesome scenes because they
others would By 1968, more than 500,000 American troops were did not want to offend viewers.
soon follow, was serving in Vietnam. U.S. planes dropped thousands of In addition, the networks agreed
called the not to show any American dead
“domino theory.”
tons of bombs on North Vietnam. The large, well-
or wounded so that their fami-
equipped U.S. military faced a disciplined North lies would not recognize them
Vietnamese force. Communist soldiers used hit-and- on screen. Still, the images of
run guerrilla tactics. They sometimes relied on civilians war shocked viewers.
for shelter and supplies. American soldiers won many

battles, but they were stuck in an unwinnable war.
By 1968, the war had divided the United States.
Strong criticism of Johnson’s Vietnam policy con-
tributed to his decision not to run for reelection.
Richard M. Nixon, who was elected president in 1968,
pledged to end the war. Over the next four years, he
expanded the air war into neighboring Cambodia and
Laos. At the same time, Nixon withdrew U.S. ground
troops from South Vietnam. A 1973 ceasefire
brought American troops home. Two years later,
South Vietnam fell to the Communists. In 1976, the
two Vietnams were united under Communist rule.
719
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CAUSE AND EFFECT: The Cold War, 1945–1991

CAUSES IMMEDIATE EFFECTS LONG-TERM EFFECTS
Soviet domination of Truman Doctrine and Arms race between
Eastern Europe Marshall Plan United States and
THE Soviet Union
Communist victory COLD East-West tension
in China WAR Rivalry between
United States and
Distrust between Founding of NATO Soviet Union for
United States and and Warsaw Pact world power
Soviet Union
SKILLBUILDER Interpreting Charts

1. Which of the causes was not centered in Europe?
2. Which alliance was founded by the Soviet Union and its allies?
Skillbuilder
Nixon as President Answers

1. Communist
In the early 1970s, President Nixon took steps to improve relations with victory in China
2. Warsaw Pact
the Soviet Union and Communist China. In 1972, Nixon visited China.
He reopened direct communication between the two nations after a 21-
year break. After Nixon’s visit to the Soviet Union, the superpowers signed
an agreement limiting nuclear arms.
The Watergate scandal took up much of Nixon’s second term as presi-
dent. People who worked for Nixon carried out illegal activities. These
included wiretapping telephones and breaking into the Democratic Party
headquarters in the Watergate building in Washington, D.C. An investi-
gation showed that Nixon had ordered his staff to cover up White House
involvement in these crimes.
In 1974, a congressional committee wanted to impeach Nixon. Rather
than face impeachment, Nixon resigned. He became the only U.S. presi-
dent to do so. Gerald Ford succeeded Nixon as president and eventually
pardoned him.
Foreign Policy of the 1970s and 1980s

Jimmy Carter won the 1976 presidential election, defeating Gerald Ford. C. Answer
He made human rights a cornerstone of his foreign policy. In 1977, Carter Reagan increased
military spending
signed a treaty to turn the Panama Canal over to Panama in 2000. Carter to oppose the
also negotiated the Camp David Accords—a peace agreement between spread of commu-
Egypt and Israel. nism, but he also
negotiated
In 1979, the Soviet Union invaded Afghanistan to prop up a pro-
treaties with the
Communist government. Ronald Reagan, who became president in 1980, Soviets to destroy
took a tough stance toward the Soviet Union. Reagan increased U.S. some nuclear
weapons.
defense spending and pledged to oppose communism in Central America.
For several years, U.S.-Soviet relations became more tense.
By the late 1980s, however, U.S.-Soviet relations improved. A new C. Summarizing
Soviet leader, Mikhail Gorbachev, tried to reform the Soviet government What were
Reagan’s policies
and economy. Reagan and Gorbachev signed treaties agreeing to destroy toward the Soviet
some of their own nations’ nuclear weapons. Union?

Page 5 of 5
Meanwhile, many people in Communist nations wanted more free-

dom. They overthrew Communist rulers and formed democratic govern-
ments. In 1991, Communist leaders also lost power in the Soviet Union.
The country split into independent states. Russia remained the largest of
these states. The collapse of the Soviet Union ended the Cold War.
New Threats to the United States

As the Soviet Union fell apart, the United States stood as the world’s only Smoke billows
from the World
superpower. But major issues still challenged the nation. In 1990, Iraq
Trade Center
invaded Kuwait. President George H. W. Bush organized a coalition of buildings after the
nations to drive Iraq out of Kuwait. In 1991, the coalition defeated Iraq in terrorist attack of
the Persian Gulf War and freed Kuwait of Iraqi control. September 11, 2001.
Then, in 2001, Americans faced a more direct threat.

On September 11, 2001, terrorists hijacked commercial
airplanes and crashed them into the World Trade
Center in New York City, the Pentagon, and in a
Pennsylvania field. Within hours, both World Trade
Center towers collapsed. In these attacks, nearly 3,000
people died.
President George W. Bush (George H. W. Bush’s
son) began a war against terrorism. In October 2001,
the United States led a coalition attack on
Afghanistan. The goal of the attack on Afghanistan
was to break up the al-Qaeda terrorist network
believed responsible for the September 11 attacks.
And in March 2003, U.S. and British forces invaded
Iraq. The goal of the war in Iraq was to prevent Iraq
from supplying terrorists with weapons of mass
destruction (WMD). (For more information on ter-
rorism and the war in Iraq, see pages 732-737.)
Explain the Use a diagram to summarize a. How did the goals of the Comparing How were the
significance of: America’s Cold War policy. Soviet Union and the United Korean War and the Vietnam
• Harry S. Truman (HI1) States for Eastern Europe dif- War similar and different?
fer after World War II? (HI1) (CST1)
• Cold War
• containment b. What were the space race THINK ABOUT
and the arms race? (HI1) • American goals
• John F. Kennedy
COLD WAR c. How did the breakup of
• Lyndon B. Johnson Containment • those who fought on
the Soviet Union change each side
• Vietnam War
U.S.-Soviet relations? (HI2) • the outcome of each
• Richard M. Nixon
struggle
• Watergate scandal
ACTIVITY OPTIONS
SPEECH Give an oral presentation on one scientific challenge of landing on the moon or
create a diagram of the lunar module. (HI1)
SCIENCE

Page 1 of 6
4
Life in America
Since 1945
Since World War II, civil rights, Prosperity, equality, and rapid baby boom Great Society
economic growth, and social change change will remain important issues Dr. Martin Luther counterculture
have dominated American life. in the 21st century. King, Jr.
CALIFORNIA STANDARDS
ONE AMERICAN’S STORY
REP4 Students assess the credibility When World War II ended, Americans
of primary and secondary sources
and draw sound conclusions from were eager to return to normal life.
them. Newlyweds and young families were
HI6 Students interpret basic indica-
looking for a way out of crowded city
tors of economic performance and
conduct cost-benefit analyses of apartments. Builder William J. Levitt had
economic and political issues.
the answer. He built cheap houses using
assembly-line methods. On New York’s
Long Island, Levitt built more than 17,000
homes in Levittown. It was America’s first
suburban housing development. Levitt Levittown, New York
liked to brag that his home building was
helping to win the war against Communism. “No man who owns his own
house and lot,” he said, “can be a Communist. He has too much to do.” As
you will read, in the 1950s a home in the suburbs became a part of the
American dream.
Economic Boom and Baby Boom

After World War II, the U.S. economy boomed. The GI Bill offered return-
ing soldiers schooling and job training. The Veterans Administration pro-
vided low-interest mortgages to home buyers. Rising demand for homes
made possible the rapid growth of the suburbs. Other home builders were
soon copying the building methods pioneered by Levitt. Car sales soared,
too. Suburban families needed cars. They drove to work, to shopping cen-
Taking Notes ters, to movie theaters, and to restaurants.
Use your chart to
During the late 1940s and the 1950s, the population grew rapidly.
take notes about
events in America Americans were having more children, a trend known as the baby boom.
after World War II. Many people moved from the cities to the suburbs. They also moved from
The 20th Century Political Events the Northeast to the sunbelt—the states of the South and the Southwest.
1920–1930
1940–1950
As Americans earned more, they spent more. Television appeared in
1960–1970 almost every home. Americans eagerly bought the cars, electrical appli-
1980–1990 ances, and other goods advertised on television and in magazines.

Page 2 of 6
Not all Americans shared in the new prosperity,

however. In the 1950s, African Americans and other
minorities continued to face discrimination, as did
working women. In rural areas and inner cities, many DR. MARTIN LUTHER KING, JR.
people struggled to survive. 1929–1968
Dr. King (shown below) became
HISTORIC
DECISIONS
The Civil Rights Movement leader of the Montgomery bus
boycott. Fresh out of school, he
OF THE SUPREME COURT In the 1950s, reformers began to win legal victories to had been in Montgomery about
For more a year. But his courage and
end segregation in the South. In 1954, in Brown v.
information on eloquence made him the perfect
Brown v. Board
Board of Education of Topeka, the Supreme Court ruled person to lead the movement.
of Education of that segregated public schools were illegal. Two years King learned about nonvio-
later, after a black-led boycott of the Montgomery, lence by studying religious writers
Topeka, see pp.
and thinkers. He came to believe
752–753. Alabama, bus system, the Court ruled that segregated that only love could convert peo-
public transportation was against the law. ple to the side of justice. He
By the early 1960s, a young minister named Dr. described the power of nonvio-
lent resisters: “We will soon wear
Martin Luther King, Jr., led a strong civil rights you down by our capacity to suf-
movement. Despite attacks by whites, the movement fer. So in winning . . . freedom . . .
for equal rights remained largely nonviolent. At the you will be changed also.”
1963 March on Washington, King inspired more than How might King’s beliefs
have supported his leadership
200,000 supporters with his words. of a nonviolent protest?
A V O I C E F R O M T H E PA S T
I have a dream that my four little children will one day
live in a nation where they will not be judged by the
color of their skin but by the content of their character.
I have a dream today.
Martin Luther King, Jr., “I Have a Dream,” August 28, 1963
In 1964, President Johnson pushed a Civil Rights

Act through Congress. It banned discrimination in
employment and voter registration. It also banned dis-
crimination in public places such as restaurants, motels,
A. Recognizing
Effects What and gas stations. Four years later, the Fair Housing Act
goals did Dr. outlawed discrimination in housing. Many of these
Martin Luther
changes were inspired by the leadership of Dr. King.
King, Jr., help to
achieve in civil King’s assassination in Memphis, Tennessee, on
rights? April 4, 1968, stunned the nation.
A. Answer King Laws now guarantee African Americans and other minority groups
led civil rights
movement; spoke equal treatment. With a growing number of African Americans elected to
at March on local, state, and federal offices, they have a greater voice in government.
Washington;
helped inspire
Civil Rights Acts
The Great Society
of the 1960s. In 1964, President Lyndon B. Johnson convinced Congress to fund his
War on Poverty. This effort created many government and private agen-
cies to fight poverty. Some agencies provided job training. Others sent
volunteers to teach in poor rural communities and rundown urban
neighborhoods. Some programs funded part-time jobs for needy college
students. Others offered preschool classes to give poor children a head

Page 3 of 6
start on learning. In 1965, Johnson got Congress to set aside millions for
health care for poor, elderly, and disabled people. These health-care pro-
grams were called Medicare and Medicaid.
Reducing poverty, extending civil rights, and expanding medical care
were all parts of Johnson’s plan for a better America. He called it the
Great Society. Like FDR’s New Deal, the Great Society reflected
Johnson’s belief that government can improve people’s lives. Johnson’s
social programs were costly. However, they attempted to reduce the
poverty rate during the 1960s. As the U.S. role in the Vietnam War grew,
though, fewer dollars were directed to Great Society programs.
Rights for All

In the 1960s, minorities and women struggled for equal rights. Native
Americans turned to the courts to fight for their land rights. They held
protests highlighting the federal government’s failure to honor treaties.
One of the most outspoken Native American groups was the American
Indian Movement (AIM). B. Answer Native
In the early 1960s, César Chávez began organizing poorly paid Mexican- Americans,
Mexican
American farm workers in California. He led a five-year-long strike by Americans,
grape pickers. Then Chávez formed the nation’s first successful union of and women all
farm workers. It later became the United Farm Workers of America. struggled for
equal rights—
Chávez’s success inspired other Mexican Americans to work for change. Native Americans
In 1969–1970, they formed La Raza Unida—“the united people.” This for land rights,
group worked to improve the lives of Mexican Americans and others. Mexican
Americans for
In 1963, Betty Friedan wrote a best-selling
better pay and
book called The Feminine Mystique. This book working condi-
led many women to rethink their roles. In 1966, tions, and women
for equal treat-
Friedan and other activists founded the
ment in the
National Organization for Women (NOW). workplace.
NOW and other women’s groups such as
Working Women and The American B. Comparing
and Contrasting
Association of University Women have worked What was similar
to change laws that discriminate against and different
women. They have helped to reform property about the strug-
gles of various
rights and hiring. They continue working for groups for their
equal pay and fair treatment in the workplace. rights?
César Chávez
organized the Youth Protests and the Counterculture
United Farm
Workers of
No controversy was more heated than that over the Vietnam War.
America during Opponents of the war argued that it was a civil war between Communists
the 1960s. and non-Communists for control of Vietnam. They stated that the United
States had no right to interfere. The war’s supporters considered these
opponents to be traitors who were undermining the war effort. Antiwar
protests brought millions of Americans into the streets. Shouting matches
and flag burnings followed. Some protests turned violent. Antiwar activists
clashed with supporters of the war. At Ohio’s Kent State University in
1970, National Guardsmen fired their weapons and killed four students.

Page 4 of 6
Vietnam widened the gap between younger and

older Americans. Differences in beliefs and values
between generations eventually gave rise to the
counterculture. These were groups of people seeking
new ways of living. One of the central values for members
of the counterculture was a concern for the environment.
Environmentalists sought to protect the environment by
fighting pollution of the country’s natural resources.
Some younger Americans had different values from those
of the mainstream. Many critics spoke out against the
way young people questioned American values. Despite
such concerns, in 1971 the Twenty-Sixth Amendment
lowered the voting age to 18.
Reagan, Bush, and

Conservatism
Throughout the 1960s and 1970s, Democratic presidents
such as Jimmy Carter had favored a strong role for government in the Protesters march
in 1969 in
economy. They favored regulation of big business, support for organized opposition to the
labor, and public spending on the poor. war in Vietnam.
Ronald Reagan, a former movie actor and governor of California, was
elected president in 1980, defeating Jimmy Carter. Reagan, a conservative
Republican, wanted to reduce the role of government in American life.
He sharply cut taxes and slashed spending on social programs for the
poor. At the same time, he greatly increased military spending.
The tax cuts, coupled with heavy defense spending, caused the national
debt to skyrocket. The government was borrowing more money to pay for
spending than it was taking in through taxes. As a result, the national debt
doubled in size from 1981 through 1986. Reagan pushed pro-business
C. Summarizing economic policies. He abolished thousands of government regulations on
What are some
business. After a recession in 1982, the economy sharply improved.
examples of how
Reagan limited Reagan’s successor, George Bush, shared his conservative outlook. In the
the role of gov- early 1990s, after his successful management of the Persian Gulf War,
ernment in eco-
Bush’s popularity surged. However, when the country headed into a reces-
nomic affairs?
C. Answer sion, Bush’s approval ratings fell sharply. In 1992, Bush lost his reelection
Reagan slashed bid to Democrat Bill Clinton, the governor of Arkansas.
taxes and social
spending, and
abolished many
The Clinton Presidency
government During his first term, Bill Clinton focused on domestic issues. To reduce
regulations on the deficit, he supported tax increases and spending cuts. To fight crime, he
business.
pushed gun-control laws through Congress.
In 1994, the Democrats lost control of Congress to the Republicans.
The new Congress pushed for deeper cuts in taxes and social programs
than Clinton would support. A compromise led to deep cuts in some
government social programs but protected some spending for education,
welfare, and health care programs for the needy. The nation’s strong
economy helped Clinton win reelection in 1996.

Page 5 of 6
Clinton’s second term in office was marred by scandal. An investigation

into Clinton’s finances revealed that he had had an improper relationship D. Contrasting
with a White House intern. And he allegedly had lied about it under oath. What effect did
the economy
The charges led to his impeachment in 1998. The Senate opened its trial have on the elec-
of President Clinton in January 1999. Nearly a month later, the Senate tions of 1992
acquitted him and Clinton remained in office. and 1996?
D. Answer The
The Bush Presidency weak economy of

1992 helped to
In 2000, the nation held a presidential election to choose Clinton’s suc- defeat Bush; the
strong economy
cessor. The Democrats nominated Vice-President Al Gore as their can- of 1996 helped to
didate. The Republicans chose Texas governor George W. Bush, the son reelect Clinton.
of the former president.
The 2000 election was one of the closest in U.S. history. By the morn-
ing after Election Day, Gore held a narrow lead in the popular vote.
However, he did not have enough electoral votes to claim the presidency.
Bush led in Florida by a few hundred votes, which promised to give him
enough electoral votes to win the election. For five weeks, the two cam-
paigns fought legal battles over recounts of the Florida ballots. Finally,
on December 12, the U.S. Supreme Court voted 5 to 4 to stop the
recounts, ensuring that Bush would win the presidency.
The election controversy widened the country’s political divide. Critics
wondered how Bush could govern effectively without winning the popular
vote. Bush began his term working on domestic policies, such as educational
reform. After the terrorist attacks of September 11, 2001, he focused on
fighting terrorism at home and overseas. (See the Special Report beginning
on page 732.)
Political differences in California led to a historic recall
election in 2003. A number of economic problems in 2000
and 2001, including a statewide electricity crisis, led many
Californians to lose confidence in Democratic governor Gray
Davis. Despite faltering support, Davis won reelection in
2002 by a slim margin. Shortly thereafter, Davis opponents
began petitioning for a recall vote under state law, eventually
gathering more than 1.3 million signatures. On October 7,
2003, more than 55 percent of voters chose to recall Davis.
Actor Arnold Schwarzenegger was elected the new governor,
receiving over 48 percent of the vote against 134 candidates.
While Bush’s antiterrorism policies gained initial support,
many Americans began to question his handling of the inva-
Arnold sion of Iraq. In 2004, Massachusetts senator John Kerry challenged
Schwarzenegger
became Bush. After both sides waged one of the most expensive campaigns in
California’s history, Bush was able to win a majority of the popular vote. However,
governor after once again the electoral vote came down to one state. In Ohio, Bush
winning the 2003
recall election.
held a lead of more than 130,000 votes, which would give him the state’s
20 electoral votes and the presidency. After deciding that the uncounted
absentee and paper ballots would not be enough to take the lead, Kerry
conceded the race to Bush the day after the election.

Page 6 of 6
Immigrants and the The American People

New Millennium Origins of
Immigrants,
Numbers of
Immigrants*
From 1981 to 1996, nearly 13.5 mil- 1981–1996
lion legal immigrants came to the 1. Mexico 3,300,000
United States. These new immi- 2. Philippines 840,000
grants increased U.S. diversity. Most
3. China˚ 730,000
of the immigrants who arrived in
America during earlier periods had 4. Vietnam 720,000
come from Europe. Nearly 85 per- 5. Dominican 510,000
cent of the most recent arrivals came Republic
from Latin America or Asia. The 6. India 500,000
Census Bureau predicts that by 7. Korea 450,000
2020 the U.S. Hispanic population †
8. Soviet Union 420,000
will increase from 12.5 percent to 17
percent. At the same time, the Asian 9. El Salvador 360,000
population is expected to climb from 10. Jamaica 320,000
3.6 percent to nearly 6 percent.
* Numbers rounded to nearest 10,000.
Skillbuilder While immigrants bring their
˚ China
†
includes Taiwan.
Answers culture to America, they also have The Soviet Union broke apart in 1991. This figure includes
1. the countries the former Soviet republics.
that make up the
embraced many American tradi- Source: U.S. Bureau of the Census
former Soviet tions. Most wear American
Union clothes, adopt American customs, SKILLBUILDER Interpreting Charts
2. North America
(Mexico); Central
and learn English. Furthermore, 1. From which European countries were there still substantial
numbers of immigrants in the 1980s and 1990s?
America (El they share with other Americans a
2. From what regions of the world do most recent
Salvador); Asia belief in democracy and freedom. immigrants come?
(Philippines,
Vietnam, China,
Citizens of all races and back-
India, Korea); grounds will play a vital role in
Caribbean shaping America. So will today’s students. You have a part to play in
(Dominican
helping the United States embrace people from every culture and land.
Republic, Jamaica)
You are the generation that will create the America of the future.
Explain the Use the chart to examine the a. How did the civil rights Supporting Opinions Do
significance of: aims of groups that protested movement of the 1960s any youth countercultures
• baby boom in the 1960s. (HI1) lessen discrimination against exist today? Why or why not?
African Americans? (HI2) (HI1)
• Dr. Martin Luther Goal Success
King, Jr. African b. What were the goals of THINK ABOUT
• Great Society Americans President Johnson’s Great • music and the arts
Mexican Society programs? (HI3)
• counterculture Americans • politics
c. How did Reagan attempt • religion
Native
Americans to reduce the role of govern-
• values
Women ment in American life? (HI1)
ACTIVITY OPTIONS
LANGUAGE ARTS Find out about voters’ attitudes toward politicians. Create a survey, conduct
a poll, and either write a report or display your results in a graph. (REP3)
MATH

Page 1 of 4
Protecting the Environment

The nation has made great strides over the past several decades in
taking better care of the environment. However, much work remains
to be done. As the United States embarks on a new century, the
country continues to face such controversial issues as global warming
and the problems of water pollution and a growing amount of waste.
COOPERATIVE LEARNING You have recently joined a local organiza-

tion whose goal is to find solutions to the environmental challenges
that affect your community. On these pages are three challenges you
face as a member of the organization. Working with a small group,
decide how to deal with each challenge. Choose an option, assign a
task to each group member, and do the activity. You will find useful
information in the Data File. Present your solutions to the class.
ART CHALLENGE
ECONOMICS CHALLENGE
“very troubled waters”
“from a feel-good issue In the decades after the Clean Water Act
of 1972, many U.S. rivers became cleaner.
to a bottom-line issue” Recently, however, the government has
A growing number of businesses have begun had to name more waterways as unsuit-
taking steps to curb the amount of trash they able for fishing or swimming.
produce. These companies have found that The main pollutants include pesticide and
scaling back on waste helps to save money. sewage runoff from large farms, runoff
How can you convince businesses in your from city and suburban sewer systems,
community to follow this trend? Use the and chemical waste from mining. How
Data File for help. Use one of these options: can you alert people in your community
• Create an economic report showing to these problems? Use the Data File for
companies ways they can cut back on help. Present your information using one
waste while saving money. of these options:
• Write a proposal outlining further ways • Design a poster showing one or more
companies can reduce waste. types of pollutants reaching a river.
• Create a graphic for town officials that
depicts the Data File information about
contaminated rivers.
HI6 Students interpret basic

indicators of economic per-
formance and conduct cost-
benefit analyses of economic
and political issues.
Reading 2.6 Use information
from a variety of consumer,
workplace, and public docu-
ments to explain a situation
or decision and to solve a
problem.
Listening and Speaking 2.3
Deliver research presenta-
tions
728
Page 2 of 4
MATH CHALLENGE Global Warming

Average U.S. Household’s Yearly
“the seas would rise . . . and whole Output of Carbon Dioxide
(in pounds):
forest types could disappear” Human respiration (2-6 persons)—1,950
Global warming remains a pressing environmental problem. Many Television—510
scientists believe that air pollutants create a ceiling that traps Range—933
heat near the earth’s surface. Foremost among the pollutants is Dishwasher—1,038
carbon dioxide—which is generated by factories, automobiles, Lighting—1,045
and common household appliances. Encourage families to cut Refrigerator—1,136
back on their carbon dioxide output. Use the Data File for help. Dryer—1,177
Present your information using one of these options:
Washer—1,199
• Make a graph showing the yearly carbon dioxide output of Oil-fired water heater—4,476
various household items. Oil-fired space heater—12,958
• Write a report detailing ways in which a family could reduce Car—20,956
its carbon dioxide output by 25 percent.
What’s in Our Dirty Rivers
From a 1998 study: 36 percent
of U.S. rivers are contaminated.
Percentage of contaminated
rivers affected by the following
pollutants:
• Toxic chemicals—9%
• Waste and chemicals from
mining—13%
• City/suburban run-off (trash,
chemical fertilizers)—13%
• Treated sewage (nitrogen and
phosphorus)—14%
• Silt and sediment (from con-
struction projects)—37%
• Agriculture runoff (dirt, manure,
chemical fertilizers)—70%
Corporate Conservation
• Colonial Pacific Leasing Corp. in
Oregon cut $5,200 from its
yearly electrical bill by using
energy-efficient light bulbs.
• Stonyfield Farm Inc. in New
Hampshire saved $60,000 one
year by reducing the amount of
plastic packaging on products.
• Mercer Color Corp. in Ohio
made $8,000 one year by sell-
ACTIVITY WRAP- UP ing its waste for recycling.
• Xerox saves more than $200
Present to the Class Meet as a group to review your responses to million a year by reusing print
various environmental challenges. Pick the most creative solution and toner cartridges.
for each challenge and present these solutions to the class. For more about conservation . . .
RESEARCH LINKS
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729
Page 3 of 4
VISUAL Chapter 25 Epilogue ASSESSMENT

SUMMARY
TERMS & NAMES CRITICAL THINKING
The United States Briefly explain the significance of 1. USING YOUR NOTES:
Since 1919 (CST2) each of the following. CATEGORIZING INFORMATION
1. Great Depression The 20th Century Political Events Economic Events Social Events
2. New Deal 1920–1930
1940–1950
3. fascism
1920s: 4. World War II
1960–1970
1980–1990
Prosperity; increased
5. Holocaust
income and leisure Using your completed chart,
6. Harry S. Truman
answer the questions below. (CST1)
7. Cold War
a. What was an important political
1930s: 8. containment
event in the period 1940–1950?
9. baby boom
Great Depression; b. What was an important social
New Deal; rise of 10. Great Society event in the period 1960–1970?
dictators c. What was an important
REVIEW QUESTIONS economic event in the period
1980–1990?
1940s: Prosperity and the Great
World War II; begin- Depression (pages 707–711) 2. APPLYING CITIZENSHIP SKILLS
ning of Cold War 1. What role did the market crash How has the African-American
play in the Great Depression? struggle for civil rights changed
(HI2) since the 1960s? (HI1)
2. What was the purpose of
1950s: Roosevelt’s bank holiday? (HI1) 3. THEME: AMERICA IN
THE WORLD
Prosperity; 3. What problems did FDR’s New
growth of suburbs; Deal address? (HI1) As the world’s most powerful
baby boom nation, does the United States have
The Rise of Dictators and World a special responsibility to intervene
War II (pages 712–716) in conflicts around the world? Why
1960s: 4. How did Hitler and the Nazi or why not? (HI1)
Civil rights move- Party gain the support of
4. ANALYZING LEADERSHIP
ment; Vietnam War Germans in the 1930s? (HI2)
How do the leadership skills of a
5. How did the role of the United
president differ in times of war and
States in World War II change
in times of peace and prosperity?
between 1939 and 1945? (HI1)
1970s: Explain your answer. (HI1)
Détente; Vietnam The Cold War (pages 717–721)
5. FORMING AND SUPPORTING
War ends; Nixon 6. What differences between the OPINIONS
resigns Soviet Union and the United
Should the government’s focus
States fueled the Cold War? (HI2)
today be on domestic issues or on
7. What strategies did the United foreign affairs? Explain your answer.
1980s: States use to carry out its (HI1)
Soaring federal containment policy? (HI1)
deficit; U.S.-Soviet 8. How did the end of the Cold
relations improved Interact with History
War change the United States’
role in world affairs? (HI3) Now that you’ve read the chapter,
what are some ways the 21st cen-
1990s: Life in America Since 1945 tury may be the same as and differ-
Collapse of Soviet (pages 722–729) ent from the 20th century? Explain
Union; prosperity 9. What methods did civil rights your ideas.
activists use? (HI1)
10. How did the views of presidents
Johnson and Reagan differ on
730 CHAPTER 25 EPILOGUE the role of government? (HI1)
Page 4 of 4
STANDARDS-BASED ASSESSMENT
Use the map and your knowledge of U.S. history to 2. What is the subject of this map? (HI1)
answer questions 1 and 2. A. volcanic activity during the Cold War
B. popular travel spots during the Cold War
C. points of conflict during the Cold War
Cold War Hot Spots, 1945–1990
D. places occupied by foreign armies during the
Cold War
This quotation is from President Franklin D. Roosevelt’s
B first inaugural address. It was delivered in 1933, during
E
the Great Depression. Use the quotation and your
A
F D knowledge of U.S. History to answer question 3.
G
C
P R I M A RY S O U R C E
This great nation will endure as it has endured, will
revive and will prosper. So, first of all, let me assert
my firm belief that the only thing we have to fear is
A. Korea D. China F. Iraq
fear itself.
B. Soviet Union E. Germany G. Cuba
C. Vietnam
Franklin D. Roosevelt, First Inaugural Address, March
4, 1933
3. What was Roosevelt trying to convey to Americans

Additional Test Practice, pp. S1–S33.
with this speech? (REP4)
1. Which Cold War hot spot was located in Europe? A. a sense of reassurance
(HI1) B. a growing feeling of fear
A. Cuba C. the worsening situation
B. Germany D. the humor of the situation
C. Korea
D. Iraq TEST PRACTICE
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ALTERNATIVE ASSESSMENT INTEGRATED TECHNOLOGY

1. WRITING ABOUT HISTORY DOING INTERNET RESEARCH
It is sometimes said that the 20th century will be remem- During the 1920s, there was a dramatic rise in popular
bered as the century of war. In other words, the thing entertainment. Using library resources and the Internet,
that will be remembered most about the 20th century is find information about important celebrities of the time,
the wars that were fought. Write a persuasive essay sup- such as Babe Ruth, Bessie Smith, or Charlie Chaplin.
porting or opposing this position. (REP5) (REP4)
• Editorials in newspapers and magazines from 1999 • Find images of the celebrities and perhaps film clips
and 2000 discussing the past century might be helpful. or recordings of the celebrities.
• Remember to use specific examples to support your • Include short biographies of the celebrities.
case and persuade your reader of your position. • Present your research to the class.
2. COOPERATIVE LEARNING For more about celebrities of the 1920s . . .

Working in groups, make a list of social issues that con- INTERNET ACTIVITY
cern Americans today, such as education, pollution, crime, CL ASSZONE .COM
or terrorism. Have each person research one issue and
debate which is most important in front of the class.
(REP4)
Page 1 of 2
7RITING ABOUT (ISTORY

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Page 2 of 2
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Page 1 of 6
TERRORISM AND THE WAR IN IRAQ
The Attack: September 11, 2001 HI1 Students explain the central
issues and problems from the
past, placing people and events
in a matrix of time and place.
Terrorism is the use of violence against people or property to force Officials soon learned that those
changes in societies or governments. Acts of terrorism are not new. responsible for the attacks were
Throughout history, individuals and groups have used terror tactics part of a largely Islamic terrorist
to achieve political or social goals. network known as al-Qaeda.
In recent decades, however, terrorist groups have carried out Observers, including many
increasingly destructive and high-profile attacks. The growing threat Muslims, accuse al-Qaeda of
of terrorism has caused many people to feel vulnerable and afraid. preaching a false and extreme
However, it also has prompted action from many nations, including form of Islam. Its members believe,
the United States. among other things, that the
Many of the terrorist activities of the late 20th century occurred far United States and other Western
from U.S. soil. As a result, most Americans felt safe from such violence. nations are evil.
All that changed, however, on the morning of September 11, 2001. U.S. president George W. Bush
vowed to hunt down all those
responsible for the attacks. In addi-
A Surprise Strike passengers apparently fought
tion, he called for a greater inter-
the hijackers.
As the nation began another national effort to combat global
The attacks destroyed the
workday, 19 terrorists hijacked terrorism. “This battle will take
World Trade Center and badly
four airplanes heading from East time and resolve,” the president
damaged a section of the
Coast airports to California. The declared. “But make no mistake
Pentagon. In all, some 3,000 peo-
hijackers crashed two of the jets about it: we will win.”
ple died. Life for Americans would
into the twin towers of the
never be the same after that day.
World Trade Center in New York
Before, most U.S. citizens viewed
City. They slammed a third plane
terrorism as something that hap-
Securing the
into the Pentagon outside
Washington, D.C. The fourth
pened in other countries. Now Nation
they knew it could happen on As the Bush Administration began
plane crashed into an empty
their soil as well. its campaign against terrorism, it
field in Pennsylvania after
CA
Hu
.
Flight Path of the Hijacked Airliners, SeptemberU.S11, 2001
ron
VERMONT
NEW
L. Michigan
L. Ontario HAMPSHIRE
ATLANTIC
NEW
MICHIGAN YORK Boston OCEAN
MASSACHUSETTS
rie
L. E
RHODE ISLAND
New York City CONNECTICUT
Cleveland
PENNSYLVANIA
INDIANA 0 50 100 miles
OHIO Pittsburgh
NEW 0 50 100 kilometers
Shanksville JERSEY Azimuthal Equal–Area Projection
Dulles Pentagon N
American Flight 11
DELAWARE
American Flight 77
ned
return path undetermi MARYLAND W E
United Flight 93
WEST WASHINGTON, D.C.
KENTUCKY VIRGINIA S United Flight 175
VIRGINIA
732
Page 2 of 6
also sought to prevent any fur-

ther attacks on America. In
October 2001, the president
signed into law the USA Patriot
Act. The law gave the federal
government a broad range of
new powers to strengthen nation-
al security.
The new law enabled officials
to detain foreigners suspected of
terrorism for up to seven days
without charging them with a
crime. Officials could also monitor
all phone and Internet use by sus-
pects, and prosecute terrorist
crimes without any time restric-
Underneath a U.S. flag posted amid the rubble of the World Trade Center, rescue
tions or limitations. workers search for survivors of the attack.
In addition, the government
created a new cabinet position, Some critics charged that a The federal government also
the Department of Homeland number of the government’s new stepped in to ensure greater secu-
Security, to coordinate national anti-terrorism measures violated rity at the nation’s airports. The
efforts against terrorism. people’s civil rights. Supporters September 11 attacks had origi-
President Bush named former countered that occasionally nated at several airports, with
Pennsylvania governor Tom limiting some civil liberties was four hijackings occurring at nearly
Ridge as the first Secretary of justified in the name of greater the same time. In November 2001,
Homeland Security. national security. President Bush signed the
Aviation and Transportation
Security Act into law. The law put
the federal government in charge
of airport security. Before, individ-
ual airports had been responsible
for security. The new law created
a federal security force to inspect
passengers and carry-on bags. It
also required the screening of
checked baggage.
While the September 11
attacks shook the United States,
they also strengthened the
nation’s unity and resolve. In
2003, officials approved plans to
rebuild on the World Trade
Center site and construct a
memorial. Meanwhile, the coun-
try has grown more unified as
Americans recognize the need to
Stunned bystanders look on as smoke billows from the twin towers of the World Trade stand together against terrorism.
Center moments after an airplane slammed into each one.
733
Page 3 of 6
Fighting Back
The attack against the United States on September 11, 2001, represent- events or crowded places where
ed the single most deadly act of terrorism in modern history. By that people normally feel safe. They
time, however, few regions of the world had been spared from terrorist include such places as subway
attacks. Today, America and other nations are responding to terrorism in stations, bus stops, restaurants,
a variety of ways. or shopping malls. Terrorists
choose these spots carefully in
order to gain the most attention
The Rise of toward a peaceful solution to
and to achieve the highest level
their conflict. In South America, a
Terrorism group known as the Shining Path
of intimidation.
The problem of modern interna- Terrorists use bullets and
terrorized the residents of Peru
tional terrorism first gained bombs as their main weapons. In
throughout the late 20th century.
world attention during the 1972 recent years, however, some ter-
The group sought to overthrow
Summer Olympic Games in rorist groups have used biological
the government and establish a
Munich, Germany. Members of a and chemical agents in their
Communist state.
Palestinian terrorist group killed attacks. These actions involve the
Africa, too, has seen its share
two Israeli athletes and took nine release of bacteria or poisonous
of terrorism. Groups belonging
others hostage. Five of the terror- gas into the air. Gas was the
to the al-Qaeda terrorist organi-
ists, all the hostages, and a police weapon of choice for a radical
zation operated in many
officer were later killed in a Japanese religious cult, Aum
African countries. Indeed, offi-
bloody gun battle. Shinrikyo. In 1995, cult members
cials have linked several major
Since then, terrorist activities released sarin, a deadly nerve gas,
attacks against U.S. facilities in
have occurred across the globe. In in subway stations in Tokyo.
Africa to al-Qaeda. In 1998, for
Europe, the Irish Republican Army Twelve people were killed and
example, bombings at the U.S.
(IRA) used terrorist tactics for more than 5,700 injured. The pos-
embassies in Kenya and
decades against Britain. The IRA sibility of this type of terrorism is
Tanzania left more than 200
has long opposed British control particularly worrisome, because
dead and 5,000 injured.
of Northern Ireland. Since 1998, biochemical agents are relatively
Most terrorists work in a simi-
the two sides have been working easy to acquire.
lar way: targeting high profile
Terrorism: A Global Problem
PLACE YEAR EVENT
Munich, Germany 1972 Palestinians take Israeli hostages at Summer Olympics;

hostages and terrorists die in gun battle with police
Beirut, Lebanon 1983 Terrorists detonate truck bomb at U.S. marine barracks,
killing 241
Tokyo, Japan 1995 Religious extremists release lethal gas into subway stations,
killing 12 and injuring thousands
Omagh, Northern Ireland 1998 Faction of Irish Republican Army sets off car bomb, killing 29
Moscow, Russia 2002 Rebels from Chechnya seize a crowded theater; rescue effort
leaves more than 100 hostages and all the terrorists dead
734
Page 4 of 6
Hunting Down The United States

demanded that the Taliban
Terrorists turn over bin Laden. The
Most governments have adopted Taliban refused. In October
an aggressive approach to tracking 2001, U.S. forces began
down and punishing terrorist bombing Taliban air defens-
groups. This approach includes spy- es, airfields, and command
ing on the groups to gather infor- centers. They also struck
mation on membership and future numerous al-Qaeda training
plans. It also includes striking back camps. On the ground, the
harshly after a terrorist attack, even United States provided assis-
to the point of assassinating known tance to rebel groups
terrorist leaders. opposed to the Taliban. By
Another approach that govern- December, the United States
ments use is to make it more diffi- had driven the Taliban from
cult for terrorists to act. This power and severely weak-
involves eliminating a terrorist ened the al-Qaeda network. Osama bin Laden delivers a videotaped
group’s source of funding. However, as of September message from a hidden location shortly after
President Bush issued an executive 2004, Osama bin Laden was the U.S.-led strikes against Afghanistan began.
order freezing the U.S. assets of still believed to be at large.
alleged terrorist organizations as
well as various groups accused of
supporting terrorism. President
Bush asked other nations to freeze
such assets as well. By the spring of
2002, the White House reported,
the United States and other coun-
tries had blocked nearly $80 million
in alleged terrorist assets.
Battling al-Qaeda
In one of the more aggressive
responses to terrorism, the United
States quickly took military action
against those it held responsible for
the September 11 attacks.
U.S. officials had determined
that members of the al-Qaeda ter-
rorist group had carried out the
assault under the direction of the
group’s leader, Osama bin Laden.
Bin Laden was a Saudi Arabian mil-
lionaire who lived in Afghanistan.
He directed his terrorist activities
under the protection of the coun-
try’s extreme Islamic government,
known as the Taliban. Troops battling the Taliban in Afghanistan await transport by helicopter.
735
Page 5 of 6
The War in Iraq

In the ongoing battle against terrorism, the United president Vladimir Putin
States confronted the leader of Iraq, Saddam Hussein. claimed the invasion could “in
The longtime dictator had concerned the world commu- no way be justified.” He and
nity for years. During the 1980s, Hussein had used chemical others criticized the policy of
weapons to put down a rebellion in his own country. In 1990, he had attacking a nation to prevent it
invaded neighboring Kuwait—only to be pushed back by a U.S.-led from future misdeeds. U.S. and
military effort. In light of such history, many viewed Hussein as an British officials, however, argued
increasing threat to peace and stability in the world. As a result, the Bush that they would not wait for
Administration led an effort in early 2003 to remove Hussein from power. Hussein to strike first.
As coalition troops marched
The Path to War thing in our power to make sure north to Baghdad, they met pock-
ets of stiff resistance and engaged
that day never comes.”
One of the main concerns about
in fierce fighting in several south-
Saddam Hussein was his possible
ern cities. Meanwhile, coalition
development of so-called
weapons of mass destruction.
Operation Iraqi forces parachuted into northern
Iraq and began moving south
These are weapons that can kill Freedom toward the capital city. By early
large numbers of people. They In the months that followed, the April, Baghdad had fallen and the
include chemical and biological UN Security Council debated regime of Saddam Hussein had
agents as well as nuclear devices. what action to take. Some collapsed. After less than four
Bowing to world pressure, countries, such as France and weeks of fighting, the coalition
Hussein allowed inspectors from Germany, called for letting the had won the war.
the United Nations to search Iraq inspectors continue searching for
for such outlawed weapons. weapons. British prime minister
Some investigators, however, Tony Blair, however, accused the
insisted that the Iraqis were not Iraqis of “deception and evasion”
fully cooperating with the and insisted inspections would
inspections. never work.
U.S. and British officials soon On March 17, President Bush
threatened to use force to disarm gave Saddam Hussein and his top
Iraq. During his State of the aides 48 hours to leave the coun-
Union address in January 2003, try or face a military strike. The
President Bush declared Hussein Iraqi leader refused. On March 19,
too great a threat to ignore in an a coalition led by the United
age of increased terrorism. States and Britain launched air
Reminding Americans of the strikes in and around the Iraqi
September 11 attacks, Bush stat- capital, Baghdad. The next day,
ed, “Imagine those 19 hijackers coalition forces marched into Iraq
with other weapons and other though Kuwait. The invasion of
plans—this time armed by Iraq to remove Saddam Hussein,
Saddam Hussein. It would take known as Operation Iraqi
one vial, one canister, one crate Freedom, had begun. U.S. Army Specialist Shoshana Johnson
slipped into this country to bring The military operation met was one of several Americans held
a day of horror like none we have with strong opposition from prisoner and eventually released during
ever known. We will do every- numerous countries. Russian the war in Iraq.
736
Page 6 of 6
established their own saying that pre-war

interim government intelligence regarding such
several months after weapons was flawed.
the war. The new gov- Despite the unresolved issues,
erning body went to coalition leaders declared the
work creating a consti- defeat of Saddam Hussein to be a
tution and planning victory for global security. In a post-
democratic elections. war speech to U.S. troops aboard
Meanwhile, intelli- the aircraft carrier USS Abraham
gence officials searched Lincoln, President Bush urged the
for clues of Saddam world community to keep moving
Hussein’s whereabouts. forward in its battle against terror-
The defeated dictator ism. “We do not know the day of
was captured near his final victory, but we have seen the
hometown of Tikrit on turning of the tide,” declared the
December 13, 2003. president. “No act of the terrorists
Despite Hussein’s cap- will change our purpose, or weak-
ture, numerous U.S. en our resolve, or alter their fate.
troops had to remain Their cause is lost. Free nations will
behind to help maintain press on to victory.”
order and battle
pockets of Iraqi
insurgents—dif-
ferent groups
made up of
As the regime of Saddam Hussein collapsed, statues of Hussein loyalists,
the dictator toppled.
followers of
rebel Islamic cler-
The Struggle ics, and terrorists with links
Continues to al-Qaeda.
Despite the coalition victory, Finally, weapons inspec-
much work remained in Iraq. tors were not able to find
The United States installed a any weapons of mass dis-
civil administrator, retired diplo- truction in the months after
mat L. Paul Bremer, to help major combat had ended.
oversee the rebuilding of the The governments of the President George W. Bush and British prime
nation. With the help of United States and Britain minister Tony Blair stood together throughout
issued reports in 2004 the war.
Bremer and others, the Iraqis
Special Report Assessment

1. Main Ideas 2. Critical Thinking
a. What steps did the U.S. government take to make Analyzing Issues Is it important for the U.S. govern-
the nation more secure after the attacks on ment to respect people’s civil rights as it wages a war
September 11, 2001? (HI2) against terrorism? Why or why not? (REP4)
b. Why did the United States take military action THINK ABOUT
against the Taliban in Afghanistan? (HI2) • what steps are necessary to protect the nation
c. What was the result of Operation Iraqi Freedom? • a government that grows too powerful
(HI2)
737
Page 1 of 20
8.2 Students analyze the

The Supreme Court
political principles underly-
ing the U.S. Constitution The task of the Supreme Court, according to Chief Justice John
and compare the enumerat- Marshall, is “to say what the law is.” The Court reviews appeals of
ed and implied powers of
the federal government. decisions by lower courts. It judges whether federal laws or govern-
ment actions violate the Constitution. And it settles conflicts
between state and federal laws.
By interpreting the law, the Supreme Court wields great power,
for its decisions affect practically every aspect of life in the United
States. In the following pages, you’ll learn about some of the
Supreme Court’s landmark cases—decisions that altered the course
of history or brought major changes to American life.
“When we have examined . . . the Supreme Court

and the [rights] which it exercises, we shall readi-
ly admit that a more imposing judicial power was
never constituted by any people.”
— ALEXIS DE TOCQUEVILLE, DEMOCRACY IN AMERICA (1835)
Chief Justice John Marshall

established the principle of
judicial review.
The development of
steamships led to
Supreme Court decisions
on interstate commerce.
McCulloch v. Maryland decided

if a state had the power to tax
a federal agency.
1803 1824 1896

Marbury v. Madison Gibbons v. Ogden Plessy v. Ferguson
Judicial Review State Versus Federal Authority Segregation
1819 1857
McCulloch v. Maryland Dred Scott v. Sandford
Powers of Congress and States’ Rights Citizenship
738
Page 2 of 20
H ISTORIC D ECISIONS OF THE SUPREME COURT

TABLE OF CONTENTS
Marbury v. Madison (1803) 740–741
McCulloch v. Maryland (1819) 742–743
Gibbons v. Ogden (1824) 744–745
Dred Scott v. Sandford (1857) 746–747
Plessy v. Ferguson (1896) 748–749
Schenck v. United States (1919) 750–751
Brown v. Board of
Education of Topeka (1954) 752–753
Reynolds v. Sims (1964) 754–755
Regents of the University of
California v. Bakke (1978) 756–757
BEFORE YOU READ

Think About It Why is there a need for a
judicial authority “to say what the law is”?
How might the history of the United States
have been different if the Supreme Court
Landmark decisions on school had not taken on this role?
desegregation helped give rise to
the civil rights movement. Find Out About It Use library resources or
the Internet to find out what issues the
Supreme Court is presently reviewing. How
might the Court’s decisions on these issues
affect you?
Opinions written by Justice For more information on the Supreme Court . . .

Oliver Wendell Holmes, Jr., RESEARCH LINKS
helped to set standards for CL ASSZONE .COM
free speech.
The Supreme Court has reviewed several

affirmative-action cases in recent years.
1919 1964
Schenck v. United States Reynolds v. Sims
Freedom of Speech
1954 One Person, One Vote
1978
Brown v. Board of Regents of the University
Education of Topeka of California v. Bakke
School Desegregation Affirmative Action
739
Page 3 of 20
Marbury v. Madison (1803)
THE ISSUE Judicial Review
ORIGINS OF THE CASE In 1801, just before he left office, President John
Adams appointed dozens of Federalists as judges. Most of these “midnight
justices” took their posts before Thomas Jefferson, Adams’s Democratic-
Republican successor, took office. Jefferson ordered his secretary of state,
James Madison, to block the remaining appointees from taking their posts.
One of these appointees, William Marbury, asked the Supreme Court to
issue an order forcing Madison to recognize the appointments.
THE RULING The Court ruled that the law under which Marbury had asked
the Supreme Court to act was unconstitutional.
The Legal Arguments

Chief Justice John Marshall wrote the Court’s opinion, stating that
Marbury had every right to receive his appointment. Further, Marshall
noted, the Judiciary Act of 1789 gave Marbury the right to file his
U.S. CONSTITUTION/LEGISLATION claim directly with the Supreme Court. But Marshall questioned
Article 3, Section 2 (1789) whether the Court had the power to act. The answer, he argued, rest-
“In all cases affecting ambassa- ed on the kinds of cases that could be argued directly in the Supreme
dors, other public ministers and
Court without first being heard by a lower court.
consuls, and those in which a
state shall be party, the Article 3 of the Constitution clearly identified those cases that the
Supreme Court shall have origi- Court could hear directly. A case like Marbury’s was not one of them.
nal jurisdiction. In all the other The Judiciary Act, therefore, was at odds with the Constitution. Which
cases . . . the Supreme Court one should be upheld? Marshall’s response was clear:
shall have appellate jurisdiction.”
. . . [T]he particular phraseology of the Constitution of the United States
Judiciary Act, Section 13 (1789)
confirms and strengthens the principle . . . that a law repugnant to
“The Supreme Court shall . . .
the Constitution is void; and that courts . . . are bound by
have power to issue . . . writs of
mandamus, in cases warranted by that instrument.
the principles and usages of law.” Since Section 13 of the Judiciary Act violated the
Constitution, Marshall concluded, it could not be
RELATED CASES enforced. The Court, therefore, could not issue
Fletcher v. Peck (1810) the order. With this decision, Marshall appeared
For the first time, the Supreme
to limit the powers of the Supreme Court. In
Court ruled a state law uncon-
stitutional. fact, the decision increased the Court’s power
because it established the principle of judicial
Cohens v. Virginia (1821)
review. This holds that the courts—most
For the first time, the Court
overturned a state court notably the Supreme Court—have the power
decision. to decide if laws are unconstitutional.
William Marbury received his appointment as
a reward for his loyal support of John Adams
in the 1800 presidential election.
740
Page 4 of 20

Why Did It Matter Then? Why Does It Matter Now?
The principle of judicial review had been set down Over the years, judicial review has become a cor-
in earlier state and lower federal court decisions. nerstone of American government. The principle
However, Marshall did not refer to those cases in plays a vital role in the system of checks and bal-
Marbury. Rather, he based his argument on logic. ances that limits the powers of each branch of the
For a written constitution to have any value, federal government. For example, since 1803 the
Marshall stated, it is logical that any “legislative Court has struck down more than 125 acts of
act [that is] contrary to the Constitution is not Congress as unconstitutional.
law.” Only then could the Constitution be—as The Court has cited Marbury more than 250
Article VI calls it—”the supreme law of the land.” times to justify its decisions. In Clinton v. Jones
Who, then, decides that a law is invalid? Marshall (1997), for example, the Court found that presi-
declared that this power rests only with the courts: dents are not protected by the Constitution from
It is, emphatically, the province and duty of the lawsuits involving actions in their private lives.
judicial department to say what the law is. Those The Court supported this finding by pointing to its
who apply the rule to particular cases must of power “to say what the law is.” More recently, in
necessity expound and interpret that rule. If [the United States v. Morrison (2000), the Court ruled
Constitution and a law] conflict with each that Congress went beyond its constitutional
other, the courts must decide on the oper- bounds by basing a federal law banning violence
ation of each. against women on the Fourteenth Amendment
Not only did the courts have and the Commerce Clause of the
this power, Marshall said, it Constitution. The opinion pointed out that
was “the very essence of “ever since Marbury this Court has
judicial duty” for them remained the ultimate [explainer] of
to exercise it. the constitutional text.”
John Marshall, a Federalist, was

practically a “midnight justice.”
John Adams appointed him chief
justice in January 1801, just two
months before Thomas Jefferson
took office.
CONNECT TO HISTORY CONNECT TO TODAY

1. Making Decisions Marshall was a Federalist, and 2. Researching Find a recent instance of a law or
many people expected him to act quickly on administrative action that was ruled unconstitutional
Marbury’s case. What do you think might have been by the Supreme Court. What were the Court’s rea-
the consequences if Marshall had found for sons for the ruling, and what impact did the decision
Marbury? have? Prepare a summary of your findings.
See Skillbuilder Handbook, page R14. For more information on judicial review . . .
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741
Page 5 of 20
McCulloch v. Maryland
(1819)
THE ISSUES Balance of power between the federal and state

governments
ORIGINS OF THE CASE The second Bank of the United States (BUS) was
established by an act of Congress in 1816. It set up branches nationwide.
But many states objected to the bank’s policies and wanted to limit its oper-
ations. In fact, Maryland set a tax on the currency issued by the Baltimore
branch. The bank could avoid the tax by paying an annual fee of $15,000.
However, James McCulloch, the branch cashier, refused to pay either the tax
or the fee. The state sued McCulloch, and the Maryland courts ordered him
to pay. McCulloch appealed the case to the Supreme Court.
THE RULING The Court ruled that Congress had the power to establish a
national bank and that the Maryland tax on that bank was unconstitutional.
The Legal Arguments

The Court first addressed Maryland’s argument that the act establish-
ing the BUS was unconstitutional. Chief Justice John Marshall wrote
U.S. CONSTITUTION/LEGISLATION that the Constitution listed the specific powers of Congress. These
Article 1, Section 8 (1789) included collecting taxes, borrowing money, and regulating com-
“The Congress shall have the merce. In addition, the Elastic Clause gave Congress the authority to
power to . . . make all laws make all “necessary and proper” laws needed to exercise those pow-
which shall be necessary and ers. Establishing a bank, he concluded, was necessary for Congress to
proper for carrying into execu- carry out its powers. The BUS, then, was constitutional.
tion the [specific powers given
Next, Marshall addressed whether Maryland had the power to tax
to Congress].”
the BUS. Marshall acknowledged that the states had the power of tax-
Article 6, Section 2 (1789) ation. But he said:
“This Constitution, and the laws
of the United States . . . shall be [T]he constitution and the laws made in pursuance thereof are supreme
the supreme law of the land; . . . . . . they control the constitution and laws of the respective states, and
anything in the Constitution or cannot be controlled by them.
laws of any state to the contrary
notwithstanding.” So, to give a state the power to tax a federal agency created under
the Constitution would turn the Supremacy Clause, Article 6, Section
RELATED CASES 2, on its head. Further, Marshall observed, “the power to tax involves
Fletcher v. Peck (1810) the power to destroy.” If a state could tax one federal agency, it
Noting that the Constitution might tax others. This eventually “would defeat all the ends of gov-
was the supreme law of the ernment.” He added that the framers of the Constitution certainly did
land, the Supreme Court ruled not intend to make the national government subject to the states:
a state law unconstitutional.
[T]he States have no power, by taxation or otherwise, to retard, impede,
Gibbons v. Ogden (1824)
burden, or in any manner control, the operations of the constitutional
The Court ruled that the federal
Congress—not the states—had laws enacted by Congress to carry [out its] powers.
the power to regulate interstate The Maryland tax, therefore, was unconstitutional.
commerce.
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At the time of the McCulloch case, there was con- Since Marshall’s time, the United States has under-
siderable debate over what powers Congress held. gone many changes. Over the course of the 19th
Some people took a very limited view. They sug- and 20th centuries, the country has grown dra-
gested that Congress’s powers should be restricted matically. The population has increased and
to those named in the Constitution. Others point- moved. In Marshall’s day, the United States was
ed out that the Elastic Clause implied that predominantly rural. Today, most people live in
Congress had much broader powers. urban areas, where economic and leisure activities
The McCulloch opinion followed this second abound.
view. Marshall wrote: The economy of the United States, too, has
changed. The country has moved from an agricul-
Let the end be [lawful], let it be within the scope of
the Constitution, and all means which are appropri- tural economy to one based on industry and, later,
ate, which are plainly adapted to that end, which service and information.
are not prohibited, but consist with the letter and During this time, the federal government has
spirit of the Constitution, are constitutional. stretched its powers to meet the needs of the
In other words, Congress could exercise the pow- ever-changing American society. Programs like
ers it considered appropriate to achieve its lawful Franklin Roosevelt’s New Deal and Lyndon
goals. Johnson’s Great Society came about through this
Marshall’s broad view of congressional power expanding of powers. Marshall’s broad reading of
strengthened the federal government. And this the Elastic Clause in the McCulloch opinion, in
stronger government reflected and encouraged large part, laid the groundwork for this growth in
the growing nationalist spirit in the early 1800s. the size and power of the federal government.
The Bank of the United States

had branches throughout the
country, including this one in
Philadelphia.

1. Forming and Supporting Opinions Chief Justice 2. Researching One issue addressed in McCulloch was
John Marshall considered the McCulloch decision the states’ rights and federal authority. Do research to
most important that he made. Why do you think he find a recent Supreme Court case that has dealt with
considered it such an important decision? Give this issue. Write a paragraph describing the basis of
reasons for your answer. the case and the Court’s decision.
See Skillbuilder Handbook, page R17. For more information on states’ rights and federal authority . . .
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Page 7 of 20
Gibbons v. Ogden (1824)
THE ISSUE Federal power to regulate interstate commerce
ORIGINS OF THE CASE Aaron Ogden ran steamboats between New York
City and New Jersey. The New York state legislature granted him a monop-
oly—the right to operate this service without any competition. However,
Thomas Gibbons ran a competing service. He had a license to sail under the
federal Coasting License Act of 1793. Ogden sued Gibbons for violating his
monopoly. When the New York state courts found in Ogden’s favor,
Gibbons appealed to the United States Supreme Court.
THE RULING In a unanimous decision, the Court ruled that when state and
federal laws on interstate commerce conflict, federal laws are superior.
The Legal Arguments

Chief Justice John Marshall wrote the Court’s unanimous opinion,
which found for Gibbons. Since the Constitution gave Congress the
power to regulate commerce among the states, Marshall began, it
U.S. CONSTITUTION/LEGISLATION would be useful to decide what the word commerce meant. In argu-
Article 1, Section 8 (1789) ments before the Court, Ogden’s lawyers had said that it simply
“The Congress shall have power referred to the buying and selling of goods. Marshall disagreed, sug-
to . . . regulate commerce with
gesting that it also included the navigation necessary to move goods
foreign nations, and among the
several states, and with the from one place to another. He wrote:
Indian tribes.” The word used in the constitution comprehends . . . navigation within its
Coasting License Act (1793) meaning; and a power to regulate navigation is as expressly granted as if
All ships licensed under this act, that term had been added to the word “commerce.”
“and no others, shall be deemed
Marshall then pointed to the Supremacy Clause of the
ships or vessels of the United
States, entitled to the privileges Constitution. This is Article 6, Section 2, which states, “This
of ships or vessels employed in Constitution, and the laws of the United States . . . shall
the coasting trade or fisheries.” be the supreme law of the land.”
RELATED CASES The New York monopoly law denied Gibbons the
right to sail in New York waters. The federal
Fletcher v. Peck (1810)
Citing the Supremacy Clause, Coasting License Act, however, gave him the right
the Court ruled that a state law to sail all U.S. waters. According to the Supremacy
was unconstitutional. Clause, the Constitution and federal laws were
McCulloch v. Maryland (1819) the supreme law of the land. So, Marshall con-
The Court established that cluded, the Coasting License Act was “the
states had no authority to tax supreme law of the land,” and the New York
federal agencies. monopoly was void.
Aaron Ogden obtained a monopoly on

steamship operation between New York
and New Jersey in 1815.
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At the time of the Gibbons case, navigation of the Marshall defined “commerce” very broadly in the
waters around New York was difficult. To encour- Gibbons decision. Over the years, Congress has used
age companies to provide water transportation, Marshall’s definition to expand its authority over
New York granted monopolies to the companies. interstate commerce. Today, Congress regulates
Some states set up their own. Other states passed practically every activity that affects or is connected
laws preventing New York steamboats from enter- to commerce.
ing their waters. Obviously, such a situation was In 1964, for example, Congress used the
not good for trade among the states. By making it Commerce Clause to justify the passage of the
clear that the federal government regulated com- Civil Rights Act. This law banned racial discrimina-
merce among the states, the Gibbons decision tion in hotels, restaurants, theaters, and other
brought order to interstate commerce. And this public places.
helped the national economy to grow. The Supreme Court rejected two challenges to
Unlike other decisions of the Marshall Court the Civil Rights Act—in Heart of Atlanta Motel,
that strengthened the federal government, Inc. v. United States (1964) and Katzenbach v.
Gibbons proved popular. Most Americans—even McClung (1964). In both cases, the Court noted
New Yorkers—were opposed to the New York that racial discrimination could harm interstate
steamboat monopoly. They saw any kind of commerce.
monopoly as a limit to economic competition. As
a result, the Gibbons decision was well received
throughout the country. One newspaper reported
the following incident:
Yesterday the Steamboat United States, [command-
ed by] Capt. Bunker, from New Haven, entered New
York in triumph, with streamers flying and a large
company of passengers [celebrating] the decision
of the United States Supreme Court against the
New York monopoly. She fired a salute which was
loudly returned by [cheers] from the wharves.
After the first voyage of Robert

Fulton’s Clermont in 1807, it soon
became clear that operating
steamships could be a profitable
business.

1. Drawing Conclusions Many of Chief Justice John 2. Researching Use library resources and the Internet
Marshall’s opinions contributed to the growth of the to find recent Supreme Court cases that involved
nationalist spirit in the early 1800s. How do you interstate commerce. Write a brief summary of one
think the Gibbons v. Ogden decision might have of these cases, noting whether it expanded or
helped to build national unity? contracted Congress’s power to regulate commerce.
See Skillbuilder Handbook, page R13. For more information on interstate commerce . . .
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745
Page 9 of 20
Dred Scott v. Sandford (1857)
THE ISSUE The definition of citizenship
ORIGINS OF THE CASE Dred Scott was an enslaved African American who
had lived for a while in Illinois and in the Wisconsin Territory, both of which
banned slavery. Scott sued for his freedom, arguing that since he had lived
in a free state and a free territory, he was a free man. In 1854, a federal
court found against Scott, ruling that he was still a slave. Scott’s lawyers
appealed to the Supreme Court, which heard arguments in 1856 and deliv-
ered its decision the following year.
THE RULING The Court ruled that no African American could be a citizen
and that Dred Scott was still a slave. The Court also ruled that the Missouri
Compromise of 1820 was unconstitutional.
The Legal Arguments

Chief Justice Roger Taney wrote the majority opinion for the Court.
He began by addressing the issue of citizenship. He pointed out that
since colonial times African Americans had been looked on as inferior
U.S. CONSTITUTION/LEGISLATION and “had no rights which the white man was bound to respect.”
Article 4, Section 3 (1789) Taney added that where African Americans were mentioned in the
“No person held to service or Constitution, they were referred to as property—slaves. African
labor in one state, . . . escaping
Americans, whether enslaved or free, he continued:
into another, shall, in conse-
quence of any law or regulation . . . are not included, and were not intended to be included, under the
therein, be discharged from word ‘citizens’ in the Constitution, and can therefore claim none of the
such service or labor. . . .” rights and privileges which that instrument provides for and secures to
Fifth Amendment (1791) citizens of the United States.
“No person shall be . . . de- Since Scott was not a citizen, Taney concluded, he had no right to use
prived of life, liberty, or proper-
the courts to sue for his freedom.
ty, without due process of law.”
Taney then went further, claiming Scott was still a slave because he
Missouri Enabling Act (1820) had never been free. Congress had gone beyond its power when it
“[I]n all that territory . . . north passed the Missouri Compromise, he argued. The Constitution guaran-
of 36˚ 30' N latitude, . . . slavery teed the right to own property, and slaves were property. By banning
. . . shall be . . . forever prohibit- slavery from the territories, Congress was, in effect, taking away pri-
ed.” Also known as the Missouri
vate property without due process of the law. This action violated the
Compromise.
Fifth Amendment. The Missouri Compromise was, Taney charged, “not
RELATED CASE warranted by the Constitution, and . . . therefore void.” As a result,
Ableman v. Booth (1858) Scott remained a slave, regardless of where he lived.
The Court ruled that laws Two justices disagreed with the majority on both grounds. They
passed in Northern states that pointed to precedents—earlier legal rulings—that indicated that
prohibited the return of fugitive African Americans could, indeed, be citizens. They also argued that
slaves were unconstitutional.
the Constitution gave Congress the power to establish rules and regu-
lations for the territories.
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Dred Scott contributed to the growing dispute The issues addressed by Dred Scott were resolved
over slavery that led to the Civil War. White by the Thirteenth and Fourteenth amendments to
Southerners praised the ruling, seeing it as a spir- the Constitution. The Thirteenth Amendment,
ited defense of their right to own slaves. Many which was ratified in 1865, abolished slavery in
Northerners, however, viewed it with alarm. They the United States. The Fourteenth Amendment,
feared that if Congress could not ban slavery in ratified three years later, made it very clear who
the territories, slavery would spread. If this hap- was a citizen:
pened, slave states eventually would outnumber All persons born or naturalized in the United
free states and would control Congress. States, and subject to the jurisdiction thereof, are
Stephen A. Douglas, a Northern Democrat, dis- citizens of the United States and of the state
agreed with the Court’s finding. He favored leav- wherein they reside.
ing the issue of slavery to the voters in each terri- This amendment went on to guarantee all citizens
tory. Most Southern Democrats, however, did not “equal protection of the laws” and the right to
agree with him. As a result, the Democratic Party due process. These amendments meant the rulings
divided along sectional lines in the 1860 presiden- in Dred Scott no longer had the force of law.
tial election. Northern Democrats supported Today, Dred Scott is not used as a precedent.
Douglas, while Southern Democrats backed a pro- Instead, it is pointed to as an example of how the
slavery candidate. Because Supreme Court can make mis-
of this split, Abraham takes. In fact, many legal scholars
Lincoln of the anti-slavery think it is the worst decision the
Republican Party won the Court has ever handed down.
election. Soon after, many
slave states seceded, and
the Civil War began.
Northern abolitionists held

meetings to show their support
for Scott (shown here) and their
opposition to the Supreme Court
decision.

1. Forming and Supporting Opinions The Dred Scott 2. Researching Use library sources and the Internet to
decision was just one in a long line of events that research a contemporary Court decision that affects
led to the Civil War. Write an editorial about the civil rights. Use newspaper indices, periodical guides,
case in which you evaluate its importance in and library catalogs, for example, to locate sources
bringing about the war. of this information. Create a public service brochure
to report your findings.
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Page 11 of 20
Plessy v. Ferguson (1896)
THE ISSUE Segregation
ORIGINS OF THE CASE By the 1890s, most Southern states had begun to
pass laws enforcing segregation—the separation of the races—in public places.
One Louisiana law called for “equal but separate accommodations for the
white and colored races” on trains. On June 7, 1892, Homer Plessy, who was
part African American, took a seat in a train car reserved for whites. When a
conductor told him to move, Plessy refused. Plessy was convicted of break-
ing the “separate car” law. He appealed the case, saying that the law violat-
ed his rights under the Thirteenth and Fourteenth amendments.
THE RULING The Court ruled that “separate but equal” facilities for blacks
and whites did not violate the Constitution.
The Legal Arguments

The Court’s opinion, written by Justice Henry Billings Brown, rejected
Plessy’s appeal. Brown first answered Plessy’s claim that the separate
U.S. CONSTITUTION/LEGISLATION car law created a relationship between whites and blacks similar to
Thirteenth Amendment (1865) that which existed under slavery. The Thirteenth
“Neither slavery nor involuntary Amendment simply ended the ownership of one person
servitude . . . shall exist within by another, Brown wrote. Louisiana’s law did not
the United States, or any place
reestablish this system of ownership.
subject to their jurisdiction.”
Brown then turned to Plessy’s claim that the
Fourteenth Amendment (1868) Fourteenth Amendment was designed to ensure
“No state shall make or enforce
the equality of the races before the law. Brown
any law which shall abridge the
privileges or immunities of citi- wrote that the amendment “could not have
zens of the United States; nor been intended to abolish distinctions based on
shall any state deprive any per- color.” A law that treated the races differently
son of life, liberty, or property, did not brand one race as inferior. If a law
without due process of law; nor
made people feel inferior, it was because they
deny to any person within its
jurisdiction the equal protection chose to see it that way. Summing up, Brown
of the laws.” stated:
A [law] which implies merely a legal distinction
RELATED CASE between the white and colored races . . . has no ten-
Cumming v. Board of Education dency to destroy the legal equality of the two races.
of Richmond County (1899)
The Court ruled that because Justice John Marshall Harlan strongly disagreed
with the majority view. In a bitter dissent, he In his dissent, Justice
education is a local issue, the
Harlan stated that
federal government could not wrote that the “thin disguise” of separate but
“our constitution is
stop school districts from having equal facilities would fool no one, “nor atone for color-blind, and
separate facilities for black and
the wrong this day done.” neither knows nor
white students.
tolerates classes
among citizens.”
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Plessy was one of several cases in the late 1800s After Plessy, many African Americans and some
involving the civil rights of African Americans. In whites looked for ways to fight segregation. Some
these cases, the Court misread the Fourteenth of these people helped to found the National
Amendment and let stand state laws that denied Association for the Advancement of Colored
African Americans their rights. Plessy has come to People (NAACP).
stand for all of these decisions because it said that Throughout the first half of the 20th century,
“separate but equal” facilities for blacks and lawyers working for the NAACP chipped away at
whites did not violate the Constitution. segregation laws. Their greatest victory came in
Although the Plessy decision dealt only with 1954, in Brown v. Board of Education of Topeka.
public transportation, state governments across In this decision, the Supreme Court ruled that
the South applied it to all areas of life. In time, separate educational facilities were “inherently
“Jim Crow” laws forced African Americans to use unequal” and, therefore, unconstitutional.
separate restaurants, hotels, train cars, parks, Southern state and local governments had used
schools, and hospitals. Signs reading “For Colored the Plessy decision to build a system of legal
Only” and “Whites Only” ruled everyday life in segregation. In the same way, civil rights workers
the South for years to come. used the Brown ruling to dismantle it.
After the Plessy decision, signs designating separate facilities for whites and
African Americans became a common sight throughout the South.

1. Drawing Conclusions Read the section of the 2. Researching Use library resources and the Internet
Fourteenth Amendment reprinted in the “Legal to find information on Supreme Court cases that
Sources” section on page 902. Based on that dealt with segregation. Present your findings in a
passage, what do you think “equal protection of the three-column chart. Use “Case,” “Brief Description of
laws” means? How does it apply to the Plessy case? Issues Involved,” and “Decision” as column headings.
See Skillbuilder Handbook, page R13. For more information on segregation and the law . . .
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749
Page 13 of 20
Schenck v. United States

(1919)
THE ISSUE Freedom of Speech
ORIGINS OF THE CASE In August 1917, Charles Schenck, a Socialist Party

official, distributed several thousand antiwar leaflets throughout the city of
Philadelphia. The leaflets called the draft a crime and urged people to work
for the repeal of the Selective Service Act. Schenck was found guilty of vio-
lating the Espionage Act of 1917 and sentenced to prison. He appealed his
conviction, arguing that the language in the leaflets was protected by the
First Amendment.
THE RULING The Court upheld the verdict against Schenck, noting that the
leaflets presented “a clear and present danger” to the country during
wartime.
U.S. CONSTITUTION/LEGISLATION The Legal Arguments

First Amendment (1791) Justice Oliver Wendell Holmes, Jr., wrote the Court’s unanimous opin-
“Congress shall make no law . . .
ion. In ordinary times, Holmes noted, Schenck’s claim of First
abridging the freedom of
speech, or of the press.” Amendment rights might well be valid. “But the character of every
act depends upon the circumstances in which it is done,” Holmes
The Espionage Act (1917)
added. Schenck distributed the leaflets during wartime, when “many
“[Anyone who] shall wilfully
obstruct . . . the recruiting or things that might be said in time of peace . . . will not be endured.“
enlistment service of the United Holmes suggested that Schenck’s “impassioned” appeal for people to
States . . . shall be punished by . . . oppose the draft was just like someone “falsely shouting fire in a the-
fine . . . or imprisonment . . . atre and causing a panic.” The First Amendment certainly did not pro-
or both.” tect such behavior.
Holmes then went on to offer a guide for
RELATED CASES
judging when speech is protected by the First
Debs v. United States (1919)
Amendment:
Upheld the conviction of Socialist
Party leader Eugene V. Debs for The question in every case is whether the words
violating the Espionage Act. used are used in such circumstances and are of such
a nature as to create a clear and present danger that
Frohwerk v. United States (1919)
Confirmed the guilty verdict they will bring about the . . . evils that Congress has
against a newspaper publisher a right to prevent.
for printing articles opposing Schenck’s words, Holmes charged, did pose “a
U. S. involvement in World War I. clear and present danger” to the United States
Abrams v. United States (1919) war effort. Therefore, they did not merit pro-
Upheld convictions of five peo- tection under the First Amendment.
ple under the Espionage Act.
Holmes dissented, arguing that Justice Holmes’s opinions in
their action did not present “a the Espionage Act cases set the
clear and imminent danger.” standard for free speech.
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The Supreme Court decisions in Schenck and other The Supreme Court has been asked to decide on
Espionage Act cases considered the limits of free free speech issues dozens of times since Schenck.
speech during wartime. In Schenck, Justice Holmes In making these decisions, the Court has attempt-
stated that speech that presented “a clear and ed to heed Justice Holmes’s words and strike a
present danger” to the country’s well being was balance between protecting free speech and
not protected. As he looked at other cases, how- maintaining political and social order.
ever, Holmes began to refine this view. Over the years, the Court has applied this bal-
In Frohwerk v. United States (1919), decided ance test to free speech questions in many set-
just a week after Schenck, the Court again upheld tings, including schools. In Tinker v. Des Moines
a conviction under the Espionage Act. However, Independent Community School District (1969),
Holmes noted that anti-government speech the Court upheld students’ right to protest in
uttered during wartime is not always a crime. school. However, the Court added that in certain
“We do not lose our right to condemn either circumstances school officials might limit the exer-
measures or men because the country is at war,” cise of such rights—if the students’ actions disrupt
he wrote. the work of the school, for example.
Holmes broadened this statement in his dissent In two later cases, Bethel School District No.
to the majority opinion in Abrams v. United States 403 v. Fraser (1986) and Hazelwood School
(1919). The government’s power to limit speech District v. Kuhlmeier (1988), the Court felt that
during wartime undoubtedly is greater, he noted, such circumstances existed. In Bethel, the Court
“because war opens dangers that do not exist at upheld the suspension of a student who, during a
other times.” However, the basic principles of free school assembly, gave a speech that included
speech are the same in war as in peace: inappropriate language. The Court ruled that the
school could punish behavior
It is only the present dan-
ger of immediate evil or an that “interferes with the edu-
intent to bring it about cational process.” In Hazel-
that warrants Congress in wood, the Court ruled that
setting a limit to the school officials could censor
expression of opinion. the content of a student news-
All opinions, even ones paper if it was “inconsistent
we find hateful, should be with [the school’s] educational
heard, Holmes concluded. mission.”
During the Vietnam War, some Americans vigorously

challenged government policies.

1. Making Inferences The Supreme Court decided 2. Researching Working with a group of two or three
Schenck and other Espionage Act cases during the other students, identify and research recent court
Red Scare. Do you think the timing of the cases cases involving free speech issues. Present your
influenced the Court’s decisions? Why or why not? findings in a brief oral report to the class.
See Skillbuilder Handbook, page R12. For more information on free speech . . .
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Page 15 of 20
Brown v. Board of
Education of Topeka (1954)
THE ISSUE School desegregation
ORIGINS OF THE CASE In September 1950, Oliver Brown tried to enroll his
seven-year-old daughter, Linda, at the neighborhood grade school. The school
principal rejected Brown’s request because Linda was an African American.
The school was for white students only. Linda ended up attending a school
farther away from her home. Brown filed suit against the school board,
demanding that Linda be allowed to go to the neighborhood school. The
Supreme Court heard arguments in the Brown case in 1952 and 1953.
THE RULING A unanimous court ruled that segregation in education was

unconstitutional.
The Legal Arguments

Chief Justice Earl Warren wrote the Court’s decision. He began by
reviewing the history of the Fourteenth Amendment. Its equal
protection clause was the basis for the decision. The Court had
U.S. CONSTITUTION/LEGISLATION ruled in Plessy v. Ferguson (1896) that “separate but equal”
Fourteenth Amendment (1868) facilities for blacks and whites did not violate this amend-
“No state shall . . . deprive ment. However, Warren pointed out that Plessy involved
any person of life, liberty, or
transportation, not education. He then stressed the
property, without due process
of law; nor deny to any person importance of education for society:
within its jurisdiction the equal It is doubtful that any child may reasonably be expect-
protection of the laws.”
ed to succeed in life if he is denied the
opportunity of an education.
RELATED CASES
Plessy v. Ferguson (1896) Warren went on to suggest that segregation denied
Upheld Louisiana laws that African-American children that opportunity. He
segregated railroad passenger concluded with Brown’s most famous statement:
cars according to race.
Established the doctrine of . . . [I]n the field of public education the doctrine of
“separate but equal.” “separate but equal” has no place. Separate educational
facilities are inherently unequal.
Brown v. Board of Education
of Topeka (May, 1955) The Court expected whites in the South, where
Ordered that desegregation segregation was dominant, to resist the ruling.
take place “with all deliberate Therefore, it delayed orders on how to put the
speed.” Often called “Brown II.”
decision into action for several months.
Thurgood Marshall was one of the team of

lawyers that represented Oliver Brown. In 1967,
Marshall became the first African American
appointed as a Supreme Court justice.
752
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The Fourteenth Amendment had guaranteed Throughout the 1960s and 1970s, the Supreme
African Americans equal rights as citizens. In the Court continued to review the issue of school
late 1800s, however, many Southern states passed segregation. In Green v. New Kent County (1968),
“Jim Crow” laws, which enforced separation of the Court called for the end of the dual school
the races in public places. In 1896, the Supreme system—one white and one black. This involved
Court upheld a “Jim Crow” law in Plessy v. integrating not only students, but also teachers,
Ferguson. In the Court’s view, “separate but support staff, and services.
equal” rail cars did not violate the Fourteenth In Swann v. Charlotte-Mecklenburg Board of
Amendment. Education (1971), the Court ruled that busing
Brown, however, stated that segregated schools could be used to achieve school desegregation.
denied African Americans the “equal protection Later, in Milliken v. Bradley (1974), the Court ruled
of the laws” guaranteed by the Fourteenth that students might be bused between school dis-
Amendment. Segregation, therefore, had no tricts to achieve this goal. However, this step could
place in school systems. be taken only in very exceptional circumstances.
As the Court expected, the decision met In recent years, the Court has moved away from
opposition. One Southern politician accused enforcing desegregation. Still, the Brown decision
the Court of “a flagrant abuse of judicial brought about far-reaching changes. The state-
power.” Even after Brown ment that separate facili-
II, many school districts, ties are “inherently
particularly in the South, unequal” proved a power-
dragged their feet on ful weapon against segre-
desegregation. Some 10 gation in all areas of
years later, segregation American life. Indeed, the
was still the rule in most Court’s opinion in Brown
Southern school districts. provided the basis for
Even so, the impact of the most of the civil rights
Brown decision on laws passed in the late
American society was 1950s and 1960s.
immense. It marked the
beginning of the civil rights
movement, which you read
about in Chapter 29.
The Brown decision was a front-page story in newspapers
across the United States.

1. Analyzing Points of View Chief Justice Earl 2. Researching Working with a group of two or three
Warren wanted the Brown opinion to be unanimous. other students, conduct research to find out about
He even pressured Justice Stanley Reed, a efforts to desegregate another part of American
southerner, not to file a dissenting opinion. Why society, such as the military, the workplace, or colleges.
do you think Warren insisted that all the justices Report your findings to the class.
agree to the Brown decision?
For more information on civil rights today . . .
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753
Page 17 of 20
Reynolds v. Sims (1964)
THE ISSUE One Person, One Vote
ORIGINS OF THE CASE Most state constitutions require a redrawing of leg-

islative districts every 10 years, based on the latest U.S. Census figures. By
the 1960s, however, many states had not redrawn their districts for decades.
For example, Alabama’s last redrawing—in 1901—did not reflect the great
population changes that had taken place. In 1962, a group of Alabama vot-
ers sued to have their legislative map redrawn. When a federal court found
for the voters, the Alabama state legislature appealed to the Supreme Court.
THE RULING The Court firmly established the principle of “one person, one
vote.” It ruled that Alabama must redraw its legislative districts so that each
district had about the same number of people.
The Legal Arguments

The Court’s ruling, written by Chief Justice Earl
Warren, clearly stated the issue:
U.S. CONSTITUTION/LEGISLATION
Fourteenth Amendment (1868) The right to vote freely for the candidate of one’s
“No state shall . . . deprive any choice is of the essence of a democratic society,
person of life, liberty, or proper- and any restrictions on that right strike at the
ty, without due process of law; heart of representative government.
nor deny to any person within
its jurisdiction the equal protec-
Weakening the power of an individual’s vote,
tion of the laws.” Warren added, was as much a restriction as
preventing that individual from voting.
Alabama Constitution, Article 9,
Section 198 (1901)
“Legislators represent people, not trees or
acres,” Warren continued. Population, there- Chief Justice Earl Warren
“The members of the house of
considered Reynolds v.
representatives shall be appor- fore, had to be the determining factor in
Sims one of the most
tioned by the legislature among redrawing legislative districts. Warren based his important opinions he
the several counties of the state, argument squarely on the Fourteenth had written.
according to the number of
Amendment:
inhabitants in them, respectively,
as ascertained by the decennial We hold that as a basic constitutional standard, the Equal Protection
census of the United States.” Clause requires that seats in . . . a . . . state legislature must be appor-
tioned on a population basis. . . . [T]he Equal Protection Clause requires
RELATED CASES that a State make an honest and good faith effort to construct districts
Baker v. Carr (1962) . . . as nearly of equal population as is practicable.
Ruled that federal courts could
intervene in state legislative dis-
John Marshall Harlan—the grandson of the justice who wrote the
tricting issues. famous dissent to Plessy v. Ferguson—dissented. He claimed that the
Constitution did not give the Court the power to interfere in how
Gray v. Sanders (1963)
Ruled that when counting votes
states decide on their legislative districts.
in primary elections, states
should follow the principle of
“one person, one vote.”
754
Page 18 of 20

Reynolds was one of several voting rights cases During the 1990s, the Court faced a new redis-
that the Court heard in the 1960s. In the first, tricting issue. The Voting Rights Act of 1965 urged
Baker v. Carr (1962), the Court broke with past states to increase minority representation in the
decisions and said that federal courts had the legislatures. To do so, many states created districts
power to make sure that states drew legislative where minorities made up a voting majority.
districts fairly. A year later, in Gray v. Sanders However, some white voters challenged these dis-
(1963), the Court applied the principle of “one tricts under the Fourteenth Amendment.
person, one vote” for the first time. The Court In several cases—Bush v. Vera (1996), for exam-
observed that the vote of someone living in one ple—the Court ruled that such districts were uncon-
part of a state should count as much as that of stitutional. Since these districts were drawn solely
someone living in another part. based on race, the Court said, they violated the
In Reynolds, the court extended the “one per- Fourteenth Amendment’s equal protection clause.
son, one vote” principle to the drawing of state In Lawyer v. Department of Justice (1997), the
legislative districts. In time, the Reynolds ruling Court upheld a Florida district drawn to include
forced most states to draw new district bound- several African-American communities. The Court
aries. As a result, there was a shift in political found that in this case, race was only one of several
power in state legislatures. The number of state factors used to draw district boundary lines.
representatives from cities, which had larger pop- After the U.S. Census of 2000, the states began
ulations, increased. In contrast, the number from a new round of redistricting. As a result, the
rural areas, where fewer people lived, declined. Supreme Court probably will revisit this issue over
the next few years.
Representation in the Alabama State Legislature, 1962

COUNTY P O P U L AT I O N NUMBER OF HOUSE
R E P R E S E N TAT I V E S
Bullock 13,462 2
In 1962, the rural counties of Bullock
Henry 15,286 2 and Henry had less than one-thirtieth
of the population of the urban coun-
Mobile 314,301 3 ties of Mobile and Jefferson. Even so,
they returned close to half as many
Jefferson 634,864 7 state representatives as did the two
urban counties.
Source: U.S. Supreme Court, Reynolds v. Sims, 377 U.S. 533 (1964)

1. Finding Main Ideas Use library or Internet 2. Researching Conduct research to find news stories
resources to locate a copy of the majority opinion about a recent Supreme Court decision on the issue
in Reynolds v. Sims. Make a chart listing the main of redistricting. Write a summary of the background
idea and details for each part of the opinion. Make of the case, the ruling the Court made, and the legal
a similar chart for Harlan’s dissenting opinion in reasoning behind that ruling.
this case.
For more information on the Supreme Court
See Skillbuilder Handbook, page R5. and redistricting . . .
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755
Page 19 of 20
Regents of the University

of California v. Bakke (1978)
THE ISSUE Affirmative action
ORIGINS OF THE CASE In 1970, the medical school of the University of

California at Davis adopted an “affirmative action” admissions policy. The
policy set a quota calling for 16 percent of each year’s incoming students to
be minority students. Allan Bakke, a white applicant, had better test scores
and grades than most of the students accepted under the affirmative-action
plan. However, he was not admitted. Bakke sued, arguing that he had been
rejected because of his race. The California Supreme Court ordered the school
to admit Bakke. The school appealed the case to the U.S. Supreme Court.
THE RULING The Court ruled that the school could use race as one of sev-
eral factors in making admissions decisions but that setting racial quotas
was unconstitutional.
The Legal Arguments

The Court upheld the California Supreme Court decision in a 5–4 vote.
U.S. CONSTITUTION/LEGISLATION Four of the five majority justices maintained that holding a set num-
Fourteenth Amendment (1868) ber of admission slots for minority students violated the Civil Rights
“No state shall . . . deprive any Act of 1964. The fifth justice, Justice Lewis Powell, noted that racial
person of life, liberty, or proper- quotas violated the Fourteenth Amendment. Powell wrote:
ty, without due process of law;
nor deny to any person within The guarantee of equal protection cannot mean one thing when applied
its jurisdiction the equal protec- to one individual and something else when applied to a person of anoth-
tion of the laws.”
er color. If both are not accorded the same protection, then it is not equal.
Civil Rights Act, Title VI (1964) However, the Court did not reject affirmative action completely. By a
“No person in the United States
shall, on the ground of race,
different 5-4 majority, the Court ruled that race could be used as one
color, or national origin, be of several factors in college admissions. Powell, who again provided
excluded from participation the deciding vote, thought that race should be considered in order to
in . . . any program or activity promote a “diverse student body.”
receiving Federal financial
assistance.”
RELATED CASE
Fullilove v. Klutznick (1980)
The Court upheld the Public
Works Employment Act of 1977,
which required that minority-
owned businesses receive 10
percent of all federal funds for
public works projects. Allan Bakke graduated from the
University of California at Davis
with a medical degree in 1982.
756
Page 20 of 20

African Americans made many gains in civil rights Since Bakke, the Court has ruled on several affir-
during the 1950s and 1960s. President Lyndon mative-action cases. In Metro Broadcasting v.
Johnson, however, thought more needed to be Federal Communications Commission (1990), for
done. He explained why: example, the Court upheld a policy that gave
preference to minority broadcasters. However, in
You do not take a person who for years has been
Adarand Constructors, Inc. v. Peña (1995), the
hobbled by chains and . . . bring him up to the start-
Court struck down a similar affirmative-action
ing line of a race and then say, “you are free to
compete with all the others” and still justly believe
program.
that you have been completely fair. The standing of affirmative action in college
admissions is somewhat clearer, however. Some
In 1965, Johnson urged companies to increase the
states have abandoned the policy altogether. In
hiring and promoting of minorities.
California, for example, voters approved a 1996
In time, many businesses, colleges, and other
referendum banning the state’s universities from
organizations set up affirmative-action programs.
using affirmative action in admissions.
Not everyone was happy with this development,
Washington voters passed a similar measure in
however. Some whites felt that affirmative action
1998. These and other states are looking for new
amounted to little more than “reverse discrimina-
ways to help minority students attend college. One
tion.” That is, they felt
method—adopted by California,
that they would be denied
Florida, and Texas—guarantees
jobs or college places
admission to state universities
because of their race.
for the top students from each
With the Bakke ruling,
high school graduating class.
the Supreme Court took a
compromise position on
affirmative-action pro-
grams. They were accept-
able, the Court said, as
long as they did not use
strict racial quotas. The affirmative-action debate, at
times, has been quite bitter. Here,
supporters and opponents of
affirmative action confront each
other at a demonstration on the
campus of the University of
California at Berkeley.

1. Making Inferences In the Bakke case, the Supreme 2. Researching The state university system of
Court issued six separate opinions. Also, the voting Michigan recently has faced court challenges to its
on the two issues in the case was 5-4. From this affirmative-action program. Track the progress of
information, what inferences can you draw on the these challenges and write a few paragraphs
Court’s attitudes on affirmative action? comparing the arguments and court findings in
Michigan to those in the Bakke case.
For more information on affirmative action . . .
RESEARCH LINKS
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757
Page 1 of 34
Reference Section
A History of the United States
SKILLBUILDER HANDBOOK
Skills for reading, thinking, and researching R1
FACTS ABOUT THE STATES

Information on individual states R34
PRESIDENTS OF THE UNITED STATES

Information on all 42 presidents R36
GAZETTEER
Important geography-related terms R39
GLOSSARY AND SPANISH GLOSSARY

Important terms and definitions R43
Important terms and definitions translated into Spanish R58
INDEX
Index of all topics in textbook R73
Page 2 of 34
Skillbuilder HANDBOOK
Table of Contents
Reading and Communication Skills

1.1 Summarizing R2
1.2 Taking Notes R3
1.3 Sequencing Events R4
1.4 Finding Main Ideas R5
1.5 Categorizing R6
1.6 Making Public Speeches R7
1.7 Writing for Social Studies R8
Critical Thinking Skills

2.1 Analyzing Points of View R9
2.2 Comparing and Contrasting R10
2.3 Analyzing Causes; Recognizing Effects R11
2.4 Making Inferences R12
2.5 Drawing Conclusions R13
2.6 Making Decisions R14
2.7 Recognizing Propaganda R15
2.8 Identifying Facts and Opinions R16
2.9 Forming and Supporting Opinions R17
2.10 Identifying and Solving Problems R18
2.11 Evaluating R19
2.12 Making Generalizations R20
Print and Visual Sources

3.1 Using Primary and Secondary Sources R21
3.2 Interpreting Graphs R22
3.3 Interpreting Charts R23
3.4 Interpreting Time Lines R24
3.5 Reading a Map R25
3.6 Reading a Special-Purpose Map R26
3.7 Creating a Map R27
3.8 Interpreting Political Cartoons R28
3.9 Creating a Model R29
Technology Sources
4.1 Using an Electronic Card Catalog R30
4.2 Creating a Database R31
4.3 Using the Internet R32
4.4 Creating a Multimedia Presentation R33
SKILLBUILDER HANDBOOK R1
Page 3 of 34
1.1 Summarizing
Defining the Skill
When you summarize, you restate a paragraph, passage, or chapter in fewer words. You
include only the main ideas and most important details. It is important to use your own
words when summarizing.
Applying the Skill

The passage below tells about Harriet Tubman, a prominent member of the
Underground Railroad. She helped runaway slaves to freedom. Use the strategies listed
below to help you summarize the passage.
How to Summarize
●
Strategy 1 Look for topic
HARRIET TUBMAN
sentences stating the main idea.
These are often at the beginning ●
1 One of the most famous conductors on the Underground
of a section or paragraph. Briefly
restate each main idea—in your Railroad was Harriet Tubman. ●
2 Born into slavery in Maryland,
own words.
the 13-year-old Tubman once tried to save another slave from
●
Strategy 2 Include key facts
punishment. The angry overseer fractured Tubman’s skull with a
and any numbers, dates, amounts,
or percentages from the text. two-pound weight. She suffered fainting spells for the rest of her
●
Strategy 3 After writing your
life but did not let that stop her from working for freedom. When
summary, review it to see that
you have included only the most she was 25, Tubman learned that her owner was about to sell her.
important details.
Instead, ●
2 she escaped.
After her escape, ●

2 Harriet Tubman made 19 dangerous jour-
neys to free enslaved persons. The tiny woman carried a pistol to

frighten off slave hunters and medicine to quiet crying babies. Her
enemies offered $40,000 for her capture, but ●
2 no one caught her.
“I never run my train off the track and I never lost a passenger,” she
proudly declared. Among the people she saved were her parents.
Write a Summary
You can write your summary in a paragraph. The para-
●
3 Harriet Tubman was one of the most famous con-
ductors on the Underground Railroad. She had
graph at right summarizes the passage you just read.
been a slave, but she escaped. She later made 19
dangerous journeys to free other slaves. She was
Practicing the Skill never captured.
Turn to Chapter 6, Section 2, “Colonial Resistance
Grows.” Read “The Boston Tea Party” and write a
paragraph summarizing the passage.
R2 SKILLBUILDER HANDBOOK
Page 4 of 34
1.2 Taking Notes
Defining the Skill
When you take notes, you write down the important ideas and details of a paragraph,
passage, or chapter. A chart or an outline can help you organize your notes to use in
the future.
Applying the Skill

The following passage describes President Washington’s cabinet. Use the strategies listed
below to help you take notes on the passage.
How to Take and Organize Notes
●
Strategy 1 Look at the title to
find the main topic of the passage. ●
1 WASHINGTON’S CABINET
●
Strategy 2 Identify the main ●
2 The Constitution gave Congress the task of creating depart-
ideas and details of the passage.
ments to help the president lead the nation. The ●
2 president had
Then summarize the main idea and
details in your notes. the power to appoint the heads of these departments, which
●
Strategy 3 Identify key terms became his ●
3 cabinet.
and define them. The term cabinet is
shown in boldface type and under- Congress created three departments. Washington chose tal-
lined; both techniques signal that it
is a key term. ented people to run them. ●
2 For secretary of war, he picked
●
Strategy 4 In your notes, use Henry Knox, a trusted general during the Revolution. ●
2 For sec-
abbreviations to save time and
retary of state, Washington chose Thomas Jefferson. He had been
space. You can abbreviate words
such as department (dept.), secre- serving as ambassador to France. The State Department oversaw
tary (sec.), United States (U.S.),
and president (pres.) to save time U.S. foreign relations. For secretary of the treasury, Washington
and space.
turned to the brilliant ●
2 Alexander Hamilton.
Make a Chart
Making a chart can help you take notes on a passage. The chart below contains notes
from the passage you just read.
●
2 Item Notes
1. ●
3 cabinet ● ●
heads of 4 depts.; 4 pres. appoints heads
a. War Dept. ●
Henry Knox; 4 sec. of war; former Revolutionary War general
b. State Dept. ●
Thomas Jefferson; sec. of state; oversees relations between 4 U.S. and
other countries
c. Treasury Dept. Alexander Hamilton; sec. of the treasury
Practicing the Skill

Turn to Chapter 3, Section 3, “Founding the Middle and Southern Colonies.” Read
“Maryland and the Carolinas” and use a chart to take notes on the passage.
Page 5 of 34
1.3 Sequencing Events

Defining the Skill
Sequence is the order in which events follow one another. By being able to follow the
sequence of events through history, you can get an accurate sense of the relationship
among events.
Applying the Skill

The following passage describes the sequence of events involved in Britain’s plan to cap-
ture the Hudson River Valley during the American Revolution. Use the strategies listed
below to help you follow the sequence of events.
How to Find the Sequence of Events
●
Strategy 1 Look for specific
BRITAIN’S STRATEGY
dates provided in the text. If
several months within a year 1 July 1777. From there,
Burgoyne captured Fort Ticonderoga in ●
are included, the year is usually
not repeated. it was 25 miles to the Hudson River, which ran to Albany.
●
Strategy 2 Look for clues ●
2 Burgoyne took three weeks to reach the Hudson. On ●
1 August
about time that allow you to order
events according to sequence. 3, Burgoyne received a message from Howe. He would not be
Words such as day, week, month, coming north, Howe wrote, because he had decided to invade
or year may help to sequence
the events. Pennsylvania to try to capture Philadelphia and General
Washington. “Success be ever with you,” Howe’s message said.
But General Burgoyne needed Howe’s soldiers, not his good wishes.
1 September 1777, he defeated
Howe did invade Pennsylvania. In ●
—but did not capture—Washington at the Battle of Brandywine.
Make a Time Line

Making a time line can help you sequence events. The time line below shows the
sequence of events in the passage you just read.
July 1777: Burgoyne cap- August 3, 1777: Howe writes

tures Fort Ticonderoga. that he will not join Burgoyne.
Three weeks after the capture of Fort September 1777: Howe defeats
Ticonderoga: Burgoyne reaches the Hudson. Washington at Brandywine.

Turn to Chapter 2, Section 1, “Spain Claims an Empire.” Read “Europeans Explore Foreign
Lands” and make a time line showing the sequence of events in that passage.
Page 6 of 34
1.4 Finding Main Ideas
Defining the Skill
The main idea is a statement that summarizes the main point of a speech, an article, a
section of a book, or a paragraph. Main ideas can be stated or unstated. The main idea
of a paragraph is often stated in the first or last sentence. If it is the first sentence, it is
followed by sentences that support that main idea. If it is the last sentence, the details
build up to the main idea. To find an unstated idea, you must use the details of the para-
graph as clues.
Applying the Skill

The following paragraph describes the role of women in the American Revolution. Use
the strategies listed below to help you identify the main idea.
How to Find the Main Idea
●
Strategy 1 Identify what you
WOMEN IN THE REVOLUTION
think may be the stated main idea.
Check the first and last sentences ●1 Many women tried to help the army. Martha Washington and
of the paragraph to see if either
could be the stated main idea. other wives followed their husbands to army camps. ●
2 The wives
●
Strategy 2 Identify details that cooked, did laundry, and nursed sick or wounded soldiers.
support that idea. Some details
explain the main idea. Others give ●
2 A few women even helped to fight. ●
2 Mary Hays earned the
examples of what is stated in the nickname “Molly Pitcher” by carrying water to tired soldiers dur-
main idea.
ing a battle. ●
2 Deborah Sampson dressed as a man, enlisted, and
fought in several engagements.
Make a Chart
Making a chart can help you identify the main idea and details in a passage or paragraph.
The chart below identifies the main idea and details in the paragraph you just read.
Main Idea: Women helped the army during the Revolution.
Detail: They cooked and did laundry.

Detail: They nursed the wounded and sick soldiers.
Detail: They helped to fight.
Detail: One woman, Molly Pitcher, carried water to soldiers during battles.

Turn to Chapter 5, Section 1, “Early American Culture.” Read “Women and the Economy”
and create a chart that identifies the main idea and the supporting details.
Page 7 of 34
1.5 Categorizing
Defining the Skill
To categorize is to sort people, objects, ideas, or other information into groups, called
categories. Historians categorize information to help them identify and understand pat-
terns in historical events.
Applying the Skill

The following passage contains information about the reasons people went west during
the mid-1800s. Use the strategies listed below to help you categorize information.
How to Categorize
●
Strategy 1 First, decide what
THE LURE OF THE WEST
kind of information needs to be cat-
egorized. Decide what the passage ●
1 People had many different motives for going west. ●
2 One motive
is about and how that information
can be sorted into categories. was to make money. ●
2 Some people called speculators bought huge
For example, find the different
areas of land and made great profits by selling it to thousands of set-
motives people had for moving west.
tlers. ●
2 Other settlers included farmers who dreamed of owning their
●
Strategy 2 Then find out what
the categories will be. To find why own farms in the West because land was difficult to acquire in the
many different groups of people
moved west, look for clue words East. ●
2 Another group to move west was merchants. They hoped to
such as some, other, and another.
earn money by selling items that farmers needed. Finally, ●
2 some
●
Strategy 3 Once you have
people went west for religious reasons. These people included
chosen the categories, sort infor-
mation into them. Of the people
who went west, which ones had ●
2 missionaries, who wanted to convert the Native Americans to
which motives? Christianity, and Mormons, who wanted a place where they could
practice their faith without interference.
Make a Chart
Making a chart can help you categorize information. You should have as many columns
as you have categories. The chart below shows how the information from the passage
you just read can be categorized.
Motives Money Land Religion

●
3 Groups • speculators • farmers • missionaries
• merchants • Mormons

Turn to Chapter 14, Section 3, “Reforming American Society.” Read “Improving Educa-
tion” and make a chart in which you categorize the changes happening in elementary,
high school, and college education.
Page 8 of 34
1.6 Making Public Speeches
Defining the Skill
A speech is a talk given in public to an audience. Some speeches are given to persuade
the audience to think or act in a certain way, or to support a cause. You can learn how to
make public speeches effectively by analyzing great speeches in history.
Applying the Skill

The following is an excerpt from the “I Have a Dream” speech delivered by Martin Luther
King, Jr., in 1963 in Washington, D.C. Use the strategies listed below to help you analyze
King’s speech and prepare a speech of your own.
How to Analyze and Prepare a Speech
●
Strategy 1 Choose one central
I HAVE A DREAM
idea or theme and organize your
speech to support it. King orga- ●
1 I have a dream that one day this nation will rise up and live
nized his speech around his dream
of equality. out the true meaning of its creed—we hold these truths to be
●
Strategy 2 Use words or ●
2 self-evident that all men are created equal.
images that will win over your
audience. King referred to the ●3 I have a dream that one day on the red hills of Georgia the
Declaration of Independence when sons of former slaves and the sons of former slave owners will be
he used the words “all men are
created equal.” able to sit down together at the table of brotherhood.
●
Strategy 3 Repeat words or ●
3 I have a dream that my four little children will one day live
images to drive home your main
point—as if it is the “hook” of a in a nation where they will not be judged by the color of their skin
pop song. King repeats the phrase
but by the content of their character.
“I have a dream.”
●
3 I have a dream today!
Make an Outline Title: I Have a Dream

Making an outline like the one to
the right will help you make an I. Introduce Theme: I have a dream
effective public speech. A. This nation will live up to its creed
B. Quote from the Declaration of Independence:
that all men are created equal
Turn to Chapter 12, Section 2, II. Repeat theme: I have a dream
“Jackson’s Policy Toward Native A. Sons of former slaves and slave owners will sit
Americans.” Read the section and together in brotherhood
choose a topic for a speech. First, B. My four children will be judged by their character,
make an outline like the one to not by their skin color
the right to organize your ideas.
Then write your speech. Next, III. Conclude: I have a dream
practice giving your speech. Make
it a three-minute speech.
Page 9 of 34
1.7 Writing for Social Studies

Defining the Skill
Writing for social studies requires you to describe an idea, situation, or event. Often,
social studies writing takes a stand on a particular issue or tries to make a specific point.
To successfully describe an event or make a point, your writing needs to be clear, concise,
and factually accurate.
Applying the Skill

The following passage describes Stephen A. Douglas. Notice how the strategies below
helped the writer explain Douglas’s historical importance.
How to Write for Social Studies
●
Strategy 1 Focus on your
STEPHEN A. DOUGLAS, 1813–1861
topic. Be sure that you clearly state
the main idea of your piece so that
your readers know what you ●
1 Stephen A. Douglas was one of the most powerful members
intend to say. of Congress in the 1850s. In fact, ●
2 he was called the “Little
●
Strategy 2 Collect and orga-
Giant” because he commanded great respect even though he was
nize your facts. Collect accurate
information about your topic to only five feet four inches tall. The most important issue that
support the main idea you are try-
ing to make. Use your information Douglas faced in his career was slavery in the territories. ●
2 He
to build a logical case to prove
your point. played a key role in the passage of the Compromise of 1850 as
●
Strategy 3 To express your well as the Kansas–Nebraska Act, which addressed this issue. In
ideas clearly, use standard gram-
mar, spelling, sentence structure, 1858, his famous debates with Abraham Lincoln also focused on
and punctuation when writing for
slavery in the territories. ●
2 When Douglas ran for president in
social studies. Proofread your work
to make sure it is well organized 1860, his position on slavery was critical to his defeat.
and grammatically correct.

Turn to Chapter 15, Section 1, “Growing Tensions Between North and South.” Read the
section and use the strategies above to write your answer to Question 4 on page 461.
Page 10 of 34
2.1 Analyzing Points of View
Defining the Skill
Analyzing points of view means looking closely at a person’s arguments to understand
the reasons behind that person’s beliefs. The goal of analyzing a point of view is to under-
stand a historical figure’s thoughts, opinions, and biases about a topic.
Applying the Skill

The following passage describes the Panic of 1837 and two politicians’ points of view about
it. Use the strategies listed below to help you analyze their points of view.
How to Analyze Points of View
●
Strategy 1 Look for state-
THE PANIC OF 1837
ments that show you a person’s
view on an issue. For example, Van The Panic of 1837 caused severe hardship. People had little
Buren said he believed the econ-
omy would improve if he took no money, so manufacturers had few customers for their goods.
action. Clay thought the govern-
ment should do something to help Almost 90 percent of factories in the East closed. Jobless workers
the people.
could not afford food or rent. Many people went hungry.
●
Strategy 2 Use information
●1 Whig senator Henry Clay wanted the government to do
about people to validate them as
sources and understand why they something to help the people. ●
1 President Van Buren, a
might disagree. What do you know
about Clay and Van Buren that Democrat, disagreed. He believed that the economy would
might explain their own biases and
disagreements with each other? improve if left alone. He argued that “the less government inter-
●
Strategy 3 Write a summary feres with private pursuits the better for the general prosperity.”
that explains why different people
Many Americans blamed Van Buren for the Panic, though he had
took different positions on the issue.
taken office only weeks before it started. The continuing depres-
sion made it difficult for him to win reelection in 1840.
Make a Diagram
Using a diagram can help you analyze points of view. The diagram below analyzes the
views of Clay and Van Buren in the passage you just read.
●
2 Clay
• Whig
• Argues government should help the people ●
3 Clay is attacking Van Buren
because he’s in a different
party. He does not want Van
●
2 Van Buren Buren reelected in 1840.
• Democrat
• Argues the economy should be left alone to fix itself

Turn to the Interactive Primary Sources on pages 238 and 239. Read the selections by James
Madison and George Mason. Use their language, information from other sources, and
information about each man to validate them as sources. Then make a chart to analyze
their different points of view on the Constitution.
Page 11 of 34
2.2 Comparing and Contrasting

Defining the Skill
Comparing means looking at the similarities and differences between two or more
things. Contrasting means examining only the differences between them. Historians
compare and contrast events, personalities, behaviors, beliefs, and situations in order to
understand them.
Applying the Skill

The following paragraph describes the American and British troops during the Revolutionary
War. Use the strategies listed below to help you compare and contrast these two armies.
How to Compare and Contrast
●
Strategy 1 Look for two
WHY THE AMERICANS WON
aspects of the subject that may be
compared and contrasted. This pas- ●
1 By their persistence, the Americans defeated the British even
sage compares the British and
American troops to show why the though they faced many obstacles. The Americans lacked training
Americans won the war.
and experience. They were often short of supplies and weapons.
●
Strategy 2 To contrast, look
●
2 By contrast, the British forces ranked among the best trained
for clue words that show how two
things differ. Clue words include by in the world. They were experienced and well-supplied profes-
contrast, however, except, and yet.
sional soldiers. ●
2 Yet, the Americans also had advantages that
●
Strategy 3 To find similarities,
look for clue words indicating that enabled them to win. These advantages over the British were bet-
two things are alike. Clue words
include both, like, as, and similarly. ter leadership, foreign aid, a knowledge of the land, and motiva-
tion. Although ●
3 both the British and the Americans were
fighting for their lives, ●

2 the Americans were also fighting for
their property and their dream of liberty.
Make a Venn Diagram

Making a Venn diagram will help you
identify similarities and differences American Soldiers: British Soldiers:
between two things. In the overlapping • lacked experience and training • best trained
area, list characteristics shared by both • short of supplies and weapons Both: in the world
subjects. Then, in the separate ovals, list
• had better leadership fought • experienced
• received foreign aid for their • well-supplied
the characteristics of each subject not
• had knowledge of the land lives
shared by the other. This Venn diagram • fought for liberty and property
compares and contrasts the British and
American soldiers.

Turn to Chapter 5, Section 1, “Early American Culture.” Read “Young People at Work”
and make a Venn diagram showing the similarities and differences between the roles of
boys and girls in colonial America.

Page 12 of 34
2.3 Analyzing Causes; Recognizing Effects
Defining the Skill
A cause is an action in history that makes something happen. An effect is the historical
event that is the result of the cause. A single event may have several causes. It is also pos-
sible for one cause to result in several effects. Historians identify cause-and-effect rela-
tionships to help them understand why historical events took place.
Applying the Skill

The following paragraph describes events that caused changes in Puritan New England.
Use the strategies listed below to help you identify the cause-and-effect relationships.
How to Analyze Causes and Recognize Effects
●
Strategy 1 Ask why an action
took place. Ask yourself a question ●
1 CHANGES IN PURITAN SOCIETY
about the title and topic sentence,
such as, “What caused changes in ●
1 The early 1700s saw many changes in New England society.
Puritan society?”
●
2 One of the most important changes was the gradual decline of
●
Strategy 2 Look for effects.
the Puritan religion in New England. There were a number of
Ask yourself, “What happened?”
(the effect). Then ask, “Why did it
reasons for that decline.
happen?” (the cause). For example,
What caused the decline of Puritan
religion in New England?
●
3 One cause of this decline was the increasing competition
from other religious groups. Baptists and Anglicans established
●
Strategy 3 Look for clue
words that signal causes, such churches in Massachusetts and Connecticut, where Puritans had
as cause and led to.
once been the most powerful group. ●
3 Political changes also
●
Strategy 4 One way to
practice recognizing effects is to led to a weakening of the Puritan community. In 1691, a new royal
make predictions about the conse-
quences that will result from charter for Massachusetts granted the vote based on property
particular actions. Then, as you
read, look to see if your predictions ownership instead of church membership.
were accurate.
Make a Diagram
Using a diagram can help you understand causes and effects. The diagram below shows
two causes and an effect for the passage you just read.
Cause: Increasing competition from other

religious groups
Effect: Weakening of
Puritan religion
Cause: Political changes in Massachusetts

Turn to Chapter 2, Section 1, “Spain Claims an Empire.” Read “Reasons for Spanish
Victories” and make a diagram about the causes and effects of the Spanish conquest of
the Americas.

Page 13 of 34
2.4 Making Inferences

Defining the Skill
Inferences are ideas that the author has not directly stated. Making inferences involves
reading between the lines to interpret the information you read. You can make infer-
ences by studying what is stated and using your common sense and previous knowledge.
Applying the Skill

The passage below describes the strengths and weaknesses of the North and the South
as the Civil War began. Use the strategies listed below to help you make inferences from
the passage.
How to Make Inferences
●
Strategy 1 Read to find state-
ADVANTAGES OF THE NORTH AND THE SOUTH
ments of facts and ideas. Knowing
the facts will give you a good basis The North had more people and resources than the South. ●
1 The
for making inferences.
North had about 22 million people. ●
1 The South had roughly
●
Strategy 2 Use your knowl-
edge, logic, and common sense to 9 million, of whom about 3.5 million were slaves. In addition,
make inferences that are based on
facts. Ask yourself, “What does the ●
1 the North had more than 80 percent of the nation’s factories
author want me to understand?” and almost all of the shipyards and naval power. The South had
For example, from the facts about
population, you can make the infer- some advantages, too. ●
1 It had able generals, such as Robert E.
ence that the North would have a
larger army than the South. See Lee. ●
1 It also had the advantage of fighting a defensive war.
other inferences in the chart below. Soldiers defending their homes have more will to fight than
invaders do.
Make a Chart
Making a chart will help you organize information and make logical inferences. The chart
below organizes information from the passage you just read.
●
1 Stated Facts and Ideas ●
2 Inferences
The North had about 22 million people. The North would have a larger army
The Confederacy had about 9 million. than the South.
The North had more factories, naval power, and shipyards. The North could provide more weapons,
ammunition, and ships for the war.
The Confederacy had excellent generals. The Confederacy had better generals, which
would help it overcome other disadvantages.
The Confederacy was fighting a defensive war. Confederate soldiers would fight harder
because they were defending their homes
and families.

Turn to Chapter 11, Section 1, “Early Industry and Inventions.” Read “Free Enterprise and
Factories” and use a chart like the one above to make inferences about early industry.

Page 14 of 34
2.5 Drawing Conclusions
Defining the Skill
Drawing conclusions means analyzing what you have read and forming an opinion about
its meaning. To draw conclusions, look at the facts and then use your own common sense
and experience to decide what the facts mean.
Applying the Skill

The following passage presents information about the Intolerable Acts and the colonists’
reactions to them. Use the strategies listed below to help you draw conclusions about
those acts.
How to Draw Conclusions
●
Strategy 1 Read carefully to
THE INTOLERABLE ACTS
identify and understand all the
facts, or statements, that can be ●
1 In 1774, Parliament passed a series of laws to punish the
proven true.
Massachusetts colony and serve as a warning to other colonies.
●
Strategy 2 List the facts in a
diagram and review them. Use ●
1 These laws were so harsh that colonists called them the
your own experiences and common
sense to understand how the facts Intolerable Acts. One of the acts closed the port of Boston.
relate to each other. Others banned committees of correspondence and allowed
●
Strategy 3 After reviewing the
Britain to house troops wherever necessary.
facts, write down the conclusion
you have drawn about them. In 1773, Sam Adams had written, “I wish we could arouse the
continent.” ●
1 The Intolerable Acts answered his wish. Other
colonies immediately offered Massachusetts their support.
Make a Diagram
Making a diagram can help you draw conclusions. The diagram below shows how to
organize facts and inferences to draw a conclusion about the passage you just read.
●
2 Facts
Parliament passed laws to punish the Massachusetts

colony. The colonists called these laws the Intolerable Acts. ●
3 Conclusion
The Intolerable Acts closed the port of Boston, banned The Intolerable Acts caused the different
committees of correspondence, and allowed British colonies to pull together in anger against
troops to be housed wherever necessary. the British.
The other colonies supported Massachusetts

after passage of the Intolerable Acts.

Turn to Chapter 3, Section 2, “New England Colonies.” Read “The Salem Witchcraft Trials”
and use the diagram above as a model to draw conclusions about the trials.

Page 15 of 34
2.6 Making Decisions

Defining the Skill
Making decisions involves choosing between two or more options, or courses of action. In
most cases, decisions have consequences, or results. Sometimes decisions may lead to new
problems. By understanding how historical figures made decisions, you can learn how to
improve your decision-making skills.
Applying the Skill

The following passage describes Lincoln’s decisions regarding federal forts after the
Southern states seceded. Use the strategies listed below to help you analyze his decisions.
How to Make Decisions
●
Strategy 1 Identify a decision
FIRST SHOTS AT FORT SUMTER
that needs to be made. Think about
what factors make the decision ●
1 Lincoln had to decide what to do about the forts in the South
difficult.
that remained under federal control. A Union garrison still held
●
Strategy 2 Identify possible
consequences of the decision. Fort Sumter, but it was running out of supplies. ●
2 If Lincoln
Remember that there can be more
than one consequence to a decision. supplied the garrison, he risked war. ●
2 If he withdrew the garri-
●
Strategy 3 Identify the deci- son, he would be giving in to the rebels. ●
3 Lincoln informed
sion that was made.
South Carolina that he was sending supply ships to Fort Sumter.
●
Strategy 4 Identify actual con-
●
4 Confederate leaders decided to prevent the federal government
sequences that resulted from the
decision. from holding on to the fort by attacking before the supply ships
arrived. No one was killed, but ●
4 the South’s attack on Fort
Sumter signaled the beginning of the Civil War.
Make a Flow Chart

A flow chart can help you identify the process of making a decision. The flow chart below
shows the decision-making process in the passage you just read.
●
1
Decision to Be Made: ●
2
Possible Consequences:
What should Lincoln Supply the garrison and
do about the federal risk war. ●
4
Actual Consequence:
forts within the bor-
●
3
Decision Made: The Confederates
ders of the seceded Supply the attacked the fort.
states? Should Lincoln ●
2
Possible Consequences: garrison. This attack began
supply the garrison or Withdraw the garrison the Civil War.
withdraw it? and give in to the rebels.

Turn to Chapter 6, Section 1, “Tighter British Control.” Read “The Colonies Protest the
Stamp Act” and make a flow chart to identify a decision and its consequences described in
that section.

Page 16 of 34
2.7 Recognizing Propaganda
Defining the Skill
Propaganda is communication that aims to influence people’s opinions, emotions, or
actions. Propaganda is not always factual. Rather, it uses one-sided language or striking
symbols to sway people’s emotions. Modern advertising often uses propaganda. By think-
ing critically, you will avoid being swayed by propaganda.
Applying the Skill

The following political cartoon shows Andrew Jackson dressed as a king. Use the
strategies listed below to help you understand how it works as propaganda.
How to Recognize Propaganda
●
Strategy 1 Identify the aim, or
purpose, of the cartoon. Point out
the subject and explain the point
of view.
●
Strategy 2 Identify those
images on the cartoon that viewers
might respond to emotionally and
identify the emotions.
●
Strategy 3 Think critically
about the cartoon. What facts has
the cartoon ignored?
Make a Chart
Making a chart will help you think critically about a piece of propaganda. The chart
below summarizes the information from the anti-Jackson cartoon.
●
1 Identify Purpose The cartoon portrays Jackson negatively by showing him as a king.
●
2 Identify Emotions The cartoonist knows that Americans like democracy. So he portrays Jackson as a
king because kings are not usually supporters of democracy. He also shows Jackson
standing on a torn U.S. Constitution—another thing that Americans love.
●
3 Think Critically The cartoon shows Jackson vetoing laws. But it ignores the fact that those actions
were not against the Constitution. The president has the power to veto legislation. In
this case, Jackson was exercising the power of the presidency, not acting like a king.

Turn to Chapter 6, Section 2, “Colonial Resistance Grows,” and look at the engraving
The Bloody Massacre on page 165. Use a chart like the one above to think critically about
the engraving as an example of propaganda.

Page 17 of 34
2.8 Identifying Facts and Opinions

Defining the Skill
Facts are events, dates, statistics, or statements that can be proved to be true. Opinions
are the judgments, beliefs, and feelings of a writer or speaker. By identifying facts and
opinions, you will be able to think critically when a person is trying to influence your own
opinion.
Applying the Skill

The following passage tells about the Virginia Plan for legislative representation offered
at the Constitutional Convention of 1787. Use the strategies listed below to help you dis-
tinguish facts from opinions.
How to Recognize Facts and Opinions
●
Strategy 1 Look for specific
ANTIFEDERALIST VIEWS
information that can be proved or
checked for accuracy. ●1 Antifederalists published their views about the Constitution
●
Strategy 2 Look for assertions, in newspapers and pamphlets. ● 1 They thought the Constitution
claims, and judgments that express
opinions. In this case, one speaker’s took too much power away from the states and did not protect the
opinion is expressed in a direct
quote. rights of the people. They charged that the Constitution would
●
Strategy 3 Think about destroy American liberties. As one Antifederalist wrote, ●
2 “It is
whether statements can be checked
truly astonishing that a set of men among ourselves should have
for accuracy. Then, identify the facts
and opinions in a chart. had the [nerve] to attempt the destruction of our liberties.”
Make a Chart
The chart below analyzes the facts and opinions from the passage above.
Statement ●
3 Can It Be Proved? ●
3 Fact or Opinion
Antifederalists published their views in newspapers Yes. Check newspapers and other Fact
and pamphlets. historical documents.
They thought the Constitution took too much Yes. Check newspapers and other Fact
power away from the states. historical documents.
It is astonishing that some Americans would try to No. This cannot be proved. It is Opinion
destroy American liberties. what one speaker believes.

Turn to Chapter 11, Section 3, and read the section entitled “The Missouri Compromise.”
Make a chart in which you analyze key statements to determine whether they are facts
or opinions.

Page 18 of 34
2.9 Forming and Supporting Opinions
Defining the Skill
When you form opinions, you interpret and judge the importance of events and people
in history. You should always support your opinions with facts, examples, and quotes.
Applying the Skill

The following passage describes events that followed the gold rush. Use the strategies
listed below to form and support your opinions about the events.
How to Form and Support Opinions
●
Strategy 1 Look for important
THE IMPACT OF THE GOLD RUSH
information about the events.
Information can include facts, By 1852, the gold rush was over. ●
1 While it lasted, about
quotations, and examples.
250,000 people flooded into California. ●
1 This huge migration
●
Strategy 2 Form an opinion
about the event by asking yourself caused economic growth that changed California. ●
1 The port
questions about the information.
For example, How important was city San Francisco grew to become a center of banking, manufac-
the event? What were its effects? turing, shipping, and trade. ●
1 However, the gold rush ruined many
●
Strategy 3 Support your
Californios. Californios are the Hispanic people of California. The
opinions with facts, quotations,
and examples. If the facts do not newcomers did not respect Californios, their customs, or their legal
support the opinion, then rewrite
your opinion so it is supported by rights. ●
1 In many cases, Americans seized their property.
the facts.
Native Americans suffered even more. ●
1 Thousands died from
diseases brought by the newcomers. ●

1 Miners hunted down and
killed thousands more. ●

1 By 1870, California’s Native American
population had fallen from 150,000 to only about 30,000.
Make a Chart
Making a chart can help you organize your opinions and supporting facts. The following
chart summarizes one possible opinion about the impact of the gold rush.
●
2 Opinion The effects of the gold rush were more negative than positive.
●
3 Facts Californios were not respected, and their land was stolen.
Many Native Americans died from diseases, and others were killed by
miners. Their population dropped from 150,000 to about 30,000.

Turn to Chapter 11, Section 3, “Nationalism and Sectionalism.” Read “The Missouri
Compromise” and form your own opinion about the compromise and its impact. Make a
chart like the one above to summarize your opinion and the supporting facts and examples.

Page 19 of 34
2.10 Identifying and Solving Problems

Defining the Skill
Identifying problems means finding and understanding the difficulties faced by a partic-
ular group of people during a certain time. Solving problems means understanding how
people tried to remedy those problems. By studying how people solved problems in the
past, you can learn ways to solve problems today.
Applying the Skill

The following paragraph describes problems that the Constitutional Convention faced
on the issues of taxation, representation, and slavery. Use the strategies listed below to
help you see how the Founders tried to solve these problems.
How to Identify Problems and Solutions
●
Strategy 1 Look for the diffi-
SLAVERY AND THE CONSTITUTION
culties, or problems, people faced.
Because the House of Representatives would have members
●
Strategy 2 Consider how the
problem affected people with dif- according to the population of each state, ●
1 the delegates had to
ferent points of view. For example,
the main problem described here decide who would be counted in the population of each state. The
was how to count the population
of each state. Southern states had many more slaves than the Northern states
●
Strategy 3 Look for solutions had. ●
2 Southerners wanted the slaves to be counted as part of
people tried to deal with each
the general population for representation but not for taxation.
problem. Think about whether the
solution was a good one for peo- ●
2 Northerners argued that slaves were not citizens and should
ple with differing points of view.
not be counted for representation, but that slaves should be
counted for taxation. ●
3 The delegates decided that three-fifths
of the slave population would be counted in the population to

determine both representation and taxes.
Make a Chart
Making a chart will help you identify and organize information about problems and solu-
tions. The chart below shows problems and solutions included in the passage you just read.
●
1 Problem ●
2 Differing Points of View ●
3 Solution
Northerners and Southerners Southerners wanted slaves Delegates decided that three-
couldn’t agree on how to count counted for representation but fifths of the slave population
population because of slavery not for taxation. Northerners should be counted.
in the South. wanted slaves counted for taxa-
tion but not for representation.

Turn to Chapter 8, Section 2, “Creating the Constitution.” Read “The Delegates Assemble”
and “The Virginia Plan.” Then make a chart that summarizes the problems faced by the
delegates at the Constitutional Convention and the solutions they agreed on.

Page 20 of 34
2.11 Evaluating
Defining the Skill
To evaluate is to make a judgment about something. Historians evaluate the actions of
people in history. One way to do this is to examine both the positives and negatives of a
historical action, then decide which is stronger—the positive or the negative.
Applying the Skill

The following passage describes Susan B. Anthony’s fight for women’s rights. Use the
strategies listed below to evaluate how successful she was.
How to Evaluate
●
Strategy 1 Before you evaluate
SUSAN B. ANTHONY
a person’s actions, first determine
what that person was trying to do. ●
1 Susan B. Anthony was a skilled organizer who fought for
In this case, think about what
Anthony wanted to accomplish. women’s rights. ●
2 She successfully built the women’s movement
●
Strategy 2 Look for statements into a national organization. Anthony believed that a woman
that show the positive, or success-
ful, results of her actions. For exam- must have money of her own. To this end, she supported laws that
ple, Did she achieve her goals? would give married women rights to control their own property
●
Strategy 3 Also look for state-
and wages. ●
2 Mississippi passed the first such law in 1839. New
ments that show the negative, or
unsuccessful, results of her actions. York passed a property law in 1848 and a wages law in 1860.
Did she fail to achieve something
she tried to do? ●
3 Anthony also wanted to win the vote for women but failed to
●
Strategy 4 Write an overall convince lawmakers to pass this reform in her lifetime. This
evaluation of the person’s actions.
reform did go through in 1920, 14 years after her death.
Make a Diagram for Evaluating

Using a diagram can help you evaluate. List the positives and negatives of the historical
person’s actions and decisions. Then make an overall judgment. The diagram below
shows how the information from the passage you just read can be diagrammed.
●
2 Positive Results:
• women’s movement became a national organization ●
4 Evaluation:
• Mississippi and New York passed property and wage laws She was a successful
reformer. Even the one
reform she failed to achieve
3 Negative Results: in her life did pass shortly
● after her death.
• failed to win vote for women in her lifetime

Turn to Chapter 2, Section 3, “The Spanish and Native Americans.” Read “The Columbian
Exchange” and make a diagram in which you evaluate whether the Columbian Exchange
had mainly a positive or negative impact on the world.

Page 21 of 34
2.12 Making Generalizations

Defining the Skill
To make generalizations means to make broad judgments based on information. When
you make generalizations, you should gather information from several sources.
Applying the Skill

The following three passages contain different views on George Washington. Use the
strategies listed below to make a generalization about these views.
How to Make Generalizations
●
Strategy 1 Look for informa-
WASHINGTON’S LEADERSHIP
tion that the sources have in
common. These three sources all ●
1 Washington learned from his mistakes. After early defeats, he
discuss George Washington’s
ability as a military leader. developed the strategy of dragging out the war to wear down the
●
Strategy 2 Form a generaliza- British. ●
1 Despite difficulties, he never gave up.
tion that describes Washington in a —Creating America
way that all three sources would
agree with. State your ●
1 [Washington] was no military genius. . . . But he was a great
generalization in a sentence.
war leader. Creating an army out of unpromising material, he kept
it in being against great odds.
—The Limits of Liberty
●
1 [Washington] certainly deserves some merit as a general, that
he . . . can keep General Howe dancing from one town to another

for two years together, with such an army as he has.
—The Journal of Nicholas Cresswell, July 13, 1777
Make a Chart
Using a chart can help you make generalizations. The chart below shows how the infor-
mation you just read can be used to generalize about people’s views of Washington.
●
1 Washington kept the army
together against great
odds. ●2 Generalization:
●
1 Washington learned
Although Washington made
from his mistakes and
mistakes, he was a good mili-
never gave up.
●
1 Washington kept the
enemy guessing by moving
tary leader.
his army quickly.

Turn to Chapter 16, Section 1, “War Erupts.” Read “Choosing Sides.” Also read the
excerpt from Across Five Aprils on pages 486–487. Then use a chart like the one above to
make a generalization about how the outbreak of the Civil War affected Americans.

Page 22 of 34
3.1 Using Primary and Secondary Sources
Defining the Skill
Primary sources are materials written or made by people who lived during historical
events and witnessed them. Primary sources can be letters, journal entries, speeches,
autobiographies, or artwork. Other kinds of primary sources are government documents,
census surveys, and financial records. Secondary sources are materials written by people
who did not participate in an event. History books are secondary sources.
Applying the Skill

The following passage contains both a primary source and a secondary source. Use the
strategies listed below to help you read them.
How to Read Primary and Secondary Sources
●
Strategy 1 Distinguish sec-
ondary sources from primary ●
1 The core idea of the Declaration is based on the philosophy of
sources. The first paragraph is a John Locke. This idea is that people have unalienable rights, or
secondary source. The Declaration
of Independence is a primary rights that government cannot take away. Jefferson stated this belief
source. The secondary source
explains something about the pri- in what was to become the Declaration’s best-known passage.
mary source.
●2 We hold these truths to be self-evident, that all men are
●
Strategy 2 Analyze the pri- created equal, that they are endowed by their Creator with
mary source and consider why the certain unalienable Rights, that among these are Life,
author produced it. Consider what Liberty and the pursuit of Happiness.
the document was supposed to
achieve and who would read it. ●
3 —Thomas Jefferson, The Declaration of Independence, 1776
●
Strategy 3 Identify the author
of the primary source and note
when and where it was written.
Make a Chart
Making a chart will help you summarize information from primary sources and secondary
sources. The chart below summarizes the information from the passage you just read.
Author Thomas Jefferson

Document The Declaration of Independence
Notes on Primary The Declaration says that “all men are created equal.” It also says that people have
Source “unalienable rights.” These rights include the right to life and the right to liberty,
as well as a right to pursue happiness.
Notes on Jefferson based his ideas on those of John Locke. Locke had written about rights
Secondary Source that governments could not take away from the people.

Turn to Chapter 6, Section 3, “The Road to Lexington and Concord.” Read “Between War
and Peace” and make a chart like the one above to summarize the information in the pri-
mary source and the secondary source.

Page 23 of 34
3.2 Interpreting Graphs

Defining the Skill
Graphs use pictures and symbols, instead of words, to show information. Graphs are
created by taking information and presenting it visually. The graph on this page takes
numerical information on immigration and presents it as a bar graph. There are many
different kinds of graphs. Bar graphs, line graphs, and pie graphs are the most com-
mon. Bar graphs compare numbers or sets of numbers. The length of each bar shows
a quantity. It is easy to see how different categories compare on a bar graph.
Applying the Skill

The bar graph below shows numbers of immigrants coming to the United States between
1821 and 1860. Use the strategies listed below to help you interpret the graph.
How to Interpret a Graph
Immigration to the United States

●
Strategy 1 Read the title to iden- ●
1
(by decade)
tify the main idea of the graph. Ask 3,000
yourself what kinds of information the
graph shows. For example, does it
2,500
show chronological information, geo-
graphic patterns and distributions, or
Number of Immigrants
something else? 2,000

(thousands)
●
Strategy 2 Read the vertical axis
1,500
(the one that goes up and down) on
the left side of the graph. This one
shows the number of immigrants in 1,000
thousands. Each bar represents the
number of immigrants during a
particular decade. ●
2 500
●
Strategy 3 Read the horizontal 0
axis (the one that runs across the bot- ●
3 1821–30 1831–40 1841–50 1851–60
tom of the graph). This one shows the
four decades from 1821 to 1860.
●
Strategy 4 Summarize the
information shown in each part of
the graph. Use the title to help you
focus on what information the graph
is presenting.
Write a Summary
●
4
Immigration to the United States increased between 1821
Writing a summary will help you understand the
information in the graph. The paragraph to the right and 1860. Between 1821 and 1830, fewer than 200, 000
summarizes the information from the bar graph. immigrants arrived. In the next decade, more than
500,000 immigrants came. During the 1840s, more than
1.5 million immigrants arrived, and that number increased
Practicing the Skill to more than 2.5 million in the 1850s.
Turn to Chapter 2, Section 4, “Beginnings of Slavery in
the Americas.” Look at the graph entitled “Slaves
Imported to the Americas, 1493–1810” and write a
paragraph in which you summarize what you learned
from it.

Page 24 of 34
3.3 Interpreting Charts
Defining the Skill
Charts, like graphs, present information in a visual form. Charts are created by organiz-
ing, summarizing, and simplifying information and presenting it in a format that makes
it easy to understand. Tables and diagrams are examples of commonly used charts.
Applying the Skill

The chart below shows the number of slaves who were imported to the Americas
between 1601 and 1810. Use the strategies listed below to help you interpret the infor-
mation in the chart.
How to Interpret a Chart
1601–1810
●
Strategy 1 Read the title. It will ●
1 Slaves Imported to the Americas (in thousands)
tell you what the chart is about. Ask
yourself what kinds of information ●
2 REGION/COUNTRY 1601–1700 1701–1810
the chart shows. For example, does
it show chronological information, ●
3 British N. America * 348
geographic patterns and distribu-
tions, or something else? British Caribbean 263.7 1,401.3
●
Strategy 2 Read the labels French Caribbean 155.8 1,348.4
to see how the information in the
chart is organized. In this chart, it Spanish America 292.5 578.6
is organized by region and years.
Dutch Caribbean 40 460
●
Strategy 3 Study the data in
the chart to understand the facts
that the chart intends to show. Danish Caribbean 4 24
●
Strategy 4 Summarize the Brazil (Portugal) 560 1,891.4
information shown in each part of
the chart. Use the title to help you *= less than 1,000
focus on what information the
chart is presenting. Source: Philip D. Curtin, The Atlantic Slave Trade
Write a Summary
Writing a summary can help you understand the infor- The chart shows how many slaves were imported to
mation given in a chart. The paragraph to the right
●
4
the Americas between 1601 and 1810. It divides the
summarizes the information in the chart “Slaves Americas into seven regions. It also divides the time
Imported to the Americas, 1601–1810.” period into two parts: 1601–1700 and 1701–1810. The
number of slaves imported increased greatly from the
Practicing the Skill 1600s to the 1700s. More slaves were imported to
Brazil than to any other region.
Turn to Chapter 27, Section 5, and look at the chart
entitled “World War II Military Casualties, 1939–1945.”
Study the chart and ask yourself what geographic pat-
terns and distributions are shown in it. Then write a
paragraph in which you summarize what you learned
from the chart.

Page 25 of 34
3.4 Interpreting Time Lines

Defining the Skill
A time line is a visual list of events and dates shown in the order in which they occurred.
Time lines can be horizontal or vertical. On horizontal time lines, the earliest date is on
the left. On vertical time lines, the earliest date is often at the top.
Applying the Skill

The time line below lists dates and events during the presidencies of John Adams,
Andrew Jackson, and Martin Van Buren. Use the strategies listed below to help you
interpret the information.
How to Read a Time Line
●
Strategy 1 Read the dates at ●
Strategy 2 Read the dates and ●
Strategy 3 Summarize the focus,
the beginning and end of the time events in sequential order, beginning or main idea, of the time line. Try
line. These will show the period of with the earliest one. Pay particular to write a main idea sentence that
history that is covered. The time line attention to how the entries relate describes the time line.
below is a dual time line. It includes to each other. Think about which
items related to two topics. The events caused later events.
labels show that the information
covers U.S. events and world events.
1832 1836
1828 Martin Van Buren is
Tariff of Jackson vetoes
the charter of elected president.
Abominations
is signed into Bank of the
United States. 1838 1840
law.
●
2 1824
John Quincy Andrew
1830
Indian South Carolina
Cherokees
begin to
William
Henry
Adams is Jackson is Removal nullifies tariffs. travel the Harrison is
elected elected Act is Jackson is Trail of elected
●
1 president. president. passed. reelected. Tears. president. ●
1
USA
World 1824 1840
●
2 1824
Simón Bolívar
1830
Revolutions occur
1832
Reform Act
1837
Victoria
1838
Zulu clash with
becomes in Belgium, France, increases becomes queen Boer settlers in
president and Poland. number of of Great Britain. South Africa.
of Peru. voters in
Britain.
Write a Summary
Writing a summary can help you understand informa- ●
3 The time line covers the period between 1824, when John
tion shown on a time line. The summary to the right Quincy Adams was elected president, and 1840, when
states the main idea of the time line and tells how the William Henry Harrison was elected president. During
events are related. that period of time, Andrew Jackson and Martin Van
Buren also served as president. The time line shows that
Practicing the Skill the important issues in the United States were tariffs,
banking, and relations with Native Americans.
Turn to Chapter 15, page 455, and write a summary of
the information shown on the time line.

Page 26 of 34
3.5 Reading a Map
Defining the Skill
Maps are representations of features on the earth’s surface. Some maps show political
features, such as national borders. Other maps show physical features, such as mountains
and bodies of water. By learning to use map elements and math skills, you can better
understand how to read maps.
Applying the Skill

The following map shows the Battle of Yorktown during the Revolution. Use the strate-
gies listed below to help you identify the elements common to most maps.
How to Read a Map
●
Strategy 1 Read the title. This
●
1 Battle of Yorktown, 1781
identifies the main idea of the map.
Washington and N.J. N.Y.
New York
●
Strategy 2 Look for the grid of Rochambeau, Aug. 1781
PA. 40°N ●
2
lines that form a pattern of squares York
Philadelphia
over the map. These numbered lines MD.
are the lines of latitude (horizontal) Wayne DEL.
Mount
Graves and Hood
and longitude (vertical). They indi- VIRGINIA Vernon
1781
cate the location of the area on
80°W
Lafayette
the earth.
Richmond Battle of the Capes
●
Strategy 3 Read the map key. James R.
Yorktown
Sept. 5, 1781
It is usually in a box. This will give Oct. 19, 1781 ATLANTIC
you the information you need to Cornwallis OCEAN
interpret the symbols or colors on May 1781
the map. N.C.
●
3 35°N
American and
De Grasse allied forces
●
Strategy 4 Use the scale and S.C. 1781 British forces
the pointer, or compass rose, to 0 100 Miles
Wilmington
American and
determine distance and direction.
0
● 4
200 Kilometers
allied victory
Make a Chart
A chart can help you organize information given on maps. The chart below summarizes
information about the map you just studied.
Title Battle of Yorktown, 1781

Location between latitude 40 0 N and 35 0 N, just east of
longitude 80 0 W
Map Key Information blue = American and allied forces, red = British forces
Scale 7/16 in. = 100 miles, 9/16 in. = 200 km
Summary British commanders Graves and Hood sailed south from New York.
They were defeated by De Grasse at the Battle of the Capes. British
commander Cornwallis marched north from Wilmington, North
Carolina, to Virginia, where he was defeated by American forces.

Turn to Chapter 1, Section 5, “Early European Explorers.” Read the map entitled “Explor-
ation Leads to New Sea Routes” and make a chart to identify information on the map.

Page 27 of 34
3.6 Reading a Special-Purpose Map

Defining the Skill
Special-purpose maps help people focus on a particular aspect of a region, such as
economic development in the South. These kinds of maps often use symbols to
indicate information.
Applying the Skill

The following special-purpose map indicates the products of the Southern colonies.
Use the strategies listed below to help you identify the information shown on the map.
How to Read a Special-Purpose Map
●
Strategy 1 Read the title. It ●
1 The Southern Colonies, 1750
tells you what the map is intended Baltimore
to show. P o t om
MARYLAND
Ch
40°N
●
Strategy 2 Read the legend.
ac
esa
R.
This tells you what each symbol
pea
Corn
●
2 VIRGINIA
ke
stands for. This legend shows the Indigo Richmond
Ba
S
N
crops that were grown in various TAI Jam e s R
Naval stores
y
. Jamestown
Southern colonies.
UN
Pigs
75°W
MO
Ro
Rice a noke
●
Strategy 3 Look for the places R.
AN
Tobacco
HI
on the map where the symbol

AC
NORTH
appears. These tell you the places
L
PA
CAROLINA
AP
where each crop was grown. 0 100 Miles
0 200 Kilometers
●
3
SOUTH
Wilmington
35°N
CAROLINA ATLANTIC
av
S
OCEAN
85°W
an
na
h
Charles Town
R.
GEORGIA (Charleston)
Savannah
t am a h a
Al R.
Make a Chart
A chart can help you understand special-purpose maps. The chart below shows informa-
tion about the special-purpose map you just studied.
Corn Indigo Naval stores Pigs Rice Tobacco

Maryland x
Virginia√ x x x
North Carolina√ x x x x x
South Carolina√ x x x x x
Georgia x x x

Turn to Chapter 4, Section 1, “New England: Commerce and Religion.” Look at the
special-purpose map entitled “The New England Colonies” and make a chart that
shows information about products from New England.

Page 28 of 34
3.7 Creating a Map
Defining the Skill
Creating a map involves representing geographical information. When you draw a
map, it is easiest to use an existing map as a guide. On the map you draw, you can show
geographical information. You can also show other kinds of information, such as data
on climates, population trends, resources, or routes. Often, this data comes from a
graph or a chart.
Applying the Skill

Below is a map that a student created to show information about the number of slaves
in 1750. Read the strategies listed below to see how the map was created.
How to Create a Map
●
Strategy 1 Select a title that
identifies the geographical area ●
1 Slave Population of the Southern Colonies, 1750
and the map’s purpose. Include
a date in your title.
less than 300,000 400 °N
●
Strategy 2 Draw the lines Maryland
of latitude and longitude using 300,000–400,000
short dashes. ●
3
400,000–450,000
●
Strategy 3 Create a key that ●
4
shows the colors. Over 450,000 Virginia
●
Strategy 4 Draw the colors on
75 °W
0
N
the map to show information.
0 100 Miles
●
Strategy 5 Draw a compass ●
5
rose and scale. 0 200 Kilometers North Carolina
35 °N
0
●
2
South Carolina
●
4
85 0 °W
Georgia

Make your own map. Turn to page 104 in Chapter 3 and study the graph entitled
“The 13 Colonies.” Use the strategies described above to create a map that shows the
13 colonies and the dates that they were founded. You can use the map on page 102 of
that chapter as a guide.

Page 29 of 34
3.8 Interpreting Political Cartoons

Defining the Skill
Political cartoons are cartoons that use humor to make a serious point. Political cartoons
often express a point of view on an issue better than words do. Understanding signs and
symbols will help you to interpret political cartoons.
Applying the Skill

The cartoon below shows Abraham Lincoln and the other candidates running for the
presidency in 1860. Use the strategies listed below to help you understand the cartoon.
How to Interpret a Political Cartoon
●
Strategy 1 Identify the ●
1
subject by reading the title of the
cartoon and looking at the cartoon
as a whole. ●
2
●
Strategy 2 Identify important
symbols and details. The cartoonist ●
2
uses the image of a running race
to discuss a political campaign. The
White House is the finish line.
●
Strategy 3 Interpret the mes-
sage. Why is Lincoln drawn so
much taller than the other candi-
dates? How does that make him
the fittest candidate?
Make a Chart
Making a chart will help you summarize information from a political cartoon. The chart
below summarizes the information from the cartoon above.
Subject “A Political Race” (The Election of 1860)

Symbols and Details Running is a symbol for a political campaign. Lincoln is the tallest and
fastest candidate.
Message ●3 Lincoln is pulling ahead of the other candidates in the campaign
for the presidency.

Turn to Chapter 18, Section 3, “End of Reconstruction.” Look at the political cartoon on
page 547. It shows a cartoonist’s view of corruption in President Grant’s administration.
Use a chart like the one above and the strategies outlined to interpret the cartoon.

Page 30 of 34
3.9 Creating a Model

Defining the Skill
When you create a model, you use information and ideas to show an event or a situation
in a visual way. A model might be a poster or a diagram that explains how something
happened. Or, it might be a three-dimensional model, such as a diorama, that depicts an
important scene or situation.
Applying the Skill

The following sketch shows the early stages of a model of three ways that people could
have traveled from the eastern United States to California during the gold rush. Use the
strategies listed below to help you create your own model.
How to Create a Model
●
Strategy 1 Gather the infor- The California Gold Rush
mation you need to understand the Dangerous Routes West
situation or event. In this case, you
need to be able to show the three
routes and their dangers.
●
Strategy 2 Visualize and Wagon:
sketch an idea for your model. Dangers from
Once you have created a picture in hardships of the
your mind, make an actual sketch trail, mountains, rivers
to plan how it might look.
●
Strategy 3 Think of symbols
you may want to use. Since the
model should give information in a Boat/overland:
visual way, think about ways you Dangers from
can use color, pictures, or other tropical sickness
visuals to tell the story. Boat:
Dangers from
●
Strategy 4 Gather the supplies sickness, storms,
you will need and create the model. spoiled food
For example, you will need a globe
and art supplies, such as yarn, for
this model.

Read the History Workshop called “Pack Your Trunk” on pages 450–451. Follow the step-
by-step directions to create a model of a trunk that shows what immigrants might have
decided to bring with them when they came to America.

Page 31 of 34
4.1 Using an Electronic Card Catalog

Defining the Skill
An electronic card catalog is a library’s computerized search program that will help you
find information about the books and other materials in the library. You can search the
catalog by entering a book title, an author’s name, or a subject of interest to you. The
electronic card catalog will give you information about the materials in the library. This
information is called bibliographic information. You can use an electronic card catalog to
create a bibliography (a list of books) on any topic you are interested in.
Applying the Skill

The screen shown below is from an electronic search for information about Thomas
Jefferson. Use the strategies listed below to help you use the information on the screen.
How to Use an Electronic Card Catalog
●
Strategy 1 Begin searching by
Search Request:
choosing either subject, title, or
author, depending on the topic of ●
1 Subject Title Author
your search. For this search, the
user chose “Subject” and typed in
the words “Jefferson, Thomas.” Find Options Locations Backup Startover Help
●
Strategy 2 Once you have
●
2 Miller, Douglas T. Thomas Jefferson and the
selected a book from the results
creation of America. New York: Facts on File,
of your search, identify the author,
title, city, publisher, and date of 1997.
publication. AUTHOR: Miller, Douglas T.
2● TITLE: Thomas Jefferson and the
●
Strategy 3 Look for any spe-
creation of America/Douglas T.
cial features in the book. This book
is illustrated, and it includes biblio- Miller.
graphical references and an index. ●2 PUBLISHED: New York: Facts on File, © 1997.
●
Strategy 4 Locate the call ●
3 PAGING: vi, 122p. : ill ; 24 cm.
number for the book. The call num- SERIES: Makers of America.
ber indicates the section in the ●
3 NOTES: Includes bibliographical
library where you will find the references (p. 117-118) and index.
book. You can also find out if the
book is available in the library you
●
4 CALL NUMBER: 1. 973.46 N61T 1997—Book Available—
are using. If not, it may be in

another library in the network.

Turn to Chapter 10, “The Jefferson Era,” and find a topic that interests you, such as the
Federalists, the Louisiana Purchase, the Lewis and Clark expedition, or the War of 1812.
Use the SUBJECT search on an electronic card catalog to find information about your
topic. Make a bibliography of books about the subject. Be sure to include the author, title,
city, publisher, and date of publication for all the books included.

Page 32 of 34
4.2 Creating a Database
Defining the Skill
A database is a collection of data, or information, that is organized so that you can find
and retrieve information on a specific topic quickly and easily. Once a computerized data-
base is set up, you can search it to find specific information without going through the
entire database. The database will provide a list of all information in the database related
to your topic. Learning how to use a database will help you learn how to create one.
Applying the Skill

The chart below is a database for the significant battles of the Civil War. Use the strate-
gies listed below to help you understand and use the database.
How to Create a Database

●
1 LOCATION OF SIGNIFICANT CIVIL WAR BATTLES
●
Strategy 1 Identify the topic ●
2 BATTLE DATE ●2 LOCATION SIGNIFICANCE
of the database. The keywords, or
most important words, in this title ●
3 Fort Sumter April 12, 1861 Charleston, SC Beginning of
are Civil War and Battles. These the Civil War
words were used to begin the
research for this database. First Battle July 21, 1861 Virginia Confederate
of Bull Run victory
●
Strategy 2 Ask yourself what (Manassas)
kind of data you need to include.
For example, what geographic
patterns and distributions will be
Shiloh April 6–7, 1862 ●
Tennessee (near 4 Union
Shiloh Church) victory
shown? Your choice of data will
provide the column headings for
Antietam September 17, Sharpsburg, MD No clear victory;
your database. The key words
1862 considered
Battle, Date, Location, and bloodiest
Significance were chosen to focus battle of war
the research.
●
Strategy 3 Identify the entries Gettysburg July 1–3, 1863 Gettysburg, PA Retreat of
included under each heading. Confederacy
●
Strategy 4 Use the database
Vicksburg Three-month Vicksburg, MS Union gained
to help you find information
siege ending control of
quickly. For example, in this data- July 3, 1863 Mississippi River
base you could search for “Union
victories” to find a list of signifi-
cant battles won by the North.
Chattanooga November 23– Chattanooga, ●4 Union
25, 1863 TN victory
Atlanta September 2, Atlanta, GA ●

4 Union victory;
1864 helped convince
Confederacy of
defeat

Create a database for U.S. presidents through the Civil War that shows each presi-
dent’s home state, political party, and years served as president. Use the information
in “Presidents of the United States” on pages R36–R38 to provide the data. Use a
format like the one above for your database.

Page 33 of 34
4.3 Using the Internet

Defining the Skill
The Internet is a computer network that connects to universities, libraries, news organi-
zations, government agencies, businesses, and private individuals throughout the world.
Each location on the Internet has a home page with its own address, or URL (universal
resource locator). With a computer connected to the Internet, you can reach the home
pages of many organizations and services. The international collection of home pages,
known as the World Wide Web, is a good source of up-to-date information about current
events as well as research on subjects in history.
Applying the Skill

The Web page below shows the links for Chapter 6 of Creating America. Use the strate-
gies listed below to help you understand how to use the Web page.
How to Use the Internet
●
Strategy 1 Go directly to
a Web page. For example, type
http://www.mcdougallittell.com in
1 ●
the box at the top of the screen and
press ENTER (or RETURN). The Web
page will appear on your screen.
Then click on ClassZone and find
the link to Creating America.
●
Strategy 2 Explore the
Creating America links. Click on
any one of the links to find out
more about a specific subject.
These links take you to other pages
at this Web site. Some pages
include links to related information
that can be found at other places ●
2
on the Internet.
●
Strategy 3 When using the ●
2
Internet for research, you should

confirm the information you find.
●
2
Web sites set up by universities, ●

2
government agencies, and rep-
utable news sources are more ●
2
reliable than other sources. You
can often find information about ●
2
the creator of a site by looking for
copyright information.

Turn to Chapter 14, Section 2, “American Literature and Art.” Read the section and make
a list of topics you would like to research. If you have Internet access, go to the McDougal
Littell home page at http://www.mcdougallittell.com and click on ClassZone. There you
will find links that provide more information about the topics in the section.

Page 34 of 34
4.4 Creating a Multimedia Presentation
Defining the Skill
Movies, CD-ROMs, television, and computer software are different kinds of media. To
create a multimedia presentation, you need to collect information in different media
and organize them into one presentation.
Applying the Skill

The scene below shows students using computers to create a multimedia presentation.
Use the strategies listed below to help you create your own multimedia presentation.
How to Create a Multimedia Presentation
●
Strategy 1 Identify the topic
of your presentation and decide
which media are best for an effec-
tive presentation. For example, you
may want to use slides or posters
to show visual images of your
topic. Or, you may want to use CDs
or audiotapes to provide music or
spoken words.
●
Strategy 2 Research the topic
in a variety of sources. Images,
text, props, and background music
should reflect the historical period
of the event you choose.
●
Strategy 3 Write the script for
the oral portion of the presentation.
You could use a narrator and char-
acters’ voices to tell the story.
Primary sources are an excellent
source for script material. Make sure
the recording is clear so that the
audience will be able to understand
the oral part of the presentation.
●
Strategy 4 Videotape the pre-
sentation. Videotaping the presen-
tation will preserve it for future
viewing and allow you to show it
to different groups of people.

Turn to Chapter 24, “World War I.” Choose a topic from the chapter and use the
strategies listed above to create a multimedia presentation about it.

Page 1 of 2
FACTS About the STATES

Alabama Tallahassee Florida Louisiana
4,486,508 people 16,713,149 people Baton 4,482,646 people
Montgomery Rouge
52,218 sq. mi. 59,909 sq. mi. 49,650 sq. mi.
Rank in area: 30 Rank in area: 23 Rank in area: 31
Entered Union in 1819 Entered Union in 1845 Entered Union in 1812
Alaska Georgia Maine

643,786 people 8,560,310 people 1,294,464 people
Atlanta
616,240 sq. mi. 58,970 sq. mi. Augusta 33,738 sq. mi.
Juneau Rank in area: 1 Rank in area: 24 Rank in area: 39
Arizona Hawaii Annapolis Maryland

5,456,453 people Honolulu 1,244,898 people 5,458,137 people
Phoenix 113,998 sq. mi. 6,641 sq. mi. 12,297 sq. mi.
Arkansas Idaho Massachusetts

Boston
Little Rock 2,710,079 people 1,341,131 people 6,427,801 people
53,178 sq. mi. 83,570 sq. mi. 9,240 sq. mi.
Boise
California Illinois Michigan

35,116,033 people 12,600,620 people 10,050,446 people
Sacramento Springfield
158,854 sq. mi. 57,914 sq. mi. 96,716 sq. mi.
Rank in area: 3 Rank in area: 25 Lansing
Rank in area: 11
Colorado Indiana Minnesota

Denver 4,506,542 people 6,159,068 people 5,019,720 people
Indianapolis
104,093 sq. mi. 36,418 sq. mi. St. Paul 86,938 sq. mi.
Connecticut Iowa Mississippi

Hartford 3,460,503 people Des Moines 2,936,760 people 2,871,782 people
5,543 sq. mi. 56,271 sq. mi. Jackson 48,282 sq. mi.
Delaware Kansas Missouri

Jefferson
807,385 people Topeka 2,715,884 people City 5,672,579 people
Dover 2,396 sq. mi. 82,276 sq. mi. 69,704 sq. mi.
District of Columbia Kentucky Montana

570,898 people Frankfort 4,092,891 people Helena 909,453 people
Washington 68 sq. mi. 40,409 sq. mi. 147,042 sq. mi.
Rank in area: 37 Rank in area: 4
Entered Union in 1792 Entered Union in 1889
Sources: U.S. Bureau of the Census, July 1 2002 population estimates.

World Almanac and Book of Facts, 2003
Statistical Abstract of the United States, 2002
R34 FACTS ABOUT THE STATES

Page 2 of 2
FACTS About the STATES

Nebraska Ohio Texas
Lincoln 1,729,180 people 11,421,267 people 21,779,893 people
Columbus
77,353 sq. mi. 44,825 sq. mi. Austin 267,256 sq. mi.
Nevada Oklahoma Oklahoma Utah

Carson 2,173,491 people City 3,493,714 people 2,316,256 people
City Salt Lake
110,560 sq. mi. 69,898 sq. mi. City 84,898 sq. mi.
New Hampshire Oregon Vermont

1,275,056 people Salem
3,521,515 people 616,592 people
Montpelier
9,282 sq. mi. 97,126 sq. mi. 9,614 sq. mi.
Concord Rank in area: 44 Rank in area: 10 Rank in area: 43
New Jersey Pennsylvania Virginia

Trenton 8,590,300 people Harrisburg 12,335,091 people Richmond 7,293,542 people
8,214 sq. mi. 46,055 sq. mi. 42,328 sq. mi.
New Mexico Rhode Island Washington

Santa Fe 1,855,059 people Providence 1,069,725 people 6,068,996 people
121,589 sq. mi. 1,231 sq. mi. Olympia 70,634 sq. mi.
New York South Carolina West Virginia

Columbia
19,157,532 people 4,107,183 people 1,801,873 people
Albany 54,077 sq. mi. 31,190 sq. mi. 24,230 sq. mi.
Charleston
Raleigh North Carolina Pierre

South Dakota Wisconsin
8,320,146 people 761,063 people 5,441,196 people
52,670 sq. mi. 77,116 sq. mi. 65,498 sq. mi.
Rank in area: 29 Rank in area: 17 Madison Rank in area: 22
North Dakota Nashville Tennessee Wyoming

Bismarck 634,110 people 5,797,289 people 498,703 people
42,143 sq. mi. Cheyenne 97,813 sq. mi.
70,699 sq. mi.
United States: Major Dependencies

• American Samoa—68,688 people; 90 sq. mi. • Virgin Islands of the United States —123,498 people; 171 sq. mi.
• Guam—160,796 people; 217 sq. mi. • Midway Atoll—no indigenous inhabitants; 2 sq. mi.
• Commonwealth of Puerto Rico —3,957,988 people; 5,324 sq. mi. • Wake Atoll—no indigenous inhabitants; 3 sq. mi.
FACTS ABOUT THE STATES R35

Page 1 of 3
PRESIDENTS of the UNITED STATES

Here are some little-known facts about the presidents of the United States:
• Only former president to serve in Congress: John Quincy Adams
• First president born in the new United States: Martin Van Buren (eighth president)
• Only president who was a bachelor: James Buchanan
• First left-handed president: James A. Garfield
• Largest president: William H. Taft (6 feet 2 inches, 326 pounds)
• Youngest president: Theodore Roosevelt (42 years old)
• Oldest president: Ronald Reagan (77 years old when he left office in 1989)
• First president born west of the Mississippi River: Herbert Hoover (born in West Branch, Iowa)
• First president born in the 20th century: John F. Kennedy (born May 29, 1917)
1 George Washington 2 John Adams 3 Thomas Jefferson 4 James Madison

1789–1797 1797–1801 1801–1809 1809–1817
No Political Party Federalist Democratic-Republican Democratic-Republican
Birthplace: Virginia Birthplace: Massachusetts Birthplace: Virginia Birthplace: Virginia
Born: February 22, 1732 Born: October 30, 1735 Born: April 13, 1743 Born: March 16, 1751
Died: December 14, 1799 Died: July 4, 1826 Died: July 4, 1826 Died: June 28, 1836
5 James Monroe 6 John Quincy Adams 7 Andrew Jackson 8 Martin Van Buren
1817–1825 1825–1829 1829–1837 1837–1841
Democratic-Republican Democratic-Republican Democrat Democrat
Birthplace: Virginia Birthplace: Massachusetts Birthplace: South Carolina Birthplace: New York
Born: April 28, 1758 Born: July 11, 1767 Born: March 15, 1767 Born: December 5, 1782
Died: July 4, 1831 Died: February 23, 1848 Died: June 8, 1845 Died: July 24, 1862
9 William H. Harrison 10 John Tyler 11 James K. Polk 12 Zachary Taylor

1841 1841–1845 1845–1849 1849–1850
Whig Whig Democrat Whig
Birthplace: Virginia Birthplace: Virginia Birthplace: North Carolina Birthplace: Virginia
Born: February 9, 1773 Born: March 29, 1790 Born: November 2, 1795 Born: November 24, 1784
Died: April 4, 1841 Died: January 18, 1862 Died: June 15, 1849 Died: July 9, 1850
R36 PRESIDENTS OF THE UNITED STATES

Page 2 of 3

13 Millard Fillmore 14 Franklin Pierce 15 James Buchanan 16 Abraham Lincoln
1850–1853 1853–1857 1857–1861 1861–1865
Whig Democrat Democrat Republican
Birthplace: New York Birthplace: New Hampshire Birthplace: Pennsylvania Birthplace: Kentucky
Born: January 7, 1800 Born: November 23, 1804 Born: April 23, 1791 Born: February 12, 1809
Died: March 8, 1874 Died: October 8, 1869 Died: June 1, 1868 Died: April 15, 1865
17 Andrew Johnson 18 Ulysses S. Grant 19 Rutherford B. Hayes 20 James A. Garfield

1865–1869 1869–1877 1877–1881 1881
National Union Republican Republican Republican
Birthplace: North Carolina Birthplace: Ohio Birthplace: Ohio Birthplace: Ohio
Born: December 29, 1808 Born: April 27, 1822 Born: October 4, 1822 Born: November 19, 1831
Died: July 31, 1875 Died: July 23, 1885 Died: January 17, 1893 Died: September 19, 1881
21 Chester A. Arthur 22 24 Grover Cleveland 23 Benjamin Harrison 25 William McKinley

1881–1885 1885–1889, 1893–1897 1889–1893 1897–1901
Republican Democrat Republican Republican
Birthplace: Vermont Birthplace: New Jersey Birthplace: Ohio Birthplace: Ohio
Born: October 5, 1829 Born: March 18, 1837 Born: August 20, 1833 Born: January 29, 1843
Died: November 18, 1886 Died: June 24, 1908 Died: March 13, 1901 Died: September 14, 1901
26 Theodore Roosevelt 27 William H. Taft 28 Woodrow Wilson 29 Warren G. Harding

1901–1909 1909–1913 1913–1921 1921–1923
Republican Republican Democrat Republican
Birthplace: New York Birthplace: Ohio Birthplace: Virginia Birthplace: Ohio
Born: October 27, 1858 Born: September 15, 1857 Born: December 28, 1856 Born: November 2, 1865
Died: January 6, 1919 Died: March 8, 1930 Died: February 3, 1924 Died: August 2, 1923
PRESIDENTS OF THE UNITED STATES R37

Page 3 of 3
30 Calvin Coolidge 31 Herbert C. Hoover 32 Franklin D. Roosevelt 33 Harry S. Truman

1923–1929 1929–1933 1933–1945 1945–1953
Republican Republican Democrat Democrat
Birthplace: Vermont Birthplace: Iowa Birthplace: New York Birthplace: Missouri
Born: July 4, 1872 Born: August 10, 1874 Born: January 30, 1882 Born: May 8, 1884
Died: January 5, 1933 Died: October 20, 1964 Died: April 12, 1945 Died: December 26, 1972
34 Dwight D. Eisenhower 35 John F. Kennedy 36 Lyndon B. Johnson 37 Richard M. Nixon

1953–1961 1961–1963 1963–1969 1969–1974
Republican Democrat Democrat Republican
Birthplace: Texas Birthplace: Massachusetts Birthplace: Texas Birthplace: California
Born: October 14, 1890 Born: May 29, 1917 Born: August 27, 1908 Born: January 9, 1913
Died: March 28, 1969 Died: November 22, 1963 Died: January 22, 1973 Died: April 22, 1994
38 Gerald R. Ford 39 James E. Carter, Jr. 40 Ronald W. Reagan 41 George H. W. Bush

1974–1977 1977–1981 1981–1989 1989–1993
Republican Democrat Republican Republican
Birthplace: Nebraska Birthplace: Georgia Birthplace: Illinois Birthplace: Massachusetts
Born: July 14, 1913 Born: October 1, 1924 Born: February 6, 1911 Born: June 12, 1924
Died: June 5, 2004
42 William J. Clinton 43 George W. Bush

1993–2001 2001–
Democrat Republican
Birthplace: Arkansas Birthplace: Connecticut
Born: August 19, 1946 Born: July 6, 1946
R38 PRESIDENTS OF THE UNITED STATES

Page 1 of 4
GAZETTEER
GAZETTEER
The Gazetteer identifies important places and geographical features

in this book. Entries include a short description, often followed by
two page numbers. The first number refers to a text page on which
the entry is discussed, and the second, in italics, refers to a map
where the place appears. (The reference Atlas is to the section of
U.S. and world maps on pages A2–A39.) In addition, some entries
include rounded-off geographical coordinates. There are entries for
all U.S. states (with capital cities).
Africa world’s second largest continent. Atlas D.C.; site of first land battle of Civil War. (39°N 78°W),
485, m495
Alabama 22nd state. Capital: Montgomery. Atlas
Bunker Hill hill now part of Boston; its name
Alamo Texas mission in San Antonio captured by
misidentifies Revolutionary War battle fought at
Mexico in 1836. (29°N 98°W), 402, m405
nearby Breed’s Hill. (42°N 71°W), 177
Alaska 49th state. Capital: Juneau. Atlas
Cahokia Illinois Mound Builders site; village taken
Antarctica continent at the South Pole. Atlas from British by Clark in 1778. (39°N 90°W), 31, m203
Antietam Maryland creek; site of bloodiest day’s California 31st state. Capital: Sacramento. Atlas
fighting in the Civil War. (39°N 77°W), 497, m495
Canada nation sharing northern U.S. border. Atlas
Appalachian Mountains mountain range running
Caribbean Sea expanse of the Atlantic Ocean
from Alabama into Canada. 126, m127
between the Gulf of Mexico and South America. Atlas
Appomattox Court House town near Appomattox,
Central America area of North America between
Virginia, where Lee surrendered to Grant on April 9,
Mexico and South America. m72, Atlas
1865. (37°N 79°W), 519, m517
Charleston as Charles Town, largest Southern
Arizona 48th state. Capital: Phoenix. Atlas
colonial city; South Carolina site of first Civil War shots,
Arkansas 25th state. Capital: Little Rock. Atlas at offshore Fort Sumter. (33°N 80°W), 481, m483
Asia world’s largest continent. Atlas Charlestown former town, now part of Boston;
Atlantic Ocean ocean forming east boundary of the site of both Bunker and Breed’s hills. (42°N 71°W ),
United States. Atlas 177, m172
Australia island country between Indian and Pacific Chicago large Illinois city on Lake Michigan.
oceans; also the world’s smallest continent. Atlas (42°N 88°W), 602, Atlas
Austria-Hungary one of the Central Powers in China large nation in Asia. Atlas
World War I; after the war, divided into smaller Colorado 38th state. Capital: Denver. Atlas
countries. 680, m680
Concord Massachusetts city and site of second battle
Aztec Empire former region of Mexico once under of the Revolutionary War. (42°N 71°W), 172, m172
Aztec control. 63, m63
Confederate States of America nation formed
Backcountry identification for former undeveloped by 11 Southern states during the Civil War. Capital:
region beginning in the Appalachian Mountains and Richmond, Virginia. 473 and 482, m483
extending west. 126, m127
Connecticut 5th state. Capital: Hartford. Atlas
Baltimore Maryland city on Chesapeake Bay.
Cuba Caribbean island south of Florida. 662, m665
(39°N 77°W), 332, m331
Delaware 1st state. Capital: Dover. Atlas
Beringia former land bridge connecting Asia with
North America and now under waters of Bering Strait. District of Columbia (D.C.) self-governing federal
(66°N 169°W), 27, m28 district between Virginia and Maryland, made up
entirely of the city of Washington, the U.S. capital.
Boston capital of Massachusetts; site of early colonial
(39°N 77°W), 305, Atlas
unrest and conflict. (42°N 71°W), 165, m172
Dominican Republic nation sharing the island of
Bull Run stream 30 miles southwest of Washington,
Hispaniola with Haiti. 673, m672
GAZETTEER R39
Page 2 of 4
England southern part of Great Britain. Atlas Idaho 43rd state. Capital: Boise. Atlas
English Channel narrow waterway separating Great Illinois 21st state. Capital: Springfield. Atlas
Britain from France. 69, m764
Indiana 19th state. Capital: Indianapolis. Atlas
Erie Canal all-water channel dug out to connect the
Indian Territory area, mainly of present-day
Hudson River with Lake Erie. 355, m355
Oklahoma, that in the 1800s became land for relocated
Europe second smallest continent, actually a penin- Native Americans. 376, m376
sula of the Eurasian landmass. Atlas
Iowa 29th state. Capital: Des Moines. Atlas
Florida 27th state. Capital: Tallahassee. Atlas
Ireland island country west of England whose mid-
Fort McHenry fort in Baltimore harbor where 1800s famine caused more than one million people to
1814 British attack inspired U.S. national anthem. emigrate to America. 426, Atlas
(39°N 77°N), 332, m331
Israel Jewish nation in the Middle East. Atlas
Fort Sumter fort in Charleston, South Carolina,
Italy nation in southern Europe. Atlas
harbor where 1861 attack by Confederates began the
Civil War. (33°N 80°W), 481, m483 Jamestown community in Virginia that was the first
permanent English settlement in North America.
France nation in western Europe; it aided America in
87, m87
the Revolutionary War. Atlas
Japan island nation in east Asia. Atlas
Gadsden Purchase last territory (from Mexico, 1853)
added to continental United States. 411, m410 Kansas 34th state. Capital: Topeka. Atlas
Georgia 4th state. Capital: Atlanta. Atlas Kentucky 15th state. Capital: Frankfort. Atlas
Germany nation in central Europe; once divided into Latin America region made up of Mexico, Caribbean
West and East Germany, 1949–1990. Atlas Islands, and Central and South America, where Latin-
based languages of Spanish, French, or Portuguese are
Gettysburg Pennsylvania town and site of 1863
spoken. 359, m672
Civil War victory for the North that is considered war’s
turning point. (40°N 77°W), 513, m514 Lexington Massachusetts city and site of first
Revolutionary War battle in 1775. (42°N 71°W),
Ghana first powerful West African trading empire.
173, m172
40, m40
Little Bighorn River Montana site of Sioux and
Great Britain European island nation across from
Cheyenne victory over Custer. (46°N 108°W), 565, m563
France; it consists of England, Scotland, and Wales.
Atlas Louisiana 18th state. Capital: Baton Rouge. Atlas
Great Lakes five connected lakes—Ontario, Erie, Louisiana Purchase land west of the Mississippi
Huron, Michigan, and Superior—on the U.S. border River purchased from France in 1803. 319, m320
with Canada. 355, m355 Lowell Massachusetts city built in early 1800s as
Great Plains vast grassland region in the central planned factory town. (43°N 71°W), 342
United States. 393, m395 Maine 23rd state. Capital: Augusta. Atlas
Gulf of Mexico body of water forming southern Mali early West African trading empire succeeding
U.S. boundary from east Texas to west Florida. Atlas Ghana empire. 41, m40
Haiti nation sharing the island of Hispaniola with Maryland 7th state. Capital: Annapolis. Atlas
Dominican Republic. Atlas
Massachusetts 6th state. Capital: Boston. Atlas
Harpers Ferry village today in extreme eastern West
Virginia where John Brown raided stored U.S. weapons Mexico nation sharing U.S. southern border. Atlas
in 1859. (39°N 78°W), 469, m495 Michigan 26th state. Capital: Lansing. Atlas
Hawaii 50th state. Capital: Honolulu. Atlas Minnesota 32nd state. Capital: St. Paul. Atlas
Hispaniola West Indies island (shared today by Mississippi 20th state. Capital: Jackson. Atlas
Dominican Republic and Haiti) that Columbus mistook
Mississippi River second longest U.S. river, south
for Asia. 52, m51
from Minnesota to the Gulf of Mexico. 146, m153
Hudson River large river in eastern New York.
Missouri 24th state. Capital: Jefferson City. Atlas
100, m95
R40 GAZETTEER
Page 3 of 4
GAZETTEER
Missouri River longest U.S. river, east from the Rockies Pearl Harbor naval base in Hawaii; site of surprise
to the Mississippi River. 321, m320 Japanese aerial attack in 1941. (21°N 158°W), 661 m660
Montana 41st state. Capital: Helena. Atlas Pennsylvania 2nd state. Capital: Harrisburg. Atlas
Montgomery Alabama capital and site of 1955 Persian Gulf waterway between Saudi Arabia and Iran,
African-American bus boycott. (32°N 86°W), 813, m350 leading to Kuwait and Iraq. 875, m865
Nebraska 37th state. Capital: Lincoln. Atlas Philadelphia large port city in Pennsylvania; U.S.
Nevada 36th state. Capital: Carson City. Atlas capital, 1790–1800. (40°N 76°W), 229, Atlas
New England northeast U.S. region made up of Maine, Philippine Islands Pacific island country off the south-
New Hampshire, Vermont, Massachusetts, Rhode Island, east coast of China. 662, m665
and Connecticut. 109, m110 Plymouth town on Massachusetts coast and site of
New France first permanent French colony in North Pilgrim landing and colony. (42°N 71°W), 93, m95
America. 70, m148
Portugal nation in southwestern Europe; leader in early
New Hampshire 9th state. Capital: Concord. Atlas oceanic explorations. 49, m51
New Jersey 3rd state. Capital: Trenton. Atlas Potomac River historic river separating Virginia from
New Mexico 47th state. Capital: Santa Fe. Atlas Maryland and Washington, D.C. 496, m495
New Netherland early Dutch colony that became Puerto Rico Caribbean island that has been U.S.
New York in 1664. 70 territory since 1898. 667, m665
New Orleans Louisiana port city at mouth of the Quebec major early Canadian city; also a province of
Mississippi River. Atlas eastern Canada. 146, m148
New Spain former North American province of the Rhode Island 13th state. Capital: Providence. Atlas
Spanish Empire, made up mostly of present-day Mexico
Richmond Virginia capital that was also the capital of
and the southwest United States. 71, m72
the Confederacy. (38°N 77°W), 482, m483
New York 11th state. Capital: Albany. Atlas
Rio Grande river that forms part of the border
New York City largest U.S. city, at the mouth of the between the United States and Mexico. Atlas
Hudson River; temporary U.S. capital, 1785–1790. Atlas
Roanoke Island island off the coast of North Carolina;
Normandy region of northern France where Allied 1585 site of the first English colony in the Americas. (36°N
invasion in 1944 turned tide of World War II. 766, m766 76°W), 85, m87
North America continent of Western Hemisphere Rocky Mountains mountain range in the western
north of Panama-Colombia border. Atlas United States and Canada. Atlas
North Carolina 12th state. Capital: Raleigh. Atlas Russia large Eurasian country, the major republic of the
North Dakota 39th state. Capital: Bismarck. Atlas former Soviet Union (1922–1991). 680, m680
Northwest Territory U.S. land north of the Ohio River St. Augustine oldest permanent European settlement
to the Great Lakes and west to the Mississippi River; (1565) in the United States, on Florida’s northeast coast.
acquired in 1783. 223, m226 (30°N 81°W), 68, m63
Ohio 17th state. Capital: Columbus. Atlas St. Lawrence River Atlantic-to-Great Lakes waterway
Ohio River river that flows from western Pennsylvania used by early explorers of mid-North America. 146, m148
to the Mississippi River. Atlas St. Louis Missouri city at the junction of the Missouri
Oklahoma 46th state. Capital: Oklahoma City. Atlas and Mississippi rivers. (39°N 90°W), 320, Atlas
Oregon 33rd state. Capital: Salem. Atlas San Antonio Texas city and site of the Alamo.
(29°N 99°W), 402, m405
Oregon Country former region of northwest North
America claimed jointly by Britain and the United States San Francisco major port city in northern California.
until 1846. 318, m320 (38°N 123°W), 416, m592
Oregon Trail pioneer wagon route from Missouri to San Salvador West Indies island near the Bahamas
the Oregon Territory in the 1840s and 1850s. m395, 396 where Columbus first landed in the Americas.
Pacific Ocean world’s largest ocean, on the west coast (24°N 74°W), 52, m51
of the United States. Atlas Santa Fe Trail old wagon route from Missouri to Santa
Panama Canal ship passageway cut through Panama Fe in Mexican province of New Mexico.
in Central America, linking Atlantic and Pacific oceans. 395, m395
(8°N 80°W), 670, m670 GAZETTEER R41
Page 4 of 4
Songhai early West African trading empire succeed- Virginia 10th state. Capital: Richmond. Atlas
ing Mali empire. 42, m40
Washington 42nd state. Capital: Olympia. Atlas
South America continent of Western Hemisphere
Washington, D.C. capital of the United States since
south of Panama-Colombia border. Atlas
1800; makes up whole of District of Columbia (D.C.).
South Carolina 8th state. Capital: Columbia. Atlas (39°N 77°W), 305, Atlas
South Dakota 40th state. Capital: Pierre. Atlas West Africa region from which most Africans were
brought to the Americas. 39, m40
Spain nation in southwestern Europe; early empire
builder in the Americas. 50, m51 Western Hemisphere the half of the world that
includes the Americas. 75, m74
Tennessee 16th state. Capital: Nashville. Atlas
West Indies numerous islands in the Caribbean Sea,
Tenochtitlán Aztec Empire capital; now site of
between Florida and South America. 111, m111
Mexico City. 64, m63
West Virginia 35th state. Capital: Charleston. Atlas
Texas 28th state. Capital: Austin. Atlas
Wisconsin 30th state. Capital: Madison. Atlas
Utah 45th state. Capital: Salt Lake City. Atlas
Wounded Knee South Dakota site that was scene of
Valley Forge village in southeast Pennsylvania and
1890 massacre of Sioux. (43°N 102°W), 566, m563
site of Washington’s army camp during winter of
1777–1778. (40°N 75°W), 202, m209 Wyoming 44th state. Capital: Cheyenne. Atlas
Vermont 14th state. Capital: Montpelier. Atlas Yorktown Virginia village and site of American
victory that sealed British defeat in Revolutionary War.
Vicksburg Mississippi River site of major Union
(37°N 77°W), 209, m209
victory (1863) in Civil War. (32°N 91°W), 516, m517
R42 GAZETTEER
Page 1 of 14
GLOSSARY
GLOSSARY
A
Appomattox (AP uh MAT uhks) Court House n. the
Virginia town where Robert E. Lee surrendered to
abolition (AB uh LIHSH uhn) n. the movement to end
Ulysses S. Grant in 1865, ending the Civil War.
slavery. (p. 440)
(p. 519)
abridge (uh BRIHJ) v. to reduce. (p. 266)
apprentice (uh PREN tis) n. a beginner who learns a
AEF n. the American Expeditionary Force, U.S. forces trade or a craft from an experienced master.
during World War I. (p. 686) (p. 137)
affirmation (AF uhr MAY shuhn) n. a statement appropriation (uh PROH pree AY shuhn) n. public
declaring that something is true. (p. 257) funds set aside for a specific purpose. (p. 253)
African Diaspora (AF rih kuhn dy AS puhr uh) n. the archaeologist (AHR kee AHL uh jist) n. a scientist who
forced removal of Africans from their homelands to studies the human past by examining the things
serve as slave labor in the Americas. (p. 78) people left behind. (p. 27)
Albany Plan of Union n. the first formal proposal to armistice (AHR mi stis) n. an end to fighting. (p. 690)
unite the American colonies, put forth by Benjamin
Articles of Confederation n. a document, adopted
Franklin. (p. 149)
by the Continental Congress in 1777 and finally
Alien and Sedition (si DISH uhn) Acts n. a series of approved by the states in 1781, that outlined the
four laws enacted in 1798 to reduce the political form of government of the new United States.
power of recent immigrants to the United States. (p. 222)
(p. 306)
artifact (AHR tuh FAKT) n. a tool or other object made
Allies (AL yz) n. an alliance of Serbia, Russia, France, by humans. (p. 27)
Great Britain, Italy, and seven other countries dur-
artillery (ahr TIL uhr ee) n. a cannon or large gun.
ing World War I. (p. 680)
(p. 177)
ally (AL eye) n. a country that agrees to help another
artisan (AHR ti zuhn) n. a skilled worker, such as a
country achieve a common goal. (p. 200)
weaver or a potter, who makes goods by hand; a
American Federation of Labor (AFL) n. a national craftsperson. (p. 117)
organization of labor unions founded in 1886.
assimilation (uh SIM uh LAY shuhn) n. the process of
(p. 603)
blending into society. (p. 616)
B
American System n. a plan introduced in 1815 to
make the United States economically self-sufficient.
(p. 354) baby boom n. the term for the generation born
between 1946 and 1961, when the U.S. birthrate
Anaconda (AN uh KAHN duh) Plan n. a strategy by sharply increased following World War II. (p. 801)
which the Union proposed to defeat the
Confederacy in the Civil War. (p. 484) Backcountry n. a colonial region that ran along the Ap-
palachian Mountains through the far western part
Angel Island n. the first stop in the United States for of the New England, Middle, and Southern
most immigrants coming from Asia. (p. 615) colonies. (p. 109)
Antifederalist (AN tee FED uhr uh list) n. a person Bacon’s Rebellion n. a revolt against powerful colo-
who opposed the ratification of the U.S. nial authority in Jamestown by Nathaniel Bacon
Constitution. (p. 234) and a group of landless frontier settlers that
Anti-Imperialist (AN tee im PEER y uh LIZT) League resulted in the burning of Jamestown in 1676.
n.a group of well-known Americans that believed (p. 89)
the United States should not deny other people the bail (bayl) n. money paid as security by arrested per-
right to govern themselves. (p. 667) sons to guarantee they will return for trial. (p. 268)
Appalachian (AP uh LAY chee uhn) Mountains n. a Battle of Antietam (an TEE tuhm) n. a Civil War bat-
mountain range that stretches from eastern tle in 1862 in which 25,000 men were killed or
Canada south to Alabama. (p. 126) wounded. (p. 497)
appellate (uh PEL it) adj. having power to review Battle of Fallen Timbers n. in 1794, an American
court decisions. (p. 260) army defeated 2,000 Native Americans in a clash
over control of the Northwest Territory. (p. 299)
GLOSSARY R43
Page 2 of 14
Battle of Gettysburg (GET eez BURG) n. an 1863 bat- boomtown n. a town that has a sudden burst of eco-
tle in the Civil War in which the Union defeated the nomic or population growth. (p. 558)
Confederacy, ending hopes for a Confederate vic-
border state n. a slave state that bordered states in
tory in the North. (p. 513)
which slavery was illegal. (p. 482)
Battle of Quebec (kwi BEK) n. a battle won by the
Boston Massacre (MAS uh kuhr) n. a clash between
British over the French, and the turning point in
British soldiers and Boston colonists in 1770, in which
the French and Indian War. (p. 150)
five of the colonists, including Crispus Attucks, were
Battle of Shiloh (SHY loh) n. an 1862 battle in which killed. (p. 165)
the Union forced the Confederacy to retreat in
Boston Tea Party n. the dumping of 342 chests of tea
some of the fiercest fighting in the Civil War.
into Boston Harbor by colonists in 1773 to protest
(p. 494)
the Tea Act. (p. 167)
Battle of Yorktown n. the last major battle of the
bounty (BOWN tee) n. a reward or cash payment
Revolutionary War, which resulted in the surrender
given by a government. (pp. 271, 508)
of British forces in 1781. (p. 210)
Boxer Rebellion n. in 1900, Chinese resentment
Battle of the Alamo (AL uh MOH) n. in 1836, Texans
toward foreigners’ attitude of cultural superiority
defended a church called the Alamo against the
resulted in this violent uprising. (p. 669)
Mexican army; all but five Texans were killed.
(p. 403) boycott (BOI KOT) n. a refusal to buy certain goods.
(p. 161)
Battle of the Little Bighorn n. an 1876 battle in
which the Sioux and the Cheyenne wiped out an buck n. a buckskin from an adult male deer was a
entire force of U.S. troops. (p. 565) unit of money for settlers. (p. 127)
Battle of the Thames (temz) n. an American victory buffalo soldier n. a name given by Native Americans
over the British in the War of 1812, which ended to African Americans serving in the U.S. army in the
the British threat to the Northwest Territory. West. (p. 570)
(p. 332) business cycle n. the pattern of good times and bad
Battles of Saratoga (SAR uh TOH guh) n. a series of times in the economy. (p. 586)
C
conflicts between British soldiers and the
Continental Army in 1777 that proved to be a turn-
ing point in the Revolutionary War. (p. 199) cabinet n. a group of department heads who serve as
bayonet (BAY uh net) n. a long steel knife attached the president’s chief advisers. (p. 294)
to the end of a gun. (p. 202) California gold rush n. in 1849, large numbers of
Bear Flag Revolt n. the 1846 rebellion by Americans people moved to California because gold had been
against Mexican rule in California. (p. 409) discovered there. (p. 413)
Benin (buh NIN) n. a West African kingdom that arose caravel (KAR uh VEL) n. a ship with triangular sails that
near the Niger River delta in the 1300s. (p. 43)
allowed it to sail into the wind and with square sails
Bessemer (BES uh muhr) steel process n. a new way that carried it forward when the wind was at its back.
of making steel that was developed in the 1850s
(p. 49)
and caused steel production to soar. (p. 587)
cash crop n. a crop grown by a farmer to be sold for
bill of attainder (uh TAYN duhr) n. a law that con-
demns a person without a trial in court. (p. 255) money rather than for personal use. (p. 115)
Bill of Rights n. the first ten amendments to the U.S. cavalry n. soldiers on horseback. (p. 496)
Constitution, added in 1791, and consisting of a Centennial (sen TEN ee uhl) Exhibition n. an exhibi-
formal list of citizens’ rights and freedoms. (p. 237)
tion in Philadelphia in 1876 that celebrated
black code n. a law passed by Southern states that America’s 100th birthday. (p. 588)
limited the freedom of former slaves. (p. 534)
Central Powers n. an alliance of Austria-Hungary,
blockade n. when armed forces prevent the trans-
Germany, the Ottoman Empire, and Bulgaria dur-
portation of goods or people into or out of an area.
(p. 484) ing World War I. (p. 680)
R44 GLOSSARY
Page 3 of 14
GLOSSARY
charter n. a written contract issued by a government conquistador (kon KWIS tuh DAWR) n. a Spaniard who
giving the holder the right to establish a colony. traveled to the Americas as an explorer and a con-
(p. 87) queror in the 16th century. (p. 63)
checks and balances n. the ability of each branch of conscription (kuhn SKRIP shuhn) n. a law that
government to exercise checks, or controls, over the required men to serve in the military or be drafted.
other branches. (p. 246) (p. 508)
Chinese Exclusion Act n. enacted in 1882, this law Constitutional Convention n. a meeting held in
banned Chinese immigration for ten years. 1787 to consider changes to the Articles of
(p. 617) Confederation; resulted in the drafting of the
civil disobedience (DIS uh BEE dee uhns) n. peacefully Constitution. (p. 229)
refusing to obey laws one considers unjust. (p. 431) containment (kuhn TAYN muhnt) n. the blocking by
civilization (SIV uh li ZAY shuhn) n. a form of culture one nation of another nation’s attempts to spread
characterized by city trade centers, specialized influence—especially the efforts of the United
workers, organized forms of government and reli- States to block the spread of Soviet Communism
gion, systems of record keeping, and advanced during the late 1940s and early 1950s. (p. 793)
tools. (p. 29) Continental Army n. a colonial force authorized by
civil rights n. rights granted to all citizens. (p. 535) the Second Continental Congress in 1775, with
George Washington as its commanding general.
clan n. a large group of families that claim a common (p. 177)
ancestor. (p. 127)
convene (kuhn VEEN) v. to call together. (p. 259)
Clayton Antitrust Act n. a law passed in 1914 that
laid down rules forbidding business practices that convoy system n. a heavy guard of destroyers that
lessened competition; it gave the government more escorts merchant ships during wartime. (p. 687)
power to regulate trusts. (p. 648) cooperative (koh OP uhr uh tiv) n. an organization
Cold War n. the state of hostility, without direct mili- owned and run by its members. (p. 577)
tary conflict, that developed between the United Copperheads n. Abraham Lincoln’s main political
States and the Soviet Union after World War II. opponents; they favored peace with the South.
(p. 717) (p. 508)
Columbian (kuh LUM bee uhn) Exchange n. the corporation n. a business owned by investors who
transfer of plants, animals, and diseases between buy part of the company through shares of stock.
the Western and the Eastern hemispheres. (p. 74) (p. 594)
committee of correspondence n. a group of people cotton gin n. a machine invented in 1793 that
in the colonies who exchanged letters on colonial cleaned cotton much faster and far more efficiently
affairs. (p. 166) than human workers. (p. 348)
common law n. a system of law developed in counterculture (KOWN tuhr KUL chur) n. a group of
England, based on customs and previous court deci- young people with values and lifestyles in opposi-
sions. (p. 268) tion to those of the established culture. (p. 725)
Compromise of 1850 n. a series of Congressional Crittenden (KRIT uhn duhn) Plan n. a compromise
laws intended to settle the major disagreements introduced in 1861 that might have prevented
between free states and slave states. (p. 461) secession. (p. 475)
Compromise of 1877 n. the agreement that resolved Crusades (kroo SAYDZ) n. a series of wars to capture
an 1876 election dispute: Rutherford B. Hayes the Holy Land, launched in 1096 by European
became president and then removed the last fed- Christians. (p. 45)
eral troops from the South. (p. 548) culture (KUL chuhr) n. a way of life shared by people
compulsory process n. a required procedure. with similar arts, beliefs, and customs. (p. 28)
D
(p. 267)
Conestoga (KON i STOW guh) wagon n. a vehicle
Dawes (dawz) Act n. a law, enacted in 1887, that dis-
with wide wheels, a curved bed, and a canvas cover
tributed reservation land to individual owners.
used by American pioneers traveling west. (p. 117)
(p. 567)
Confederate States of America n. the confedera-
tion formed in 1861 by the Southern states after
their secession from the Union. (p. 473)
GLOSSARY R45
Page 4 of 14
Declaration of Independence n. the document, English Bill of Rights n. an agreement signed by

written in 1776, in which the colonies declared William and Mary to respect the rights of English
independence from Britain. (p. 180) citizens and of Parliament, including the right to
department store n. a store that sells everything free elections. (p. 144)
from clothing to furniture to hardware. (p. 627) enlightenment (en LYT n muhnt) n. an 18th-century
depression n. a severe economic slump. (p. 386) movement that emphasized the use of reason and
the scientific method to obtain knowledge. (p. 140)
desert (di ZURT) v. to leave military duty without
intending to return. (p. 203) enumeration (i NOO muh RAY shuhn) n. an official
count, such as a census. (p. 249)
direct primary n. voters, rather than party conven-
tions, choose candidates to run for public office. equity (EK wi tee) n. a system of justice not covered
(p. 640) under common law. (p. 269)
diversity (di VUR si tee) n. a variety of people. Erie (EER ee) Canal n. completed in 1825, this water-
(p. 117) way connected New York City and Buffalo, New York.
(p. 355)
doctrine of nullification (NUL uh fi KAY shuhn) n. a
right of a state to reject a federal law that it consid- Espionage (ES pee uh NAHZH) Act n. passed in 1917,
ers unconstitutional. (p. 381) this law set heavy fines and long prison terms for
antiwar activities and for encouraging draft
domestication (doh MES ti KAY shuhn) n. the practice resisters. (p. 692)
of breeding plants or taming animals to meet
human needs. (p. 28) European Middle Ages n. a period from the late
400s to about the 1300s, during which Europeans
Dred Scott v. Sandford n. an 1856 Supreme Court turned to feudalism and the manor system. (p. 44)
case in which a slave, Dred Scott, sued for his free-
dom because he had been taken to live in territories exoduster (EKS suh duhs tuhr) n. an African
where slavery was illegal; the Court ruled against American who left the South for the West and
Scott. (p. 467) compared himself or herself to Biblical Hebrews
who left slavery in Egypt. (p. 575)
due process of law n. fair treatment under the law.
(p. 267) ex post facto (EKS pohst FAK toh) law n. a law that
would make an act a criminal offense after it was
E
committed. (p. 255)
elector n. a voter. (p. 249)

Ellis Island n. the first stop in the United States for
most immigrants coming from Europe. (p. 614)
F
factory system n. a method of production that
brought many workers and machines together into
Emancipation (i MAN suh PAY shuhn) Proclamation n. one building. (p. 341)
an executive order issued by Abraham Lincoln on fall line n. the point at which a waterfall prevents
January 1, 1863, freeing the slaves in all regions in large boats from moving farther upriver. (p. 126)
rebellion against the Union. (p. 504) famine (FAM in) n. a severe food shortage. (p. 426)
Embargo (em BAHR goh) Act of 1807 n. an act that fascism (FASH iz uhm) n. a political philosophy that
stated that American ships were no longer allowed advocates a strong, centralized, nationalistic gov-
to sail to foreign ports, and it also closed American ernment headed by a powerful dictator. (p. 756)
ports to British ships. (p. 328)
federalism n. a system of government where power
emigrant (EM i gruhnt) n. a person who leaves a is shared among the central (or federal) govern-
country. (p. 423) ment and the states. (pp. 234, 245)
encomienda (en koh mee YEN duh) n. a grant of Native Federalists n. supporters of the Constitution. (p. 234)
American labor. (p. 72)
Federalist Papers n. a series of essays defending and
explaining the Constitution. (p. 235)
R46 GLOSSARY
Page 5 of 14
GLOSSARY
Federal Judiciary (joo DISH ee ER ee) Act n. it helped French and Indian War n. a conflict in North
create a court system and gave the Supreme Court America from 1754 to 1763 that was part of a
six members. (p. 294) worldwide struggle between France and Britain;
Britain defeated France and gained French Canada.
Federal Reserve Act n. a law passed in 1913 that (p. 147)
“created” the nation’s banking system and insti-
frontier (frun TEER) n. unsettled or sparsely settled
tuted a flexible currency system. (p. 648)
area occupied largely by Native Americans. (p. 557)
felony (FEL uh nee) n. a serious crime. (p. 253)
Fugitive Slave Act n. an 1850 law to help slavehold-
feudalism (FYOOD l IZ uhm) n. a political system in ers recapture runaway slaves. (p. 462)
which the king allows nobles the use of his land in French Revolution n. in 1789, the French launched a
exchange for their military service and their protec- movement for liberty and equality. (p. 301)
tion of people living on the land. (p. 44)
Fundamental Orders of Connecticut n. a set of laws
Fifteenth Amendment n. passed in 1870, this amend- that were established in 1639 by a Puritan congrega-
ment to the U.S. Constitution stated that citizens tion who had settled in the Connecticut Valley and
could not be stopped from voting “on account of that expanded the idea of representative govern-
race, color, or previous condition of servitude.” ment. (p. 95)
(p. 546)
54th Massachusetts Regiment n. one of the first
African-American regiments organized to fight for
G
generator n. a machine that produces electric cur-
rent. (p. 587)
the Union in the Civil War. (p. 506) Ghana (GAH nuh) n. a West African empire in the
First Battle of Bull Run n. an 1861 battle of the Civil 8th–11th centuries A.D. (p. 39)
War in which the South shocked the North with a Gilded (gil did) Age n. an era during the late 1800s of
victory. (p. 485) fabulous wealth. (p. 596)
foreign (FAWR in) policy n. relations with the gov- “Glorious Revolution” n. the overthrow of English
ernments of other countries. (p. 304) King James II in 1688 and his replacement by
William and Mary. (p. 144)
Fort Sumter n. a federal fort located in the harbor of
gold standard n. a policy under which the government
Charleston, South Carolina; the Southern attack on
backs every dollar with a certain amount of gold.
Fort Sumter marked the beginning of the Civil War. (p. 577)
(p. 481)
Grange (graynj) n. formed in 1867, the Patrons of
forty-niner n. a person who went to California to Husbandry tried to meet the social needs of farm
find gold, starting in 1849. (p. 412) families. (p. 577)
Fourteen Points n. President Woodrow Wilson’s Great Awakening n. a revival of religious feeling in
goals for peace after World War I. (p. 695) the American colonies during the 1730s and 1740s.
(p. 139)
Fourteenth Amendment n. an amendment to the
U.S. Constitution, passed in 1868, that made all per- Great Compromise n. the Constitutional
sons born or naturalized in the United States— Convention’s agreement to establish a two-house
national legislature, with all states having equal
including former slaves—citizens of the country.
representation in one house and each state having
(p. 535)
representation based on its population in the other
First Continental Congress n. a meeting of dele- house. (p. 232)
gates in 1774 from all the colonies except Georgia Great Depression n. a period, lasting from 1929 to
to uphold colonial rights. (p. 171) 1941, in which the U.S. economy was in severe
Freedmen’s Bureau n. a federal agency set up to decline and millions of Americans were unem-
help former slaves after the Civil War. (p. 533) ployed. (p. 709)
Great Migration n. the movement of Puritans from
freedmen’s school n. a school set up to educate
England to establish settlements around the world,
newly freed African Americans. (p. 541)
including 20,000 who sailed for America (p. 94); the
Free Soil Party n. a political party dedicated to stop- movement of African Americans between 1910 and
ping the expansion of slavery. (p. 459) 1920 to northern cities from the South. (p. 693)
GLOSSARY R47
Page 6 of 14
Great Plains n. the area from the Missouri River to

the Rocky Mountains. (p. 557)
Great Society n. a program started by President
I
immigrant n. a person who settles in a new country.
(p. 423)
Lyndon Johnson that provided help to the poor, the immunity n. legal protection. (p. 262)
elderly, and women, and also promoted education
and outlawed discrimination. (p. 724) impeachment n. the process of accusing a public offi-
cial of wrongdoing. (p. 249)
greenback n. paper currency issued by the federal
government during the Civil War. (p. 509) imperialism n. the policy by which stronger nations
extend their economic, political, or military control
gristmill (GRIST MIL) n. a mill in which grain is ground over weaker nations or territories. (p. 659)
to produce flour or meal. (p. 115)
impressment n. the act of seizing by force. (p. 327)
guerrilla (guh RIL uh) n. a soldier who weakens the
enemy with surprise raids and hit-and-run attacks. inaugurate (in AW gyuh RAYT) v. to swear in or induct
(p. 207) into office in a formal ceremony. (p. 293)
H
income tax n. a tax on earnings. (p. 509)
hacienda (HAH see EN duh) n. a large farm or estate. indentured servant n. a person who sold his or her
(p. 72) labor in exchange for passage to America. (p.88)
Harlem Renaissance n. a flowering of African- Indian Removal Act n. this 1830 act called for the
American artistic creativity during the 1920s, cen- government to negotiate treaties that would
tered in the Harlem community of New York City. require Native Americans to relocate west. (p. 376)
(p. 709) Indian Territory n. present-day Oklahoma and parts
Harpers Ferry n. a federal arsenal in Virginia that of Kansas and Nebraska to which Native Americans
was captured in 1859 during a slave revolt. (p. 469) were moved under the Indian Removal Act of 1830.
(p. 376)
Hausa (HOW suh) n. a West African people who lived
in what is now northern Nigeria after A.D. 1000. indictment (in DYT muhnt) n. a written statement
(p. 42) issued by a grand jury charging a person with a
crime. (p. 250)
hawk n. a person who supports war. (p. 847)
indigo n. a plant grown in the Southern colonies that
Haymarket affair n. in 1886, a union protest resulted yields a deep blue dye. (p. 121)
in about 100 dead after an unknown person threw
a bomb, and police opened fire on the crowd. individual right n. a personal liberty and privilege
(p. 602) guaranteed to U.S. citizens by the Bill of Rights.
(p. 247)
Holocaust ( HOL uh KAWST) n. the systematic killing by
Germany during World War II of about six million Industrial Revolution n. in late 18th-century Britain,
Jews as well as millions from other ethnic groups. factory machines began replacing hand tools and
(p. 716) manufacturing replaced farming as the main form
of work. (p. 341)
homestead n. land to settle on and farm. (p. 568)
inferior court n. a court with less authority than the
Homestead Act n. passed in 1862, this law offered Supreme Court. (p. 260)
160 acres of land free to anyone who agreed to live
on and improve the land for five years. (p. 574) inflation n. an increase in the price of goods and
services and a decrease in the value of money.
House of Burgesses n. created in 1619, the first rep- (p. 386)
resentative assembly in the American colonies.
(p. 88) initiative (i NISH uh tiv) n. the procedure that allows
voters to propose a law directly. (p. 640)
Hudson River school n. a group of artists living in
the Hudson River Valley in New York. (p. 430) inoperative adj. no longer in force. (p. 274)
Hull House n. founded in 1889, a model for other set- insurrection (IN suh REK shuhn) n. open revolt against
tlement houses of the time. (p. 613) a government. (p. 271)
hygiene (HY JEEN) n. conditions and practices that pro-

mote health. (p. 490)
R48 GLOSSARY
Page 7 of 14
GLOSSARY
interchangeable part n. a part that is exactly like King Cotton n. cotton was called king because cotton
another part. (p. 343) was important to the world market, and the South
Intolerable Acts n. a series of laws enacted by grew most of the cotton for Europe’s mills. (p. 484)
Parliament in 1774 to punish Massachusetts King Philip’s War n. a war between the Puritan
colonists for the Boston Tea Party. (p. 170) colonies and Native Americans in 1675–1676. (p. 96)
ironclad n. a warship covered with iron. (p. 491) Knights of Labor n. an organization of workers from
Iroquois (IR uh KWOH) League n. a 16th-century all different trades formed after the Civil War.
alliance of the Cayuga, Mohawk, Oneida, (p. 601)
Onondaga, and Seneca Native American groups liv- Ku Klux Klan n. a group formed in 1866 that wanted
ing in the eastern Great Lakes region. (p. 37) to restore Democratic control of the South and to
irrigation n. the practice of bringing water to crops. keep former slaves powerless; the group called for
(p. 29) a “racially and morally pure” America. (pp. 544)
Islam (is LAHM) n. a religion founded by the prophet

Muhammad in the 600s, which teaches that there is
one God, named Allah. (p. 41)
L
labor union n. a group of workers who band
together to seek better working conditions. (p. 434)
J
Jacksonian Democracy n. the idea of spreading
political power to all the people, thereby ensuring
Land Ordinance of 1785 n. a law that established a
plan for surveying and selling the federally owned
lands west of the Appalachian Mountains. (p. 223)
majority rule. (p. 370) land speculator n. a person who buys huge areas of
Jamestown n. the first permanent English settlement land for a low price and then sells off small sections
in North America. (p. 87) of it at high prices. (p. 394)
Jay’s Treaty n. the agreement that ended dispute League of Nations n. an organization set up after
over American shipping during the French Revolution. World War I to settle international conflicts.
(p. 302) (p. 695)
jazz n. a new kind of music in the 1920s that captured leisure (LEE zhuhr) n. free time. (p. 627)
the carefree spirit of the times. (p. 717) Lewis and Clark expedition n. a group led by Meri-
Jim Crow n. laws meant to enforce separation of wether Lewis and William Clark who explored the
white and black people in public places in the lands of the Louisiana Purchase beginning in 1803.
South. (p. 621) (p. 320)
joint-stock company n. a business in which investors Lexington and Concord n. sites in Massachusetts of
pool their wealth in order to turn a profit. (p. 86) the first battles of the American Revolution. (p. 173)
judicial (joo DISH uhl) review n. the principle that limited government n. the principle that requires all
the Supreme Court has the final say in interpreting U.S. citizens, including government leaders, to obey
the Constitution. (p. 317) the law. (p. 247)
Judiciary (joo DISH ee ER ee) Act of 1801 n. a law lode n. a deposit of mineral buried in rock. (p. 558)
that increased the number of federal judges, allow- Lone Star Republic n. the nickname of the republic
ing President John Adams to fill most of the new of Texas, given in 1836. (p. 405)
spots with Federalists. (p. 316)
K
long drive n. taking cattle by foot to a railway.
(p. 560)
Kansas-Nebraska Act n. an 1854 law that estab- Louisiana (loo EE zee AN uh) Purchase n. the 1803
lished the territories of Kansas and Nebraska and purchase of the Louisiana Territory from France.
gave their residents the right to decide whether to (p. 319)
allow slavery. (p. 464) Lowell mills n. textile mills located in the factory town
kayak (KY AK) n. a small boat made of animal skins. of Lowell, Massachusetts, founded in 1826. (p. 342)
(p. 33) Loyalist n. an American colonist who supported the
British in the American Revolution. (p. 173)
GLOSSARY R49
Page 8 of 14
M
militarism n. the belief that a nation needs a large
mail-order catalog n. a publication that contains pic- military force. (p. 679)
tures and descriptions of items so that people can militia (muh LISH uh) n. a force of armed civilians
order by mail. (p. 627) pledged to defend their community during the
Magna Carta n. “Great Charter;” a document guar- American Revolution. (p. 170); an emergency mili-
anteeing basic political rights in England, approved tary force that is not part of the regular army.
by King John in 1215. (p. 141) (p. 254)
Mali (MAH lee) n. a West African empire from the minié (MIN ee) ball n. a bullet with a hollow base.
13th–15th centuries that grew rich from trade. (p. 491)
(p. 41) Minuteman n. a member of the colonial militia who
manifest destiny n. the belief that the United States was trained to respond “at a minute’s warning.”
was destined to stretch across the continent from (p. 170)
the Atlantic Ocean to the Pacific Ocean. (p. 407) misdemeanor (mis di MEE nuhr) n. a violation of the
manor system n. a system in which lords divided law. (p. 259)
their lands into estates, which were farmed mostly mission n. a settlement created by the Church in
by serfs who received protection from the lord in order to convert Native Americans to Christianity.
return. (p. 45) (p. 72)
Marbury v. Madison n. an 1803 case in which the missionary n. a person sent by the Church to preach,
Supreme Court ruled that it had the power to abol- teach, and convert native peoples to Christianity.
ish laws by declaring them unconstitutional. (p. 61)
(p. 317) Missouri Compromise n. a series of laws enacted in
mass culture n. a common culture experienced by 1820 to maintain the balance of power between
large numbers of people. (p. 626) slave states and free states. (p. 358)
matrilineal (MAT ruh LIN ee uhl) adj. a society in monopoly n. a company that eliminates its competi-
which ancestry is traced through the mother. (p. 36) tors and controls an industry. (p. 595)
Mayflower Compact n. an agreement established by Monroe Doctrine n. a policy of U.S. opposition to
the men who sailed to America on the Mayflower, any European interference in the Western
which called for laws for the good of the colony Hemisphere, announced by President Monroe in
and set forth the idea of self-government. (p. 93) 1823. (p. 359)
melting pot n. a place where cultures blend. (p. 616) Mormon n. a member of a church founded by Joseph
mercantilism (MUHR kuhn tee LIZ uhm) n. an eco- Smith in 1830. (p. 397)
nomic system in which nations increase their Mound Builder n. an early Native American who
wealth and power by obtaining gold and silver and built large earthen structures. (p. 31)
by establishing a favorable balance of trade. (p. 61) mountain man n. a fur trapper or explorer who
mercenary (MUR suh NER ee) n. a professional soldier opened up the West by finding the best trails
hired to fight for a foreign country. (p. 195) through the Rocky Mountains. (p. 393)
Mexican Cession (sesh uhn) n. a vast region given up muckraker n. around 1900, the term for a journalist
by Mexico after the War with Mexico; it included who exposed corruption in American society.
the present-day states of California, Nevada, Utah, (p. 640)
most of Arizona, and parts of New Mexico, Muslim (MUZ luhm) n. a follower of Islam. (p. 41)
N
Colorado, and Wyoming. (p. 411)
Mexicano (may hi KAH noh) n. a person of Spanish
descent whose ancestors had come from Mexico nationalism n. a feeling of pride, loyalty, and protec-
and settled in the Southwest. (p. 570) tiveness toward one’s country. (p. 354)
Middle Passage n. the middle leg of the triangular nativist n. a native-born American who wanted to
trade route—the voyage from Africa to the eliminate foreign influence. (p. 428)
Americas—that brought captured Africans into natural-born citizen n. a citizen born in the United
slavery. (p. 78) States or a commonwealth of the United States or
migrate v. to move from one location to another. to parents who are U.S. citizens living outside the
(p. 27) country. (p. 257)
R50 GLOSSARY
Page 9 of 14
GLOSSARY
P
naturalization n. a way to give full citizenship to a
person born in another country. (pp. 253, 270) pacifist (PAS uh fist) n. a person morally opposed to
Navigation Acts n. a series of laws passed by war. (p. 209)
Parliament, beginning in 1651, to ensure that Palmer raids n. in 1920, federal agents and police
England made money from its colonies’ trade. raided the homes of suspected radicals. (p. 697)
(p. 112)
Panama (PAN uh MAH) Canal n. a shortcut through
navigator n. a person who plans the course of a ship Panama that connects the Atlantic and the Pacific
while at sea. (p. 49) oceans. (p. 670)
Nazi (NAHT see) Party n. the National Socialist Panic of 1837 n. a financial crisis in which banks
German Workers’ Party; came to power under closed and the credit system collapsed. (p. 386)
Adolf Hitler in the 1930s. (p. 712)
Panic of 1873 n. a financial crisis in which banks
neutral (NOO truhl) adj. not siding with one country closed and the stock market collapsed. (p. 547)
or the other. (p. 302)
Parliament (PAHR luh muhnt) n. England’s chief law-
neutrality (noo TRAL i tee) n. refusing to take sides in making body. (p. 142)
a war. (p. 682)
patent n. a government document giving an inventor
New Deal n. President Franklin Roosevelt’s programs the exclusive right to make or sell his or her inven-
to fight the Great Depression. (p. 710) tion for a specific number of years. (p. 586)
New France n. a fur-trading post established in 1608 Patriot n. an American colonist who sided with the
that became the first permanent French settlement rebels in the American Revolution. (p. 173)
in North America. (p. 70)
patroon (puh TROON) n. a person who brought 50
new immigrant n. a person from southern or eastern settlers to New Netherland and in return received a
Europe who entered the United States after 1900. large land grant and other special privileges.
(p. 614) (p. 101)
New Jersey Plan n. a plan of government proposed petroleum n. an oily, flammable liquid. (p. 585)
at the Constitutional Convention in 1787 that called
for a one-house legislature in which each state philanthropist (fil LAN thruh pist) n. a person who
would have one vote. (p. 231) gives large sums of money to charities. (p. 596)
Nineteenth Amendment n. an amendment to the Pickett’s Charge n. General George Pickett led a
U.S. Constitution, ratified in 1920, which gave direct attack on Union troops during the 1863 Civil
women full voting rights. (p. 653) War battle at Gettysburg; the attack failed. (p. 513)
Northwest Ordinance n. it described how the piedmont n. a broad plateau that leads to the foot
Northwest Territory was to be governed and set of a mountain range. (p. 126)
conditions for settlement and settlers’ rights. Pilgrim n. a member of the group that rejected the
(p. 223) Church of England, sailed to America, and founded
Northwest Territory n. territory covered by the Land the Plymouth Colony in 1620. (p. 92)
Ordinance of 1785, which included land that Pinckney’s (PINGK neez) Treaty n. a 1795 treaty with
formed the states of Ohio, Indiana, Michigan, Spain that allowed Americans to use the Mississippi
Illinois, Wisconsin, and part of Minnesota. (p. 223) River and to store goods in New Orleans; made the
O
31st parallel the southern U.S. border. (p. 302)
Open Door Policy n. in 1899, the United States asked plantation n. a large farm that raises cash crops. (p. 73)
nations involved in Asia to follow a policy in which platform n. a statement of beliefs. (p. 471)
no one country controlled trade with China. Platt Amendment n. a result of the Spanish-
(p. 669) American War, which gave the United States the
Oregon Trail n. a trail that ran westward from Inde- right to intervene in Cuban affairs when there was
pendence, Missouri, to the Oregon Territory. (p. 396) a threat to “life, property, and individual liberty.”
overseer n. a worker hired by a planter to watch over (p. 666)
and direct the work of slaves. (p. 122)
GLOSSARY R51
Page 10 of 14
Plessy v. Ferguson n. an 1896 case in which the Puritan n. a member of a group from England that
Supreme Court ruled that separation of the races in settled the Massachusetts Bay Colony in 1630 and
public accommodations was legal. (p. 621) sought to reform the practices of the Church of
political machine n. an organization that influences England. (p. 94)
enough votes to control a local government. push-pull factor n. a factor that pushes people out
(p. 613) of their native lands and pulls them toward a new
place. (p. 424)
Q
political party n. a group of people that tries to pro-
mote its ideas and influence government, and also
backs candidates for office. (p. 304) Quaker (KWAY kuhr) n. a person who believed all
Pontiac’s (PON tee AKS) Rebellion n. a revolt against people should live in peace and harmony; accepted
British forts and American settlers in 1763, led in different religions and ethnic groups. (p. 101)
part by Ottawa war leader Pontiac, in response to quarter v. to give a place to stay. (p. 267)
settlers’ claims of Native American lands and to
harsh treatment by British soldiers. (p. 151) Quartering Act n. a law passed by Parliament in 1765
that required the colonies to house and supply
popular sovereignty (SOV uhr in tee) n. a govern- British soldiers. (p. 160)
ment in which the people rule (p. 244); a system in
which the residents vote to decide an issue. quorum (KWAWR uhm) n. the minimum number of
(p. 463) members that must be present for official business to
take place. (p. 251)
R
Populist Party n. also known as the People’s Party
and formed in the 1890s, this group wanted a pol-
icy that would raise crop prices. (p. 577) racial (RAY shuhl) discrimination (dih SKRIHM uh NAY
prejudice (PREJ uh dis) n. a negative opinion that is shuhn) n. different treatment based on a person’s
not based on facts. (p. 427) race. (p. 620)
printing press n. a machine invented about 1455 by racism (RAY SIHZ uhm) n. the belief that some people
Johannes Gutenberg. (p. 47) are inferior because of their race. (p. 79)
privateer (PRY vuh TEER) n. a privately owned ship radical (RAD ih kuhl) n. a person who takes extreme
that has government permission during wartime to political positions. (p. 313)
attack an enemy’s merchant ships. (p. 204) Radical Republican (rih PUHB lih kuhn) n. a con-
Proclamation (PRAHK luh MAY shuhn) of 1763 n. an gressman who, after the Civil War, favored using
order in which Britain prohibited its American the government to create a new order in the South
colonists from settling west of the Appalachian and to give African Americans full citizenship and
Mountains. (p. 151) the right to vote. (p. 533)
profit n. money a business makes, after subtracting ragtime n. a blend of African-American songs and
the costs of doing business from the income. European musical forms. (p. 629)
(p. 48) ratification (RAT uh fih KAY shuhn) n. official
progressivism (pruh GREHS ih VIHZ uhm) n. an early approval. (p. 264)
20th-century reform movement seeking to return recall v. to vote an official out of office. (p. 640)
control of the government to the people, to restore Reconstruction n. the process the U.S. government
economic opportunities, and to correct injustices in used to readmit the Confederate states to the
American life. (p. 639) Union after the Civil War. (p. 533)
propaganda (PRAHP uh GAN duh) n. an opinion Red Scare n. in 1919–1920, a wave of panic from fear
expressed for the purpose of influencing the of a Communist revolution. (p. 697)
actions of others. (p. 692)
referendum (REHF uh REHN duhm) n. when a pro-
proprietary (pruh PRY ih TEHR ee) colony n. a colony posed law is submitted to a vote of the people.
with a single owner. (p. 101) (p. 640)
pro tempore (proh TEHM puh ree) adv. Latin phrase
meaning “for the time being.” (p. 250)
Pullman Strike n. a nationwide railway strike that
spread throughout the rail industry in 1894. (p. 603)
R52 GLOSSARY
Page 11 of 14
GLOSSARY
Reformation n. a 16th-century religious movement Sand Creek Massacre (MAS uh kuhr) n. an 1864 attack
to correct problems in the Roman Catholic Church. in which more than 150 Cheyenne men, women, and
(p. 47) children were killed by the Colorado militia. (p. 564)
Renaissance (REHN ih SAHNS) n. a period of European Santa Fe (SAN tuh FAY) Trail n. a trail that began in
history, lasting from the 1300s to 1600, that Missouri and ended in Santa Fe, New Mexico.
brought increased interest in art and learning. (p. 395)
(p. 46) secede (sih SEED) v. to withdraw. (p. 473)
rendezvous (RAHN day VOO) n. a meeting. (p. 197) secession (sih SEHSH uhn) n. withdrawal. (p. 383)
reprieve (rih PREEV) n. a delay or cancellation of Second Battle of the Marne (mahrn) n. a 1918 bat-
punishment. (p. 259) tle during World War I that marked the turning
republic (rih PUHB lihk) n. a government in which point in the war; allied troops along with
people elect representatives to govern for them. Americans halted the German advance into France.
(p. 222) (p. 689)
republicanism (rih PUHB lih keh NIHZ uhm) n. the Second Continental Congress n. a governing body
belief that government should be based on the whose delegates agreed, in May 1775, to form the
consent of the people; people exercise their power Continental Army and to approve the Declaration
by voting for political representatives. of Independence. (p. 177)
(pp. 214, 245) Second Great Awakening n. the renewal of reli-
Republican Party n. the political party formed in gious faith in the 1790s and early 1800s. (p. 433)
1854 by opponents of slavery in the territories. sectionalism (SEHK shuh nuh LIHZ uhm) n. the placing
(p. 466) of the interests of one’s own region ahead of the
reservation n. land set aside by the U.S. government interests of the nation as a whole. (p. 357)
for Native American tribes. (p. 562) Sedition (sih DIHSH uhn) Act n. a 1918 law that made
revenue (REHV uh noo) n. income a government col- it illegal to criticize the war; it set heavy fines and
lects to cover expenses. (pp. 160, 252) long prison terms for those who engaged in anti-
revival (rih VY vuhl) n. a meeting designed to reawaken war activities. (p. 692)
religious faith. (p. 433) segregation (SEHG rih GAY shuhn) n. separation, espe-
rifle n. a gun with a grooved barrel that causes a bul- cially of races. (p. 621)
let to spin through the air. (p. 491) Seneca (SEHN ih kuh) Falls Convention n. a women’s
robber baron n. a business leader who became rights convention held in Seneca Falls, New York, in
wealthy through dishonest methods. (p. 594) 1848. (p. 444)
romanticism (roh MAN tih SIHZ uhm) n. a European separation of powers n. the division of basic gov-
artistic movement that stressed the individual, ernment roles into branches. (p. 246)
imagination, creativity, and emotion. (p. 429) servitude (SUR vih TOOD) n. a state of belonging to an
Roosevelt Corollary (KAWR uh lehr ee) n. a 1904 owner or master. (p. 270)
addition to the Monroe Doctrine allowing the Seven Days’ Battles n. an 1862 Civil War battle in
United States to be the “policeman” in Latin which the Confederacy forced the Union to retreat
America. (p. 672) before it could capture the Southern capital of
Rough Rider n. a member of the First United States Richmond. (p. 496)
Volunteer Cavalry, organized by Theodore Seventeenth Amendment n. an amendment to the
Roosevelt during the Spanish-American War. U.S. Constitution, ratified in 1913, that provided for
(p. 665) the direct election of U.S. senators. (p. 648)
royal colony n. a colony ruled by governors sharecropping n. a system in which landowners gave
appointed by a king. (p. 103) farm workers land, seed, and tools in return for a
S
part of the crops they raised. (p. 543)
salutary (SAL yuh TEHR ee) neglect n. a hands-off pol- Shays’s (SHAY zuhz) Rebellion n. an uprising of
icy of England toward its American colonies during debt-ridden Massachusetts farmers in 1787. (p. 225)
the first half of the 1700s. (p. 144)
GLOSSARY R53
Page 12 of 14
Sherman Antitrust Act n. a law passed in 1890 that Stamp Act n. a 1765 law passed by Parliament that
made it illegal for corporations to gain control of required all legal and commercial documents to
industries by forming trusts. (p. 641) carry an official stamp showing a tax had been paid.
Siege (seej) of Vicksburg n. an 1863 Union victory in (p. 160)
the Civil War that enabled the Union to control the standard time n. a system adopted in 1918 that
entire Mississippi River. (p. 516) divided the United States into four time zones.
Sixteenth Amendment n. an amendment to the U.S. (p. 592)
Constitution, ratified in 1913, that gave Congress states’ rights n. theory that said that states had the
the power to create income taxes. (p. 647) right to judge when the federal government had
slash-and-burn agriculture (ag rih kuhl chuhr) n. a passed an unconstitutional law. (p. 307)
farming method in which people clear fields by cut- steerage n. the cheapest deck or place on a ship.
ting and burning trees and grasses, the ashes of (p. 423)
which fertilize the soil. (p. 37) Stono (STOH noh) Rebellion n. a 1739 uprising of
slave code n. a law passed to regulate the treatment slaves in South Carolina, leading to the tightening
of slaves. (p. 79) of already harsh slave laws. (p. 123)
slavery n. the practice of holding a person in strategy n. an overall plan of action. (p. 196)
bondage for labor. (p. 76) strike v. to stop work to demand better working
slum n. a neighborhood with overcrowded and dan- conditions. (p. 434)
gerous housing. (p. 612) subsistence farm n. a farm that produces enough
smuggle v. to illegally import or export goods. food for the family with a small additional amount
(p. 112) for trade. (p. 110)
social gospel (GAHS puhl) n. a movement aimed at suffrage n. the right to vote. (pp. 262, 444)
improving the lives of the poor. (p. 612) Sugar Act n. a law passed by Parliament in 1764 that
socialism n. an economic system in which all mem- placed a tax on sugar, molasses, and other products
bers of a society are equal owners of all businesses; shipped to the colonies; also called for harsh pun-
members share the work and the profits. (p. 602) ishment of smugglers. (p. 160)
sodbuster n. a farmer on the frontier. (p. 575) sweatshop n. a place where workers labored long
Songhai (SAWNG HY) n. a West African empire that hours under poor conditions for low wages.
succeeded Mali and controlled trade from the 1400s (p. 600)
to 1591. (p. 42)
Sons of Liberty n. a group of colonists who formed a
secret society to oppose British policies at the time
T
Tammany (TAM uh nee) Hall n. a famous political
machine, located in New York City in the late 19th
of the American Revolution. (p. 161) century. (p. 613)
Spanish-American War n. a war in 1898 that began tariff n. a tax on imported goods. (p. 296)
when the United States demanded Cuba’s inde- Tariff of Abominations n. an 1828 law that raised
pendence from Spain. (p. 664) the tariffs on raw materials and manufactured
Spanish Armada (ahr MAH duh) n. a fleet of ships goods; it upset Southerners who felt that economic
sent in 1588 by Philip II, the Spanish king, to invade interests of the Northeast were determining
England and restore Roman Catholicism. (p. 69) national economic policy. (p. 381)
sphere of influence n. an area where foreign technology n. the use of tools and knowledge to
nations claim special rights and economic privileges. meet human needs. (p. 32)
(p. 669) Tejano (tuh HAH noh) n. a person of Spanish heritage
spiritual n. a religious folk song. (p. 351) who considered Texas to be home. (p. 400)
spoils system n. the practice of winning candidates temperance movement n. a campaign to stop the
giving government jobs to political backers or sup- drinking of alcohol. (p. 434)
porters. (p. 373) tender n. money. (p. 255)
R54 GLOSSARY
Page 13 of 14
GLOSSARY
tenement n. an apartment building that is usually trench warfare n. a kind of warfare during World
run-down and overcrowded. (p. 611) War I in which troops huddled at the bottom of
Thirteenth Amendment n. an amendment to the trenches and fired artillery and machine guns at
U.S. Constitution, adopted in 1865, banning slavery each other. (p. 680)
and involuntary servitude in the United States. triangular trade n. the transatlantic system of trade
(p. 521) in which goods, including slaves, were exchanged
Three-Fifths Compromise n. the Constitutional between Africa, England, Europe, the West Indies,
Convention’s agreement to count three-fifths of a and the colonies in North America. (p. 111)
state’s slaves as population for purposes of repre- tribunal (try BYOO nuhl) n. a court. (p. 253)
sentation and taxation. (p. 232) trust n. a legal body created to hold stock in many
Townshend (TOWN zuhnd) Acts n. a series of laws companies, often in the same industry. (p. 595)
passed by Parliament in 1767 that suspended New tundra (TUN druh) n. a treeless plain that remains
York’s assembly and established taxes on goods frozen under its top layer of soil. (p. 33)
brought into the British colonies. (p. 163)
Trail of Tears n. the tragic journey of the Cherokee
people from their homeland to Indian Territory
between 1838 and 1839; thousands of Cherokee
U
unanimous (yoo NAN uh muhs) consent n. complete
agreement. (p. 264)
died. (p. 377) Uncle Tom’s Cabin n. a novel published by Harriet
transcendentalism (TRAN sen DEN tl IZ uhm) n. a 19th- Beecher Stowe in 1852 that portrayed slavery as
century philosophy that taught the spiritual world is brutal and immoral. (p. 462)
more important than the physical world and that unconstitutional n. something that contradicts the
people can find truth within themselves through feel- law of the Constitution. (p. 317)
ing and intuition. (p. 431) Underground Railroad n. a series of escape routes
transcontinental (TRANS kon tuh NEN tl) railroad n. a used by slaves escaping the South. (p. 442)
railroad that spanned the entire continent. (p. 590) urbanization n. growth of cities resulting from
Treaty of Ghent (gent) n. treaty, signed in 1814, industrialization. (p. 609)
which ended the War of 1812; no territory U.S.S. Maine n. a U.S. warship that mysteriously
exchanged hands and trade disputes were not exploded and sank in the harbor of Havana, Cuba,
resolved. (p. 333) on February 15, 1898. (p. 663)
V
Treaty of Greenville n. a 1795 agreement in which
12 Native American tribes surrendered much of
present-day Ohio and Indiana to the U.S. govern- vaquero (vah KAIR oh) n. a cowhand that came from
ment. (p. 300) Mexico with the Spaniards in the 1500s. (p. 560)
Treaty of Guadalupe Hidalgo (GWAHD loop hi DAH vaudeville (VAWD vil) n. a form of live stage enter-
goh) n. the 1848 treaty ending the U.S. war with tainment with a mixture of songs, dance, and com-
Mexico; Mexico ceded nearly one-half of its land to edy. (p. 629)
the United States. (p. 410) viceroyalty (VYS ROI uhl tee) n. a province ruled by a
Treaty of Paris n. the 1763 treaty that ended the viceroy, who ruled in the king’s name. (p. 71)
French and Indian War; Britain gave up all of North Vietnam War (vee ET NAHM) n. a military conflict from
America east of the Mississippi River. (p. 150) 1957 to 1975 between the North Vietnam
Treaty of Paris of 1783 n. the treaty that ended the Communists and the non-Communist forces of South
Revolutionary War, confirming the independence Vietnam supported by the United States. (p. 719)
of the United States and setting the boundaries of vigilante (vij uh LAN tee) n. a person willing to take
the new nation. (p. 212) the law into his or her own hands. (p. 561)
Treaty of Tordesillas (TAWR duh SEE uhs) n. the 1494
treaty in which Spain and Portugal agreed to divide
the lands of the Western Hemisphere between them
and moved the Line of Demarcation to the west.
(p. 61)
Treaty of Versailles (vuhr SY) n. the 1919 treaty that
ended World War I. (p. 696)
GLOSSARY R55
Page 14 of 14
Virginia Plan n. a plan proposed by Edmund Yoruba (YOH roo bah) n. a West African people who
Randolph, a delegate to the Constitutional formed several states southwest of the Niger River.
Convention in 1787, that proposed a government (p. 42)
with three branches and a two-house legislature in
Z
which representation would be based on a state’s
population or wealth. (p. 231)
Zimmermann telegram n. a message sent in 1917 by
W
the German foreign minister to the German ambas-
sador in Mexico, proposing a German-Mexican
war bond n. a low-interest loan by civilians to the gov- alliance and promising to help Mexico regain Texas,
ernment, meant to be repaid in a number of years. New Mexico, and Arizona if the United States
(p. 691) entered World War I. (p. 682)
War Hawk n. a westerner who supported the War of
1812. (p. 329)
Watergate scandal n. a scandal resulting from the
Nixon administration’s attempt to cover up its
involvement in the 1972 break-in at the Democratic
National Committee headquarters in the Watergate
apartment complex in Washington, D.C. (p. 720)
Webster-Hayne debate n. an 1830 debate between
Daniel Webster and Robert Hayne over the doctrine
of nullification. (p. 382)
Whig (hwig) Party n. a political party organized in
1834 to oppose the policies of Andrew Jackson.
(p. 387)
Whiskey Rebellion n. a 1794 protest against the gov-
ernment’s tax on whiskey, which was valuable to the
livelihood of backcountry farmers. (p. 301)
Wilderness Road n. the trail into Kentucky that
woodsman Daniel Boone helped to build. (p. 221)
Wilmot (WIL muht) Proviso (pruh VY zoh) n. an 1846
proposal that outlawed slavery in any territory
gained from the War with Mexico. (p. 459)
World War II n. a war fought from 1939 to 1945, in
which Great Britain, France, the Soviet Union, the
United States, and other allies defeated Germany,
Italy, and Japan. (p. 713)
Wounded Knee Massacre n. the massacre by U.S. sol-
diers of 300 unarmed Native Americans at Wounded
Knee Creek, South Dakota, in 1890. (p. 566)
writ (rit) of assistance n. a search warrant that
allowed British officers to enter colonial homes or
businesses to search for smuggled goods. (p. 164)
X
XYZ Affair n. a 1797 incident in which French officials
demanded a bribe from U.S. diplomats. (p. 306)
Y
yellow journalism n. a style of journalism that exag-
gerates and sensationalizes the news. (p. 663)
R56 GLOSSARY
Page 1 of 14
SPANISH GLOSSARY
SPANISH GLOSSARY
A
abolition [abolición] s. movimiento para eliminar la esclavi-
tud. (p. 440)
Appomattox Court House [Appomattox] s. pueblo de
Virginia donde Robert E. Lee se rindió a Ulysses s. Grant
en 1865, finalizando así la guerra civil. (p. 519)
apprentice [aprendiz] s. joven que aprende un oficio o una
abridge [abreviar] v. reducir. (p. 266)
artesanía de un maestro experto. (p. 137)
AEF s. Fuerza Expedicionaria Estadounidense, fuerzas de EE.
appropiation [apropiación] s. fondos públicos que se reser-
UU. durante la primera guerra mundial. (p. 686)
van para un propósito específico. (p. 253)
affirmation [afirmación] s. declaración de que algo es cier-
archaeologist [arqueólogo] s. científico que estudia el pasa-
to. (p. 257)
do humano examinando artículos que dejó la gente. (p. 27)
African Diaspora [diáspora africana] s. traslado forzado
armistice [armisticio] s. suspención de la lucha en una
de los africanos, desde su patria a las Américas para tra-
guerra. (p. 690)
bajar allí como esclavos. (p. 78)
Articles of Confederation [Artículos de Confederación] s.
Albany Plan of Union [Plan de la Unión de Albany] s. pri-
documento, adoptado por el Congreso Continental en
mera propuesta formal para unir las colonias norteameri-
1777 y finalmente aprobado por los estados en 1781, que
canas, presentado por Benjamín Franklin. (p. 149)
delineaba la forma de gobierno de los nuevos Estados
Alien and Sedition Acts [leyes de Extranjeros y Sedición] Unidos. (p. 222)
s. serie de cuatro leyes promulgadas en 1798 para reducir
artifact [artefacto] s. herramienta u otro artículo hecho por
el poder político de inmigrantes recién llegados a Estados
seres humanos. (p. 27)
Unidos. (p. 306)
artillery [artillería] s. cañon o arma grande. (p. 177)
allies [aliados] s. alianza de Serbia, Rusia, Francia, Gran Bre-
taña, Italia y otros siete países durante la primera guerra artisan [artesano] s. obrero especializado, como un tejedor
mundial. (p. 680) a telar o un alfarero, que hace artículos a mano; artífice.
(p. 117)
ally [aliado] s. país que acuerda ayudar a otro país a alcan-
zar un objetivo común. (p. 200) assimilation [asimilación] s. proceso de integrarse a una
sociedad. (p. 616)
B
American Federation of Labor (AFL) [Federación Nor-
teamericana del Trabajo] s. organización nacional de sin-
dicatos obreros fundada en 1886. (p. 603) baby boom s. término para la generación que nació en Es-
American System [Sistema Americano] s. plan presentado tados Unidos entre 1946 y 1961, cuando el índice de
en 1815 para hacer autosuficiente a Estados Unidos. (p. 354) natalidad aumentó marcadamente después de la segunda
guerra mundial. (p. 722)
Anaconda Plan [Plan Anaconda] s. estrategia de tres pasos
mediante la cual la Unión se proponía derrotar a la Confe- Backcountry [tierras fronterizas] s. región colonial que se
deración durante la guerra civil estadounidense. (p. 484) extendía a lo largo de los montes Apalaches a través de la
sección oeste de Nueva Inglaterra y las colonias del centro
Angel Island [isla del Ángel] s. primera parada en Estados
y del sur. (p. 109)
Unidos para la mayoría de los inmigrantes que venían de
Asia. (p. 615) Bacon´s Rebellion [Rebelión de Bacon] s. levantamiento
contra la poderosa autoridad colonial de Jamestown
Antifederalist [antifederalista] s. persona que se oponía a
por Nathaniel Bacon y un grupo de habitantes de la
la ratificación de la Constitución de los Estados Unidos.
frontera que resultó en la quema de Jamestown en
(p. 234)
1676. (p. 89)
Anti-Imperialist League [Liga Antiimperialista] s. grupo
bail [fianza] s. dinero que pagan como fianza las personas
de estadounidenses importantes que creían que Estados
arrestadas para garantizar que van a regresar para el jui-
Unidos no debía negarle a otras personas el derecho de
cio. (p. 268)
gobernarse a sí mismas. (p. 667)
Battle of Antietam [batalla de Antietam] s. batalla de la
Appalachian Mountains [montes Apalaches] s. cadena de
guerra civil, en 1862, en que murieron o resultaron heri-
montañas que se extiende desde el este de Canadá hacia
dos 25,000 hombres. (p. 497)
el sur, hasta Alabama. (p. 126)
Battle of Fallen Timbers s. en 1794 el ejército estadouni-
appellate [de apelación] adj. que tiene el poder de reexa-
dense derrotó a 2,000 amerindios en un enfrentamiento
minar decisiones de las cortes. (p. 260)
por el control del territorio del Noroeste. (p. 299)
SPANISH GLOSSARY R57

Page 2 of 14
Battle of Gettysburg [batalla de Gettysburg) s. batalla de blockade [bloqueo] s. acción de las fuerzas armadas que
1863 de la guerra civil en que la Unión derrotó a la Con- impide la entrada o salida de mercaderías o personas.
federación, poniendo fin a la esperanza de una victoria (p.484)
confederada en el Norte. (p. 513) boomtown [pueblo en auge] s. pueblo que tiene una ex-
Battle of Quebec [batalla de Quebec] s. batalla en la que plosión repentina de crecimiento económico o demográ-
los británicos derrotaron a los franceses y cambio decisivo fico. (p. 558)
en la guerra Francesa y Amerindia. (p. 150) border state [estado fronterizo] s. estados esclavistas fron-
Battle of Shiloh [batalla de Shiloh] s. batalla de 1862 en terizos a estados en que la esclavitud era ilegal. (p. 482)
que la Unión obligó a la Confederación a retroceder; Boston Massacre [Matanza de Boston] s. choque en 1770
fue una de las batallas más encarnizadas de la guerra entre soldados británicos y colonos de Boston en que pe-
civil. (p. 494) recieron cinco de los colonistas, incluso Crispus Attucks.
Battle of Yorktown [batalla de Yorktown] s. última bata- (p. 165)
lla importante de la guerra Revolucionaria que resultó en Boston Tea Party [Motín del Té de Boston] s. como protes-
la capitulación de las fuerzas británicas en 1781. (p. 210) ta contra el Acta del té, en 1773 los colonos arrojaron al
Battle of the Alamo [batalla de El Álamo] s. en 1836 los te- puerto de Boston 342 cajones de té. (p. 167)
xanos defendieron contra el ejército mexicano una misión bounty [gratificación] s. recompensa o pago en dinero que
llamada El Álamo; sobrevivieron sólo cinco texanos (p. 403) da un gobierno. (pp. 271, 508)
Battle of the Little Bighorn [batalla del Little Bighorn] s. Boxer Rebellion [Rebelión bóxer] s. en 1900 el resentimien-
batalla de 1876 en que los sioux y los cheyennes aniquila- to chino contra la actitud de superioridad cultural de los
ron toda una partida militar estadounidense. (p. 565) extranjeros resultó en este violento levantamiento. (p. 669)
Battle of the Thames [batalla de Thames] s. victoria esta- boycott [boicot] v. negarse a comprar ciertos productos.
dounidense sobre los británicos en la guerra de 1812 que (p. 161)
puso fin a la amenaza británica en el Territorio del No-
roeste. (p. 332) buck [ciervo] gamuza obtenida de la piel de un ciervo
adulto, o unidad de dinero de los colonos. (p. 127)
Battles of Saratoga [batallas de Saratoga] s. serie de con-
flictos en 1777, entre soldados británicos y el Ejército Con- buffalo soldier [soldado búfalo] s. apodo que los amerin-
tinental que resultó en un cambio decisivo en la guerra dios les dieron a los afroamericanos que servían en el
Revolucionaria. (p. 199) ejército estadounidense del oeste. (p. 570)
bayonet [bayoneta] s. largo cuchillo de acero colocado en business cycle [ciclo económico] s. serie de períodos de la
el extremo de un arma de fuego. (p. 202) economía buenos y malos. (p. 586)
Bear Flag Revolt [revuelta de la Bandera del Oso] s. rebe-

lión de 1846 por los estadounidenses contra el dominio
mexicano en California. (p. 409)
C
cabinet [gabinete ministerial] s. grupo de ministros que ac-
túan como los asesores princpales del presidente. (p. 294)
Benin [Benín] s. reino de África Occidental que se estableció California gold rush [fiebre del oro de California] s. en
cerca del delta del río Níger en el siglo XIV y se transfor- 1849 gran cantidad de gente se fue a California porque
mó en un estado importante en el siglo XV. (p. 43) allí se había descubierto oro. (p. 413)
Bessemer steel process [proceso siderúrgico Bessemer] s. caravel [carabela] s. barco con velas triangulares que le per-
manera nueva de producir acero desarrollada hacia 1850 mitían navegar hacia el viento y con velas cuadradas que
que causó un gran incremento en la producción side lo llevaban hacia delante cuando soplaba viento en popa.
rúrgica. (p. 587) (p. 49)
bill of attainder [decreto de proscripción] s. ley que con- cash crop [cultivo comercial] s. cultivo que produce un agri-
dena a una persona sin juicio ante un tribunal. (p. 255) cultor para venderlo por dinero y no para su uso perso-
Bill of Rights [Carta de Derechos] s. diez primeras enmien- nal. (p. 115)
das a la Constitución de Estados Unidos, adoptadas en cavalry [caballería] s. soldados montados a caballo. (p. 496)
1791, que consisten en una lista formal de los derechos y
Centennial Exhibition [Exposición del Centenario] s. ex-
libertades de los ciudadanos. (p. 237)
posición de 1876 en Filadelfia que celebró el centésimo
black code [código negro] s. ley pasada por los estados su- cumpleaños de Estados Unidos. (p. 588)
reños que limitaba la libertad de los antiguos esclavos.
(p. 534)
R58 SPANISH GLOSSARY

Page 3 of 14
SPANISH GLOSSARY
Central Powers [Potencias Centrales] s. alianza de Austria- Conestoga wagon [carreta conestoga] s. vehículo que te-
Hungría, Alemania, el Imperio otomano y Bulgaria duran- nía ruedas anchas, caja de carro curvada y capota de lona
te la primera guerra mundial. (p. 680) y se usaba para transportar gente y artículos. (p. 117)
charter [cédula] s. contrato escrito que concede un gobier- Confederate States of America [Estados Confederados
no otorgando al que lo recibe el derecho a establecer una de América] s. confederación constituida en 1861 por los
colonia. (p. 87) estados sureños después de separarse de la Unión. (p. 473)
checks and balances [frenos y cortapisas] s. capacidad de conquistador [conquistador] s. español que en el siglo XVI
cada rama del gobierno de usar frenos o controles sobre viajó a las Américas para explorar y conquistar. (p. 63)
las otras ramas. (p. 246) conscription [conscripción] s. ley que requería que los
Chinese Exclusion Act [ley de Exclusión para chinos] s. hombres sirvieran en las fuerzas armadas o que fueran re-
aprobada en 1882, esta ley prohibía la inmigración china clutados. (p. 508)
por diez años. (p. 617) Constitutional Convention [Convención Constitucional]
civil disobedience [desobediencia civil] s. negarse pacífica- s. reunión realizada en 1787 para considerar cambios a
mente a obedecer leyes que uno considera injustas. (p. 431) los Artículos de Confederación, que resultó en la redac-
civilization [civilización] s. forma de cultura caracterizada por ción de la Constitución. (p. 229)
ciudades con centros de comercio, trabajadores especializa- containment [contención] s. bloqueo de una nación en la
dos, formas de gobierno y religión organizadas, sistemas de expansión de la influencia de otras naciones, especial-
mantener registros, y herramientas avanzadas. (p. 29) mente los esfuerzos de Estados Unidos por bloquear la
civil rights [derechos civiles] s. derecho otorgado a todos expansión de la influencia soviética hacia fines de los
los ciudadanos. (p. 535) años cuarenta y comienzos de los cincuenta. (p. 718)
clan [clan] s. grupo grande de familias procedentes de un Continental Army [Ejército Continental] s. fuerzas colo-
antepasado común. (p. 127) niales autorizadas en 1775 por el segundo Congreso Con-
tinental, con George Washington como su comandante
Clayton Antitrust Act [ley Anti-trust Clayton] s. ley apro- en jefe. (p. 177)
bada en 1914 que establecía reglas que prohibían prácti-
cas comerciales que disminuyeran la competencia y le convene [convocar] v. llamar a reunión. (p. 259)
daba al gobierno más poder para reglamentar los trusts. convoy system [sistema de convoyes] s. fuerte flotilla de
(p. 648) destructores que escolta a los barcos mercantes durante
Cold War [guerra fría] s. estado de hostilidad, sin conflicto mili- épocas de guerra. (p. 687)
tar directo, que se desarrolló entre Estados Unidos y la Unión cooperative [cooperativa] s. organización propiedad de los
Soviética después de la segunda guerra mundial. (p. 717) asociados que la dirigen. (p. 577)
Columbian Exchange [transferencia colombina] s. transfe- Copperheads [víboras cobrizas] s. los principales adversa-
rencia de plantas, animales y enfermedades entre el he- rios políticos de Abraham Lincoln; abogaban por la paz
misferio occidental y el oriental. (p. 74) con el Sur. (p. 508)
committee of correspondence [comité de correspon- corporation [corporación] s. empresa propiedad de inver-
dencia] s. grupo de personas de las colonias que se inter- sionistas que compran parte de la compañía mediante ac-
cambiaban cartas sobre asuntos coloniales. (p. 166) ciones. (p. 594)
Committee to Reelect the President [Comité de Ree- cotton gin [desmontadora de algodón] s. máquina inventa-
lección del Presidente] s. organización cuya conexión con da en 1793 que limpiaba el algodón con mucha más rapi-
el allanamiento de la Sede Central del Partido Demócrata dez y eficiencia que los obreros humanos. (p. 348)
hizo estallar el escándalo Watergate. (p. 860) counterculture [contracultura] s. grupo de jóvenes con val-
common law [derecho consuetudinario] s. sistema de leyes ores morales y modos de vida contrarios a los de la cul-
desarrollado en Inglaterra, basado en costumbres y deci- tura establecida. (p. 725)
siones jurídicas anteriores. (p. 268) Crittenden Plan [Plan de Crittenden] s. acuerdo presenta-
Compromise of 1850 [Acuerdo de 1850] s. serie de medi- do en 1861 que podría haber evitado la secesión. (p. 475)
das del Congreso para resolver los desacuerdos principa- Crusades [cruzadas] s. serie de guerras para capturar la Tie-
les entre los estados libres y los esclavistas. (p. 461) rra Santa, iniciada en 1096 por cristianos europeos. (p. 45)
Compromise of 1877 [Acuerdo de 1877] s. acuerdo que
resolvió la disputa sobre las elecciones de 1876: se declaró
presidente a Rutherford B. Hayes, quien entonces retiró
las tropas federales que quedaban en el Sur. (p. 548)
compulsory process [proceso obligatorio] s. procedimien-
to requerido. (p. 267)

Page 4 of 14
culture [cultura] s. manera de vida compartida por gente emigrant [emigrante] s. persona que abandona un país.
que tiene artes, creencias y costumbres semejantes. (p. 28) (p. 423)
D Dawes Act [ley Dawes] s. ley, aprobada en 1887, que distri-

buía la tierra de las reservas amerindias a dueños indivi-
encomienda [encomienda] s. concesión del trabajo de los
amerindios. (p. 72)
English Bill of Rights [Carta de Derechos Ingleses] s. acuer-
duales. (p. 567) do firmado por Guillermo y María por el que prometían
respetar los derechos del Parlamento y los ciudadanos in-
Declaration of Independence [Declaración de Indepen-
gleses, incluso el derecho a elecciones libres. (p. 144)
dencia] s. documento, escrito en 1776, en que las colonias
declararon su independendia de Gran Bretaña. (p. 180) enlightenment [Ilustración] s. movimiento del siglo XVIII
que enfatizaba el uso de la razón y el método científico
department store [almacén departamental] s. tienda que
para obtener conocimiento. (p. 140)
vende de todo, desde ropa a muebles a artículos de ferre-
tería. (p. 627) enumeration [enumeración] s. recuento oficial, como un
censo. (p. 249)
depression [depresión] s. aguda crisis económica. (p. 386)
equity [equidad] s. sistema de justicia no cubierto bajo la
desert [desertar] v. abandonar el servicio militar sin inten-
ley común. (p. 269)
ciones de regresar. (p. 203)
Erie Canal [canal de Erie] s. completado en 1825, esta vía
direct primary [elecciones primarias directas] s. el electora-
navegable conectaba a la ciudad de Nueva York con Buf-
do, y no las convenciones de partido, eligen a los candi-
falo, New York. (p. 355)
datos para los cargos públicos. (p. 640)
Espionage Act [ley sobre el Espionaje] s. aprobada en 1917,
diversity [diversidad] s. variedad de gente. (p. 117)
esta ley establecía multas severas y muchos años de prisión
doctrine of nullification [doctrina de la invalidación] s. para quienes participaran en actividades contra la guerra
derecho de un estado a rechazar una ley federal que con- o alentaran a los que resistían la conscripción. (p. 692)
siderase inconstitucional. (p. 381)
European Middle Ages [Edad Media europea] s. período
domestication [domesticación] s. práctica de criar plantas desde fines del siglo V hasta aproximadamente el siglo
o amansar animales para satisfacer las necesidades huma- XIV, durante el cual los europeos adoptaron el feudalismo
nas. (p. 28) y el sistema señorial. (p. 44)
Dred Scott v. Sandford [Dred Scott contra Sandford] s. exodusters s. afroamericanos que abandonaron el Sur para
caso de 1865 de la Corte Suprema en que un esclavo, irse al Oeste y se comparaban a los hebreos bíblicos que
Dred Scott, entabló juicio por su libertad porque su amo habían escapado la esclavitud de Egipto. (p. 575)
lo había llevado a vivir en territorios donde la esclavitud
ex post facto law [ley ex post facto] s. ley que hace que
era ilegal; la Corte dictaminó contra Scott. (p. 467)
un acto sea una ofensa criminal aprobada después de co-
due process of law [proceso legal debido] s. tratamiento metido el acto. (p. 255)
F
justo bajo la ley. (p. 267)
E elector [elector] s. votante. (p. 249)

Ellis Island [isla Ellis] s. para la mayoría de los inmigrantes
factory system [sistema fabril] s. un método de produc-
ción que juntó a obreros y máquinas en el mismo edificio.
(p. 341)
que vienen de Europa, la primera parada en Estados Uni- fall line s. punto a partir del cual una catarata impide que
dos. (p. 614) los barcos grandes continúen río arriba. (p. 126)
Emancipation Proclamation [Proclama de Emancipación] famine [hambruna] s. severa escasez de alimentos. (p. 426)
s. orden ejecutiva dictada por Abraham Lincoln el 1.° de fascism [fascismo] s. filosofía política que propugna un
enero de 1863, que liberaba a los esclavos de todas las re- fuerte gobierno nacionalista centralizado, con un dicta-
giones insurgentes contra la Unión. (p. 504) dor poderoso a la cabeza. (p. 712)
Embargo Act of 1807 [ley de Embargo de 1807] s. ley que federalism [federalismo] s. sistema de gobierno en que el
dictaminaba que los barcos estadounidenses ya no esta- poder está dividido entre el gobierno central (o federal) y
ban autorizados para ir a puertos extranjeros y que tam- los estados. (pp. 234, 245)
bién cerraba los puertos de Estados Unidos a los barcos
Federalists [federalistas] s. partidarios de la Constitución.
británicos. (p. 328)
(p. 234)

Page 5 of 14
SPANISH GLOSSARY
Federalist Papers [El federalista] s. serie de ensayos que freedmen’s school [escuela para los manumisos] s. escuela
defienden y explican la Constitución, escritos por Alexan- establecida por la Agencia de Manumisos para educar a
der Hamilton, James Madison y John Jay. (p. 235) los recientes libertos afroamericanos. (p. 541)
Federal Judiciary Act [ley de la Judicatura Federal] s. ayu- Free Soil Party [Partido del Suelo Libre] s. partido político
dó a establecer un sistema de tribunales; le dio al Tribunal dedicado a parar la expansión de la esclavitud. (p. 459)
Supremo seis miembros. (p. 294) French and Indian War [guerra Francesa y Amerindia] s.
Federal Reserve Act [ley de la Reserva Federal] s. ley conflicto en Norteamérica, entre 1754 y 1763, que fue
aprobada en 1913 que creó el sistema bancario de la na- parte de una lucha mundial entre Francia y Gran Bretaña
ción e instituyó un sistema monetario flexible. (p. 648) y que terminó con la derrota de Francia y el traspaso del
felony [felonía] s. delito grave. (p. 253) Canadá francés a Gran Bretaña. (p. 147)
feudalism [feudalismo] s. sistema político en que el rey frontier [frontera] s. región sin o con muy pocos asenta-
concedía a sus nobles el uso de sus tierras a cambio de su mientos ocupada mayormente por amerindios. (p. 557)
prestación militar y la protección de la gente que vivía en Fugitive Slave Act [ley de los Esclavos Fugitivos] s. ley de
esas tierras. (p. 44) 1850 para ayudar a los dueños de esclavos a recapturar
Fifteenth Amendment [Enmienda Decimoquinta] s. apro- los esclavos fugados. (p. 462)
bada en 1870, esta enmienda a la Constitución de Estados French Revolution [Revolución francesa] s. en 1789 los
Unidos declaraba que a los ciudadanos no se les podía im- franceses iniciaron un movimiento por la libertad y la
pedir que votaran “por motivo de raza, color ni condición igualdad. (p. 301)
anterior de esclavitud”. (p. 546) Fundamental Orders of Connecticut [Órdenes Funda-
54th Massachusetts Regiment [54.° Regimiento de mentales de Connecticut] s. conjunto de leyes estableci-
Massachusetts] s. regimientos afroamericano organizado das en 1639 por una congregación puritana que se había
para luchar por la Unión en la guerra civil. (p. 506) asentado en el valle del río Connecticut y que ampliaban
First Battle of Bull Run [primera batalla de Bull Run] s. la idea de un gobierno representativo. (p. 95)
una batalla de la guerra civil, de 1861, en que el Sur ho-
rrorizó al Norte con una victoria. (p. 485)
foreign policy [política exterior] s. relaciones con los go-
G
generator [generador] s. máquina que produce corriente
eléctrica. (p. 587)
biernos de otros países. (p. 304)
Ghana [Ghana] s. imperio del África Occidental entre los si-
Fort Sumter [fuerte Sumter] s. fuerte federal ubicado en el glos VIII y XI d.de C. (p. 39)
puerto de Charleston, Carolina del Sur; el ataque sureño al
Gilded Age [Edad Dorada] s. época de fines del siglo XIX
fuerte Sumter marcó el comienzo de la guerra civil. (p. 481)
de fabulosa riqueza. (p. 596)
forty-niner [buscador de ventura del 49] s. persona que fue
“Glorious Revolution” [Revolución gloriosa] s. derroca-
a California en búsqueda de oro, empezando en 1849.
miento, en 1688, del rey inglés Jacobo II y su substitución
(p. 412)
por Guillermo y María. (p. 144)
Fourteen Points [Catorce puntos] s. los objetivos del presi-
gold standard [patrón oro] s. sistema en que el gobierno ga-
dente Woodrow Wilson para la paz que siguió a la prime-
rantiza cada dólar con una cierta cantidad de oro. (p. 577)
ra guerra mundial. (p. 695)
Grange [La Quinta] s. creada en 1867 por un grupo de agri-
Fourteenth Amendment [Enmienda Decimocuarta] s. en-
cultores para tratar de satisfacer las necesidades sociales
mienda a la Constitución de Estados Unidos, aprobada en
de las familias granjeras. (p. 577)
1868, que hizo ciudadanos del país a todas las personas
nacidas en Estados Unidos o naturalizadas, incluso a los Great Awakening [Gran Despertar] s. renovación del sen-
antiguos esclavos. (p. 535) timiento religioso en las colonias norteamericanas duran-
te las décadas de 1730 a 1750. (p. 139)
First Continental Congress [primer Congreso Continen-
tal] s. reunión en 1774 de delegados de todas las colonias, Great Compromise [Gran Compromiso] s. acuerdo en la
excepto Georgia, para defender los derechos coloniales. Convención Constitucional que estableció una legislatura
(p. 171) nacional de dos cámaras; en una de estas cámaras, todos los
estados tendrían representación igual, en la otra, cada esta-
Freedmen’s Bureau [Agencia de Manumisos] s. agencia
do tendría representación basada en su población. (p. 232)
federal establecida para ayudar a los antiguos esclavos
después de la guerra civil. (p. 533)

Page 6 of 14
Great Depression [gran depresión] s. período que duró Hudson River School [Escuela del río Hudson] s. grupo de
desde 1929 hasta 1941, en que la economía de Estados artistas que vivían en el valle del río Hudson del estado
Unidos declinó severamente y millones de estadouniden- de New York. (p. 430)
ses estaban sin empleo. (p. 709) Hull House [Casa Hull] s. fundada en 1889, fue modelo pa-
Great Migration [Gran Emigración] s. movimiento de puri- ra otras casas de acogida de la época. (p. 613)
tanos que salieron de Inglaterra para establecer asenta- hygiene [higiene] s. condiciones y prácticas que fomentan
mientos por todo el mundo, incluyendo a 20,000 que la buena salud. (p. 490)
I
partieron para América (p. 94); el movimiento de afroa-
mericanos entre 1910 y 1920 del Sur hacia las ciudades
del Norte. (p. 693) immigrant [inmigrante] s. persona que se establece en un
Great Plains [Grandes Llanuras] s. región desde el río Mis- país nuevo. (p. 423)
souri hasta las montañas Rocosas. (p. 557) immunity [inmunidad] s. protección legal. (p. 262)
Great Society [gran sociedad] s. programa iniciado por Lyn- impeachment [imputación] s. proceso de acusar a un fun-
don Johnson para ayudan a los pobres, los ancianos y las cionario público de un delito en el desempeño de sus fun-
mujeres y también promovía la educación, prohibía la dis- ciones. (p. 249)
criminación racial y protegía el medio ambiente. (p. 724)
imperialism [imperialismo] s. política por la cual las naciones
greenback [billete verde] s. papel moneda emitido por el más poderosas extienden su control económico, político o
gobierno federal durante la guerra civil. (p. 509) militar sobre territorios o naciones más débiles. (p. 659)
gristmill [molino harinero] s. molino en que el grano se impressment [secuestro] s. el acto de capturar personas a
muele para producir cualquier tipo de harina. (p. 115) la fuerza. (p. 327)
guerrilla [guerrillero] s. soldado que debilita al enemigo inaugurate [investir] v. conferir un cargo oficial en una ce-
con asaltos inesperados y ataques relámpagos. (p. 207) remonia formal. (p. 293)
H hacienda [hacienda] s. granja grande o finca. (p. 72)

Harlem Renaissance [renacimiento de Harlem] s. floreci-
income tax [impuesto sobre la renta] s. impuesto sobre los
ingresos. (p. 509)
indentured servant [siervo escriturado] s. persona que ven-
miento de la creatividad artística afroamericana durante día su trabajo a cambio de pasaje a Norteamérica. (p. 88)
los años veinte, centrada en la comunidad de Harlem de Indian Removal Act [ley del Traslado de los Indígenas] s.
la ciudad de Nueva York. (p. 709) esta ley de 1830 requería que el gobierno negociara tra-
Harpers Ferry s. arsenal federal en Virginia, capturado en tados para el traslado de los amerindios al oeste. (p. 376)
1859 durante un levantamiento de esclavos. (p. 469) Indian Territory [territorio Indio] s. lo que hoy son Oklaho-
Hausa [hausa] s. gente de África Occidental que después del ma y partes de Kansas y Nebraska a la cual se trasladó a
año 1000 d.C. vivió en lo que ahora es la región norte de los amerindios bajo la ley del Traslado de los Indígenas de
Nigeria. (p. 42) 1830. (p. 376)
Haymarket affair [asunto Haymarket] s. mitín de protesta indictment [acusación] s. declaración escrita dictada por un
sindicalista que resultó aproximadamente en un centenar jurado de acusación que inculpa a una persona de un de-
de muertes después de que un desconocido tiró una bom- lito. (p. 250)
ba y la policía abrió fuego contra la multitud. (p. 602) indigo [añil] s. planta que cultivaban las colonias sureñas de
Holocaust [Holocausto] s. matanza sistemática en la cual se obtiene un colorante azul oscuro. (p. 121)
Alemania, durante la segunda guerra mundial, de unos individual right [derecho individual] s. libertad y privilegio
seis millones de judíos así como millones de otros grupos personal que garantiza a los ciudadanos estadounidenses
étnicos. (p. 716) la Carta de Derechos. (p. 247)
homestead [residencia] s. tierra para asentarse y construir Industrial Revolution [revolución industrial] s. en la Ingla-
una casa. (p. 568) terra de fines del siglo XVIII, las maquinarias de fábrica
Homestead Act [ley de Residencia] s. aprobada en 1862, empezaron a reemplazar las herramientas manuales, y la
esta ley ofrecía 160 acres de tierra gratis a cualquiera que producción de bienes manufacturados reemplazó la agri-
acordara ocuparla y trabajarla por cinco años. (p. 574) cultura como el principal modo de trabajo. (p. 341)
House of Burgesses [Cámara de los Burgueses] s. creada inferior court [tribunal inferior] s. corte con autoridad me-
en 1619, la primera asamblea representativa de las colo- nor que la del Tribunal Supremo. (p. 260)
nias norteamericanas. (p. 88)

Page 7 of 14
SPANISH GLOSSARY
inflation [inflación] s. subida en el precio de los productos y
los servicios y disminución del valor del dinero. (p. 386)
initiative [iniciativa] s. el procedimiento que permite a los
K
Kansas-Nebraska Act [ley de Kansas-Nebraska] s. ley de
1854 que estableció los territorios de Kansas y Nebraska y
votantes proponer una ley directamente. (p. 640) otorgó a sus habitantes el derecho a decidir si querían o
inoperative [inoperante] adj. que no está vigente. (p. 274) no permitir la esclavitud. (p. 464)
insurrection [insurrección] s. levantamiento abierto contra kayak [kayak] s. embarcación pequeña hecha de piel de ani-
un gobierno. (p. 271) males. (p. 33)
interchangeable part [parte intercambiable] s. parte que King Cotton [rey Algodón] s. al algodón se lo llamaba rey
es exactamente igual a otra parte. (p. 343) porque era importante en el mercado mundial y el Sur
cultivaba la mayor parte del algodón que usaban las fá-
Intolerable Acts [leyes Intolerables] s. serie de leyes apro- bricas textiles de Europa. (p. 484)
badas en 1774 por el Parlamento para castigar a Massa-
chusetts por el Motín del Té de Boston. (p. 170) King Philip’s War [guerra del rey Felipe] s. guerra entre las
colonias puritanas y los amerindios que se libró entre
ironclad [acorazado] s. buque de guerra cubierto de hierro. 1675 y 1676. (p. 96)
(p. 491)
Knights of Labor [Caballeros del Trabajo] s. organización
Iroquois League [Liga Iroquesa] s. alianza del siglo XVI en- de obreros de oficios diferentes formada después de la
tre los pueblos amerindios cayuga, mohawk, oneida, guerra civil. (p. 601)
onondaga y seneca, que vivían en la región oriental de
los Grandes lagos. (p. 37) Ku Klux Klan s. grupo constituido en 1866 que quería res-
taurar el control del Sur a los demócratas y mantener su-
irrigation [irrigación] s. práctica de llevar agua a los cultivos. misos a los antiguos esclavos. (p. 544)
L
(p. 29)
Islam [islam] s. religión fundada por el profeta Mahoma en
el siglo VII, que enseña que hay un solo Dios: Alá. (p. 41) labor union [sindicato laboral] s. obreros que se unen para
J
tratar de conseguir mejores condiciones de trabajo. (p. 434)
Land Ordinance of 1785 [Ordenanza de Tierras de 1785] s.
Jacksonian Democracy [democracia jacksoniana] s. idea ley que establecía un plan para la agrimensura y venta de
de extender el poder político a toda la gente asegurando las tierras públicas al oeste de los montes Apalaches. (p. 223)
de ese modo el gobierno de la mayoría. (p. 370) land speculator [especulador en tierras] s. persona que
Jamestown. s. primer asentamiento inglés permanente en compra grandes extensiones de terreno a precio bajo y
Norteamérica. (p. 87) luego vende secciones pequeñas a precios altos. (p. 394)
League of Nations [Sociedad de Naciones] s. organización
Jay’s Treaty [Tratado de Jay] s. el acuerdo que puso fin a la
establecida después de la primera guerra mundial para
disputa sobre los derechos marítimos estadounidenses du-
resolver conflictos internacionales. (p. 695)
rante la Revolución francesa. (p. 302)
leisure s. tiempo libre. (p. 627)
jazz [jazz] s. tipo nuevo de música en los años veinte que
Lewis and Clark expedition [expedición de Lewis y
capturó el despreocupado espíritu de la época. (p. 708)
Clark] s. grupo dirigido por Meriwether Lewis y William
Jim Crow [ley Jim Crow] s. ley que imponía la separación Clark que exploró las tierras de la Compra de Luisiana
entre la gente blanca y la de piel negra en los lugares pú- empezando en 1803. (p. 320)
blicos del Sur. (p. 621)
Lexington and Concord s. escenarios, en Massachusetts,
joint-stock company [sociedad por acciones] s. empresa de las primeras batallas de la Revolución norteamericana.
en que los inversionistas colocan su dinero en un fondo (p. 173)
común con la intención de sacar ganancias. (p. 86)
limited government [gobierno limitado] s. principio que
judicial review [revisión judicial] s. principio de que el Tri- requiere que todos los ciudadanos estadounidenses, inclu-
bunal Supremo tiene la última palabra en la interpreta- so los líderes gubernamentales, obedezcan la ley. (p. 247)
ción de la Constitución. (p. 317)
lode [veta] s. mineral enterrado entre capas de roca. (p. 558)
Judiciary Act of 1801 [ley Judicial de 1801] s. ley que au-
Lone Star Republic [República de la Estrella Solitaria] s.
mentó el número de jueces federales, permitiéndole al
apodo de la República de Texas, que se le dio en 1836.
presidente John Adams cubrir la mayoría de los puestos
(p. 405)
nuevos con federalistas. (p. 316)

Page 8 of 14
long drive [largo arreo] s. arreo de ganado al ferrocarril. Mexican Cession [Cesión mexicana] s. extensa región cedi-
(p. 560) da por México después de la guerra con México; incluía
Louisiana Purchase [Compra de Luisiana] s. en 1803, la los actuales estados de California, Nevada, Utah, la mayor
compra a Francia del Territorio de Luisiana. (p. 319) parte de Arizona y partes de Nuevo México, Colorado y
Wyoming. (p. 411)
Lowell mills [fábricas de Lowell] s. fábricas textiles ubica-
das en el pueblo manufacturero de Lowell, Massachu- Mexicano [mexicano] s. persona de ascendencia española
setts, fundado en 1826. (p. 342) cuyos antepasados habían venido de México y se habían
establecido en el sudoeste. (p. 570)
Loyalist [realista]. s. colono norteamericano que apoyaba
a los británicos durante la Revolución norteamericana. middle passage [travesía intermedia] s. parte intermedia
(p. 173) de la ruta del comercio triangular (el viaje de África a las
M
Américas) que traía africanos capturados a la esclavitud.
(p. 78)
mail-order catalog [catálogo de venta por correo] s. pu- migrate [migrar] v. mudarse de un lugar a otro. (p. 27)
blicación que contenía fotografías y la descripción de los
militarism [militarismo] s. creencia de que una nación ne-
artículos para que la gente encargara por correo. (p. 627)
cesita una fuerza militar grande. (p. 679)
Magna Carta [Carta Magna] s. “Gran Cédula Real”; do-
militia [milicia] s. fuerza de civiles armados comprometidos
cumento que garantizaba los derechos políticos básicos
a defender su comunidad durante la Revolución nortea-
en Inglaterra, aprobada por el rey Juan en el año 1215.
mericana. (p. 170); fuerza militar de emergencia, que no
(p. 141)
es parte del ejército profesional. (p. 254)
Mali [Malí] s. imperio del África Occidental desde el siglo
minié ball [bala minié] s. bala con base hueca. (p. 491)
XIII hasta el siglo XVI y que se enriqueció gracias al co-
mercio. (p. 41) Minuteman [minutero] s. miembro de la milicia colonial en-
trenado para responder “con un minuto de aviso”. (p. 170)
manifest destiny [destino manifiesto] s. creencia de que
era el destino de Estados Unidos extenderse por todo el misdemeanor [fechoría] s. violación de la ley. (p. 259)
continente, desde al océano Atlántico al océano Pacífico. mission [misión] s. asentamiento creado por la Iglesia con
(p. 407) el propósito de convertir a los amerindios al cristianismo.
manor system [sistema señorial] s. sistema en que los no- (p. 72)
bles dividían sus tierras en propiedades, cultivadas mayor-
missionary [misionero] s. persona enviada por la Iglesia pa-
mente por los siervos, quienes recibían la protección del
ra predicar, enseñar y convertir a los indígenas al cristia-
noble. (p. 45)
nismo. (p. 61)
Marbury v. Madison [Marbury contra Madison] s. caso de
1803 en que el Tribunal Supremo dictaminó que tenía el Missouri Compromise [Acuerdo de Missouri] s. serie de le-
poder de invalidar leyes declarándolas inconstitucionales. yes aprobadas en 1820 para mantener el equilibrio del po-
(p. 317) der político entre los estados esclavistas y los libres. (p. 358)
mass culture [cultura de masas] s. cultura común comparti- monopoly [monopolio] s. compañía que elimina a sus com-
da por grandes números de personas. (p. 626) petidores y controla una industria. (p. 595)
matrilineal [por línea materna] adj. sociedad en que la as- Monroe Doctrine [Doctrina Monroe] s. política de oposi-
cendencia se determina mediante la madre. (p. 36) ción estadounidense a cualquier interferencia europea en
el hemisferio occidental, proclamada por el presidente
Mayflower Compact [Pacto del Mayflower] s. acuerdo fir-
Monroe en 1823. (p. 359)
mado por los hombres que viajaron a América en el May-
flower, que requería leyes para el bien de la colonia y Mormon [mormón] s. miembro de una iglesia fundada por
establecía el concepto de autogobierno. (p. 93) Joseph Smith en 1830. (p. 397)
melting pot [crisol de culturas] s. lugar donde las culturas Mound Builder [constructor de túmulos] s. amerindio pri-
se amalgaman. (p. 616) mitivo que construía grandes estructuras de tierra. (p. 31)
mercantilism [mercantilismo] s. sistema económico en que mountain man [hombre de las montañas] s. trampero o
las naciones tratan de aumentar su riqueza y poder obte- explorador que abrió el oeste hallando sendas a través de
niendo oro y plata y estableciendo una balanza comercial las montañas Rocosas. (p. 393)
favorable. (p. 61) muckraker [revuelve estiércol] s. hacia comienzos del siglo
mercenary [mercenario] s. soldado profesional contratado XX, periodista que exponía la corrupción dentro de la so-
para luchar por un país extranjero. (p. 195) ciedad estadounidense. (p. 640)

Page 9 of 14
SPANISH GLOSSARY
O
Muslim [musulmán] s. adherente del islam. (p. 41)
N
nationalism [nacionalismo] s. sentido de orgullo, lealtad y
protección hacia el país de uno. (p. 354)
Open Door Policy [política de puertas abiertas] s. en 1899
Estados Unidos instó a las naciones que tenían intereses
en China a que siguieran una política según la cual nin-
gún país controlaría el comercio con China. (p. 669)
nativist [nativista] s. estadounidense nativo que quería eli-
Oregon Trail [Camino de Oregón] s. camino hacia el oeste
minar toda influencia extranjera. (p. 428)
que iba de Independence, Missouri, al territorio de Ore-
natural-born citizen [ciudadano nato] s. ciudadano naci- gón. (p. 396)
do en Estados Unidos o en un estado asociado o depen-
overseer [capataz] s. persona contratada por el dueño de
dencia de Estados Unidos, o a padres que son ciudadanos
una plantación para vigilar a los esclavos y dirigir su tra-
estadounidenses que viven fuera del país. (p. 257)
bajo. (p. 122)
P
naturalization [naturalización] s. manera de darle ciudada-
nía completa a una persona nacida en otro país. (pp. 253,
270) pacifist [pacifista] s. persona moralmente opuesta a la gue-
Navigation Acts [Actas de Navegación] s. serie de leyes rra. (p. 209)
aprobadas por el Parlamento, empezando en 1651, para Palmer raids [allanamientos de Palmer] s. en 1920 agentes
asegurarse Inglaterra de que el comercio de sus colonias federales y la policía allanaron los hogares de personas
le rindiera ganancias económicas. (p. 112) que se sospechaba que eran radicales. (p. 697)
navigator [oficial de derrota] s. persona que planea el rum- Panama Canal [canal de Panamá] s. atajo a través de Pana-
bo de un barco mientras está en el mar. (p. 49) má que conecta los oceános Atlántico y Pacífico. (p. 670)
Nazi Party [Partido Nazi] s. partido Alemán Nacionalsocia- Panic of 1837 [pánico de 1837] s. crisis financiera con clau-
lista de los Trabajadores, llegó al poder bajo Adolfo Hitler sura de bancos y colapso del sistema crediticio, que resul-
en 1930. (p. 712) tó en muchas quiebras y serio desempleo. (p. 386)
neutral [neutral] adj. que no apoya ni a un país ni al otro. Panic of 1873 [pánico de 1873) s. crisis financiera en que
(p. 302) los bancos se clausuraron y la bolsa de comercio se de-
neutrality [neutralidad] s. rechazo de la idea de apoyar a rrumbó. (p. 547)
un país u otro durante una guerra. (p. 682) Parliament [Parlamento] s. el cuerpo legislativo principal
New Deal [Nuevo Trato] s. programas de Franklin Roosevelt de Inglaterra. (p. 142)
para luchar contra la depresión. (p. 710) patent [patente] s. documento del gobierno que otorga a un
New France [Nueva Francia] s. puesto para el comercio de inventor el derecho exclusivo a hacer o vender su invención
las pieles establecido en 1608 que se convirtió en el pri- durante un determinado número de años. (p. 586)
mer asentamiento francés permanente en Norteamérica. Patriot [patriota] s. colono norteamericano que durante la
(p. 70) Revolución norteamericana estaba a favor de los rebel-
new immigrant [inmigrante nuevo] s. persona del sur y el des. (p. 173)
este de Europa que entró a Estados Unidos después de patroon [patrono] s. persona que traía 50 colonos a Nueva
1900. (p. 614) Holanda y a cambio recibía una gran concesión de tierras
New Jersey Plan [Plan de Nueva Jersey] s. plan de gobier- y otros privilegios especiales. (p. 101)
no propuesto en 1787 en la Convención Constitucional petroleum [petróleo] s. líquido aceitoso e inflamable.
que proponía una cámara legislativa única en que cada (p. 585)
estado tendría un solo voto. (p. 231) philanthropist [filántropo] s. persona que da grandes su-
Nineteenth Amendment [Enmienda Decimonovena] s. mas de dinero a las organizaciones benéficas. (p. 596)
enmienda a la Constitución de Estados Unidos ratificada Pickett’s Charge [carga de Pickett] s. en 1863 el general
en 1920 que dio a las mujeres el derecho absoluto a vo- George Pickett dirigió una carga frontal contra las fuerzas
tar. (p. 653) de la Unión durante la batalla de la guerra civil en Gettys-
Northwest Ordinance [Ordenanza del Noroeste] s. descri- burg; el ataque fracasó. (p. 513)
be cómo se iba a gobernar el territorio del Noroeste y es- piedmont [tierras bajas] s. ancha extensión de tierra llana
tablecía las condiciones para el asentamiento, así como al pie de una cadena de montañas. (p. 126)
los derechos de los colonos. (p. 223)
Northwest Territory [territorio del Noroeste] s. territorio
organizado por la Ordenanza de Tierras de 1785, que in-
cluía tierras que formaron los estados de Ohio, Indiana,
Michigan, Illinois, Wisconsin y parte de Minnesota. (p. 223)

Page 10 of 14
Pilgrim [peregrino] s. miembros del grupo que rechazó la profit [ganancia] s. cantidad de dinero que saca una empre-
Iglesia de Inglaterra, viajó a América y fundó la colonia sa depués de descontar a las entradas los gastos empresa-
de Plymouth en 1620. (p. 92) riales. (p. 48)
Pinckney’s Treaty [Tratado de Pinckney] s. tratado de 1795 progressivism [progresismo] s. movimiento reformista de
con España que otorgaba a Estados Unidos el uso del río principios del siglo XX que buscaba devolver el control
Mississippi y el derecho a depositar bienes en Nueva Or- del gobierno al pueblo, restablecer oportunidades econó-
leans; creó el paralelo 31 como el límite sur de Estados micas y corregir las injusticias de la vida estadounidense.
Unidos. (p. 302) (p. 639)
plantation [plantación] s. finca grande para cultivos comer- propaganda [propaganda] s. opinión expresada con el
ciales. (p. 73) propósito de influir en las acciones de otras personas.
platform [plataforma] s. declaración de creencias. (p. 471) (p. 692)
Platt Amendment [Enmienda Platt] s. resultado de la gue- proprietary colony [colonia de proprietario] s. colonia de
rra entre Estados Unidos y España, dio a Estados Unidos el un único dueño. (p. 101)
derecho a intervenir en los asuntos de Cuba cuando exis- pro tempore adv. latín para “por el momento”. (p. 250)
tiera amenaza a la “vida, propiedad y libertad indivi- Pullman Strike [huelga de Pullman] s. huelga nacional de
dual”. (p. 666) ferrocarriles que se extendió por toda la industria ferro-
Plessy v. Ferguson [Plessy contra Ferguson] s. caso de viaria en 1894. (p. 603)
1896 en que el Tribunal Supremo dictaminó que la sepa- Puritan [puritano] s. miembro de un grupo de Inglaterra
ración de las razas en las instalaciones públicas era legal. que se asentó en la Colonia de la bahía de Massachusetts
(p. 621) en 1630 y trató de reformar las prácticas de la Iglesia de
political machine [maquinaria política] s. organización Inglaterra. (p. 94)
que logra votos suficientes para controlar un gobierno lo- push-pull factor s. factor que empuja a la gente a irse de
cal. (p. 613) su tierra natal y las atrae a un lugar nuevo. (p. 424)
Q
political party [partido político] s. grupo de personas que
trata de promover sus ideas y ejercer su influencia sobre
el gobierno, y que también apoya a candidatos a los car- Quaker [cuáquero] s. persona que creía que todas las perso-
gos públicos. (p. 304) nas debieran vivir en paz y armonía; aceptaba a religio-
nes y grupos étnicos diferentes. (p. 101)
Pontiac’s Rebellion [rebelión de Pontiac] s. rebelión de
1763 contra los fuertes británicos y los colonos norteame- quarter [acuartelar] v. dar alojamiento. (p. 267)
ricanos, dirigida en parte por el líder ottawa Pontiac, en Quartering Act [ley de Acuartelamiento] s. ley aprobada por
reacción a los colonos que demandaban las tierras de los el Parlamento en 1765 que requería que las colonias aloja-
amerindios, así como a la severidad con que trataban a ran a los soldados británicos y los aprovisionaran. (p. 160)
éstos los soldados británicos. (p. 151)
quorum [quórum] s. número mínimo de miembros que de-
popular sovereignty [soberanía popular] s. gobierno en ben estar presentes para que pueda empezar a deliberar
que gobierna la gente (p. 244); sistema en que los ciuda- oficialmente una asamblea. (p. 251)
R
danos votan para decidir un asunto. (p. 463)
Populist Party [Partido Populista] s. también conocido co-
racial discrimination [discriminación racial] s. tratamiento
mo el Partido del Pueblo y constituido en 1890, este gru-
diferente por motivos de raza. (p. 620)
po quería una política que aumentara el precio de lo que
cultivaban los granjeros. (p. 577)
racism [racismo] s. creencia de que alguna gente es inferior
a causa de su raza. (p. 79)
prejudice [prejuicio] s. opinión negativa no basada en los
radical [radical] s. persona que adopta posiciones políticas
hechos. (p. 427)
extremas. (p. 313)
printing press [imprenta] s. máquina inventada por Johan- Radical Republican [republicano radical] s. diputado que
nes Gutenberg alrededor de 1455. (p. 47) después de la guerra civil estaba a favor de usar el gobier-
privateer [corsario] s. barco de propiedad particular autori- no para crear un nuevo orden en el Sur y dar la ciudada-
zado por un gobierno que está en guerra a atacar los nía total y derecho al voto a los afroamericanos. (p. 533)
barcos de la marina mercante enemiga. (p. 204) ragtime s. mezcla de canciones afroamericanas y formas
Proclamation of 1763 [Proclama de 1763] s. orden por la musicales europeas. (p. 629)
cual Gran Bretaña les prohibía a los colonos norteameri- ratification [ratificación] s. aprobación oficial. (p. 264)
canos establecer asentamientos al oeste de los montes
Apalaches. (p. 151)

Page 11 of 14
SPANISH GLOSSARY
recall [destituir] v. votar para sacar a un funcionario de su royal colony [colonia real] s. colonia regida por goberna-
cargo. (p. 640) dores nombrados por un rey. (p. 103)
S
Reconstruction [Reconstrucción] s. proceso que usó el go-
bierno de Estados Unidos para readmitir a los estados con-
salutary neglect [indiferencia beneficiosa] s. política de
federados a la Unión después de la guerra civil. (p. 533)
no interferir Inglaterra en los asuntos de sus colonias
Red Scare [Terror Rojo] s. entre 1919 y 1920, ola de pánico
norteamericanas durante la primera mitad del siglo
sobre una posible revolución comunista. (p. 697)
XVIII. (p. 144)
referendum [referéndum] s. cuando una ley que se ha pro-
puesto se somete al voto del pueblo. (p. 640) Sand Creek Massacre [masacre de Sand Creek] s. un ata-
que en 1864, en el que más de 150 hombres, mujeres y
Reformation [Reforma] s. movimiento religioso del siglo
niños del pueblo cheyene murieron a manos de la milicia
XVI para corregir los problemas de la Iglesia Católica Ro-
de Colorado. (p. 564)
mana. (p. 47)
Santa Fe Trail [Camino de Santa Fe] s. camino hacia el oes-
Renaissance [Renacimiento] s. período de la historia eu-
te que iba de Missouri a Santa Fe, New Mexico. (p. 395)
ropea que duró desde el siglo XIV hasta comienzos del
XVII y que acrecentó el interés por el arte y el saber. secede [separarse] v. retirarse. (p. 473)
(p. 46) secession [secesión] s. separarse como parte de Estados
rendezvous [encuentro] s. reunión. (p. 197) Unidos. (p. 383)
reprieve [indultar] n. cancelación de un castigo. (p. 259) Second Battle of the Marne [segunda batalla del Mar-
ne] s. en 1918 esta batalla de la primera guerra mundial
republic [república] s. gobierno en que el pueblo elige re-
marcó el cambio decisivo en el curso de la guerra; las tro-
presentantes para que lo gobiernen. (p. 222)
pas aliadas junto con las estadounidenses detuvieron el
republicanism [republicanismo] s. creencia de que el go- avance alemán hacia el interior de Francia. (p. 689)
bierno se debe basar en el consentimiento del pueblo; el
Second Continental Congress [segundo Congreso Conti-
pueblo ejercita su poder votando por representantes polí-
nental] s. organismo de gobierno cuyos delegados acor-
ticos. (pp. 214, 245)
daron en mayo de 1775 organizar el Ejército Continental
Republican Party [Partido Republicano] s. el partido políti- y aprobar la Declaración de Independencia. (p. 177)
co constituído en 1854 por los que se oponían a la esclavi-
Second Great Awakening [segundo Gran Despertar] s.
tud en los territorios. (p. 466)
renovación de la fe religiosa durante fines del siglo XVIII y
reservation [reserva] s. tierras destinadas por el gobierno comienzos del XIX. (p. 433)
de Estados Unidos para las tribus amerindias. (p. 562)
sectionalism [seccionalismo] s. colocar los intereses de la
revenue [rentas públicas] s. entradas que recibe un gobier- región propia por encima de los de la nación como uni-
no para cubrir sus gastos. (pp. 160, 252) dad. (p. 357)
revival [renacimiento religioso] s. reunión diseñada para re- Sedition Act [ley de Sedición] s. ley aprobada en 1918 que
vivir la fe religiosa. (p. 433) hacía ilegal la crítica de la guerra. Imponía fuertes multas
rifle [rifle] s. arma de barril estriado que hace que la bala y largos períodos de encarcelamiento para los que partici-
vaya girando por el aire. (p. 491) paran en actividades contra la guerra. (p. 692)
robber baron [capitalista inescrupuloso] s. líder industrial que segregation [segregación] s. separación. (p. 621)
se hizo acaudalado usando medios deshonestos. (p. 594) Seneca Falls Convention [convención de Seneca Falls] s.
romanticism [romanticismo] s. movimiento artístico euro- convención sobre los derechos de la mujer llevada a cabo
peo que acentuaba al individuo, la imaginación, la creati- en Seneca Falls, New York, en 1848. (p. 444)
vidad y la emoción. (p. 429) separation of powers [separación de poderes] s. divi-
Roosevelt Corollary [Corolario de Roosevelt] s. la adición sión de las funciones básicas del gobierno en tres ra-
en 1904 a la Doctrina Monroe permitiendo a los Estados mas. (p. 246)
Unidos a actuar de “policía” en Latinoamérica. (p. 672) servitude [servitud] s. práctica de pertenecer a un dueño o
Rough Rider s. miembro del Primer Regimiento Estadouni- amo. (p. 270)
dense de Voluntarios de Caballería que organizó Theodo-
re Roosevelt y que luchó en la guerra entre España y
Estados Unidos. (p. 665)

Page 12 of 14
Seven Days’ Battles [batallas de los Siete Días] s. batalla Spanish-American War s. guerra de 1898 que comenzó
de 1862 de la guerra civil en que la Confederación forzó cuando Estados Unidos demandó que España le concedie-
a la Unión a retroceder después de un intento fracasado ra la independencia a Cuba. (p. 664)
de capturar la capital sureña de Richmond. (p. 496)
Spanish Armada [Armada española] s. flota de buques en-
Seventeenth Amendment [Enmienda Decimoséptima] viada en 1588 por el rey español Felipe Segundo para in-
s. enmienda a la Constitución estadounidense, ratifica- vadir a Inglaterra y restaurar allí el catolicismo romano.
da en 1913, que autorizaba la elección directa de los se- (p. 69)
nadores estadounidenses por el electorado de cada
estado. (p. 648) sphere of influence [esfera de influencia] s. región donde
las naciones extranjeras demandan derechos especiales y
sharecropping [aparcería] s. sistema en que los terrate-
privilegios económicos. (p. 669)
nientes daban a los agricultores tierra, semilla y herra-
mientas a cambio de parte de la cosecha. (p. 543) spiritual [canción espiritual] s. canción folklórica religiosa.
(p. 351)
Shays’s Rebellion [revuelta de Shay] s. sublevación de
granjeros adeudados de Massachusetts en 1787. (p. 225) spoils system [sistema de prebendas] s. práctica de otor-
gar los candidatos elegidos empleos gubernamentales a
Sherman Antitrust Act [ley Antitrust Sherman] s. ley apro-
los simpatizantes políticos. (p. 373)
bada en 1890 que declaró ilegal que las corporaciones ob-
tuvieran control de las industrias formandos trusts. (p. 641) Stamp Act [ley del Timbre] s. ley aprobada por el Parla-
Siege of Vicksburg [sitio de Vicksburg] s. victoria unionis- mento en 1765 que requería que todos los documentos
ta de 1863, durante la guerra civil que le permitió a la comerciales y legales llevaran un timbre oficial que indica-
Unión controlar todo el río Misisipí. (p. 516) ba que se había pagado un impuesto. (p. 160)
sit-down strike s. [huelga de brazos caídos] huelga en que standard time [hora oficial] s. sistema adoptado en 1918
los obreros permanecen dentro de la fábrica pero se nie- que dividió a Estados Unidos en cuatro zonas horarias.
gan a trabajar. (p. 743) (p. 592)
Sixteenth Amendment [Enmienda Decimosexta] s. en- states’ rights [derechos estatales] s. teoría que sostenía que
mienda a la Constitución de Estados Unidos, ratificada en los estados tenían el derecho a decidir cuándo el gobierno
1913, que dio al Congreso el poder de crear impuestos a federal había pasado una ley inconstitucional. (p. 307)
las rentas. (p. 647) steerage [tercera clase] s. nivel o lugar más barato de un
slash-and-burn agriculture [agricultura de corte y que- barco. (p. 423)
ma] s. método agrícola en que la gente preparaba los Stono Rebellion [Rebelión de Stono] s. sublevación de es-
campos cortando y quemando árboles y pastos, cuyas ce- clavos de 1739, en Carolina del Sur, que resultó en que se
nizas fertilizaban la tierra. (p. 37) hicieran aún más estrictas las leyes que controlaban a los
slave code [código de los esclavos] s. ley pasada para regla- esclavos. (p. 123)
mentar el tratamiento de los esclavos. (p. 79) strategy [estrategia] s. plan general de acción. (p. 196)
slavery [esclavitud] s. sistema de servidumbre humana invo- strike [declararse en huelga] v. suspender los obreros el tra-
luntaria. (p. 76) bajo para tratar de conseguir condiciones de trabajo me-
jores. (p. 434)
slum [barrio bajo] s. barrio de casas abarrotadas de gente y
peligrosas. (p. 612) subsistence farm v. una granja que produce bastante ali-
mento para la familia con sólo una pequeña cantidad pa-
smuggle [contrabandear] v. importar o exportar mercancías
ra vender. (p. 110)
ilegalmente. (p. 112)
suffrage [sufragio] s. derecho a votar. (pp. 262, 444)
social gospel [evangelio social] s. movimiento cuyo objeti- Sugar Act [ley del Azúcar] s. ley aprobada por el Parlamen-
vo era mejorar la vida de los pobres. (p. 612)
to en 1764 que impuso impuestos al azúcar, la melaza y
socialism [socialismo] s. sistema económico en que todos otros productos que llegaban a las colonias; también esta-
los miembros de una sociedad son propietarios por igual blecía severos castigos para los contrabandistas. (p. 160)
de todas las empresas; los miembros comparten el trabajo sweatshop s. lugar donde los obreros trabajaban largas horas
y las ganancias (p. 602) en condiciones muy malas por salarios muy bajos. (p. 600)
T
sodbuster s. granjero de la frontera. (p. 575)
Songhai s. imperio de África Occidental que sucedió a Malí
Tammany Hall s. famosa maquinaria política de la ciudad
y controló el comercio desde el siglo XV hasta fines del
de Nueva York de fines del siglo XIX. (p. 613)
XVI. (p. 42)
Sons of Liberty [Hijos de la Libertad] s. grupo de colonos
que formaron una sociedad secreta para oponerse a las
políticas británicas en los tiempos de la revolución nortea-
mericana. (p. 161)

Page 13 of 14
SPANISH GLOSSARY
tariff [arance aduanero] s. impuesto a las mercancías impor- Treaty of Greenville [Tratado de Greenville] s. acuerdo de
tadas. (p. 296) 1795 por el cual 12 tribus amerindias cedieron al gobier-
Tariff of Abominations [arancel de las Abominaciones] s. no de Estados Unidos gran parte de lo que hoy son los es-
ley de 1828 que subió los aranceles de las materias primas tados de Ohio e Indiana. (p. 300)
y las manufacturas; alteró a los sureños, quienes sentían Treaty of Guadalupe Hidalgo [Tratado de Guadalupe
que la política económica nacional la estaban determi- Hidalgo] s. tratado de 1848 que puso fin a la guerra esta-
nando los intereses económicos del noreste. (p. 381) dounidense con México; México cedió California y Nuevo
technology [tecnología] s. uso de herramientas y conoci- México a los Estados Unidos. (p. 410)
miento para satisfacer las necesidades humanas. (p. 32) Treaty of Paris [Tratado de París] s. tratado de 1763 que pu-
Tejano [tejano] s. persona de ascendencia española que so fin a la guerra Francesa y Amerindia; Inglaterra entregó
consideraba a Texas su hogar. (p. 400) toda norteamérica del este del río Mississippi. (p. 150)
temperance movement [movimiento de la templanza] s. Treaty of Paris of 1783 [Tratado de París de 1783] s. trata-
campaña para acabar con el consumo de las bebidas alco- do que puso fin a la guerra Revolucionaria, confirmó la
hólicas. (p. 434) independencia de Estados Unidos y estableció los límites
de la nueva nación. (p. 212)
tender s. dinero (p. 255)
Treaty of Tordesillas [Tratado de Tordesillas] s. tratado de
tenement [casa de vecindad] s. edificio de apartamentos ge- 1494 por el cual España y Portugal acordaron repartirse
neralmente en muy malas condiciones y atestado. (p. 611) las tierras del hemisferio occidental y movieron la línea de
Thirteenth Amendment [Enmienda Decimotercera] s. en- demarcación hacia el oeste. (p. 61)
mienda a la Constitución de Estados Unidos adoptada en Treaty of Versailles [Tratado de Versailles] s. tratado de
1865 que abolía la esclavitud y la servidumbre involunta- 1919 que puso fin a la primera guerra mundial. (p. 696)
ria en Estados Unidos. (p. 521)
trench warfare [guerra de trincheras] s. clase de guerra
Three-Fifths Compromise [Acuerdo de los Tres Quintos] durante la primera guerra mundial en que los combatien-
s. acuerdo de la Convención Constitucional que establecía tes se apiñaban en zanjas fortificadas y se disparaban arti-
que, para efectos de la representación y del cobro de im- llería y fuego de ametralladora. (p. 680)
puestos, se contarían como parte de la población tres triangular trade [comercio triangular] s. sistema de comer-
quintos de los esclavos de un estado. (p. 232) cio transatlántico en que se intercambiaban mercancías,
Townshend Acts [leyes de Townshend] s. serie de leyes incluso esclavos, entre África, Inglaterra, Europa, las Anti-
aprobadas por el Parlamento en 1767 que suspendieron la llas y las colonias de Norte América. (p. 111)
Asamblea de Nueva York y establecieron impuestos a las tribunal [tribunal] s. corte. (p. 253)
mercancías importadas a las colonias británicas. (p. 163) trust s. cuerpo legal creado para tener una cartera de accio-
Trail of Tears [Sendero de las Lágrimas] s. trágica marcha del nes de varias empresas, con frecuencia en la misma indus-
pueblo cherokee desde sus tierras hasta el Territorio Indio, tria. (p. 595)
entre 1838 y 1839; miles de cherokees murieron. (p. 377) tundra [tundra] s. pradera sin árboles que está permanen-
transcendentalism [trascendentalismo] s. filosofía del si- temente helada debajo de su capa de superior de tierra.
(p. 33)
U
glo XIX que enseñaba que el mundo espiritual es más im-
portante que el mundo físico y que las personas pueden
hallar la verdad dentro de sí mismas mediante los senti- unanimous consent [consentimiento unánime] s. acuerdo
mientos y la intuición. (p. 431) completo. (p. 264)
transcontinental railroad [ferrocarril transcontinental] s. Uncle Tom’s Cabin [La cabaña del tío Tom] s. novela publi-
ferrocarril que se extendía por todo el continente. (p. 590) cada por Harriet Beecher Stowe en 1852, que mostraba la
Treaty of Ghent [Tratado de Gante] s. tratado firmado en esclavitud como brutal e inmoral. (p. 462)
1814 que puso fin a la guerra de 1812; no cambió de due- unconstitutional [inconstitucional] adj. que contradice la
ño ningún territorio ni se resolvieron los conflictos comer- ley de la constitución. (p. 317)
ciales. (p. 333)
Underground Railroad [ferrocarril clandestino] s. serie de
rutas de escape que usaban los esclavos para escaparse
del Sur. (p. 442)
urbanization [urbanización] s. crecimiento de las ciudades
como resultado de la industrialización. (p. 609)

Page 14 of 14
U.S.S. Maine s. barco de guerra estadounidense que explo- World War II [segunda guerra mundial] s. guerra que se
tó misteriosamente y se hundió en el puerto de La Haba- libró entre 1939 y 1945, en que Gran Betaña, Francia, la
na, Cuba, el 15 de febrero de 1898. (p. 663) Unión Soviética, Estados Unidos, China y otros aliados
V
derrotaron a Alemania, Italia y Japón. (p.713)
Wounded Knee Massacre [masacre de Wounded Knee] s.
vaquero [vaquero] s. peón de ganado que vino de México
masacre de 1890 por soldados estadounidenses de 300
con los españoles en el siglo XVI. (p. 560)
amerindios desarmados, en Wounded Knee Creek, Dako-
vaudeville [vodevil] s. tipo de espectáculo teatral en vivo ta del Sur. (p. 566)
con mezcla de canciones, baile y comedia. (p. 629)
writ of assistance [mandato judicial de transferencia] s.
viceroyalty [virreinato] s. provincia regida por un virrey, orden de registro que permitía a los oficiales británicos
que gobernaba en nombre del rey. (p. 71) entrar en los hogares o comercios coloniales en busca de
Vietnam War [guerra de Vietnam] s. conflicto militar que contrabando. (p. 164)
X
duró desde 1954 hasta 1975, entre el Vietnam del Norte
comunista, apoyado por China y la Unión Soviética y las
fuerzas no comunistas de Vietnam del Sur, apoyados por XYZ Affair [asunto XYZ] s. incidente de 1797 en que fun-
Estados Unidos. (p.719). cionarios franceses demandaron que los diplomáticos es-
tadounidenses les pagaran un soborno. (p. 306)
Y
vigilante [vigilante] s. persona dispuesta a tomar la ley en
sus propias manos. (p. 561)
Virginia Plan s. plan presentado por Edmund Randolph, yellow journalism [periodismo amarillo] s. estilo de perio-
delegado a la Convención Constitucional de 1787, que dismo que usa la exageración y el sensacionalismo para
proponía un gobierno de tres ramas y una legislatura bi- presentar las noticias. (p. 663)
cameral en la que la representación se basaría en la po- Yoruba [Yoruba] s. gente de África Occidental que constitu-
blación o la riqueza de un estado. (p. 231) yó varios estados al sudoeste del río Níger. (p. 42)
W war bond [bono de guerra] s. préstamo de interés bajo de

la población civil al gobierno, que se pagaría dentro de
Z
Zimmermann telegram [telegrama de Zimmerman] s.
mensaje enviado en 1917 por el ministro de Relaciones
un número de años. (p. 691) Exteriores alemán al embajador alemán en México propo-
War Hawk s. habitante de las regiones del oeste que apo- niendo una alianza entre México y Alemania y prome-
yaba la guerra de 1812. (p. 329) tiendo ayudar a México a recuperar Texas, New Mexico y
Arizona si Estados Unidos entraba en la guerra. (p. 682)
Webster-Hayne debate [debate Webster-Hayne] s. debate
de 1830 entre Daniel Webster y Robert Hayne sobre la
doctrina de la invalidación. (p. 382)
Whig Party [Partido Whig] s. partido político organizado
en 1834 en oposición a las políticas de Andrew Jackson.
(p. 387)
Whiskey Rebellion [rebelión del Whisky] s. protesta de
1794 contra el impuesto que impuso el gobierno al
whisky, valioso medio económico de los granjeros de la
frontera. (p. 301)
Wilderness Road [Camino al Desierto] s. sendero a Ken-
tucky que ayudó a construir el pionero Daniel Boone.
(p. 221)
Wilmot Proviso [Claúsula de Wilmot] s. propuesta de 1846
que excluía la esclavitud de cualquier territorio adquirido
como resultado de la guerra con México. (p. 459)

Page 1 of 5
INDEX OF SKILLS
INDEX OF SKILLS
Chronological and Spatial interpreting / reading maps, 12, 14, 20, 21, 28, 30, 33,
40, 51, 55, 63, 65, 68, 72, 74, 87, 95, 102, 103, 110, 111, 114,
Thinking 120, 125, 127, 131, 150, 153, 172, 187, 195, 197, 203, 209, 213,
charts, graphs, diagrams, 31, 37, 49, 53, 66, 77, 79, 89, 217, 223, 241, 299, 320, 331, 350, 355, 357, 358, 363, 376, 395,
97, 104, 105, 113, 118, 123, 129, 140, 145, 151, 162, 173, 181, 405, 408, 410, 419, 425, 447, 464, 473, 477, 483, 494, 495, 499,
198, 199, 210, 278, 297, 302, 323, 362, 368, 573-574, 579, 580, 517, 527, 551, 558, 563, 581, 592, 599, 645, 652, 660, 665, 669,
586, 608, 630, 673, 683, 675, 678, 690, 720, 721, 727, 729 670, 672, 680, 688, 697, 701, 715, 737, 732
chronological order / sequence, 84, 89, 172, 186, 216, interpreting visuals / graphics, 20, 21, 30, 34, 37, 40, 43,
240, 242-243, 276-277, 476, 576, 711, 716 48, 58, 62, 71, 77, 78, 80, 81, 82-83, 96, 97, 104, 106, 117, 124,
comparing, 604, 721, 724 136, 137, 144, 152, 162, 186, 213, 216, 224, 226, 227, 232, 235,
240, 244-247, 248-287, 304, 308, 309, 375, 323, 329, 333, 335,
contrasting, 152, 587, 724, 726 343, 362, 373, 377, 380, 385, 388, 389, 390-391, 416, 425, 442,
creating a model, 151, 346, 399, 538, 673, 683 448, 484, 492, 514, 521, 543, 549, 550, 553, 554, 569, 583, 586,
creating maps, 43, 118, 173, 225, 302, 323, 373, 470, 491, 589, 596, 604, 605, 610, 615, 621, 630, 631, 647, 654, 655, 671,
497, 511, 519, 617, 643, 675 675, 687, 690, 697, 700, 709, 720, 727, 734
economic systems, 91, 214, 296, 380, 458, 109, 296, 543, map basics, 9, 20, 21
386, 647 migration, 18, 28, 33, 149, 398, 447, 425, 579, 615
expansion and disintegration, 40, 57, 200, 226, 334, 357, physical geography, 11, 12, 13, 14-15, 17, 20, 33, 125, 325,
358, 360, 376, 398, 410, 418, 459, 580, 674, 737 514, 645
explaining geographic patterns, 17, 18, 74, 111, 125 recognizing effects, 405, 728-729
exploration, 51, 55, 63, 153, 398 themes of geography, 5, 20, 21, 28, 40, 51, 63, 72, 80, 87,
human geography, 17, 18, 19, 20, 33, 226, 324, 350, 425, 95, 102, 104, 110, 115, 120, 124, 125, 127, 130, 148, 172, 195,
446, 514, 580, 598, 644, 728 197, 203, 209, 223, 226, 227, 299, 320, 324, 325, 331, 350, 354,
357, 358, 376, 395, 399, 405, 408, 410, 425, 446, 464, 473, 483,
interdisciplinary activities 495, 515, 517, 558, 563, 592, 598, 644, 645, 652, 660, 665, 667,
art, 37, 47, 66, 73, 75, 79, 89, 123, 129, 140, 145, 670, 672, 680, 684, 697
162, 181, 199, 205, 233, 297, 302, 317, 329, 359,
387, 397, 405, 428, 432, 491, 497, 538, 544, 573, time lines, 24, 54, 58, 82, 106, 132, 156, 167, 190, 218, 276-
593, 603, 613, 629, 643, 661, 683, 698, 728 277, 290, 310, 338, 366, 390, 420, 445, 454, 476, 478, 497, 498,
civics, 225, 398, 437, 539, 612 500, 5526, 530, 554, 579, 582, 603, 606, 636, 656, 667, 672,
drama, 445 676, 704, 713, 716, 730, 738
economics, 728 using historical documents, 38, 98, 182-185, 238-239,
geography, 43, 53, 118, 151, 173, 225, 302, 323, 242, 248-275, 360, 524, 525, 538-539, 596, 685, 699, 730
373, 378, 470, 497, 511, 519, 617, 643
language arts, 31, 37, 66, 75, 89, 97, 103, 129, 140,
181, 199, 237, 297, 353, 359, 387, 397, 485, 491,
519, 561, 572, 603, 613, 623, 629, 649, 653, 667, Research, Evidence, and
698, 711, 716 Point of View
math, 21, 53, 77, 79, 118, 169, 173, 213, 215, 347,
373, 378, 470, 521, 523, 571, 617, 667, 673, 694, analyzing causes, 544, 684. See also under Historical
729 Interpretation; and Reading and Critical Thinking.
music, 48, 70, 151, 162, 210, 506, 561, 593, 711 artifacts, 124, 202, 226, 324, 390, 446, 514, 537, 591, 598, 644
science, 31, 103, 123, 345, 398, 417, 589, 610, 673,
683, 721 assessing sources, 528, 538-539, 624-625, 631, 650, 664,
speech, 97, 145, 167, 205, 215, 237, 307, 329, 345, 684, 699. See also under Reading and Critical Thinking.
353, 383, 437, 461, 475, 511, 537, 544, 567, 571, categorizing information, 392, 418, 608, 630, 706, 730
579, 694, 721
technology, 48, 70, 113, 210, 233, 307, 317, 383, cooperative learning, 187, 346, 372, 3898, 499, 527, 538-
405, 417, 428, 432, 445, 561, 475, 485, 506, 523, 539, 551, 572-573, 581, 664, 684-685, 701, 731. See also under
537, 567, 579, 581, 589, 649, 653, 661, 675, 716 Writing and Speaking.
world history, 323 drawing conclusions, 187, 373, 397, 524, 593, 603, 624-
625, 653, 661, 673, 690, 694. See also under Historical
Interpretation; and Reading and Critical Thinking.
INDEX OF SKILLS R71

Page 2 of 5
evaluating information, 56, 81, 171, 197, 347, 373, 528, Historical Interpretation
551, 664, 694. See also under Reading and Critical Thinking.
analyzing causes, 20, 36, 40, 46, 48, 52, 79, 88, 104, 108,
forming and supporting opinions, 97, 98-99, 101, 112, 121, 125, 152, 194, 210, 213, 214, 224, 316, 327, 357,
118, 173, 202, 309, 360, 389, 491, 551, 579, 624-625, 701, 731. 370, 397, 402, 405, 408, 414, 416, 444, 534, 541, 561, 575,
See also under Historical Interpretation; and Reading and 599, 601, 602, 623, 645, 649, 661, 668, 669, 709, 737. See also
Critical Thinking. under Reading and Critical Thinking.
framing historical questions, 43, 48, 79, 80, 91, 188, analyzing points of view, 296, 314, 350, 358, 383, 385,
208, 360, 450, 477, 593, 605, 630, 631, 632, 655, 675, 699, 463, 469, 542, 567, 578, 588, 595, 693, 698
702-703, 737. See also under Reading and Critical Thinking.
asking questions, 575
internet research, 21, 55, 62, 81, 91, 105, 125, 131, 142,
biography, 37, 50, 64, 86, 88, 112, 121, 140, 166, 181, 193,
151, 153, 175, 187, 188, 189, 191, 208, 215, 241, 309, 311,
194, 205, 210, 228, 230, 293, 295, 315, 316, 319, 321, 324-325,
325, 335, 347, 363, 372, 389, 391, 398, 415, 419, 427, 447,
353, 370, 375, 394, 404, 435, 441, 443, 444, 449, 461, 482,
449, 455, 458, 476, 477, 487, 492, 499, 515, 519, 527, 529,
496, 510, 516, 519, 522, 534, 565, 570, 571, 578, 588, 595,
531, 537-539, 549, 551, 581, 583, 589, 599, 605, 612, 619, 623,
613, 622, 643, 648, 661, 667, 696, 711, 716, 723
629, 631, 643, 645, 647, 655, 657, 664, 667, 671, 673, 675,
677, 683, 684, 685, 701, 703, 705, 728, 731, 739 causal relationships, 17, 25, 31, 36, 37, 46, 54, 171, 174,
182, 329, 333, 711, 737
library research, 81, 105, 131, 153, 173, 188, 189, 208, 215,
217, 309, 329, 335, 336, 363, 383, 389, 398, 419, 449, 469, cause and effect, 96, 323, 340, 523, 661, 720
470, 477, 492, 499, 519, 529, 549, 551, 581, 605, 619, 629, comparing, 31, 50, 81, 102, 142, 180, 214, 235, 336, 430, 441,
631, 643, 667, 671, 673, 675, 683, 684-685, 702-703, 739 458, 482, 502, 571, 576, 629, 653, 724, 738
point of view / perspective, 38, 55, 91, 127, 131, 151, contrasting, 48, 137, 138, 209, 235, 297, 343, 351, 404, 494,
203, 205, 309, 360, 469, 486, 499, 551, 604, 605, 624-625, 655, 502, 521, 596, 629, 653, 673, 724
668, 675, 703
cost-benefit analysis, 309, 728
primary sources, 21, 27, 29, 32, 33, 38, 39, 43, 47, 52, 55,
decision-making, 204, 285
63, 67, 71, 75, 78, 81, 85, 92, 94, 97, 98, 99, 100, 105, 109,
114, 116, 118, 119, 122, 124, 126, 128, 129, 131, 134, 135, drawing conclusions, 29, 30, 35, 65, 69, 77, 80, 145, 149,
139, 141, 142, 148, 151, 153, 159, 160, 162, 164, 165, 167, 162, 166, 173, 185, 207, 302, 206, 332, 373, 397, 415, 447, 517,
172, 182-185, 187, 196, 200, 202, 209, 215, 217, 221, 230, 231, 571, 587, 591, 604, 643, 618, 654, 671, 673, 737. See also under
234, 238, 239, 241, 242, 247, 248-275, 293, 298, 301, 303, 309, Reading and Critical Thinking.
313, 315, 322, 324, 330, 335, 342, 344, 348, 351, 352, 353, economic and political issues, 48, 62, 214, 296, 309,
354, 356, 359, 360-361, 363, 369, 372, 374, 377, 379, 382, 384, 380, 387, 388, 424, 458, 509, 521, 571, 576, 586, 593, 603,
385, 389, 393, 396, 409, 419, 423, 433, 438-439, 440, 444, 449, 604, 640, 647, 671, 706, 728
457, 477, 481, 488, 504, 519, 524, 525, 527, 538, 545, 547,
economic performance, 20, 62, 124, 296, 335, 350, 380,
548, 551, 557, 567, 568, 581, 620, 624-625, 631, 641, 655, 670,
458, 573, 595
675, 696, 699, 701, 731
evaluating, 197, 207, 212, 229, 248, 291, 438, 451, 613, 624-
secondary sources, 14, 91, 104, 105, 169, 217, 347, 451,
625, 630, 643. See also under Reading and Critical Thinking.
477, 484, 538-539, 551, 569, 573, 661, 684-685. See also
library research under Research, Evidence, and Point of View. finding main ideas, 62, 75, 79, 80, 88, 89, 97, 99, 103, 122,
134, 136, 150, 152, 185, 223, 322, 356, 397, 411, 448, 525,
solving problems, 215, 285, 465, 685, 738. See also under
541, 587, 619, 651, 658, 674, 684, 687, 738. See also under
Historical Interpretation; and Reading and Critical Thinking.
Reading and Critical Thinking.
summarizing, 258, 315, 334, 715, 720, 725. See also under
forming and supporting opinions, 5, 20, 53, 59, 96,
Historical Interpretation; and Reading and Critical Thinking.
107, 118, 157, 199, 233, 325, 328, 428, 451, 549, 579, 604,
using notes, 186, 292, 308, 334, 418, 448, 498, 502, 526, 550, 613, 663, 684, 727, 730. See also under Reading and Critical
580, 630, 654, 674, 700, 730. See also taking notes under Thinking.
Writing and Speaking.
historical continuity, 113, 120, 141, 150, 186, 242, 300, 304,
317, 375, 386, 410, 446, 464, 538, 549, 593, 671
identifying problems, 45, 83, 104, 129, 133, 427, 550, 603,
615, 621, 631, 671, 684, 729, 737
influence of geographic patterns / factors, 18, 28,

52, 83, 124, 149, 324, 424, 446, 593, 671
R72 INDEX OF SKILLS

Page 3 of 5
INDEX OF SKILLS
interpreting art, 47, 73, 79, 97, 122, 129, 137, 168, 180, 190, using graphics, 48, 75, 129, 167, 205, 225, 237, 317, 323, 329,
196, 201, 210, 212, 219, 221, 227, 236, 306, 377, 403, 413, 345, 353, 359, 373, 377, 383, 387, 397, 405, 417, 428, 432, 437,
415, 430, 470, 518, 536, 564, 577, 596, 611, 666, 692, 693, 710 445, 461, 465, 470, 475, 485, 491, 497, 506, 511, 519, 423, 537,
544, 549, 561, 567, 571, 579, 589, 593, 597, 613, 617, 623, 629,
interpretation, 188, 297, 399, 605, 624-625
643, 649, 653, 661, 667, 673, 683, 690, 694, 727, 729. See also
issues and problems, 25, 31, 54, 80, 90-91, 104, 107, 130, under Chronological and Spatial Thinking; and Writing and
152, 181, 186, 189, 216, 219, 233, 239, 240, 244-247, 308, 309, Speaking.
334, 353, 354, 356, 358, 362, 369, 372, 374, 388, 389, 394,
402, 406, 411, 414, 418, 426, 431, 443, 467, 476, 489, 490, using primary sources, 38, 98, 360, 438, 444, 499, 624-625,
685, 699, 723. See also under Research, Evidence, and Point of
506, 509, 541, 546, 549, 550, 561, 575, 580, 585, 591, 599,
View.
603, 621, 629, 630, 631, 651, 654, 673, 674, 694, 700, 729,
730, 732, 737
Reading and Critical Thinking
making inferences, 20, 34, 38, 41, 47, 53, 70, 74, 78, 93, 94,
analyzing, 80, 97, 108, 118, 130, 152, 182, 186, 189, 216, 233,
113, 128, 143, 147, 161, 235, 279, 295, 296, 299, 307, 319,
239, 248-275, 311, 360, 367, 436, 444, 482, 664, 699, 700, 737,
321, 351, 380, 395, 411, 526, 534, 558, 616, 642, 647, 660,
738. See also under Historical Interpretation.
672, 711
analyzing causes, 20, 36, 54, 79, 88, 103, 108, 112, 130,
patterns, 25, 17, 81, 399, 424, 598-599, 610, 615, 671. See also
194, 210, 213, 224, 316, 327, 333, 381, 401, 428, 456, 476,
under Reading and Critical Thinking.
509, 544, 550, 563, 584, 590, 601, 683, 696, 716, 737. See also
political ideas / systems, 182-185, 244-247, 248-287, 294, under Historical Interpretation.
304, 307, 386, 418, 467, 605
analyzing point of view, 53, 127, 151, 162, 203, 205, 233,
primary sources, 21, 43, 242, 248, 513, 605, 635, 702. See 296, 314, 329, 373, 469, 475, 486, 623, 625, 655, 693. See also
also under Reading, Evidence, and Point of View. under Historical Interpretation.
reading a map, 34, 68, 87, 131, 198, 222, 332, 349, 352, 375, applying citizenship, 279, 280-287, 526, 539, 604, 664,
394, 404, 407, 442, 461, 496, 518, 560, 564, 716. See also under 674, 700. See also under Writing and Speaking.
Chronological and Spatial Thinking.
assessing sources, 57, 182, 242, 248, 513, 529, 684. See also
recognizing effects, 42, 111, 121, 140, 143, 172, 174-175, under Research, Evidence, and Point of View.
201, 208, 215, 279, 323, 328, 342, 344, 345, 349, 353, 371,
categorizing, 26, 54, 138, 392, 413, 608, 706, 730
377, 378, 386, 436, 459, 468, 487, 543, 547, 559, 560, 565,
576, 610, 643, 653, 676, 689, 690, 694, 723. See also under cause and effect, 48, 80, 96, 108, 130, 323, 329, 340, 362,
Reading and Critical Thinking. 416, 584. See also under Historical Interpretation.
recognizing propaganda, 165, 196, 237, 611, 664, 702 characterization, 45, 655
sequence, 17, 37, 43, 54, 84, 89, 104, 130, 158, 174, 186, 192, chronological order / sequence, 84, 104, 130, 158, 172,
216, 343, 349, 465, 671, 716 192, 216, 716. See also under Chronological and Spatial
Thinking.
solving problems, 87, 195, 220, 240, 285, 292, 424, 458, 538,
550, 655, 728-729. See also under Reading and Critical comparing and contrasting, 20, 31, 54, 66, 102, 123,
Thinking. 137, 138, 140, 142, 199, 209, 235, 312, 387, 422, 448, 461,
480, 485, 498, 502, 519, 526, 546, 580, 604, 613, 617, 623,
summarizing, 72, 81, 86, 95, 104, 117, 128, 130, 144, 160,
624-625, 628, 724, 738. See also under Historical
181, 216, 231, 304, 315, 334, 381, 402, 467, 505, 510, 522,
Interpretation.
548, 570, 577, 611, 627, 649, 709, 719. See also under
Reading and Critical Thinking; and Research, Evidence, and drawing conclusions, 13, 20, 29, 30, 35, 37, 43, 47, 51, 57,
Point of View. 65, 66, 69, 77, 89, 145, 162, 166, 167, 173, 181, 185, 186, 207,
236, 239, 261, 279, 306, 332, 372, 376, 407, 415, 418, 426,
time and place, 31, 35, 42, 52, 68, 75, 86, 94, 101, 116, 128,
441, 445, 491, 492, 504, 508, 537, 549, 566, 579, 647. See also
133, 138, 149, 164, 172, 173, 181, 193, 199, 202, 204, 206, 207,
under Historical Interpretation.
208, 211, 221, 228, 229, 233, 234, 237, 293, 294, 298, 301, 303,
305, 307, 313, 314, 318, 319, 326, 330, 332, 348, 351, 613, 617, evaluating, 207, 212, 302, 345, 432, 434, 438, 537, 561, 593,
628, 631, 640, 648, 651, 671, 672, 689, 694, 708, 714, 719, 732, 613, 618-619, 689, 699
738 evaluating information, 171, 197, 538, 539, 572, 664,
understanding technological change, 6, 339, 341, 689. See also under Research, Evidence, and Point of View.
346, 349, 415, 492, 577, 588, 587, 589, 590, 592, 593, 599, fact v. opinion, 59, 165, 202
610, 627, 629, 671, 681
finding main ideas, 60, 63, 70, 80, 97, 99, 122, 134, 136,
150, 152, 185, 223, 244-247, 322, 356, 368, 388, 397, 411, 536,
INDEX OF SKILLS R73

Page 4 of 5
544, 556, 580, 619, 640, 643, 655, 667, 692, 739. See also theme, 54, 130, 186, 216, 240, 308, 334, 362, 388, 418, 448,
under Historical Interpretation. 476, 498, 526, 550, 580, 630, 654, 674, 700, 730
forming and supporting opinions, 20, 96, 97, 98-99, understanding continuity and change, 242-243, 335,
101, 145, 173, 186, 191, 199, 233, 247, 265, 268, 328, 353, 580, 590, 596, 604, 608, 629, 630, 644, 671, 672, 674, 684,
437, 442, 448, 484, 491, 526, 551, 580, 597, 625, 663, 667, 693, 706, 732, 738
674, 710, 727. See also under Historical Interpretation; and
Research, Evidence, and Point of View.
framing historical questions, 90, 208, 242, 539, Writing and Speaking
655, 702 activities
identifying facts and opinions, 43, 202, 225, 470, 506, advertisement, commercial, 55, 89, 309, 347,
624-625 629
article / news report, 81, 97, 103, 129, 198, 237,
identifying problems, 292, 532, 638, 644, 684, 728, 732.
241, 419, 477, 483, 519, 572, 633, 675, 701
See also under Historical Interpretation.
audio recording, 233, 383, 432
K-W-L, 56-57, 84, 108, 134, 158, 188, 220, 286, 292, 312, 336- banner, 387
337, 340, 368, 392, 422, 450-451, 480, 502, 528-529, 532, 538- biography, 37, 181, 199, 449, 450, 528-529, 561,
539, 556, 572-573, 584, 607, 608, 612, 632, 633, 638, 658, 664, 581, 623
678, 684-685, 701, 702-703, 706, 728-729 book report / review, 353, 465
booklet, 684
literature connections, 174-175, 431, 440, 486-487, 522, broadcast, 694
558, 590, 618-619, 642, 689, 723 brochure / leaflet, 145, 643
making decisions, 174, 204, 230, 231, 285, 498 cartoon / comic strip, 129, 168, 205, 233, 297,
329, 359, 698
making generalizations, 48, 54, 317, 458, 511, 617 charts, 60, 70, 85, 173, 373. See also under
making inferences, 9, 20, 50, 60, 62, 70, 74, 78, 93, 94, 97, Chronological and Spatial Thinking.
113, 128, 143, 161, 164, 227, 235, 294, 307, 319, 321, 351, closing arguments, 145
361, 388, 403, 409, 414, 425, 431, 435, 469, 475, 490, 496, collage, 75, 283
database, 118, 279, 523, 571, 667, 675
497, 511, 513, 521, 523, 525, 547, 569, 571, 597, 622, 629,
debating, 241, 309, 469
649, 661, 665, 682, 694. See also under Historical
description, 57, 451
Interpretation.
diagram, 345, 497
perspective, 242, 579, 581, 732. See also under Research, dialogue, 363
Evidence, and Point of View. diary entry, 131
directions, 21
plot, 174-175, 618-619 display, 589, 703, 716
previewing concepts, 25, 59, 83, 107, 133, 157, 191, 219, documentary, 461
242-247, 291, 311, 339, 367, 391, 421, 479, 501, 531, 583, 607, dramatic readings / performance, 307, 445
637, 657, 677, 705 drawing / illustrating, 37, 55, 79, 140, 302, 389,
465
reading charts and graphs, 120, 144, 213, 224. See also editorial / opinion piece, 169, 225, 359, 389, 603,
under Chronological and Spatial Thinking. 698
reading maps, 7-9, 34, 116, 161, 198, 222, 300, 319, 349, election process, 372
513, 591, 680, 681. See also under Chronological and Spatial essay, 300, 711, 731
exhibit, 632-633
Thinking.
explanation, 398
recognizing effects, 19, 20, 45, 75, 79, 80, 97, 111, 121, fiction / drama, 91
140, 143, 147, 167, 172, 201, 208, 215, 323, 328, 344, 345, graphics, 66, 70, 75, 79, 103, 113, 169, 215, 470,
352, 355, 359, 371, 377, 380, 383, 405, 417, 432, 437, 472, 477, 572, 728, 729
495, 506, 548, 567, 586, 589, 593, 602, 621, 678, 692, 696, instructions / guide, 91, 398, 631
700, 718. See also under Historical Interpretation. Internet home page, 317, 537. See also Web site.
interview, 283, 449
recognizing propaganda, 165, 196, 237, 334, 664 journal, 336, 397
solving problems, 87, 195, 220, 215, 240, 285, 292, 465, learning center, 279
476, 532, 538, 623, 638, 654, 685, 729. See also under letter, 153, 297, 309, 397, 437, 451, 491, 499, 529,
Historical Interpretation. 549, 551, 655, 675
mobile, 113
summarizing, 72, 86, 95, 130, 152, 160, 181, 277, 304, 312, model, 151, 317, 673
334, 483, 489, 627, 641, 670, 711, 719, 725. See also under multimedia presentation, 113, 167, 217, 335,
Historical Interpretation; and Research, Evidence, and Point 428, 475, 579, 593, 675
of View. mural, 544, 661
R74 INDEX OF SKILLS

Page 5 of 5
INDEX OF SKILLS
oral history, 43, 97, 167, 353 applying citizenship skills, 90, 104, 130, 142, 152, 169,
panel discussion, 461 186, 198, 216, 225, 240, 280-287, 300, 308, 334, 362, 372, 388,
persuasion, 188, 579, 581, 702, 731 418, 427, 448, 469, 476, 498, 526, 538-539, 550, 580, 612, 630,
pictograph, 56-57 654, 664, 730. See also under Reading and Critical Thinking.
polling, 300
poster, 89, 162, 168, 283, 573, 603, 629, 702, 728 compare and contrast, 98-99, 337. See also under
presentation, 632-633, 711, 721, 728 Historical Interpretation; and Reading and Critical Thinking.
press conference, 237, 329 cooperative learning activity, 21, 55, 81, 90, 105, 131,
proposal, 728 153, 168, 169, 187, 188, 198, 217, 241, 279, 309, 335, 336,
puzzle, 432
346, 363, 398, 419, 427, 449, 450, 469, 477, 499, 528-529, 538-
quotation / saying, 140, 187, 335, 675
539, 605, 612, 631, 655, 664, 679, 684, 701, 728, 729. See also
research / reports, 167, 283, 335, 345, 347, 527,
under Research, Evidence, and Point of View.
538-539, 605, 664, 721, 728, 729
role-playing / re-creating history, 56-57, 336, exercising free speech, 169, 182-183, 198, 266, 280-287,
346, 398, 450-451, 528-529, 538-539, 557, 605, 372
673, 685, 702-703
science exhibit, 417 responding to literature, 98-99, 173, 238, 463, 486-487,
script, 572, 649 522, 558, 590, 618-619, 624-625, 664, 689
sign, 346 taking notes, 26, 27, 32, 39, 44, 49, 60, 61, 67, 71, 76, 80, 84,
slogan, 387 85, 92, 100, 108, 109, 114, 119, 126, 130, 134, 135, 141, 146,
song, 151, 162, 506, 561 159, 163 170, 186, 192, 193, 206, 210, 219, 228, 234, 241, 292,
speech, writing and delivering, 188-189, 205,
298, 303, 312, 318, 326, 330, 336, 340, 341, 348, 354, 368 374,
215, 346, 383, 437, 475, 511, 529, 537, 544, 567,
379, 392, 406, 412, 422, 429, 433, 440, 456, 462, 471, 480,
571, 605, 703
488, 502, 507, 512, 520, 532, 540, 556, 568, 584, 587, 608,
spreadsheet, 617
statement, 105 638, 658, 678, 706
story, 75 technology activity, 21, 48, 70, 113, 210, 233, 307, 317,
summary, 91 383, 405, 417, 428, 432, 445, 475, 485, 506, 523, 537, 561,
technical documents, 336 567, 579, 581, 589, 649, 653, 661, 675, 716
television report / script, 103, 667
time line, 323 using technology, 21, 48, 55, 131, 187, 217, 233, 241, 279,
trading card, 181, 199, 405 307,309, 317, 335, 363, 383, 389, 405, 417, 419, 428, 432, 445,
video presentation, 307, 445, 523, 661 461, 475, 477, 499, 506, 515, 523, 528-529, 537, 551, 567, 571,
Web site, 48, 389, 405, 428, 485, 506, 567, 589, 579, 581, 589, 593, 599, 617, 623, 631, 649, 655, 661, 671,
623, 649, 653, 716. See also Internet home page. 675, 684, 701, 716, 728, 731
writing questions, 427
INDEX OF SKILLS R75

Page 1 of 24
INDEX
An i preceding a page reference in italics indicates that there is an

illustration, and usually text information as well, on that page. An
m or a c preceding an italic page reference indicates a map or a
chart, as well as text information on that page.
A Abilene, Kan., 559, 560

abolition of slavery, 440–445
amendments to Constitution
in American Revolution, 194
as artists, 431
as “buffalo soldiers,” 571
Alabama State Legislature
representation in 1962, c749
Alamo, Battle of the, 129,
for, 270 in cattle industry, 560 402–404, i403
Emancipation Proclamation civil rights, 743, 747, 751 Alaska, i10
and, 503–505 civil rights movement and, facts about, R38
absolute location, 4 723–724 national parks in, m644
Acadians, i149 in Civil War, 489, 505–506, i506 purchase of, m660
Across Five Aprils, 486–487 Constitutional Convention Albany Plan of Union, 149
Adams, Abigail, i176 and, 229 Alcott, Louis May, 431
Adams, John, 165, i166, i212, R36 Great Migration of, 693, 698 Alden v. Maine, 317
in Continental Congress, 171 Harlem Renaissance and, 709 Aleut people, 33–34
death of, 371 jazz and, 707, 708 Alexander VI (pope), 61
and Declaration of obstacles to education of, 435 Alger, Horatio, 596
Independence, 159 peonage and, 623 Algonquin people, 147
Jefferson and, 313, 316 population in pre-Civil War Alien and Sedition Acts, 306,
as president, 303–307 South, 350–351 313, 316
Adams, John Quincy, 369–370, Reconstruction and, 533–536, Allen, Ethan, 176–177
i370, R36 545–549 Allen, Richard, 215
abolition and, 441 segregation and, 620–623, Allies
defense of Amistad rebels, 441 742, 746–747 in World War I, 680
Fourth of July, 1821 speech, 359 slavery of, 118, 119, 121, 122, 123, in World War II, 713–716, m715
Adams, Samuel, 164, 165, i166, 172 349–350, 351–353, i351, 446– almanacs, 138
Adams-Onis Treaty, 357 447, 462–463, 503–505, 740–741 al-Qaeda, 721, 732, 734, 735
Addams, Jane, 612, i613, 640, in sports, 628 amendments, constitutional. See
651–652 Thirteenth Amendment and, also Bill of Rights; individual
Adena people, 31 270, 521 amendments by number.
adobe, 35 voting rights of, 271, 535, i536 procedure for proposal and
affirmation, 257 in World War I, 687, 689 adoption of, 263, c263
affirmative action, 750–751 in World War II, i705 text of, 266–277
Afghanistan African Diaspora, 78 American Crisis, The, 196, 198
terrorists and, 735 Age of Exploration, 44–48, American Expeditionary Force, 686
U.S. military action in, 721, 49–53, 61–66, 67–70 American Federation of Labor, 603
735, i735 Age of Reason, 141–145 American Indians. See Native
AFL, 603 AIM, 724 Americans.
Africa airline industry. See industry, American Indian Movement, 724
early civilizations in, 39–43, m40 airline. American Railway Union, 646
exploration of, 49 airplanes, i627, i681 American Red Cross, i510, 687
killer bees in, i75 hijacking of, 721, 732, m732 American Revolution
slave trade in, 77–79 as terrorist weapons, i721, aftermath of, 211–215
African Americans 732, i733 beginning of, m172
abolition movement and, Alabama, R34, R39 early years of, 190–199
440–441 secession of, 473
R76 INDEX
Page 2 of 24
INDEX
effects abroad, 200–202, Arkansas at world’s fair, i632
212–215, 301–302 desegregation in, i264 Axis Powers, 713–716, m715
events leading to, 157, facts about, R34, R40 azimuthal projection, i9
159–162, 163–167, 170–173, secession of, 482 Aztec people, 34–35
176–179, m186 Arkansas River, 322 calendar of, i34
expansion of, 200–205 Arlington National Cemetery, i520 smallpox and, 74–75
on frontier, m203 armed forces and Spanish conquest of
in Middle States, 195 exclusion of women from Mexico, 63–65, m63
mortality in, c213 draft, i243
in North, m197 global policing by U.S., i673
people and events of, c216 regulation by Congress, 254
B
results of, 211–215, m213 in War of 1812, 331
in South, m209 in World War I, 686–687,
baby boom, 722
victory in, 206–211 688–690
Backcountry, 109–110, 126–129,
American Samoa, R35 in World War II, 712–716
i127
Americans with Disabilities Act, soldier, 488–491
Bacon, Nathaniel, 89
i270 Armistice Day, 690
Bacon’s Rebellion, i89, 120
American System, 354–356 Armstrong, Louis, i707, 708
bail, 268, 269
American War for Independence. Army, U.S., 686–687
Bakke, Allan, 750, i750
See American Revolution. Arnold, Benedict, 178, 197–198, 199
balance of powers, 317
Amistad, 441 art, 430–431
balance of trade, 62
Armistead, James, i201 Arthur, Chester A., R37
Balboa, Vasco Nuñez de, 62
amusement parks, 628 Articles of Confederation,
Baltimore and Ohio (B & O)
Anaconda Plan, 484, m499, 516 182–183, 222–225, 228–233,
Railroad, 601
analyzing, c456, R9, R11 237, 242–247
banking, c296
anarchists, 602, 697 artifacts, 27
after Civil War, 522
Anasazi people, i22, 29, 31 Civil War, i514–515
Federal Reserve Act and,
Andersonville, Ga., 511 colonial life, i124–125
648–649
Andros, Edmund, 143, 144 Midwest, i598
Great Depression and, 710
Angel Island, 615 national parks, i644
stock market crash and, 709
Anthony, Susan B., 444–445, 652 Native Americans, i324
Bank of the United States,
Antietam, Battle of, 496–497, 512 Northwest Territory, i226
Second, 384–386
Antifederalists, 234–237 slavery, i446–447
taxation of, 736
Anti-Imperialist League, 667 Taino statue, i52
Banneker, Benjamin, i305
antiterrorism coalition, 721 Underground Railroad, i446
barbed wire, 561, 576
Great Britain and, 736, 737 artillery, i208
Barton, Clara, i510
Antiquities Act, 643 artisans, 116
baseball, 628
antiwar movement, 724–725, i725 Ashbridge, Elizabeth, 114
Battle of . . . . See under distinc-
Apache people, 35, 565–566 Ashley, William Henry, 394
tive part of battle’s name.
Appalachian Mountains, i11, 126 Asia, m715
bay, i14
Appeal . . . to the Colored Askia Muhammad, 42
Beale, Catherine, 348
Citizens of the World, 440 assimilation, 616
Beals, Jesse Tarbox, i596
appellate jurisdiction, 260 Association for the Advancement
Bear Flag Revolt, i408
Appomattox Court House, m517, of Women, 445
Beauregard, Pierre, i485, 494
519 Atahualpa, 65
Becknell, William, 395, 396
apprenticeship, 137 Atlanta, Ga., 517
Beckwourth, Jim, 393, i394
appropriation, 252, 253 atomic bombs, 716, 719
Beckwourth Pass, i394
Arapaho people, 564 attorney general, 295
Belknap, William, 547
archaeologist, i25 Attucks, Crispus, i163
Bell, Alexander Graham, i588
Arizona Audubon, John James, 431
Bell, John, 472, m473
early civilizations in, 29 Austin, Stephen, i400, 401
Benavente, Toribio de, 73
exploration of, 66 Austria-Hungary, 695–696
Benin, 43
facts about, R34, R40 automobile
Bering Strait, 27, m28
Gadsden Purchase and, 411 human geography and, 17
Berkeley, William, i89
Indian Wars and, 565–566 mass production of, 708
Bessemer, Henry, 587
INDEX R77
Page 3 of 24
Bessemer steel process, 522, 587

Beveridge, Albert, 668–669
Braddock, Edward, 149
Bradford, William, 92
C
Cabeza de Vaca, Álvar Núñez, 66
cabinet, i294
bias, 664 Brady, Mathew, i518 Cabot, John, 67–68
Biddle, Nicholas, i384 photograph of New York City Cabrillo, Juan Rodríguez, 66
Bidwell, Annie Kennedy, 641 by, i420 Cahokia, 31
Bidwell, John, 641 branches of government, 222, 231 Cajuns, i149
Bierstadt, Albert, i310, 430 visual summary of, i278 “Calamity Jane,” i570
bill, 252 Brant, Joseph, i197 Calhoun, John C.
bill of attainder, 254, 255 Brazil, 61 nullification, doctrine of,
Bill of Rights, 247, 282 Breckinridge, John, 472, m473 379–383
adoption of, 236–237 Bremer, L. Paul, 737 opposition to sectionalism by,
Alien and Sedition Acts and, 313 Brest-Litovsk, Treaty of, 683 i379
text of, 266–268 Brook Farm, 437 in slavery debate, i460
Billy the Kid, i570 Brooks, Preston, 465 and transportation, 355
Bingham, John A., i535 Brown, Henry Billings, 742 California, m21
bin Laden, Osama, 735, i735 Brown, John, 465, 469, i477 Bear Flag Revolt in, i408
biological weapons. See weapons Brown, Oliver, 746 exploration of, 318
of mass destruction. Brown v. Board of Education of facts about, R34, R39
Blackbeard, i112 Topeka, 723, 743, 746–747 gold rush in, 411, 412–417
Black Code, 560 Bruce, Blanche K., i546 recall election of 2003, 726
Black Hawk War, 378 Bry, Theodore de, i73 slavery and, 459–460
Black Hills, 558, 564 Bryan, William Jennings, i578, 646 Spanish colonization of, 72
black peonage. See peonage. bubonic plague, 46 states’ rights and, 268
Blackwell, Elizabeth, 435 Buchanan, James, 467, 474, R37 in War with Mexico, 409
Blair, Tony, 736, i737 Buena Vista, Battle of, 410 California Trail, m395
blindness, 436 buffalo, i129, i324, 562–563, 566 Californios, 412
blockade, 484 Buffalo Bird Woman, i562 Callender, James, 313
Bloody Massacre Perpetuated in “buffalo soldiers,” 570 Camden, S.C., 207
King Street, The, i165 Bull Moose Party, 648 Cameahwait, i324
blue jeans, i414 Bull Run, Battle of, 485 Camp David Accords, 720
Bly, Nellie, 639 Bunker Hill, Battle of, 177 Campo, Diego de, 76
Bolsheviks, 683 Burgoyne, John, 196–197, 198, 199 Canada
Bonhomme Richard, 205 Burnett, John G., 377 British settlement of, 329
books, 138–139. See also literature. Burnside, Ambrose, 512 gold rush in, 559
boom, 586 Burr, Aaron, i314 Oregon Territory and, 407
boomtown, 558–559 Bush, George H. W., 721, 725, as refuge for Loyalists, 213
Boone, Daniel, i221 i726, R38 canals, 355, i355, 356
Booth, John Wilkes, 521–522 Bush, George W., 721, 726, R38 Canary, Martha Jane, i570
border states, 482 USA Patriot Act and, 733 cannon, i208
Boston, Mass., 4–5, i4, m4–5, i5 early presidency and, 726 Cantigny, France, 688
in American Revolution, 177, war against terrorism and, canyon, i15
178–179 721, 732–733, 735–737 cape, i14
immigrants in, 428 business Cape of Good Hope, 49
merchants from, 318 Great Depression and, 709–711 capital punishment. See death
revolutionary activity in, 165, growth of corporations and, 595 penalty.
167–168, i167 reform movements and, 641 capitalism, emergence of, 45–48,
Boston Massacre, 165 Sherman Antitrust Act and, 61–62, 70, 86–87, 111–112
Boston Tea Party, 167–168, i167 641, 642 captivity narrative, 138
bounties, 270, 271, 508 supply and demand in, c576 caravel, 49
Bourke-White, Margaret, i712 business cycle, c586 Caribbean, mR32
Boutwell, George S., i535 bust, 586 Columbus in, 52
Boxer Rebellion, 669 Butler, A. P., 465 Spanish-American War in,
boycotts, colonial, 161, 164, 166, Butler, Benjamin F., i535 665 –666, m665
169, 171 butte, i14 Carnegie, Andrew, 595–596,
Boyd, Belle, 510 Byrd, William, II, i121, 127 i595, 602–603
R78 INDEX
Page 4 of 24
INDEX
Carolina, 102–103 child labor, i583, i601, 603, 612, 636 army life in, 488–492
carpetbaggers, 536 children in colonial life, 136–137 beginning of, 478–485
Carter, Jimmy, 720, 725, i726, R38 China, 669, m669, 718, 720 causes and effects of, 509, c523
Cartier, Jacques, 68 Chinatown, 416 costs of, c521
Carver, George Washington, 622 Chinese Exclusion Act, 617 draft in, 508–509
Castro, Fidel, 719–720 Chinese immigrants, 617, Emancipation Proclamation
cataract, i15 618–619, 623, i623, 625 and, 503–505
categorizing, c26, c392, c608, at Angel Island, 615 fictionalized account of, 486–487
c706, R6 in California gold rush, 414, 416 food shortages in, 507
Catt, Carrie Chapman, 653 as railroad workers, 590, 591, 616 prison camps in, 511
cattle, 559–561, m581 westward expansion and, 571 women in, 510
causes and effects, analyzing, Chinook people, i325 clans, 127
c48, c80, c96, c108, c171, Chisholm, Jesse, 560 Clark, George Rogers, 203–204,
208, c323, c329, c333, c340, Chisholm Trail, 560 m203
c416, c456, c523, c584, 604, Chivington, John, 564 Clark, William, 320–322, i321,
c678, c697, c720, R11 Choctaw people, 36, 374–375, i376 324–325
cavalry, 496 Churchill, Winston, 713 classical liberalism, 244
Centennial Exhibition, 588 Church of Jesus Christ of Latter- Clay, Henry
Central America, mR32 Day Saints, 397 and election of 1824, 369–370
Central Pacific Railroad, 590–592 circuit rider, 433 Jackson and, 385
Central Park, 628 cities and Missouri Compromise,
Central Powers, 680 growth of, 569–570, c569, 358–359
Century of Dishonor, A, 567 609–611, c631 and nationalism, i354
Chamberlain, Joshua Lawrence, immigration and overcrowd- in slavery debate, i460
i512 ing in, 426–427 and tariff controversy, 383
Chamberlain, Neville, 713 industrialization and, 341–342, view of Great Britain, 329
Champlain, Samuel de, 70 457 see American System.
Chaplin, Charlie, i708 reform movements in, 639 Clayton Antitrust Act, 648
Charles II (English monarch), 89 citizenship, 280–287 Clean Water Act, 728
Charleston (Charles Town), S.C., debating and, 469 Clermont, i344, i739
102–103, 120, 206–207, m209 definition of, 740–741 Cleveland, Grover, 661, R37
charter, 87 naturalization and, 281, 427 cliff, i15
charts, interpreting, R23 Patriots and, 192 cliff dwellings, i16
Château-Thierry, France, 688 responsibilities of, 283, 300, 612 climate, m12
Chavez, Cesar, i724 rights of, 142, 198, 262, 282, Clinton, Bill, 725–726, i726, R42
checks and balances, 246, c261 372, 535 impeachment trial of, 243, 726
chemical weapons. See weapons Citizenship Day, 427 lawsuit and, 735
of mass destruction. beginning of movement, 747 Clinton, Henry, 207
Cherokee people, 375–378, civil disobedience, 431 clipper ships, 413
m376, i377 civilization, 29 Cody, William “Buffalo Bill,”
writing system of, 374, 375 civic republicanism, 245 571, 572–573
Chesapeake, 327 civil rights coercion, 327
Chesapeake Bay, 210 citizenship and, 282 Cohen, Anthony, i442
Chestnut, Mary, 495 constitutional amendments Cold Harbor, Battle of, 518
Cheyenne people, 564, 565 and, 270, 535 Cold War, 717–719, 721
Chicago, Ill. movement for African causes and effects of, c720
cattle industry and, 559 Americans’, 723–724 hot spots of, m731
human movement and, i19 Reconstruction and, 535, c549 Collins, James P., 209
reform movements in, 613 Civil Rights Act of 1866, 535 Colombia, 670
skyscrapers in, 610 Civil Rights Act of 1964, i258, 723 Colón, Diego, 77
stockyards in, i598 civil service, 640 Colonial Pacific Leasing Corp., 729
world’s fair in, 628 Civil War, 493–497, m494, colonies, American
Chicago Historical Society, 599 512–519, m517 economic differences in, 124–125
Chickasaw people, 36, 374–375, African Americans in, 505–506, under English rule, 70, c144
i376 509–510 establishment by English, 82–103
INDEX R79
Page 5 of 24
after French and Indian War, Confessions of Nat Turner, 353 containment, 718
159–162 Congress, U.S. Continental Army, 177, 194
mercantilism in, 62 African Americans in, i546 Continental Congress
physical geography of, i125 authority of, 739 First, 171
population of, c105 in Clinton presidency, 726 Second, 177, 179–180, i180,
slave trade in, 77 constitutional provisions for, 194, 203, 213, 222
colonization, 662–667 249–255 continental temperate climate, m12
Colorado, R34, R39 lame duck sessions of, 273 contract system, 542–543
Columbian Exchange, m74, 79 pay of, 251, 277 contrasting. See comparing and
Columbia River, 322 in Reconstruction, 534–535 contrasting.
Columbus, Christopher, 50–53, restriction of powers, 737 Convention of 1800, 307
i50, m51, m55 Congressional Record, 251 Convention of 1818, 357
commerce, 253, 738 Connecticut, R34, R39 convoy system, i687
Commerce Clause, 233, 253, 739 settlement of, m95 Conyers, John, i546
Committee on Public Connecticut Compromise. See Coolidge, Calvin, 707, R38
Information, 692, 702, 703 Great Compromise. Cooper, James Fenimore, 429–432
committees of correspondence, 166 conquistadors, 63–66 cooperatives, 577
common law, 268, 269 conscription. See draft. Copperheads, 508
Common Sense, i179 conservation movement, Coral Pink Sand Dunes, i10
communications, 344–345, 588 643–645, 728–729 corn, 75
communism, 683, 713 conservatism, 725 Cornwallis, Charles, 209–210
Cold War and, 717–721 constitution, state, 222 Coronado, Francisco Vázquez
McCarthyism and, 718 Constitution, U.S., 242–277 de, 66
community service, 612 amending, 263 corporations, 594, 641, 642
comparing and contrasting, Bill of Rights, 266–268 Corps of Discovery, 320, 321
c422, c480, c502, R10 checks and balances, 246 Cortés, Hernando, 63–64, i64, 72
compass rose, 7 citizenship, 281 cotton, 348–350, m350, 484
compromise, 231–232 drafting of, 228–233 in North-South exchange of
Compromise of 1850, c456, Federalism, 234–237, 238–239, goods, c458
459–461, i460, m464 245 in Reconstruction, 543–544
Compromise of 1877, 548 individual rights, 247 cotton gin, 348–349, i349
compulsory process, 267 judicial review, 317, 734–735 counsel, 267
computers, i6 limited government, 247, counterculture, 725
Comstock Lode, 558–559 294–295 cowboy, 570
concentration camps, 716 popular sovereignty, 244 cowhands, i554, 560–561, i560
conclusions, drawing, 30, R13 Preamble, c248 Cradle of Liberty, 5
Concord, Mass., i155 preservation at National Crazy Horse, 565
Battle of, 173 Archives, 233 Creek people, 374–375, i376
concurrent powers, 245 ratification of, 234–237, Creoles, 72
Conestoga wagons, 116 238–239, 265 Crèvecoeur, Michel Guillaume
Coney Island, i628 Reconstruction amendments, Jean de, 115
Confederate States of America, c271 Crittenden, John J., 475
473–474, 481 republicanism, 245 Crittenden Plan, 475
army of, i480, i485, 488–490, separation of powers, 244 Crusade for Justice, 624
i501, 507 setting up national bank, 297 Crusades, 45
early war strategy of, 484–485 seven principles of, 244–247 Cuba
Emancipation Proclamation text of, 248–277 missile crisis and, i718, 719
and, 504 visual summary, i278 in Spanish-American War,
inflation in, c509 Constitution, U.S.S., i288–289 662–667
secession of, 482–483 Constitutional Convention, i218, culture, 28
spying by, 510 228–237, i231 Cummings, E. E., i689
strengths and weaknesses of, Constitutional Union Party, 472, curfews, 300
c484 m473 Currier and Ives, i339
Confederation Congress, 222, Construction of a Dam, i710 Custer, George A., i564, 565
223, 224 consumption, c576 Czechoslovakia
R80 INDEX
Page 6 of 24
INDEX
Treaty of Versailles and, 696 facts about, R34, R39 District of Columbia
in World War II, 713 founding of, 101, 102 facts about, R34, R37
Delaware River, 116 as seat of U.S. government, 254
delegated powers, 245 voting in, 275
delta, i14 Dix, Dorothea, i436
Deming, Edward, 146 in Civil War, 510
D
democracy as prison and mental health
early American culture and, reformer, 435–436, 438–439
daily life, 332, 342–343,
93–95, 101–102, 134 domestication, 28
346–347, 349–353, 429–432
and establishment of federal Dos Passos, John, 689
dame schools, 138
government, 220 doughboys, 688
Dances with Wolves, i571
influence of Enlightenment Douglas, Stephen A., 741
Dare, Virginia, 85
thought on, 140, 164, 179–181 and Compromise of 1850, i461
Dartmouth College v.
in new republic, 292 debates with Lincoln, i454,
Woodward, 356
Democratic Party 468–469
database, creating, R31
development of, i386 in election of 1860, m473
Daughters of Liberty, i164
division of, 741 popular sovereignty and, 469,
Davis, Gray, 726
in election of 1860, m473 472
Davis, Jefferson, 484
Jacksonian democracy and, 370 Douglass, Frederick, 350–353,
imprisonment of, 534
Ku Klux Klan and, 544 409, 444, 504
leadership of Confederacy,
in Reconstruction, 534 and abolition movement, i441,
i496, 502
Democratic-Republican Party 442, i503
and secession, 473
development of, i386 draft
Dawes, William, m172
Jefferson and, 305, 313–314, 316 in Civil War, 508–509
Dawes Act, 567
opposition to Federalists, in World War I, 686
D-Day, 715
c304, 307 Dragonwings, 618–619
deafness, 436
split in, 370 Drake, David, 431
Deane, Silas, 222
support of France by, 306 Drake, Edwin, 585
death penalty, i268
Denver, Colo., c569 Drake, Francis, 68–70
debates
department stores, 627
Lincoln-Douglas, 468–469
depression. See also Great Dred Scott v. Sandford, 467–469,
National Forensic League and,
Depression. 740–741
i469
growth of industry and, 586 dual citizenship, 281
Webster-Hayne, i382
organized labor and, 601 dual sovereignty, 245
Debs, Eugene V., 603, i646, 648,
Panic of 1837 and, 386–387, 547 Du Bois, W. E. B., i622
692
desegregation, 746–747 due process of law, 267
Decatur, Stephen, i326
desert, m12, 13, i14 Durand, Asher, i430
decisions, making, 230, c285,
de Soto, Hernando, 66 Dust Bowl, 709, 712
R13
despotism, 182 Dutch immigrants, 115
Declaration of Independence
Dewey, George, 664–665
drafting and adoption of,
diaries, 568
i180, 180–181
Dias, Bartolomeu, m51
E
events leading to, 176–179
Dickens, Charles, 426
philosophy of government, Earp, Wyatt, i570
Dickinson, Emily, 432
179–181, 182–185 earthquakes, 16
Dickinson, John, 164, 231
text of, 182–185 Eastern Europe, 717–718, 721
dictionary, 430
Declaration of Rights, 239 Eastern Woodlands, 36
direct election of senators, 272
Declaration of Sentiments and East St. Louis, Ill., 698
direct primary, 640
Resolutions, 444 economics
diseases
Declaratory Act, 162 business cycle, c586
in Civil War deaths, i490, 511
Deere, John, 345 free enterprise, c214
in Jamestown, 87
Deganawida, 37–38 how banks work, c296
malaria, 670
de Kalb, Baron, 201, 207 how tariffs work, i380
Native Americans and, 74
Delany sisters, i620 inflation in the South, i509
urbanization and, 611, 612
Delaware mercantilism, c62
at Valley Forge, 202
as border state, 482, 483
INDEX R81
Page 7 of 24
North-South exchange of emigrants, 423 cabinet appointments by

goods, c458 encomienda, 72 president, 294
supply and demand, c576 energy, 10 checks and balances, c261
types of taxes, c647 England. See also Great Britain. constitutional provisions for,
economic system, 295 colonies established by, 246, 256–259
economy 82–103, m87 Exeter Compact, 95
in Great Depression, 710–711 exploration of Americas by, 67 Exodusters, 575
after World War II, 722 in French and Indian War, expansionism, 348–349
Edison, Thomas, 587, i588 146–147 in Backcountry, 126–129
education French conflict, 129 in Confederation era, 221
colonial, 136–138 rivalry with Spain, 68–70 Jefferson’s foreign policy and,
mass culture and, 626–627 sovereignty over colonies, 143 327
in 19th century, 435, c449, thirteen colonies of, m102 Louisiana Purchase and,
536, 541 English Bill of Rights, 144, 222 318–325
Edwards, Jonathan, 139 English Channel, 715 Manifest Destiny and, 392–399
effect. See causes and effects. Enlightenment, 140 Northwest Ordinance and, 223
Eighteenth Amendment, 272, influence on democratic insti- overseas, c658, 659–661,
649, 652, c653 tutions, 93–95, 101–102, 666–667, 668–670, 671–673
18-year-old vote, 277 164, 179–181 Polk and, 406
Eighth Amendment, 268 origins, 46–48 exploration
8-hour workday, 603 environment of Americas, 58–70
Eisenhower, Dwight D., R38 geography and, 5, 16 causes and effects of, c48
as president, 264, 718 human geography and, 17 European, 45–47, 49–53,
as World War II general, 716, in Jamestown, 87 61–66, m63, 67–68, 70
i716 movement to protect, 725, by Lewis and Clark Expedition,
el, 611 728–729 318
elastic clause, i254, 736–737 tools of Native Americans and, 32 sea routes and, m51
election, presidential equality, 724 ex post facto law, 254, 255
of 1824, 369 equal protection under law, 282 extradition, 262
of 1856, 467 Equal Rights Amendment (ERA), Exxon Valdez, i17
of 1860, m473 273
of 1876, 548, m551 equator, i8
of 1896, 578 Equiano, Olaudah, 78
F
of 1908, 646 Erie, Lake, 331
of 1912, 648, c655 Erie Canal, i338
factories, 585
of 1916, 682 and industrialization of
early American, 341–342
of 1932, 709 Midwest, 598–599
in Great Depression, 709
of 1980, 725 linking of cities by, i355
Great Migration and, 693
of 1992, 725 Española. See Hispaniola.
immigrants and, 615
of 1996, 726 Espionage Act, 692–693
in North-South exchange of
of 2000, 726 and Supreme Court decisions, 745
goods, c458
of 2004, 726 estate tax, 647
organized labor and, 600
election day, 257 Europe, mR33
in World War II, 714
electoral college, 256, m256, 369 feudal, 44–46
factory system, 341
electronic card catalog, using, R30 Monroe Doctrine and, 360–361
facts, identifying, R16
elevators, i610 in 1919, m697
Fair Housing Act, 723
Eleventh Amendment, 269 Renaissance and Reformation
Fallen Timbers, Battle of, i299, 300
Ellington, Duke, 708 in, 46–48
fall line, 126
Elliot, Robert B., i531, i545 World War I in, m680
famine, 426
Ellis Island, i552–553, i607, i614 World War II in, m715
Fannin, James, 403
Elmira, N.Y., 511 evaluating, R18
farming, 116
Emancipation Proclamation, i504 Everett, Edward, 375–376
after Civil War, 523, 597
Embargo Act of 1807, 328 Everglades National Park, i644
Dawes Act and, 567
Emerson, Ralph Waldo, 155, 431 executive branch, 231
Embargo Act of 1807 and, 328
R82 INDEX
Page 8 of 24
INDEX
German immigrants and, 425 First Continental Congress, 171 and Convention of 1800, 307
Great Depression and, 709 fishing, 111 exploration of Americas by,
growth of South and, 457 Fitzgerald, F. Scott, 708 68, 70
inventions for, 345 five freedoms, 282 in French and Indian War,
organized labor and, 724 Flag Day, i199 146–151, m148
westward expansion and, Fletcher v. Peck, 356 Jefferson and, 327
574–577 flood plain, i14 revolution in, 301–302
fascism, 712–716 Florida in World War I, 680–682,
federal government acquisition from Spain, 357 684–685, 688–690
after Civil War, 522 expansionism and, m410 in World War II, 713, 715
aviation security and, 733 exploration of, 66 and XYZ Affair, 305–306
and Homestead Act, 574–575 facts about, R34, R40 Franklin, Benjamin, i140, 149,
and interstate commerce, in French and Indian War, 150 i200, i212, i219, 229, 440
738–739 human movement and, m18 Franz Ferdinand, i679
Native American resettlement Seminole resistance in, 378 Fredericksburg, Battle of, 512
policy of, 376–377 Stono Rebellion in, 123 Free African Society, 215
New Deal policies of, 711 flu epidemic of 1918, 694 free blacks, 350–351, 440–442
power of, 235 Foch, Ferdinand, 688 in Reconstruction, 532, 533,
progressive reforms of, c647 Folger, Peleg, 108 534, 536, 540–542, i540
and states’ rights, 736–737 Fontaine, John, 126 Freedman’s Bureau, 533, 540–541
strengthening of, 356 Ford, Gerald R., 720, R38 freedmen’s schools, 540–541
supremacy of, 264 Foreign Miners Tax, 416 freedom of assembly, c266
and transcontinental railroad, foreign policy, 298–302, freedom of religion, c266
590–592 318–323, 326–329, 360–361, freedom of speech, 198, c266
federalism, 234–239, 245, c262 406–411 Alien and Sedition Acts and, 306
Federalist Papers, The, 235–236, forests, m17, 111 protection of, 744–745
238 Forest Service, U.S., 644 in schools, 745
Federalists Fort Duquesne, 148 freedom of the press, c266,
Adams and, 305, 313–314, 316 Forten, James, 204 639–640, 664
at Constitutional Convention, Fort Laramie, treaties of, 564 Alien and Sedition Acts and,
234–237, c235 Fort McHenry, 332 306–307
opposition to Democratic- Fort Necessity, 148 Zenger Trial and, 145
Republican Party, c304, 307 forts, 129 freedom to petition, c266
Federal Judiciary Act, 294 Fort Sumter, 475, i478, i479, free enterprise, c214
federal law 481–485, m483 Freeman, Elizabeth, i215
versus state law, 738 Fort Ticonderoga, 176, 196 free silver, 577–578
Federal Reserve Act, 648–649 Fortune, T. Thomas, 597 Free-Soil Party, 459, i466
Federal Reserve Bank, 648–649 Fort Wagner, 506 Free Speech and Headlight, 624
felonies, 252, 253 Fort Wayne, Treaty of, 328 Frémont, John C., 409, 467
Feminine Mystique, The, 724 forty-niners, 412, 413–414, i415 French and Indian War, 146–150,
Ferdinand (Spanish monarch), four freedoms, 714 m148
50–51 Fourteen Points, 695–696 results of, 150–151, m150, 159,
ferris wheel, 628 text of, i699 200
Fetterman, W. J., 564 Fourteenth Amendment, French Revolution, 301–302, i301
Fetterman Massacre, m563, 564 270–271, 535, 549, 621, Friedan, Betty, 724
feudalism, 44–48, i46 741–742, 746–747 frontier
Field, Marshall, 627 Fourth Amendment, 267 American Revolution on, 203
Fifteenth Amendment, 271, 546, 4th U.S. Colored Troops, i505 closing of, 578–579, i579
549 France conflicts with Native
Fifth Amendment, 267 in American Revolution, Americans on, 562–567
“Fifty-four forty or fight!” 407 200–201 farming and populism on,
54th Massachusetts Regiment, 506 balance of trade and, 62 574–579
filibustering, 251 in Civil War, 496 life on western, 568–573
Fillmore, Millard, 467, 668, R37 conflicts with England, 129, 301 miners, ranchers, and
First Amendment, 266, 744 control of New Orleans by, 319 cowhands on, 557–562
INDEX R83
Page 9 of 24
settlement of, m558 Gettysburg National Military in French and Indian War,
Fugitive Slave Act, 462–463 Park Museum, i514 146–151, m148
Fuller, Margaret, 431, 443–445 Ghana, 39–42 immigration from, m425
Full Faith and Credit clauses, Ghent, Treaty of, 333 Jefferson and, 327–328
262–263 Ghost Dance, 566 Loyalists and, 193–195
Fulton, Robert, 344–345, i344 ghost towns, 559 Native Americans and, 151, 329
Fundamental Orders of Gibbons, Thomas, 738 Northwest Territory forts of,
Connecticut, 95 Gibbons v. Ogden, 356, 738–739 299, 300
text of, 98–99 GI Bill, 722 Oregon Territory and, 407
fur trade Gilded Age, 596–597 in War of 1812, 330–333
in Backcountry, 129 Gilman, Charlotte Perkins, i651 in World War I, 682
Lewis and Clark Expedition glacier, i15 in World War II, 713–715
and, c323 Global Positioning System (GPS), i6 Great Compromise, 231–232, c232
mountain men and, 394 global warming, 729 Great Depression, 709–711
in New France, 146–147 Glorious Revolution, 143–144 Great Falls, 322
Godey’s Lady’s Book, 437 Great Irish Famine. See Irish
golden spike, i591 Potato Famine.
G
gold rush, 411, 412–417, Great Lakes
558–559, 569 boundary settlements and, 357
Gadsden Purchase, m410, 411
gold standard, 577–578 Erie Canal and, 355
Gage, Thomas, 170, 172, 176–177
Gompers, Samuel, 603 physical geography of, 10
galleons, 68, i69
Gooch, Nancy, 417 Great Law of Peace, 38
Gálvez, Bernardo de, 201
Gorbachev, Mikhail, i721 Great Migration, 94, 693, 698,
Gama, Vasco da, 49, m51
Gore, Al, 726 m701
Garfield, James A., R37
Gould, Jay, i594 Great Plains
Garrison, William Lloyd,
government, traditions influencing climate of, 13
440–441, i443
American, 87–89, 141–145, miners, ranchers, and
Gates, Horatio, 198, 207
214–215, 222–223, 235–236 cowhands on, 557–561
Gaullaudet, Thomas H., 436
governor, 99 Native Americans of, 35,
General Assembly, 143
Grand Canyon, 643 562–567
generalizations, making, R20
grand jury, 267 Pike’s exploration of, 322–323,
generator, 587
Grangerism, 577 c323
geography, 2–21
Grant, Ulysses S., R37 Great Salt Lake, 397
George III (British monarch),
as president, 545–547 Great Serpent Mound, i30
160, 170, 184
as Union general, 493–497, Great Society, 723–724
Georgia
i502, i516, 519 Great War. See World War I.
facts about, R34, R40
graphs, interpreting, R22 greenbacks, 509
forced migration of Cherokees
Gray, Robert, i318 Green Corn Festival, 36
from, 375, 376, 377
Great Awakening, 139–140 Greene, Catherine, 348
slavery in, 121
Great Britain. See also England. Greene, Nathanael, 209
German immigrants, 115, 116,
American Revolution strategies Greenville, Treaty of, 300
117, 425, m425, 426
of, 193–195 Greenwich, England, i8
in World War I, 692–693
antiterrorism coalition and, Grimké, Angelina and Sarah, 441
Germany
736–737 gristmill, i115
Treaty of Versailles and, 696
boundary agreements with, Gropper, William, i710
in World War I, 680–682,
356–357 Guadalupe Hidalgo, Treaty of,
688–690
in Civil War, 496 410–411
in World War II, 712–716
colonial government after Guam, R35
Geronimo, i565, 566
French and Indian War, Guantánamo Bay, 666
Gettysburg, Battle of, 512–519,
159–162 guerrillas, 207
m514
conflicts with France, 305–306, gun control, 726
Gettysburg Address, 513
301 Gutenberg, Johannes, 47
text of, 524
Guy, Seymour, i596
R84 INDEX
Page 10 of 24
INDEX
H
habeas corpus, 254, 508
haciendas, 72
Hiroshima, Japan, 716
His First Vote, i536
human movement, 18–19, m18
human rights, 720
Haida, 32 Hispaniola humid subtropical climate, m12
Hakluyt, Richard, 86 Columbus and, 52 Huntington, Samuel, 234
Hale, Sarah, 436 maroons on, 76 Huron people, 147
Halstead, Murat, 471 slave revolt on, i319 Hussein, Saddam, 736, 737
Hamilton, Alexander, i291, 294, historical maps, 6 Hutchinson, Anne, i95
i295, 301, 304, 316 History of the Dividing Line hygiene, 490
at Constitutional Convention, betwixt Virginia and North
i219 Carolina, i121
duel with Burr, i314 Hitler, Adolf, 712, i713
and Federalist Papers, 235
Hamilton, Andrew, 145
hammer throw, i128
Hancock, John, 172, 180, 181
Hohokam people, 29
Holmes, Emma, 481
Holmes, Oliver Wendell, Jr., 693,
744–745, i744
I
Idaho, 565, R34, R40
identifying, c532, c638, R16
“I Have a Dream” speech, 723
harbor, i14 Holocaust, 716 Illinois, 378, R34, R40
Harding, Warren G., 698, 707, R37 home front immigrants, 423–428
Harlan, John Marshall, 742, i742 in World War I, 691–694 cultural preservation and, 426
Harlem Renaissance, 709 in World War II, 714 at Ellis Island, i552–553
Harper, Frances Ellen Watkins, Home Insurance Building, 610 Hull House and, 650–652
i440, 546 Homeland Security, Department human movement and, i19
Harpers Ferry, 469 of, 733 new, 614–617, i617, 726–727,
Harrison, Benjamin, R37 homelessness, 636 c727
Harrison, William H., i386, 387, R36 homestead, 568–569, 571 in 19th-century New York, i421
and Native Americans, 328 Homestead, Pa., 602 political machines and, 613
in War of 1812, 332 Homestead Act, 574–575 as railroad workers, 590
Hart, Nancy, i206 homolosine projection, i9 reform movements and, i641,
Hausa, 42 Hooker, Joseph, 512 i642
Hawaii Hoover, Herbert, 709, R38 westward expansion and, 574
acquisition of, 660–661, m660 Hoover Dam, i16 immigration, 423–428, m425,
climate of, i13 Hoovervilles, 710 i552–553, c615
facts about, R34, R40 Hopewell people, 31 Alien and Sedition Acts and, 306
immigrants in, 616 House of Burgesses, 88, 143 education and mass culture
national parks in, m644 House of Representatives and, 626
physical geography of, 10 constitutional provisions for, 249 growth of cities and, 457
sugar plantations in, i657 Great Compromise and, 232 growth of industry and, 586
Hawthorne, Nathaniel, 432 role in legislation, c252 new immigrants and, 614–617
Hayes, Rutherford B., 548, 601, R37 terms in, c250 push-pull factors and, c424
Haymarket affair, 602 housing, i598 recent, 726–727, c727
Hayne, Robert, i382 Houston, Sam, 402, i404, 405 Immigration Act, 726–727
health care, 726 Hovenden, Thomas, i477 immunities, 262
Hearst, William Randolph, 627, Hovland, Gjert, 423 impeachment, 726
663, i664 How the Other Half Lives, 612 of Clinton, i243
Hemingway, Ernest, i689, 708 Howard, Oliver Otis, i541 constitutional provisions for,
hemisphere, i8 Howard University, i541 249, 250, 259
Henry, John, i593 Howe, Samuel G., 436 of Johnson, 537
Henry, Patrick, 161, 172, 229, 236 Howe, William, 177, 195, 202 role of House of
Henry Street Settlement, 613, 650 Huamán Poma, 71 Representatives in, 249
Henry the Navigator, i49 Hudson, Henry, 67 imperialism
Hessians, 178, 195 Hudson River, 116 in Asia, m669
Hewes, George, 167 Hudson River school, i430 as cause of World War I, 679
highland climate, m12 Huguenots, 68, 103 overseas expansion and,
hijacking. See airplanes, hijack- Hull House, 613, 640, 651–652 659–661, 666–667, 668–670,
ing of. human-environment interaction, 5 671–673
Hine, Lewis, 611 human geography, 16–17 impressment, 327
INDEX R85
Page 11 of 24
Incas, m63, 65 Ireland, immigration from, Jay, John, i212, 235, i235, 302
income tax m425, 426, 428, 590 Jay’s Treaty, 302
in Civil War, 509 Irish Potato Famine, 426, 451 jazz, 707, 708
congressional regulation of, 255 iron, 587, m599 Jazz Singer, The, 708
constitutional provision for, ironclads, 491, i492 Jefferson, Thomas, i291, 294,
272, c653 Iroquois League, 37–38, 194 313–317, i313, i315, R36
reform of, c647 Iroquois people, 36–37 and Alien and Sedition Acts,
indentured servants, 88, 120 in French and Indian War, 147, 307
Independence Hall, 116, i218, i229 149 at Constitutional Convention,
India, 49 irrigation, 29 229
Indiana, R34, R40 Irving, Washington, 429–432 death of, 371
Indian Removal Act, 376–378 Isabella (Spanish queen), 50–51, 53 and Declaration of
Indian Territory, 378 Islam, 41–42, 732, 735. See also Independence, 180–181, i181
and closing of frontier, 578–579 Muslims. democratic ideals of, c373
forced resettlement of island, i14 development of political
Cherokee in, 376–377 Israel, 734 parties and, 304, 466
westward expansion and, 562 Isthmus of Panama, 413 foreign policy of, 326–329
indictment, 250 Italy inaugural address of, 315–316
indigo, 121, i124 exploration of Americas by, 68 and Louisiana Purchase and
industrialization, 341–345, and Renaissance trade, 48 Lewis and Clark Expedition,
346–347, 354–356, 415, 457 in World War II, 712, 714 318–323
causes and effects of, c584 and national bank, 297
after Civil War, 509, 522–523 nullification and, 381
J
growth of cities and, 457, 609 supported by Democratic-
in Midwest, 598–599 Republicans, 305, 307
physical geography and, 10 and Virginia Statute for
Jackson, Andrew, 329, i367, i370,
reform movements and, 639 Religious Freedom, 237
R40
Industrial Revolution, 341, 424 and War of 1812, 326–328
democratic ideals of, 369–373,
industry Jesuits, 146
c373
effect on, of September 11 Jews, 101, 426, 716
inauguration of, i366, 371–372
terrorist attack, 733 Jim Crow laws, 621, 743, 747
Native Americans and,
inferences, making, 53, 299, R12 John II (Portuguese monarch), 61
374–378
inferior courts, 260 Johnny Tremain, 174–175
opposition to Second Bank of
inflation John of Cayworth, 46
the United States, 357,
in Civil War, c509, c521 Johnson, Andrew, R37
384–387, i385
under Jackson, 386 impeachment of, 537
prosperity during last years, 386
Populist Party and, 577–578 presidency of, 533–535, i534
sectionalist opposition to
initiative, 640 Johnson, Lyndon B., i257, i258,
economic policy, 379
insurrection, 271 719, 723–724, R38
and states’ rights, 382–383
interchangeable parts, 343–344 and fight for minorities, 751
in War of 1812, 332–333
interest rate, 649 Johnston, Albert S., 494
Jackson, Helen Hunt, 567
Internet, using, R32 joint-stock company, 86
Jackson, Thomas J. “Stonewall,”
internment camps, 715 Jolson, Al, 708
485, 513
Intolerable Acts, 170, 183 Jones, Casey, 593
Jacksonian democracy, 369–373,
Inuit people, 33–34 Jones, Mary Harris “Mother,” i600
c373
inventions Jones, John Paul, i205
James II (English monarch), 143
for industry and farming, Joplin, Scott, i629
Jamestown, 87–88, m87
341–345 Jordan, Barbara, i248
Japan
of Jefferson, 314–315, i315 Joseph, Chief, i565
imperialism of, m669
at world’s fair, 632 judicial branch, 231, 294
opening to foreign trade,
investment capital, 586 checks and balances, c261
668–669
Iowa, R34, R40 constitutional provisions for,
in World War II, 713–716
Iran-Contra affair, 721 246, 260–261
Japanese Americans, 616
Iraq, 721, 736–737 judicial review, 317
internment of, 715
establishment of, 734–735
R86 INDEX
Page 12 of 24
INDEX
Judiciary Act of 1789, 260
Judiciary Act of 1801, 316
Julian, George, 537
L
labor movement
Clayton Antitrust Act and, 648
new immigrants and, i616
Leopard, 327
Letters from a Farmer in
Pennsylvania, 164
Jungle, The, i642 organization of, 434, 601–603 Levitt, William J., i722
reform movements and, 612 Levittown, 722
strikes and Red Scare, 697–698 Lewis, John Solomon, 575
lacrosse, i36 Lewis, Meriwether, 320–322,
K
Ladies’ Magazine, 436–437 i321, 324–325
Lafayette, Marquis de, i201, 202 Lewis and Clark Expedition,
kachina doll, i35
Lake Champlain, Battle of, 332 318–323, m320
Kansas, 376, 464–465, R34, R40
lame duck sessions, 273–274 Native Americans and,
Kansas-Nebraska Act, c456, 463,
land grants 324–325
m464, 463–465
after American Revolution, 213 Lexington, Battle of, 173, i175
kayaks, 33
and Mexican-American War, 411 Liberal Republican Party, 547
Kearny, Stephen, 409
in New England, 101 Liberator, The, 440, i443
Kee Low, 625
Land Ordinance of 1785, 223–224, Liberty Bell, i180
Kelley, Florence, 641, 652
226–227, m226 liberty bonds. See war bonds.
Kelly, William, 587
land ownership, 135–136, 574 Library of Congress, 315
Kennedy, John F., i258, i280,
land reform, 542 Liliuokalani (Hawaiian
719, R38
land speculators, 394 monarch), i661
kente cloth, i42
Langlade, Charles de, i146, 147 Lima, Peru, 71
Kent State University, 724
Las Casas, Bartolomé de, 74 limited government, 230, 246
Kentucky, R34, R40
Last Moments of John Brown, limit on presidential terms, 274
as border state, 482, 483
The, i477 limits of fines and punishments,
states’ rights legislation in, 307
Last of the Mohicans, The, 429 268
Kentucky Resolution, 307
Las Vegas, Nev., i18 limits to rights, 282
Kerry, John, 726
Latin America, 359, 361, m363, Lincoln, Abraham, i258, 481,
key. See legend.
662–667, m665 i482, i493, i502, R37
Key, Francis Scott, 332
latitude lines, 7, i8 assassination of, 521–522
killer bees, i75
Latrobe, Benjamin Henry, i122 debates with Douglas, i454,
Kindred Spirits, i430
La Venta, Mexico, 29 467–469
King, Coretta Scott, i242
law, 252 in election of 1860, 471–475,
King, Martin Luther, Jr., i242,
Lawrence, Jacob, i693 m473
i634, i723
lawsuits, 269 Emancipation Proclamation of,
King Cotton, 484
League of Nations, 695–696, 503–506
King Philip’s War, 96
i699, 712, 716 first inaugural address of,
King’s Mountain, Battle of, 209
Leaves of Grass, 432 i474, 475
Kingston, Maxine Hong, 590
Lee, Ann, 437 Gettysburg Address of, 524–525
Kitty Hawk, N.C., i627
Lee, Henry, 301 second inaugural address of,
Klondike gold rush, 559
Lee, Richard Henry, 179–180 517, 525
Knight, Margaret, 589
Lee, Robert E., 482, 496–497, in War with Mexico, 408
Knight, Sarah Kemble, i135, 136
i502, 512, i516, 518, 519, i520 Lindneux, Robert, i377
Knights of Labor, 601, 602
legend, 7 Line of Demarcation, 61
Know-Nothing Party, 428, 467
“Legend of Sleepy Hollow, The,” literacy rate, 138
Knox, Henry, i291, 294
i429 literacy tests, 548, 621
Korean War, 718
legislative branch, 231, 252. See literature, 429–432. See also
Kosciuszko, Tadeusz, 198
also Congress, U.S. titles of individual works.
Ku Klux Klan, i544, 545–546,
checks and balances, c261 Gilman, i651
i551, 622
constitutional provisions for, Sinclair, i642
Kwakiutl people, 34
246, 249 Stowe, i462–463
Kwanzaa, i42
creation of departments, 294 Thoreau, 431
legislative districts, 748–749 Wheatley, i178
leisure, 627–629 in World War I, i689
Lend-Lease Act, 714 Little Bighorn, Battle of the,
Lenin, Vladimir Ilich, 683 m563, i564, 565
INDEX R87
Page 13 of 24
Little Turtle, 298 magazines, 436 Maryland

location, 4 Magellan, Ferdinand, 62 as border state, 482
Locke, John, 140, 164, 180, 182 Magna Carta, 141–142 establishment of, 102–103
lockout, 602 influence on other documents, facts about, R34, R40
locks, 671 143–144, 180–181, 182–185 invasion by Lee, 496
Lodge, Henry Cabot, i695, 696 Mahan, Alfred T., i659 taxation of national bank, 356
Logan, John A., i535 mail-order catalogs, 627 Mary II (English monarch), 144
Logan International Airport, i5 Maine Mason, George, i119, i235, 236,
log cabins, i101, 127, i127, 128 establishment of, 86 239
Lonesome Dove, i571 facts about, R34, R40 Massachusetts, 143, 170, 172, 183
Lone Star Republic, 405 temperance movement in, 434 abolition of slavery in, 215
long drives, 560–561, i560 Maine, U.S.S., 663–664, i663, i664 Dix’s report to legislature of,
Longfellow, Henry Wadsworth, 430 main ideas, finding, c134, c368, 438–439
longitude lines, 7, i8 c556, c658, R5 facts about, R34, R40
Long Walk, 565 majority rule, 474 Shays’s Rebellion in, 224–225
Louisiana, R34, R40 malaria, 670 textile industry in, 342–343
Louisiana Purchase, 318–323, Mali, 41–42 Massachusetts Anti-Slavery
m320, 357 Manchuria, 713 Society, 441
expansionism and, m410 Mandan people, 36 Massachusetts Bay, 94–95, m95, 113
Louisiana Purchase Exposition, buffalo robe of, i324 mass culture, 626
i632, 633 Lewis and Clark Expedition mass production, 708
Louisiana Territory, 359 and, 321, i325 Mather, Increase, 141
Louis XVI (French monarch), 200, Manhattan Island, 70 matrilineal society, 36
301 manifest destiny, 392, 406–407, Matteson, T. H., i97
L’Ouverture, Toussaint, i319 m410 Matzeliger, Jan, i589
Love, Nat, i557 Mankiller, Wilma, i375 Mayflower, 92–93, i93
Lowell, Francis Cabot, 342–343 Mann, Horace, 435–436, i436 Mayflower Compact, 92–93, 98–99
Lowell, James Russell, 441, 474–475 manor system, 45 text of, 98
Lowell, Mass. Mansa Musa, 41–42 McCarthy, Joseph, 718
and labor union formation, 434 manufacturing, 342 McCarthyism, 718
textile industry in, 342–343, i343 Mao Zedong, 718 McClellan, George, i493, 496,
Lower East Side, i606, 612 maps 497, 512
Loyalists, 173, 178–179, 193 creating, R27 McCormick, Cyrus, 345
Lucas, Eliza, 121 reading, R25–R26 McCormick Harvester Company,
Ludendorff, Erich, 690 Marbury v. Madison, 260, 317, 602
Lumbee people, 86 381, 734–735 McCoy, Joseph, 559
Lusitania, i682 Marbury, William, 317, 734, i734 McCulloch, James, 736
Luther, Martin, 47 March on Washington, i634–635, McCulloch v. Maryland, 356,
lynching, 544, 622 723 736–737
Lyon, Mary, 435 marine climate, m12 McDowell, Irvin, 485
Lyon, Matthew, 307 Marine Corps, U.S., 687 McKinley, William, 578, 641,
Marion, Francis, 207 i663, R37
Marne, battles of the McLean, Wilmer, 519
first, 680–681, m688 Meat Inspection Act, i642
second, m688, 689 meatpacking industry, i642
M
maroons, i76, 79 mechanical reaper, 345
marsh, i14 Medal of Honor, i518
machine gun, i681 Marshall, George C., i717 media, 664
Madison, Dolly, i330 Marshall, John, i316, 356, 376, Medicare and Medicaid, 724
Madison, James, 297, 304, 328, 732, i732, 734–735, i734, medicine, i202
354, R36 736–737, 738–739 Mediterranean climate, m12
at Constitutional Convention, Marshall, Thurgood, i746 Meigs, Montgomery, 520
229–233, i230, 242 Marshall Plan, 718 melting pot, 616
and Federalist Papers, 230, Marti, José, i662 Melville, Herman, 432
235, 237 Martin, Joseph Plumb, i211 mentally ill, 436
R88 INDEX
Page 14 of 24
INDEX
mercantilism, 61–62, i62, 86, 214 in American Revolution, i207 Monticello, 314, i315
Mercator projection, i9 technology developments in moon landing, i719
mercenary, 195 Civil War, 491–492 Morgan, J. P., 596
Mercer Color Corp., 729 militia Mormons, 397
meridians, i8 in Civil War, 482, i489 Mormon Trail, m395, 397
Merrimack, i491 preparation for revolution, 170 Morris, Esther, 569
mesa, i15 regulation by Congress, 254 Morris, Gouverneur, 230, 301
Mestizos, 72 mill, 342, 346–347 Morse, Samuel F. B., 345, 588
Metacom, 96 Milwaukee, Wisc., 425 mosque, i40
Meuse-Argonne offensive, 689 minié ball, 491 Mott, Lucretia, i443, 443–445
Mexican-American War. See War minimum wage, 641 Mound Builders, 30–31
with Mexico. mining, i559 mountain, i15
Mexican Cession, m410, 411 in California gold rush, mountain men, 393
Mexicanos, 570 414–417, i415 Mount Holyoke College, 435
Mexicans westward growth and, 558, 569 Mount Washington, N.H., m12
and growth of cattle industry, 560 Minnesota movement, 5
manifest destiny and, 406–407 facts about, R34, R40 movies, 708
as new immigrants, 615, 616 settlement of, 425, 575 muckrakers, 640
peonage of, 623 minority, 238 Muir, John, 644
Mexican War. See War with Minutemen, 170, i173 multimedia presentation, creat-
Mexico. Miranda rights, 267 ing, R33
Mexico missionaries Munn v. Illinois, 577
Californios and, 412–413 expansionism and, 396 Muñoz Rivera, Luis, i667
early civilizations in, 29 exploration of Americas and, 61 Muslims, 41–42, 47
Native Americans in, 34–35 in Hawaii, 661 as extremist groups, 733, 735
Santa Fe Trail and, 395 missions, 72, 129, 318 Mussolini, Benito, 712, i713, 715
Texas Revolution and, Mississippi, R34, R40
400–405, i405 Mississippian people, 31
U.S. war with, 406–411 Mississippi River
N
and Zimmerman telegram, 682 Anaconda Plan and, 484
Mexico City, Mexico, 65, 71, 410 commercial use of, 318–323
NAACP, 622, 743
Miami people, 146 steamboat travel on, 344–345
Nagasaki, Japan, 716
Michigan, R34, R40 treaty with Spain about, 302
Napoleon, 319
Microsoft, 640 Missouri
Nation, Carry, 652
Middle Ages, 44–46 as border state, 482, 483
National American Woman
Middle Colonies, 100–102, m102 facts about, R34, R40
Suffrage Association, 652
American Revolution in, slavery debate and, 357–358
national anthem, 332
m195–196 Missouri Compromise, 358–359,
National Archives, 233
economy of, 124–125 m358, m464, 740
National Association for the
farming and industry in, m115 Missouri River, 321
Advancement of Colored
ratification of U.S. Mitchell, Maria, 444–445
People, 622
Constitution by, m241 Moby Dick, 432
National Audubon Society, 431
slavery in, 118 money. See tender.
national bank
middle passage, 78–79 money supply, 649
American System and, 355
Midway Islands, R35 Monitor, 491
Hamilton’s establishment of,
Midwest Monks Mound, 31
295, 296
climate of, i12, 13 monopoly, 595, 648, 738
National Forensic League, i469
industry in, 598–599 Monroe, James, i356, 360–361, R36
nationalism
plows in, 345 Monroe Doctrine, 358–359
and War of 1812, 354
settlement of, 425 Roosevelt Corollary to, 672
and World War I, 679
Migration of the Negro, The, i693 text of, 360–361
National Organization for
militarism, 679 Montana, R34, R41
Women, 724
military. See also armed forces. Montesquieu, Baron de, 140, 246
national parks, 643–645, m645
African Americans in Civil War, Montezuma, 63–64, i64
National Park Service, 644
505–506
INDEX R89
Page 15 of 24
National Republican Party, 370, industrialization and, 584, use for commerce, 319
385 585, 598–599, m599 in War of 1812, 332
National Road, 355 physical geography and, 10, New Spain, 71–75, m72, 400
National Socialist German m11 newspapers, 138–139, 436,
Workers’ Party, 712–716 railroads and, 558, 593 626–627, 663–664
National War Labor Board, 692 Navajo people, 35, 565 New Sweden, 101
Native Americans, i24, 567 navigation, 49–53 New York (state), 70, 93, 101
American Revolution and, 194 Navigation Acts, 112, 143 American Revolution in, 195
in Backcountry, 127 Navy, U.S., i656 Antifederalists from, 236–237
British conflicts with, 151 in American Revolution, facts about, R35, R41
California gold rush and, 416, 204–205 New York City, 116, 118, i420,
417 in War of 1812, 331–332 i606, 612. See also
in Central and South America, in World War I, 686–687 September 11 terrorist
61–66 in World War II, 714 attack.
Columbus’s view of, 52 NAWSA, 652 Central Park in, 628
Constitutional Convention Nazi Party, 712–716 draft riots in, 509
and, 229 Nebraska, 376, R35, R41 electrification in, 588
cotton farming and, 349 Nebraska Territory, 463 Erie Canal and, 356
diseases and, 74–75 Negro Leagues, 628 Harlem Renaissance in, 709
early civilizations of, 28–31 Netherlands, 67, 70 political machines in, 613
equal rights for, 724 neutrality, 302, 682 prejudice against immigrants
expansionism and, 129, 221 Nevada, 558–559, R35, R41 in, 428
forced removal of, 374–378, New Amsterdam, 70, 100 transportation system of, 611
m376 New Bedford Whaling Museum, New-York Weekly Journal, i145
in French and Indian War, i125 Nez Perce people, 565
146–151 New Braunfels, Tex., 425 NFL, i469
human geography and, 16 New Deal, 710–711 Nicholas II (Russian monarch), 683
King Philip’s War and, 96 New England Nigeria, 42
Lewis and Clark Expedition commerce in, 109–113, m110 Niña, 51
and, i324–325 economy of, 124–125 9-11 terrorist attack. See
manifest destiny and, 406–407 establishment of colonies in, September 11 terrorist attack.
North American societies of, 93, m95, m102 Nineteenth Amendment, 273,
32, 32–38, m33 factories in, 342 i273, 653, c653
Northwest Ordinance and, 223 New France, 70, 146 Ninth Amendment, 268
Pilgrims and, 92–94 New Hampshire Nixon, Richard M., i247, i258,
Plains wars and, 558, 562–567 climate of, i13 719–720, R38
railroads and, 591, 593 facts about, R35, R41 Noche Triste, La, 64
resistance to frontier settle- New Harmony, Ind., 437 nonviolence, 723
ment, 299, 328–329, 378 New Jersey, 101, R35, R41 Normandy, 715
slavery of, 121 New Jersey, 687 North
Spanish colonization and, 72 New Jersey Plan, 231, c232 abolition movement in,
status under Constitution, 233 New Laws, 74 440–441
in Texas, 400 New Mexico after Civil War, 520–523
westward expansion and, exploration of, 66 battles, 493–497
562–567, m563, 571 facts about, R35, R41 draft laws in, 508
nativists, i428, 623 Gadsden Purchase and, 411 federalism and, 304
NATO, 718 Santa Fe Trail and, 395, 396 Fugitive Slave Act and, 462
naturalization, 183 Spanish colonization of, 72 industrialization in, 457–458
amendments to Constitution, in War with Mexico, 409 Kansas-Nebraska Act and, 463
270 New Netherland, 70, 100–102 pre–Civil War tensions and,
citizenship by, 280–281 New Orleans, Battle of, 333 457–473
regulation by Congress, 252, 253 New Orleans, La. Three-Fifths Compromise and,
natural resources in Civil War, m494, 495 232–233
conservation movement and, claimed by Spain, 298–299 North America
643–645 treaty with Spain, 302 early map of, m55
R90 INDEX
Page 16 of 24
INDEX
land bridge to, 27 Ohio River valley pacifist, 209
migration and, m28 in American Revolution, 203 Paine, Thomas, i179, 195–196,
North Atlantic Treaty Battle of Fallen Timbers in, 299 198, 303–304
Organization, 718 Erie Canal and, 355 Palmer, A. Mitchell, 697
North Carolina in French and Indian War, 147 Palmer Raids, 697
in American Revolution, 209 steamboat travel in, 344–345 Panama Canal, 670, m670, i671,
establishment of, 103 oil. See petroleum. m672, 720
facts about, R34, R41 Oklahoma, 376 panic, 586
Lumbee people in, 86 and closing of frontier, Panic of 1837, 434–435
ratification of U.S. 578–579, i579 Panic of 1873, 547
Constitution by, 237 facts about, R35, R41 Panic of 1893, 578, 586
secession of, 482 “Old Hickory.” See Jackson, panning, 559
North Dakota, R34, R41 Andrew. Paris, Treaty of, 299–300
Northeast, i3 “Old Ironsides,” i288–289 ending American Revolution,
climate of, 13 Old Spanish Trail, m395 212, m410
geography themes and, 4 “Old Three Hundred,” 401 ending French and Indian War,
Jackson and, 379, 380 Olive Branch Petition, 178, 184 150
manufacturing in, 341–345 Olmec people, 29 Parker, John, i170
sectionalism and, 354–359 Olsson, Olaf, 574 Parkman, Francis, 429
North Korea, 718 Omaha, Neb., c569 parks, 627
North Pole, i8 Open Door Policy, 669 Parliament, 142
North Vietnam, 719 opinions patents, 586, c589
Northwest, i2, 32–33 forming and supporting, R17 Patriots, 173, 178–179, 193
Northwest Ordinance, 223 identifying, R16 Patriots’ Day, i173
Northwest Passage, 67, 68 Ordinances of 1785 and 1787, 223 patronage, 640
Northwest Territory, 223, m226, Oregon, 565, R35, R41 Patrons of Husbandry, 577
i227, 298–302, m299, 457 Oregon Country, 318, 357 patroon, 101
Norwegian immigrants, 575 Oregon Equal Suffrage Patterson, Mary Jane, i435
notes, taking, c26, c60, c84, Association, 568 “Paul Revere’s Ride,” 430
c108, c134, c158, c192, c220, Oregon Territory, 406–407, Pawnee people, 36
c312, c340, c368, c392, c416, m407, m410 Pawtucket, R.I., 342
c422, c456, c480, c502, c532, Oregon Trail, i364, m395, 396, Paxson, Edgar S., i564
c556, c584, c608, c638, c658, 398–399 Peabody Museum, i325
c678, c706, R3 Oregon Trail, The, 429 Pearl Harbor, 661, 713–714
NOW, 724 organized labor. See labor Pelican Island, 643
nuclear weapons, 719 movement. Pendleton Civil Service Act, 640
Nueces River, 407 Osama bin Laden. See bin Penn, William, 101
nullification, 306–307, 381–383 Laden, Osama. Pennsylvania, 101–102, 143
Nurses’ Settlement, 650 Osceola, i378 establishment of
nursing, 510 Ostend Manifesto, 459 facts about, R35, R41
Otis, James, i159 Pennsylvania State House, i229
Otis Elevator Company, 610 penny papers, 436
Oto people, i324 Pentagon
O
Ottoman Empire, 695–696 September 11 terrorist attack
overseers, 122 on, 721, 732
oasis, i14
peonage, 623
Oberlin College, i435
Perry, Matthew, i668
“Objections to the Constitution
Perry, Oliver Hazard, 331–332
P
of Government Formed by
Pershing, John J., 686, 688
the Convention,” 239
Persian Gulf War, 721, 725
Office of Homeland Security, 733 Pacific Northwest
Peru, 71, m72
Ogden, Aaron, 738, i738 exploration of, 318
Petersburg, Va., 518
Oglethorpe, James, i103 Russian presence in, 359
Petrified Forest, 643
Ohio, i22, R35, R41 Pacific Ocean, 322
petroglyphs, i29, i56
INDEX R91
Page 17 of 24
petroleum, 585, 595, m599 police, 267 potatoes, 75, 426

Philadelphia, Pa., 116 political cartoon potlatch, 34
Constitutional Convention in, on Copperheads, i508 Pottawatomie Massacre, 465
228, i229 on 1860 election, i472 poverty
introduction of telephone in, on Grant’s presidency, i547 and Irish immigration, 426
588 interpreting, R28 Progressive Era and, 636
religious riot in, i428 on isolationism, i706 reform movements and, 639
world’s fair in, 628 on Jackson’s opposition to urbanization and, 611, 612
philanthropists, 596 Second Bank of the United Powell, Colin, i506
Philip II (Spanish monarch), 69 States, i385 Powell, Lewis, 750
Philippines on ratification of U.S. Powhatan, 88
imperialism and, m669 Constitution, i265 prairie, i15
in Spanish-American War, 664, on Roosevelt’s foreign policy, i675 prairie schooners, 395
m665, 666, 668–669 on Stamp Act, i162 prejudice, 427
Phillips, Wendell, 548 on XYZ Affair, i306 president. See also names of
Phoenix, Ariz., m18 political machines, 613, 615 individual presidents.
photography, i518 political maps, 6, mR34–R35 Antifederalist view of, 239
physical geography, 6, 10–13 political parties. See also cabinet of, 294
Pickett, George, 513 Democratic Party; constitutional provisions for,
Pickett’s Charge, i514, m514 Republican Party. 269, 275–276
piedmont, 126 Constitutional Union Party, 472 lame duck sessions and, 273
Pierce, Franklin, R37 development of, 295–297, lawmaking process and, 252,
Pike, Zebulon, m320, 322–323 301–302, 303–307, i386 c253
Pikes Peak, m320, 322, 569 Federalists, 145, c304, 305, oath of, 257
Pilgrims, 92, 93 307, 313–314, 316 roles of, i258
Pinckney, Charles, 305–306 Know-Nothing Party, 428 salary of, 257
Pinckney, Thomas, 302 Populist Party, 577–578 term of office of, c250, 274
Pinckney’s Treaty, 302 progressive reforms and, 648 primary sources
Pinta, 51 Radical Republicans, 534–536, Constitution, 248–277
pioneers, i390 542 Crusade for Justice, 624
pirates, 326 Whig Party, 386–387 Declaration of Independence,
Pitcher, Molly, 195 Polk, James K., 406, 408, R36 182–185
Pitt, William, 149, 162 poll tax, 275, 548, 621 Dix’s report on treatment of
Pittsburgh, Pa., 148 pollution, 17, 728–729 the mentally ill, 438–439
Pizarro, Francisco, 65 Polo, Marco, 50 early map of North and South
place, 4 Pomeiock, i85 America, m55
plantations, i120 Pomo people, 34 Federalist Papers, 238
after Civil War, 523, 542–543 Pontiac, i151 Fourteen Points, i699
cotton farming on, 349–351 Pontiac’s Rebellion, 151 Fundamental Orders of
economy of, 119–123 Poor Richard’s Almanack, 138 Connecticut, 98–99
in Southern economy, 457 Popé, 72 Gettysburg Address, 524
sugar cultivation on, 72, 76, i657 popular sovereignty, 244, Iroquois Great Law of Peace,
plateau, i15 463–464, 469 38
Platt Amendment, 666, m672 population Kee Low interview, 625
Plessy, Homer, 742 colonial, c105 Lincoln’s Second Inaugural
Plessy v. Ferguson, 621, 742–743, growth of industry and, 585 Address, 525
746 slave, c120 Mayflower Compact, 98
plow, 342, i345, 576 of Western cities in 1860 and Monroe Doctrine, 360–361
Plymouth, Mass., 93 1890, c569 “Objections to the Constitution
Pocahontas, 88 Populism, 577–578 of Government Formed by
Poe, Edgar Allan, 432 Portland, Ore., c569 the Convention,” 239
points of view, analyzing c456, Portugal using, R21
469, R9 exploration by, 49, 61 prime meridian, i8
poison gas, i681 Monroe Doctrine and, 360–361 printing press, 47
Poland, 696, 713 and slave trade, 43, 77 prison camps, 511
R92 INDEX
Page 18 of 24
INDEX
privateer, 204 quartering troops, 267 redcoats, 165
problems, identifying and solving, Quebec, 70, 149–150 Red River, 322
c220, c292, c532, c638, R18 Quebec, Battle of, 150 Red Scare, 697–698
Proclamation of 1763, 151, 160 Quetzalcoatl, i65 referendum, 640
Procter & Gamble, 603 Quincy Market, i5 Reformation, 47
Progressive Party, 648 quorum, 251 reform movements, 433–439,
progressivism 440–445
and amendments, c653 in Progressive Era, 638,
and reform movements, 639–642
R
639–643, 646–649 women and, 650–652
and women, 650–653 Reform Party, 467
racial quota, 750–751
“Progress of the Century,” i339 Regents of the University of
racism, 79, 620–623, 698
Prohibition, i272, 274, 641, c653 California v. Bakke, 750–751
antislavery, 458–461
projections, 8, i9 regimental flag, i514
Radical Republicans, 534–536,
Promontory, Utah, 591 region, 4, 13
i535, 542
propaganda relative location, 4
radicals, 313
recognizing, R15 religion
radio, 708
in World War I, 692 education and, 138
ragtime, i629
property taxes, 647 freedom of, 214–215, 237, 266
railroads, 356, 590–593
proprietary colony, 101 Great Awakening and, 140
antitrust suit against, 642
Prosser, Gabriel, 353 immigration and, 424
after Civil War, 523
protective tariffs, 380 in Middle Colonies, 102, 116
cattle industry and, 559–561
pro tempore, 250 Pilgrims and, 92
government promotion of, 575
protests Puritans and, 94
growth of, c584, 587
of antiwar movement, 724–725 slaves and, 351–352
immigrants and, 426, 571
against death penalty, i268 utopian communities and, 437
organized labor and, 602
of students, i247 Remond, Charles, 440
Panic of 1837 and, 547
public debt, 316 Renaissance, 46–48, 140
settling of Great Plains and,
public education, 435, 536 rendezvous system, 394
558
public lands, 643, i644–645, reparations, 696
shipment of crops and, 577
m644, m645 representative government, 95,
transcontinental, m592
public libraries, 596 134, 141–145, 168, 245
westward expansion and, 569,
public speeches, making, R7 reprieves, 259
i574
publishing, 138–139 republic, 222
Railroad Strike of 1877, 601
Pueblo people, 35, 72 republicanism, 214–215
Rainey, Joseph, 546
Puerto Rico, 666–667, i667, R35 Republican Party
Raleigh, Walter, 86
Pulitzer, Joseph, 626, 663 development of, i386, 466–467
ranching, 560–561
Pullman Palace Car Company, 602 in election of 1860, m473
Randolph, Edmund, i228, 231,
Pullman Strike, 602–603, i602 Grant’s presidency and,
i291, 295
Pure Food and Drug Act, 642 545–547
Raza Unida, La, 724
Puritans, 111, 113 Ku Klux Klan and, 544
Reagan, Ronald, i258, 720, i721,
Pierce, Franklin, 459 Reagan and, i258
i725, i726, R38
Purvis, Robert, 442 in Reconstruction, 534
reapers, 576
push-pull factors, 424 reservation, 564, 566
recall, 640
reserved powers, 245
recession, 725
Revels, Hiram, 536, i546
Reconstruction, 532–539
Q
revenue, 252
aftermath of, 545–550
revenue tariffs, i380
civil rights amendments and
Revere, Paul, i165, m172
Quakers laws in, c271, c549
revival, 139, i433
antislavery views on, i118 daily life in, 540–544
Revolutionary War. See
in Middle Colonies, 96, Ku Klux Klan and, 544
American Revolution.
101–102, 114 problems of, c532
Reynolds v. Sims, 748–749
Native Americans and, 376 Reconstruction Acts of 1867,
Rhode Island
Quartering Act, 160, 163, 183 535–536, 542
INDEX R93
Page 19 of 24
founding of, m95 Ross, Betsy, i199 Savannah, Ga.

mills in, 342 rotary printing press, i339 in American Revolution,
ratification of U.S. Rothschild, Alexander, 426 206–207, m209
Constitution by, 237 Rough Riders, 665, i666 in Civil War, 517
rice, 121 roundup, i560 scalawags, 536
Richmond, Va., 518 Rowlandson, Mary, 138 scale, 7
in Confederacy, 482, m483, royal colony, 103 Scandinavians, 424–425, m425
484, 496, 507 royal governor, 143, c144 scapegoats, 97
in Reconstruction, i537 Royall, Anne Newport, 432 Scarlet Letter, The, 432
transportation system in, 611 rule of law, i247 Schenck, Charles, 744
Richthofen, Manfred von, 681 Rush-Bagot Agreement, 356–357 Schenck v. United States,
Rickenbacker, Eddie, 686, 689 Russell, Charles M., i554 692–693, 744–745
Ridge, Tom, 733 Russia, 318, 359 School of Athens, i47
rifle, 491 Russian Revolution, 683 School of Manners, The, i138
rights of accused persons, 267 Russwurm, John, 435 schools. See education.
rights of people, 268 Ruth, Babe, i708 Schwarzenegger, Arnold, 726
to bear arms, 267 Scots-Irish, 127
to privacy, 267 Scott, Abigail, i568
to a speedy, public trial, 267 Scott, Dred, 467, i468, 740, i741
S
to vote, i243, 271, 546 Scott, Winfield, 377, 410, 484
Riis, Jacob, 612 Scotts Bluff, i364
Sacagawea, 321–322, i324
Rio Grande, 322–323, 407 sea dogs, 68
Sacco and Vanzetti, 697–698
riots, 509 sea level, i14
Sacramento, Cal., 416
“Rip Van Winkle,” 429 search and seizure, 267
Sagadahoc, 86, m87
river mouth, i14 search warrants, 159
Sager family, 396
roads, 355 secession, 473–475, m477, 482,
St. Augustine, Fla., i68
Roanoke Island, 85, 86, m87 m483
St. Lawrence River, 70
Roaring Twenties, 707–708 South Carolinan threat of, 383
St. Leger, Barry, 196–197
robber baron, 594 Second Amendment, 267
St. Louis, Mo., 320
Robinson projection, i9 secondary sources, using, R21
world’s fair in, i632, 633
Rochambeau, Jean, 210 Second Bank of the United
Salem, Mass., 96
Rockefeller, John D., i584, States, i384, i385
sales tax, 647
595–596, i595, 640 Second Continental Congress, 177
salutary neglect, 144
Rockefeller University, 596 adoption of Declaration of
Samoset, 93
Rock Springs, Wyo., 623 Independence, 179–180, i180
Sampson, Deborah, 195
Rocky Mountains, i11, 393, Articles of Confederation and,
San Antonio, Tex., 402
558–559 222
Sand Creek Massacre, m563, 564
Rocky Mountains, The, i310 war actions of, 194, 203, 213
Sandoz, Mari, 568
Rolfe, John, 88 Second Great Awakening, 433–437
San Francisco, Cal.
Roman Catholic Church, 45, Second Seminole War, 378
Chinatown in, 416
50–51, 72 secretary of state, 294
earthquake of 1906 in, 611
Roman Catholics, 426, 428 secretary of treasury, 294, 295
immigrants in, 615
romanticism, 429 secretary of war, 294
and westward expansion,
Roosevelt, Franklin Delano, sectionalism
c569, i569
710–711, i711, 713, 714, 716, in pre-Civil War America,
San Jacinto, Battle of, 404
R38 357–359
San Juan Hill, 665
Roosevelt, Theodore, i643, R37 slavery debate and, 457–461,
San Salvador, 52
and conservation movement, 462–465
Santa Anna, Antonio López de,
643–645, i644 Southern secession and,
402–404, 408, 409, 410
and Latin America, 672 473–475
Santa Fe, N.M., 395
and Progressive Era, i637, 642 tariffs and, 379–381
Santa Fe Trail, 395–396, m395
in Spanish-American War, Sedition Act, 692
Santa Maria, 51
664–666, i666 segregation, i506, 620–623, 742
Sarah, Plain and Tall, i571
square deal policy of, 641 in schools, 746–747
Saratoga, Battle of, 198–199
Roosevelt Corollary, 672 Seguín, Juan, 403, i404
R94 INDEX
Page 20 of 24
INDEX
Selective Service Act, 686 Sioux people, 564, 565 sluicing, 415, 559
self-government, 238 Sitting Bull, i565 slums, 612, 639
Seminole people, 357, 374–375, Sixteenth Amendment, 272, smallpox, 64, 74–75, 151
i376, 378 647–648, c647, c653 Smith, Bessie, 708, i708
Senate Sixth Amendment, 267 Smith, Jedediah, i393
constitutional provisions for, skyscrapers, i610 Smith, John, 87
249, 250 slash-and-burn agriculture, 37 Smith, Margaret Bayard, i369
direct election of, 272 Slater, Samuel, i341, 342 smuggling, 112
Great Compromise and, 232 slave auction, i352 social gospel, 612
role in legislation, c252 slave codes, 79, 123 socialism, 602, 646
terms in, c250 slave revolts, 123, 353 Society of Friends. See Quakers.
Seneca Falls Convention, 444 slavery, c120, 740–741 sodbusters, 575
separate ballots, 314 abolition movement and, sod house, i554, i575
separate but equal, 621, 440–442 solar time, 592
742–743, 746–747 annexation of Texas and, 405, soldiers. See armed forces;
separation of powers, 246 407, 408 military.
September 11 terrorist attack, California gold rush and, 417 Solomon, Haym, i193
721, i721, 732, i733, 734 in Civil War, 509–510 solving problems, 220, 292, c532
effect on air travel of, 733 Confederate Constitution and, Somme, Battle of, 681
impact of, 721, 732–737 474 Songhai, 42
New York City and, 732, 733 congressional debate of, 455 Sons of Liberty, 161, i188
sequencing, c84, c158, c192, R4 cotton farming and, 349–351 South. See also Confederate
Sequoia National Park, 12, i644 Declaration of Independence States of America.
Sequoya, i374 and, 181 abolition, 440–442
Serapis, 205 and Dred Scott v. Sandford, agriculture in, 345, 348–353,
settlement houses, 612, 650–651 740–741 357–358, 457–458
Seven Days’ Battle, 496 and election of 1860, 472–473 at beginning of Civil War, 482
Seventeenth Amendment, 272, Free-Soil Party and, 459 black codes in, 534–535
c653 Fugitive Slave Act and, 462 after Civil War, 520–523, 597
Seventh Amendment, 142, 261, Kansas-Nebraska Act and, 463 politics, 462–470
268 Lincoln and, 468–469, 475, pre–Civil War tensions and,
Seven Years’ War, 148 503–505, 525 457–473
Seward, William, 522, 660 in Middle Colonies, 118 secession of, 473–474
sewing machine, 589 Missouri Compromise and, sectionalism and, 357–359,
Shakers, 437 357–358, m358 379, 380, 381
sharecropping, 543–544, c543, 597 in New England, 112–113 South America
Shays’s Rebellion, 224–225, i225, plantation life under, 119, ancient artifacts in, 28
229 121, i122, 123, i351, 351–353 early map of, m55
sheriff, 561 Southern farming and, 458 gold rush and, 413
Sherman, Roger states allowing, m464 migration and, m28
Great Compromise and, 232 on sugar plantations, i73 Portuguese exploration of, 61
Sherman, William Tecumseh, Thirteenth Amendment and, South Carolina
494–495, i501, 516–519 270, 521 in American Revolution, 209
Sherman Antitrust Act, 641, 642 Tocqueville’s view of, 457–461 establishment of, 103
Shiloh, Battle of, 494–495 Underground Railroad and, facts about, R35, R42
shipping, 116 446–447, m447 nullification and, i381
Sholes, Christopher Latham, 588 West African societies and, 39, secession of, 473
Shoshone people, 322, i324 41, 42 slavery in, 121
Shreve, Henry Miller, 344–345 slave trade tariffs and, 381, 383
sick pay, 603 origins of, 77–79, c77 “South Carolina Exposition and
Sierra Nevada, 413 ships used in, i78 Protest,” 381
silver, 558–559 triangular trade and, m111, South Dakota, 558, R35, R42
Sinclair, Upton, 642 112 Southeast, i3
Singer, Isaac, 589 West African empires and, 43 climate of, i12
Singleton, Benjamin “Pap,” 575 Slidell, John, 407–408 human movement and, m18
INDEX R95
Page 21 of 24
Native American cultures of, 36 Standard Oil, 595, 640, 642 suffrage
sports in, m20 standard time, 592 for African Americans, 271,
Southern Colonies, 102–103, Stanton, Edwin, 537 535, i536
m102 Stanton, Elizabeth Cady, i443, for 18-year-olds, 277
American Revolution in, m209 i444, 546 for women, i273, 444, 568,
economy of, 124–125 Starr, Belle, i561 i634–635, 652–653
farming in, m120 Starr, Ellen, 651–652 sugar, i73, 76
South Korea, 718 stars and stripes, i199 Sugar Act, 160
South Pass, 394 star-spangled banner, i332 Suitcases for Kids, 286
South Pole, i8 state law summarizing, c312, R2
South Vietnam, 719 versus federal law, 738 Sumner, Charles, 465, 534–535,
Southwest State of the Union address, 259 542
early civilizations in, 29, 35 states’ rights, 262 sunbelt, m18, 722
human geography and, i16 Alien and Sedition Acts and, Sun Dance, 36
Indian Wars and, 565 307 Sundiata, 41
Mexicanos in, 570 Bill of Rights and, 268 Sunni Ali, 42
in World War I, 694 Confederate Constitution and, supply and demand, c576
Sovereignty and Goodness of 474 Supremacy Clause, 738
God, The, 138 and development of political Supreme Court
Soviet Union parties, i386 Adams and, 316
in Cold War, 717–721 and federal government, constitutional provisions for,
in World War II, 713–716 736–737 c250, 259, 260
Spain, 298–299, 318 nullification and, 381 establishment of, 294
in American Revolution, 201 tariffs and, 379–383 historic decisions, 732–751
balance of trade and, 62 Statue of Liberty, i614 judicial review and, 317
boundary settlements with, 357 steamboat, i339, i344 Miranda rights and, 267
Columbus and, 50–51, 53 steam engines railroads and farmers and, 577
exploration of Americas by, in early American mills, 343 in Reconstruction, 548
61, 63–66, 68–70 in ironclads, i492 Taft on, 648
in French and Indian War, 150 steam locomotive, i339 surveyors, i6
Louisiana Territory and, 319 steel, 587, 595, i599, m599, 602, Sutter, John, 413
Monroe Doctrine and, i610 Sutter’s Mill, 413
360–361 steerage, 423 swamp, i14
North American colonies of, Stephens, Alexander, i531 sweatshops, 600–601, 616
71–75, m72, 85 steppe, m12, i15 Swedish immigrants, i101,
Pinckney’s Treaty and, 302 Steuben, Baron von, 201–202 424–425, 574, 575
and slave trade, 77 Stevens, Thaddeus, i533, 534, switchboard, 588
in Spanish-American War, i535, 542
662–667 stock, 594, c709
Texas Revolution and, 400 stock market crash, 709
T
Spanish-American War, 662–667, Stono Rebellion, 123
m665, 641 Stonyfield Farm, Inc., 729
Taft, William Howard, 643, 646,
Spanish Armada, i69 Stowe, Harriet Beecher, i462, 463
648, 673, R37
spice trade, i45 strait, i14
Taino people, i52, 73
spirituals, i351 Strauss, Levi, i414
Taliban, 735
spoils system, 373 streetcars, 610–611
Tallmadge, James, 358
sports, m20, 628, 708 strikes, 434, 600, 601–603
Tammany Hall, 613
Spotswood, Alexander, i126 Stuyvesant, Peter, i100
Taney, Roger, i468, 740
Spotsylvania, Battle of, 518 subarctic climate, m12
tank, i681
Sputnik, 719 submarine warfare
Tarbell, Ida, 640
Squanto, i92, 93 in American Revolution, i204
Tariff of Abominations, 381
square deal, 641, 642 in World War I, 682
tariffs, 380, 586
Stalin, Joseph, 713, 717 subsistence farming, 109–110
American System and, 354
Stalingrad, U.S.S.R., 715 suburbs, 611, i705
Hamilton and, 296
Stamp Act, 160–162, i160, i161 subways, 611
R96 INDEX
Page 22 of 24
INDEX
states’ rights and, 379–383 Aum Shinrikyo, 734 590–592, m592
taxation, 143, 161, 163, 184, in Europe, 734 Gadsden Purchase and, 411
647, c647 in Latin America, 734 westward expansion and, 569
and states’ power, 736–737 Shining Path, 734 transportation
Taylor, Susie King, 510 Teton Sioux, i325 American System and, 355
Taylor, Zachary, 460, R36 Texas, 400 growth of industry and, 586
in War with Mexico, 408, 409, annexation of, m410 inventions for, 344–345
410 facts about, R35, R42 urbanization and, 610–611
Tea Act, 166–168 human movement and, m18 Travis, William, 403
technology immigrants in, 616 treason, 261
growth of corporations and, settlement of, i401, m419, 425 Treasury Department, 295
594 war for independence in, Treaty of . . . . See under distinc-
human movement and, 19 402–405, m405 tive part of treaty’s name.
Native American, 32 in War with Mexico, 407–409 trench foot, 685
World War I and, i681–682 Thames, Battle of the, 332 trench warfare, i666, 680–681,
Tecumseh, i328 Thanksgiving, 93, 94 i684–685
Tejanos, 400, 404 Thayendanegea, i197 trial by jury, 142, 261, 268
telegraph, i339, 345, 588 theodolite, i226 triangular trade, m111
telephone, 588, 628 Third Amendment, 267 tribunals, 252, 253
television, i719 third-party candidates, i467 Tripoli, 326
temperance movement, i433, Thirteenth Amendment, 270, 521, tropical climate, m12
434, 641 623, 741, 742 Tropic of Cancer, 8
tender, 254, 255, 577–578 Thomson, Charles, i293 Tropic of Capricorn, 8
tenements, i596, 611, i641 Thoreau, Henry David, 431 Troy Female Seminary, 435
Tenkaminen, 39 Three-Fifths Compromise, Truman, Harry S., 716, i717, R38
Tennessee 232–233 Trumbull, John, i180
facts about, R35, R42 threshing machine, 345 trusts, 595, 640, 641, 646
secession of, 482 Thurmond, Strom, 251 Truth, Sojourner, 441, i443, 444,
Tenochtitlán, 34–35, m63, 64 Tilden, Samuel J., 548 445
Tenth Amendment, 268 timber, 111, m599 Tsali, 378
Tenure of Office Act, 537 Timbuktu, Mali, m40, 42 Tubman, Harriet, 442, i443, i446,
Terrill, James, i487 time lines, interpreting, R24 510
Terrill, William Rufus, i487 Tippecanoe, Battle of, 328–329 tundra, m12, 33
territory, 666–667 titles of nobility, 255 Turner, Frederick Jackson, 579
terrorism tobacco, 88, 642 Turner, Nat, i353
coalition against. See anti- Tocqueville, Alexis de, i457 Turner’s Rebellion, 353
terrorism coalition. Tordesillas, Treaty of, 61, 68 Turpin, Solveig, 27
definition of, 732 Toscanelli, Paolo, 50 Tuskegee Institute, 622
effects of, 721, 732–737 Townshend Acts, 163 Twain, Mark, 558
international, 734, c734. See township, m226 Twelfth Amendment, 269
also terrorist groups, names trade Twentieth Amendment, 273–274
of specific countries. Columbian Exchange, m74 Twenty-Fifth Amendment,
reasons for, 732 expansionism and, c675 275–276
tactics of, 732, 734 foreign (1800–1812), c335 Twenty-First Amendment, 274
terrorist attacks. See also mercantilism and, i62 Twenty-Fourth Amendment, 275
September 11 terrorist attack. North-South exchange of Twenty-Second Amendment, 274
in Beirut, c734 goods, c458 Twenty-Seventh Amendment,
casualties of, 721, 732, 734, regulation of, 233 251, 277
c734 in Renaissance Europe, 48 Twenty-Sixth Amendment, i243,
in Kenya, 734 triangular, m111 277
in Tanzania, 734 Trail of Tears, 376–378, i377 Twenty-Third Amendment, 275
in United States, 721, 732–733 trains, 610–611 Twilight, Alexander, 435
terrorist groups Trans-Appalachian West, m299 Tyler, John, 387, R36
in Africa, 734 transcendentalism, 430–432 typewriter, 588
in Asia, 734 transcontinental railroad,
INDEX R97
Page 23 of 24
U U-boats, 681, 682

unalienable rights, 180
plantation life in, i121
Washington (state), R35, R42
Washington, Booker T., 521, 622
unanimous consent, 265 and states’ rights, 307 Washington, D.C.
Uncle Sam, i701, i706 Virginia, University of, 316 in Civil War, m483
Uncle Tom’s Cabin, 462, 463 Virginia City, Nev., 558 design of, i305
unconstitutional, 317 Virginia House of Burgesses. See voting in, 275
Underground Railroad, 440–443, House of Burgesses. Washington, George, R36
446–447, m447 Virginian, The, 570 in American Revolution, 177,
unemployment, 709 Virginia Plan, 230–231, c232 178, i190, i194, i196,
Union Pacific Railroad, 590–592 Virginia Resolution, 307 202–203, 211
United Farm Workers of Virgin Islands, U.S., R35 at Constitutional Convention,
America, 724 volcano, i14 i219, 229, 230
United Nations, 716 voting. See also suffrage. farewell address of, 303–304
University of Chicago, 596 in District of Columbia, 275 in French and Indian War, 148
urbanization, 609–611 expansion of rights, 371 as president, i291, 293–295,
U.S. v. Cruikshank, 548 individuals’ rights, 748–749 298–302
U.S. v. Reese, 548 mock elections for students, water rights, 561
USA Patriot Act, 733 i372 Watergate scandal, 720
Utah, 397, R35, R42 Voting Rights Act of 1965, 271, Waterman, Thomas, i536
utopian communities, 437 749 Watson, Thomas, 588
voyages of discovery, European, Wayne, Anthony, i298, 299
45–47, 49–53, 61–66, 67–68, 70 weapons
Vredenburgh, Peter, Jr., i488 in American Revolution, i204,
V
i208
in Civil War, 491–492, i492
Vallejo, Mariano, 412, i417
in World War I, i681
W
valley, i15
weapons of mass destruction,
Valley Forge, Pa., i190, 202–203,
721, 736, 737
i202, m209 wagon train, 396
Webster, Daniel, 372, i382, i460,
Van Buren, Martin, 386, R36 Waikiki Beach, i13
459–461
Vanderbilt family, i596 Wake Atoll, R35
Webster, Noah, 430
vaqueros, i560, 571 Wald, Lillian D., 613, i650
Weld, Theodore, 441
vaudeville, 629 Walden Pond, 431
Wells, Ida B., 622, 624
vegetation, 13 Walker, David, 440–441
West, Benjamin, i212
Vermont, R35, R42 Walker, Felix, 221
West, i2, 318–323
Verrazzano, Giovanni da, 68 Walker, James, i560
artists in, 430–431
Versailles, Treaty of, 696 Waltham, Mass., 342–343
farming and populism in,
Vesey, Denmark, 353 war, declaration of, 253
574–578
Vespucci, Amerigo, 62 war against terrorism
immigrants in, 457
veto, 252, c253 in Afghanistan, 721, 735–737
Jackson and, 379, 380
vice-president Bush administration and, 721,
Kansas-Nebraska Act and, 463
constitutional provisions for, 735–737
land claims in, m223
250, 257 war bonds, 691, i692, i702–703
Lewis and Clark Expedition to,
election of, 269 war debts, 264, 295
318–325
lame duck sessions and, 273 War for Independence. See
life in, 568–571
Vicksburg, Miss., 516, m527 American Revolution.
manifest destiny and,
Vietnamese, 427 War Hawks, 329
392–399, 406–407
Vietnam War, 719, 724–725, i725 War Industries Board, 692
miners, ranchers, and
vigilantes, 561 War of 1812, 327–329, 330–333,
cowhands in, 557–561
Villa, Pancho, 673 c333, 342
mountain men in, 394
Vincennes, Ill., 204 War on Poverty, 723
Native American lands in, 34,
Virginia, 143 Warren, Earl, 745, i746
m563
in American Revolution, 209 Warren, Joseph, 466
railroads in, 593
Antifederalists from, 236–237 War with Mexico, 406–411,
sectionalism and, 356–357
Confederacy, 482 m408, 459–460
settlement of, m558
R98 INDEX
Page 24 of 24
INDEX
West Africa, mR33 witchcraft, i97 mortality in, c690
western expansion. See expan- Wolfe, James, 150 Russian Revolution and, 683
sionism. woman suffrage. See suffrage; technology in, i681–682
West Virginia women. trench warfare in, 680–681,
in Civil War, m483 women, i164, 724 i684–685
facts about, R35, R42 advocacy for rights of, 436 World War II, 696, 712–716, m715
Weyler, Valeriano “the Butcher,” in Backcountry, 128 Wounded Knee Massacre, m563,
663 Constitutional Convention 566
whaling, i108, i125 and, 229 Wovoka, 566
wheat, 576–577 Declaration of Independence Wright, Orville and Wilbur, i627
Wheatley, Phillis, i178 and, 181 writs of assistance, 164
Whig Party, 386–387, 466 draft and, i243 Wyat, Bayley, 542
Whiskey Rebellion, 300–301, 302 education reform and, 435 Wyoming, 569, R35, R42
White, John, 85, 86 employment of, 588, 691–692
Whitefield, George, 139 life in American colonies, 136
White House, i33, i366 life in West, 568–569
X
Whitman, Marcus, 396 Native American, 34, 35
Whitman, Narcissa, 396 prison and mental health
Xerox, 729
Whitman, Walt, 432, 511, i522 reform and, 435–436
XYZ Affair, 305–306, i306
Whitney, Eli, i343, 348–349 in Quaker society, 116
wigwams, 37 reform movements and,
Wilder, Laura Ingalls, 571 443–445
Y
Wilderness, Battle of the, i518 suffrage for, 273, 652–653, c653
Wilderness Road, 221 in World War I, 687
wild west show, 572–573 in World War II, 714 yellow journalism, 663–664
Willard, Emma, 435 women’s rights movement, i705, Yellowstone National Park, i645
William of Orange, 144 724 Yellow Tavern, Va., i500
Williams, Roger, 95 Woods, Granville T., 589 Yep, Laurence, 618–619
Williams, Thomas, i535 Woodstock music festival, 725 Yohn, Frederick, i403
William Sound, i17 workers’ compensation, 603 York, 320
Wilmot Proviso, c456, 459–461 work ethic, 95 York, Alvin, 689
Wilson, James, 230 Workingmen’s Party, i623 Yorktown, Battle of, 209–210,
Wilson, James F., i535 world’s fairs, i628, 632–633 m209, i210, m217
Wilson, Luzena, 412, 413 World Trade Center, 721, i721, Yoruba, 42–43
Wilson, Woodrow, 648, i649, 732, i733. See also Yosemite National Park, 643
i696, R37 September 11 terrorist Young, Brigham, 397
and Fourteen Points, i699 attack. Yugoslavia, 696
and Latin America, 673 World War I, i680, m680, 712 Yukon Territory, 559
and League of Nations, 695, 696 aftermath of, 695–696
and Treaty of Versailles, 696 American involvement in,
and World War I, 682–683, 692 682–683, 686–690
Z
windmills, 576 causes of, 679–680
Winthrop, John, 94 effects of, c697
Zenger, John Peter, 145
Wisconsin, 425, R35, R42 home front in, 691–694
Wister, Owen, 570 liberty bonds in, 702–703
INDEX R99
Page 1 of 7
ACKNOWLEDGMENTS
TEXT ACKNOWLEDGMENTS Abigail Adams: Portrait traditionally said to be Abigail Adams
Chapter 1, page 28: map, “New Paths to the Americas,” U.S. (about 1795), artist unknown. Oil on canvas, 30 1/4″ × 26 1/2″,
News & World Report, October 12, 1998, page 62. Copyright N-150.55. Photo by Richard Walker. Copyright © New York
© October 12, 1998, U.S. News and World Report. Visit us at State Historical Association, Cooperstown, New York.
our Web site at www.usnews.com for additional information. Andrew Jackson: Andrew Jackson (1845), Thomas Sully. The
Adapted by permission of U.S. News & World Report. Granger Collection, New York.
page 33: Excerpt from “Navajo Blessing Way,” from Language Zitkala-Sǎ: Negative no. Mss 299, Tom Perry Special
and Art in the Navajo Universe by Gary Witherspoon, page 26 Collections, Harold B. Lee Library, Brigham Young University,
(Ann Arbor: The University of Michigan Press, 1977). Provo, Utah.
Reprinted by permission of The University of Michigan Press. Elizabeth Cady Stanton: The Granger Collection, New York.
Chapter 6, pages 174–175: Excerpt from Johnny Tremain by Crispus Attucks: Copyright © Stock Montage.
Esther Forbes. Copyright © 1943 by Esther Forbes Hoskins, Queen Liliuokalani: Portrait of Queen Liliuokalani, date and
copyright renewed by Linwood M. Erskine, Jr., executor of the artist unknown. Bishop Museum.
Estate of Esther Forbes Hoskins. Reprinted by permission of
George Washington: Corbis.
Houghton Mifflin Company. All rights reserved.
Chapter 9, page 300: “Obeying Rules and Laws,” from Table of Contents
Government in America by Richard J. Hardy. Copyright © 1995 viii–xvii background The Granger Collection, New York; viii
by Houghton Mifflin Company. All rights reserved. Reprinted top The Metropolitan Museum of Art, The Michael C.
by permission. Rockefeller Memorial Collection, Gift of Nelson A. Rockefeller,
Chapter 16, pages 486–487: Excerpt from Across Five Aprils by 1972 (1978.412.310). Photograph copyright © 1983 The
Irene Hunt. Copyright © 1964 by Irene Hunt. All rights Metropolitan Museum of Art; bottom The Granger Collection,
reserved. Reprinted by permission of Shirley Beem on behalf New York; ix top Copyright © Michael Gadomski/Photo
of the author. Researchers, Inc.; center The Granger Collection, New York;
Chapter 17, pages 508, 509, 510, 512, 513, 516, 518, 519: bottom Library of Congress; x top Copyright © R. Kord/H.
Excerpts from The Civil War by Kenneth Burns, Ric Burns, and Armstrong Roberts; center George Washington in the
Geoffrey Ward. Copyright © 1990 by American Uniform of a British Colonial Colonel, 1772, by Charles
Documentaries, Inc. Reprinted by permission of Alfred A. Willson Peale. Washington-Custis-Lee Collection, Washington
Knopf, a division of Random House, Inc. and Lee University, Lexington, VA; bottom Illustration by Bill
Cigliano; xi bottom right Copyright © John E. Fletcher &
Chapter 19, page 562: Excerpt from “Wahenee: An Indian
Arlan R. Wiler/NGS Image Collection; bottom Corbis; xii top
Girl’s Story Told by Herself to Gilbert L. Wilson,” North
Copyright © 1998 North Wind Pictures; center National
Dakota History, Vol. 38, Nos. 1 & 2. Copyright © 1971 State
Museum of American History, Smithsonian Institution; bottom
Historical Society of North Dakota. Used by permission.
Illustration by Patrick Whelan; xiii top From the collections of
Chapter 21, pages 618–619: Excerpt from Dragonwings by
the Minnesota Historical Society; bottom left Copyright ©
Laurence Yep. Copyright © 1975 by Laurence Yep. Used by
1998 Louis Psihoyos/Matrix; bottom right The Granger
permission of HarperCollins Publishers.
Collection, New York; xiv top Copyright © George Peter
pages 624–625: Excerpt from Crusade for Justice: The Alexandre Healy/Wood River Gallery/PNI; center Courtesy;
Autobiography of Ida B. Wells, edited by Alfreda M. Duster. Soldier magazine, U.S. Army; bottom The Granger Collection,
Copyright © 1970 by The University of Chicago. All rights New York; xv top, Northern Pacific Railroad. The Pioneer
reserved. Reprinted by permission of The University of Route to Fargo Moorhead Town Bismark Dakota and
Chicago Press. Montana and the Famous Valley of the Yellowstone (about
Epilogue, page 723: Excerpt from “I Have a Dream” by Martin 1885), Creator–Poole Brothers, Printers. Broadside. Chicago
Luther King, Jr. Copyright © 1963 by Martin Luther King, Jr., Historical Society; bottom The Granger Collection, New York;
copyright renewed 1991 by Coretta Scott King. Reprinted by xvi top Doubleday, Page and Company, New York, 1906, sec-
arrangement with The Heirs to the Estate of Martin Luther ond issue; center, Portrait of Queen Liliuokalani, date and
King, Jr., c/o Writers House, Inc., as agent for the proprietor. artist unknown. Bishop Museum; bottom left Culver Pictures;
page 731: Quote by Ken Burns from “Of documentaries and bottom right The Granger Collection, New York; xvii bottom
storytelling, historical awareness and arrogance, heroes and vil- left NASA; bottom right From the Collection of David J. and
lains . . . a conversation with Ken Burns” by Sam Stall, America Janice L. Frent.
West Airlines Magazine, November 1997. Reprinted by permis-
Voices from the Past
sion of America West Airlines Magazine and Sam Stall.
xxi left The Last Voyage of Henry Hudson, (1881) John Collier.
ART CREDITS Tate Gallery, London/Art Resource, NY; right The Granger
Cover and Frontispiece Collection, New York; xxii Corbis; xxiii left Illustration from
The Headless Horseman by Natalie Standiford. Illustration
cover background Copyright © Bob Gelberg/SharpShooters.
Copyright © 1992 by Donald Cook, Reprinted by permission of
frontispiece background The Granger Collection, New York.
Random House, Inc.; right Corbis/Bettmann; xxiv top left
Abraham Lincoln: The Library of Congress. Courtesy of the U.S. Naval Academy Museum; center right
Ida Bell Wells: The Granger Collection, New York. Copyright © 1963 Bob Adelman/Magnum Photos; bottom
Juan Seguín: Detail of Juan Seguin (1838), Jefferson Wright. right Survey Compass, accession number 1982–145. Colonial
Texas State Library and Archives Commission. Williamsburg Foundation.
R100 ACKNOWLEDGMENTS
Page 2 of 7
Themes of American History Masi; 53 Cliché Bibliothèque nationale de France, Paris; 56

Copyright © Francois Gohier/Photo Researchers, Inc.; 57 Photos
xxviii top Copyright © 1999 PhotoDisc, Inc.; center Photo
by Sharon Hoogstraten.
by Howard Sochrer/Life Magazine, Copyright © Time Inc.;
bottom Michael S. Yamashita/Corbis; xxix top Library of Chapter 2, 58–59 The Granger Collection, New York; 58 top left
Congress; bottom National Museum of American Mask, representing the god Quetzalcoatl or Tonatiuh (about
History/Smithsonian Institution. 1500), Aztec. Museum of Mankind, London. Photo © Bridgeman
Art Library; bottom left © Gianni Dagli Orti/Corbis; right ©
Geography Handbook Bettmann/Corbis; 59 The Granger Collection, New York; 61
2 top right Copyright © H. Abernathy/H. Armstrong Roberts; Detail of Pope Alexander VI Borgia Kneeling in Prayer (date
center left Copyright © Warren Morgan/H. Armstrong Roberts; unknown), Bernardino Pinturicchio. Sala die Misteri della Fede,
bottom Copyright © 1996 Denver A. Bryan; 3 top Copyright © Appartamento Borgia, Vatican Palace, Vatican State/Scala/Art
Nathan Benn/Stock Boston; bottom right Copyright © Andy Resource, New York; 64 Corbis; 65 Aztec mask (early 16th cen-
Sacks/Tony Stone Images; 4–5 The Granger Collection, New tury), artist unknown. Turquoise, pearl shell. Werner Forman
York; 4 top Copyright © 1997 David Noble/FPG International; 5 Archive/British Museum, London/Art Resource, New York; 66 The
Granger Collection, New York; 68 PNI; 69 Sea Battle between the
top Copyright © John Coletti/Stock Boston; center Copyright ©
Spanish Armada and English Naval Forces (about 1600), Hendrik
Bill Horsman/Stock Boston; 6 top Copyright © George
Corneliez Vroom. Oil on canvas, 91 cm x 153 cm. Landesmuseum
Mobley/NGS Image Collection; center Copyright © Lowell
Ferdinandeum, Innsbruck, Austria. Photo copyright © Erich
Georgia/NGS Image Collection; bottom left The Granger
Lessing/Art Resource, New York; 71 The Granger Collection, New
Collection, New York; 10 top Copyright © T. Algire/H.
York; 73 The British Library; 75 PNI; 76 Copyright © The Fotomas
Armstrong Roberts; bottom Copyright © Ken Graham/Tony Index; 77 Corbis; 78 left The Newberry Library, Chicago; right,
Stone Images; 11 top Copyright © SuperStock; bottom Slaves Below Deck of Albanez (date unknown), Francis Meynell.
Copyright © Tom Dietrich/Tony Stone Images; 12 top Copyright Copyright © National Maritime Museum Picture Library, London.
© Zane Williams/Tony Stone Images; bottom Copyright ©
Chapter 3, 82–83 Colonial Williamsburg Foundation, Virginia; 82
Eastcott/Momatiuk/Tony Stone Images; 13 top Copyright ©
top Captain John Smith, 1st Governor of Virginia (about 1616),
SuperStock; bottom Copyright © F. Sieb/H. Armstrong Roberts;
English School. Private collection. Photo © Bridgeman Art
14–15 Illustration by Ken Goldammer; 16 top Copyright © M.
Library; bottom Portrait of Akbar and Prince Salim (19th cen-
Schneiders/H. Armstrong Roberts; bottom Copyright © D.
tury), Indian, Mughal dynasty. The Newark Museum, Newark,
Frazier/H. Armstrong Roberts; 17 top left Copyright © Ron New Jersey. Photo © The Newark Museum/Art Resource, New
Levy/Liaison Agency; top right, center right, bottom right York; 83 left © Bettmann/Corbis; right The Granger Collection,
Copyright © Steve Adams/NGS Image Collection; bottom left New York; 84 The Granger Collection, New York; 85 British
Copyright © Cathlyn Melloan/Tony Stone Images; 18 bottom Museum; 87 AP/Wide World Photos; 88 Pocahontas (1616),
Copyright © J. Marshall/The Image Works; 19 left Culver Simon van de Passe. Engraving, 6 7/8" x 4 3/4" (17.5 cm x 12 cm).
Pictures; right Copyright © Santi Visalli/The Image Bank. Published in the Baziliologia, London, 1618. National Portrait
Gallery, Smithsonian Institution/Art Resource, New York; 89 The
Unit 1
Granger Collection, New York; 90–91 Illustration by Ivan Lapper.
22–23 Copyright © R. Kord/H. Armstrong Roberts. Copyright © The Reader’s Digest Association; 92 The Granger
Chapter 1, 24–25 The Granger Collection, New York; 24 left Collection, New York; 93 The Mayflower in Plymouth Harbor
Courtesy of the Ohio Historical Society; right Roman horseman (1882), William Halsall. Courtesy of the Pilgrim Society, Plymouth,
(A.D. first–third century). Bronze figurine from Orange, France. Massachusetts; 94 top Copyright © SuperStock; bottom
Musée des Antiquites Nationales, Saint-Germain-en-Laye, Copyright © Andrew J. Martinez/Photo Researchers, Inc.; 95 bot-
France. Photo © Erich Lessing/Art Resource, New York; 25 left © tom The Granger Collection, New York; 96 left Courtesy of
Leonard de Selva/Corbis; right The Granger Collection, New American Antiquarian Society; right The New York Public Library;
York; 28 center left Courtesy Arizona State Museum, University 97 Trial of George Jacobs for Witchcraft, 1692 (1855), T. H.
of Arizona, Tucson, Arizona. Photo copyright © 1996 Jerry Matteson. Oil on canvas, acc. #1246. Peabody Essex Museum,
Jacka; 29 Copyright © Francois Gohier/Photo Researchers, Inc.; Salem, Massachusetts. Photo by Mark Sexton; 100 Detail of Peter
30 Copyright © SuperStock; 34 National Museum of Stuyvesant and the Trumpeter (The Wrath of Peter Stuyvesant)
Anthropology, Mexico City, Mexico/Werner Forman Archive/Art (1835), Asher B. Durand. Oil on canvas, 24 1/4" x 30 1/4", acces-
Resource, New York; 35 Smithsonian Institution, Washington, sion no. 1858.28. Copyright © Collection of The New-York
D.C.; 36 background Copyright © Richard Saker/AllSport; bot- Historical Society; 101 Copyright © Tom Dietrich/Tony Stone
tom left Copyright © Salamander Picture Library; 40 left Images; 103 Brown Brothers.
Copyright © Aldona Sabalis/Photo Researchers, Inc.; 41 The Chapter 4, 106–107 The Granger Collection, New York; 106 top
Granger Collection, New York; 42 PNI; 43 The Metropolitan © Joseph Sohm; ChromoSohm Inc./Corbis; bottom The Granger
Museum of Art, The Michael C. Rockefeller Memorial Collection, Collection, New York; 107 left © Bettmann/Corbis; right Portrait
gift of Nelson A. Rockefeller, 1972 (1978.412.310). Photograph of Nadir Shah Afshar of Persia (1700–1725), Mughal School.
copyright © 1983 The Metropolitan Museum of Art; 45 Victoria & Albert Museum, London. Photo © The Stapleton
Illustration by Alexander Verbitsky; 47 School of Athens (1508), Collection/Bridgeman Art Library; 109 Sperm Whaling: No. 2,
Raphael (Raffaello Santi). Stanza della Segnatura, Vatican City, The Capture (1862), A. Van Best and R. S. Gifford. Lithograph by
Vatican. Photo copyright © Erich Lessing/Art Resource, New Endicott and Company, corrected by Benjamin Russell, 16 3/4" x
York; 49 Detail of St. Vincent Polyptych (date unknown), Nuno 25 3/4" (43 cm x 65 cm). N.M.A.H., Harry Peters “America on
Gonçalves. Museu Nacional de Arte Antiga, Lisbon, Portugal. Stone” Lithography Collection; 110 right Copyright © Thomas
Copyright © Scala/Art Resource, New York; 50 Portrait of a Man, Neill; 112 North Carolina Collection, University of North
Called Christopher Columbus (1519), Sebastiano del Piombo. Oil Carolina Library at Chapel Hill; 114 Detail of Quaker Meeting
on canvas, 42" x 34 3/4". The Metropolitan Museum of Art, gift (date unknown), Egbert Van Heemskerk. The Quaker Collection,
of J. Pierpont Morgan, 1900; 52 Archivio Fotografico del Museo Haverford (Pennsylvania) College Library; 115 right Historic
Preistorico Etnografico L. Pigorini, Rome. Photo by Lorenzo de
ACKNOWLEDGMENTS R101
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Hudson Valley, Tarrytown, New York; 116 The Granger Abigail Adams (about 1795), artist unknown. Oil on canvas, 30
Collection, New York; 118 Library of Congress; 119 Detail of 1/4" x 26 1/2", N-150.55. Photo by Richard Walker. Copyright ©
George Mason (1811), Dominic W. Boudet. Oil on canvas, 30" x New York State Historical Association, Cooperstown, New York;
25" (76.2 cm x 63.5 cm). Virginia Museum of Fine Arts, 177 Detail of The Death of General Warren at the Battle of
Richmond. Gift of David K. E. Bruce. Photo by Ron Jennings. Bunker’s Hill, 17 June 1775 (date unknown), John Trumbull. Oil
Copyright © Virginia Museum of Fine Arts; 120 right Copyright on canvas. Yale University Art Gallery, Trumbull Collection; 178
© Chip Henderson/Tony Stone Images; 121 Virginia Historical Library of Congress; 179 top The Granger Collection, New York;
Society, Richmond, Virginia; 122 The Granger Collection, New bottom Library of Congress; 180 top Detail of The Declaration of
York; 124 bottom left Smithsonian Institution, Washington, D.C.; Independence, 4 July 1776 (date unknown), John Trumbull. Oil
bottom right background Photo copyright © Dorothy Miller; on canvas. Yale University Art Gallery, Trumbull Collection; bot-
bottom right foreground Copyright © The New York Botanical tom Copyright © R. Kord/H. Armstrong Roberts; 181, 182 The
Garden; 125 bottom center Copyright © Old Dartmouth Granger Collection, New York; 188 The Granger Collection, New
Historical Society, New Bedford (Massachusetts) Whaling York; 189 Photos by Sharon Hoogstraten.
Museum; 126 The Granger Collection, New York; 127 right Chapter 7, 190–191 The Granger Collection, New York; 190 bot-
Copyright © Michael P. Gadomski/Photo Researchers, Inc.; 128 tom left © Bettmann/Corbis; bottom right ©Archivo Iconografico,
Copyright © Mark McGehearty/AllSport; 129 Catching the Wild S.A./Corbis; 191 top © Getty Images; bottom © Bettmann/Corbis;
Horse (date unknown), George Catlin. Oil on canvas, 12 1/4" x 193 Haym Salomon Home for nursing and Rehabilitation,
16 1/4". The Thomas Gilcrease Institute of American History and Brooklyn, N.Y. Courtesy of American Jewish Historical Society,
Art, Tulsa, Oklahoma. Waltham, Massachusetts and New York, New York; 194 George
Chapter 5, 132–133 The Granger Collection, New York; 132 top Washington in the Uniform of a British Colonial Colonel (1772),
The Granger Collection, New York; bottom left King William III Charles Willson Peale. Washington-Custis-Lee Collection.
(18th century), English School. Photo © Derrick E. Witty/National Washington and Lee University, Lexington, Virginia; 195 top
Trust Photographic Library/Bridgeman Art Library; bottom right From American Story: The Revolutionaries. Courtesy of the
Mary Stewart, Consort of William III (17th century), William Jamestown-Yorktown Educational Trust. Photo by Katherine
Wissing or Wissmig. Photo © Derrick E. Witty/National Trust Wetzel. Copyright © 1996 Time-Life Books Inc.; 196 Washington
Photographic Library/The Bridgeman Art Library; 133 left King Crossing the Delaware (1851), Emanuel Gottlieb Leutze. Oil on
George II (about 1743–1745), Joseph Highmore. Tate Gallery, canvas, 149" x 255". The Metropolitan Museum of Art, gift of
London. Photo © Tate Gallery, London/Art Resource, New York; John S. Kennedy, 1897; 197 bottom The Granger Collection, New
right The Granger Collection, New York; 134 Library of York; 198 Copyright © Michael Newman/PhotoEdit/PNI; 199 Two
Congress; 137, 139 The Granger Collection, New York; 140 American Flags Flown by John Paul Jones in 1779 (date
Corbis; 142 Courtesy of Knox County, Illinois Teen Court; 143 unknown), unknown Dutch artist. Watercolor. Chicago Historical
The Granger Collection, New York; 145 left Corbis; right The Society; 200, 201 The Granger Collection, New York; 202 From
Newberry Library, Chicago; 146 Detail of Braddock’s Defeat American Story: The Revolutionaries. Courtesy of the Jamestown-
(1903), Edward Deming. State Historical Society of Wisconsin Yorktown Educational Trust. Photo by Katherine Wetzel.
Museum Collection; 147 Library of Congress; 149, 151 The Copyright © 1996 Time-Life Books Inc.; 205 The Granger
Granger Collection, New York; 153A Detail of Quaker Meeting Collection, New York; 206 Library of Congress; 207 Defense Visual
(date unknown), Egbert Van Heemskerk. The Quaker Collection, Information Center, Linda Delatorre, Researcher; 208 Illustration
Haverford (Pennsylvania) College Library. by Bill Cigliano; 210 Surrender of Lord Cornwallis at Yorktown
(date unknown), John Trumbull. Yale University Art Gallery,
Unit 2 Trumbull Collection; 211 Private collection; 212 The Granger
154–155 Copyright © William Johnson/Stock Boston. Collection, New York; 215 Courtesy of the Massachusetts
Historical Society; 216 Private collection.
Chapter 6, 156–157 The Granger Collection, New York; 156 left
Rare Books and Manuscript Division of the New York Public Chapter 8, 218–219 The Signing of the Constitution (about
Library, Astor, Lenox, and Tilden Foundations; right © Dorling 1940), Howard Chandler Christy. Private collection. Photo © Art
Kindersley; 157 left The Boston Massacre (The Bloody Massacre) Resource, New York; 218 left The Granger Collection, New York;
(1770), Paul Revere. The Granger Collection, New York; right right © Archivo Iconografico, S.A./Corbis; 219 left © Getty
Louis XVI, King of France (1770s), Joseph-Siffrède Duplessis. Images; right © Christie’s Images/Corbis; 221 Detail of Daniel
Musée du Château de Versailles, Paris. Photo © Dagli Orti/The Boone Escorting Settlers Through the Cumberland Gap
Art Archive; 158 The Granger Collection, New York; 159 James (1851–1852), George Caleb Bingham. Oil on canvas, 36 1/2" x 50
Otis Arguing Against the Writs of Assistance in the Old Towne 1/4". Washington University Gallery of Art, St. Louis (Missouri).
House (1901), Robert Reid. Courtesy Commonwealth of Gift of Nathaniel Phillips, 1890; 225 top The Granger Collection,
Massachusetts Art Commission; 160 top Rare Books Division, The New York; 225 bottom Copyright © Thad Samuels Abell II/NGS
New York Public Library. Astor, Lenox, and Tilden Foundations; Image Collection; 226 bottom left Copyright © John E. Fletcher
bottom Emmet Collection, Manuscripts and Archives Division, & Arlan R. Wiler/NGS Image Collection; bottom right William L.
The New York Public Library. Astor, Lenox, and Tilden Clements Library, Map Division, University of Michigan; 227 top
Foundations; 161, 162 The Granger Collection, New York; 164 The Granger Collection, New York; bottom Courtesy of the
Copyright © Collection of The New-York Historical Society; 165 Shelby County (Ohio) Historical Society; 228 Library of Congress;
The Granger Collection, New York; 166 left The Granger 229 Copyright © Joseph Nettis/Tony Stone Images; 230 The
Collection, New York; right, John Adams (date unknown), John Granger Collection, New York; 231 PNI; 234 The Granger
Trumbull. National Portrait Gallery, Smithsonian Institution/Art Collection, New York; 235 left, Portrait of John Jay (c. 1783,
Resource, New York; 167 The Granger Collection, New York; 1804–1808), Gilbert Stuart, believed to have been begun by and
168–169 Copyright © McDougal Littell Inc.; 170 Copyright © Paul finished by John Trumbull. National Portrait Gallery,
Mozell/Stock Boston; 173 Copyright © Charles Winters/Stock Smithsonian Institution/Art Resource, New York; 235 right, 236
Boston; 174 Copyright © McDougal Littell Inc.; 175 The Granger The Granger Collection, New York.
Collection, New York; 176 Portrait traditionally said to be
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Constitution Handbook Wind Pictures; 323 National Museum of American History,

Smithsonian Institution; 324 center left Copyright © Stock
242 left The Granger Collection, New York; right Copyright © Ivan
Montage; center right, The Surrounder, Chief of the Tribe
Massar/Black Star; 243 top Copyright © Bob Daemmrich/The Image
(1833), George Catlin. Oto tribe. National Museum of American
Works; center Copyright © Topham/The Image Works; bottom
Art, Smithsonian Institution/Art Resource, New York; bottom
Courtesy of The New York Times; 244 bottom Copyright © J. L.
center, bottom right Peabody Museum, Harvard University.
Atlan/Sygma; 245 top Copyright © Robert E. Daemmrich/Tony
Copyright © President and Fellows of Harvard College. Photo by
Stone Images; 247 top Copyright © 1973 Engelhardt in the St.
Hillel Burger; 325 center left, Mink, a Pretty Girl (1832), George
Louis Post-Dispatch/Reprinted with permission; bottom Copyright
Catlin. National Museum of American Art, Smithsonian
© Patrick Forden/Sygma; 248 background The Granger Collection,
Institution/Art Resource, New York; center right, Steep Wing, a
New York; 248 inset, 257 AP/Wide World Photos; 258 top right
Brave of the Bad Arrow Points Band (1832), George Catlin.
Copyright © Archive Photos; top left Culver Pictures; center right
Teton Dakota (Western Sioux). National Museum of American
Copyright © 1972 Magnum Photos, Inc.; center left AP/Wide
Art, Smithsonian Institution/Art Resource, New York; bottom
World Photos; bottom right Courtesy Ronald Reagan Library; 264
Whaling Chief’s Hat, Makah or Nootka. Cedar bark, bear grass,
AP/Wide World Photos; 265 Copyright © Collection of The New-
unidentified mammal hair, remnant feathers, leather thong. H
York Historical Society; 267 Copyright © Baron Wolman/Tony
22 cm, D 27 cm. PM# 99-12-10/53080. Peabody Museum of
Stone Images; 268 left Copyright © Jean-Marc Giboux/Liaison
Archeology and Ethnology, Harvard University. Copyright ©
Agency; right Copyright © Bob Daemmrich/Sygma; 270 Copyright
President and Fellows of Harvard College. Photo by Hillel
© 1993 Ron Rovtar/FPG International; 272 The Granger Collection,
Burger; 326 Detail of Decatur Boarding the Tripolitan Gunboat
New York; 273 left Copyright © 1998 FPG International; right
(date unknown), Dennis Malone Carter. Oil on canvas. Courtesy
Copyright © Cynthia Johnson/Liaison Agency; 274 Franklin D.
of the Naval Historical Foundation; 327 Library of Congress; 328
Roosevelt Library; 277 Copyright © Rock the Vote Inc.
The Granger Collection, New York; 330 left White House
Citizenship Handbook Collection. Copyright © White House Historical Association;
280 AP/Wide World Photos; 281 background Copyright © Bob right The Granger Collection, New York; 332 National Museum
Daemmrich; foreground Copyright © 1994 Mark Harmel/FPG of American History, Smithsonian Institution; 334 top, Thomas
International; 284 Copyright © Bob Daemmrich/The Image Jefferson (date unknown), Rembrandt Peale. Copyright ©
Works; 285 Copyright © David Young-Wolff/Tony Stone Images; Collection of the New-York Historical Society; bottom National
286 AP/Wide World Photos; 287A Copyright © Collection of The Museum of American History, Smithsonian Institution; 336 top
New-York Historical Society. left Elk skin bound journal (1805), William Clark. Ink on paper.
Missouri Historical Society; right, bottom Copyright © 1998
Unit 3 North Wind Pictures; 337 Photos by Sharon Hoogstraten.
288–289 Copyright © Marvin E. Newman/The Image Bank.
Chapter 11, 338–339 © Bettmann/Corbis; 338 left ©
Chapter 9, 290–291 The Granger Collection, New York; 290 left Bettmann/Corbis; right © Archivo Iconografico, S.A./Corbis; 339
© Lee Snider; Lee Snider/Corbis; right © Leonard de top Library of Congress; bottom © Paul Almasy/Corbis; 341
Selva/Corbis; 291 left © Getty Images; right © Charles & Josette Corbis-Bettmann; 342 The Granger Collection, New York; 343
Lenars/Corbis; 292 © Joseph Sohm; Visions of America/Corbis; Illustration by Patrick Whelan; 344 Corbis-Bettmann; 345
294 AP/Wide World Photos; 295 Portrait of Alexander Hamilton Copyright © Stock Montage; 346–347 Illustrations by Randal
(about 1796), James Sharples (the Elder). National Portrait Gallery, Birkey; 348 The Granger Collection, New York; 349 Illustration by
Smithsonian Institution/Art Resource, New York; 297 Copyright © Patrick Whelan; 351 Detail of Plantation Burial (1860), John
Larry Stevens/Nawrocki Stock Photo Inc.; 299 right Ohio Historical Antrobus. Williams Research Center, The Historic New Orleans
Society; 301 Execution of Louis XVI (18th century), anonymous. Collection. Photo copyright © Jan White Brantley; 352 Corbis-
Colored engraving. Musée de la Ville de Paris, Musée Carnavalet, Bettmann; 353 The Granger Collection, New York; 354 Corbis-
Paris, France/Giraudon/Art Resource, NY; 303 Mount Vernon Bettmann; 355 right inset The Granger Collection, New York;
Ladies Association; 305 top The Granger Collection, New York; 356, 357 right inset Corbis-Bettmann; 363A The Granger
center right Maryland Historical Society; 306 The Granger Collection, New York.
Collection, New York.
Unit 4
Chapter 10, 310–311 © Historical Picture Archive/Corbis; 310 © 364–365 Layne Kennedy/Corbis.
Bettmann/Corbis; 311 top © Francis G. Mayer/Corbis; bottom left
Miguel Hidalgo y Costilla (1895). Engraving from Mexican publi- Chapter 12, 366–367 The Granger Collection, New York; 366 ©
cation Patria e Independencia, Illustrated folio. Antochiw Archivo Iconografico, S.A./Corbis; 367 The Granger Collection,
Collection, Mexico. Photo by Mireille Vautier/The Art Archive; New York; 369 Redwood Library and Athenaeum, Newport,
bottom right © Archivo Iconografico, S.A./Corbis; 314 The Rhode Island; 370 left, John Quincy Adams (1858), George
Granger Collection, New York; 315 center right Kirby Collection Healy. Oil on canvas, 62" x 47". White House Collection.
of Historical Paintings, Lafayette College; bottom background Copyright © White House Historical Association; right, Andrew
Monticello/Thomas Jefferson Memorial Foundation, Inc.; bottom Jackson (1845), Thomas Sully, The Granger Collection, New York;
center Polygraph, 1806. John Isaac Hawkins, Charles Willson 371 The Hermitage: Home of President Andrew Jackson,
Peale. University of Virginia. Photo courtesy of Nashville, Tennessee. Photo of ribbon by Sharon Hoogstraten;
Monticello/Thomas Jefferson Memorial Foundation, Inc.; 316 372 Copyright © The News-Sentinel, Fort Wayne, Indiana; 373
Boston Athenaeum; 317 Copyright © James Blair/NGS Image left The Granger Collection, New York; right Culver Pictures; 374
Collection; 318, 319 The Granger Collection, New York; 320 inset Sequoyah, Indian Statesman (date unknown), anonymous, after
Copyright © Addison Geary/Stock Boston/PNI; 321 Lewis and Charles Bird King. Hand-colored lithograph, J. T. Bowen lithog-
Clark at Three Forks (date unknown), E. S. Paxson. Mural in the raphy company. National Portrait Gallery, Smithsonian
Montana State Capitol. Courtesy of the Montana Historical Institution/Art Resource, New York; 375 Copyright © J. Pat
Society. Photo by John Reddy; 322 Copyright © 1998 North Carter/Liaison Agency; 377 The Trail of Tears (date unknown),
Page 5 of 7
Robert Lindneux. Woolaroc Museum, Bartlesville, Oklahoma; Collection/Corbis; 463 left The Granger Collection, New York; right
378 The Granger Collection, New York; 381 top The Granger Corbis-Bettmann; 466 From the Collection of David J. and Janice L.
Collection, New York; 381 bottom The Museum of the Frent; 467 AFP/Corbis; 468, 470 Tragic Prelude—John Brown,
Confederacy, Richmond, Virginia. Photo by Katherine Wetzel; (1937–42), John Steuart Curry. Kansas State House, Topeka,
382 Detail of Webster’s Reply to Hayne (date unknown), George Kansas. Photo courtesy Photo One, Topeka, Kansas; 471 The
Healy. Courtesy Boston Art Commission; 384 Nicholas Biddle Granger Collection, New York; 472 Lloyd Ostendorf Collection; 474
(1839), Henry Inman. Oil on canvas [1978.2]. The Historical background Hulton-Deutsch Collection/Corbis; inset Copyright ©
Society of Pennsylvania; 385 The Granger Collection, New York; George Peter Alexandre Healy/Wood River Gallery/PNI.
386 Copyright © Collection of The New-York Historical Society;
Chapter 16, 478–479 The Granger Collection, New York; 478 left
389 Library of Congress.
© Massimo Listri/Corbis; right © Museum of the City of New
Chapter 13, 390–391 National Archives; 390 left The Granger York/Corbis; 479 © Bettmann/Corbis; 482 The Lincoln Museum,
Collection, New York; right The Granger Collection, New York; Fort Wayne, Indiana. #0-43; 485 Copyright © H. Armstrong
391 left © Bettmann/Corbis; right © Archivo Iconografico, Roberts; 486 Copyright © McDougal Littell Inc.; 487 left
S.A./Corbis; 393 Jedediah Smith in the Badlands (date unknown), Courtesy of Brian C. Pohanka; right Massachusetts Commandery
Harvey Dunn. The South Dakota Art Museum Collection; 394 Military Order of the Loyal Legion and the U.S. Army Military
Copyright © United States Postal Service; 395 inset Copyright © History Institute; 488 Bureau of Archives and History, New Jersey
Ric Ergenbright; 396 Skillet, negative no. OrHi 97119. Oregon State Library; 489 Corbis-Bettmann; 490 Culver Pictures; 491 The
Historical Society; 401 top Broadsides Collection, The Center for Granger Collection, New York; 492 Illustration by Alexander
American History, The University of Texas at Austin; 402 Verbitsky; 496 U.S. Signal Corps photo no. 111-B-4146 (Brady
Copyright © Bob Daemmrich/Stock Boston/PNI; 403 The Battle of Collection) in the National Archives; 497 Chicago Historical
the Alamo (about 1913), Frederick C. Yohn. Courtesy Continental Society; 498 left, center Photos by Larry Sherer. Copyright ©
Insurance; 404 left Texas State Library and Archives Commission; Time-Life Books Inc.; bottom right Fort Sumter National Park.
404 right, 406 The Granger Collection, New York; 408 inset, 412
Courtesy of the California History Room, California State Library, Chapter 17, 500–501 Detail of Cavalry Charge at Yellow Tavern,
Sacramento, California; 413 Copyright © Collection of The New- VA, May 11, 1864 (1871), H.W. Chaloner. West Point Museum
York Historical Society; 414 Courtesy of Levi Strauss Company; Art Collection, United States Military Academy; 500 left The
415, 417 Courtesy of the California History Room, California Granger Collection, New York; right © Paul Almasy/Corbis; 501
State Library, Sacramento, California. left The Granger Collection, New York; right Library of
Congress; 503 Corbis; 504 The Granger Collection, New York;
Chapter 14, 420–421 © Getty Images; 420 left © Archivo 505 top Copyright © Archive Photos; bottom Library of
Iconografico, S.A./Corbis; right The Granger Collection, New Congress; 506 Defense Visual Information Center, Linda
York; 421 left, right The Granger Collection, New York; 422 The Delatorre, Researcher; 507 Culver Pictures; 508 The Granger
New York Public Library; 423 background From the collections Collection, New York; 510 American Red Cross; 511 background
of the Minnesota Historical Society; foreground Copyright © Corbis; foreground Massachusetts Commandery Military Order
Collection of The New-York Historical Society; 424 center The of the Loyal Legion and the U.S. Army Military History Institute;
Granger Collection, New York; 427 Michael S. Yamashita/Corbis; 513 Copyright © 1994 Kunio Owaki/The Stock Market; 514–515
428 The Granger Collection, New York; 429 From The Headless background Illustration by Ken Goldammer; 514 center Library
Horseman by Natalie Standiford, illustrated by Donald Cook. of Congress; bottom left From Echoes of Glory: Arms &
Illustration copyright © 1992 Donald Cook. Reprinted by permis- Equipment of The Union. Photo by Larry Sherer. Copyright ©
sion of Random House, Inc.; 430 The Granger Collection, New 1991 Time-Life Books Inc.; bottom right The Museum of the
York; 432 background Photo by Simon Marsden/The Marsden Confederacy, Richmond, Virginia. Photo by Katherine Wetzel;
Archive; 433 The Granger Collection, New York; 434 Copyright 515 bottom From Echoes of Glory: Arms & Equipment of The
© Archive Photos; 435 Department of Archives, Oberlin (Ohio) Union. Photo by Larry Sherer. Copyright © 1991 Time-Life Books
College; 436, 440 The Granger Collection, New York; 441 Inc.; 516 Library of Congress; 518 top left Courtesy of
Chester County Historical Society, West Chester, Pennsylvania; Stamatelos Brothers Collection. Photo by Larry Sherer. Copyright
443 from left to right The Granger Collection, New York; The © 1991 Time-Life Books Inc.; bottom Courtesy Meserve-
Granger Collection, New York; The Granger Collection, New Kunhardt Collection, Mount Kisco, New York; 520 Copyright ©
York; The Granger Collection, New York; Corbis-Bettmann; 444 Robert M. Anderson/Uniphoto, Inc.; 522 National Archives; 526
The Granger Collection, New York; 445 The Discord (1885), F. top right Manassas National Battlefield Park, National Park
Heppenheimer. Color lithograph, negative no. 51038. Copyright Service. Photo by Larry Sherer; bottom right Collection of Old
© Collection of The New-York Historical Society; 446 center Capitol Museum of Mississippi History; 528 center left, center
Sophia Smith Collection, Smith College; bottom right, bottom High Impact Photography/Copyright © Time-Life Books Inc.; cen-
left Copyright © 1998 Louis Psihoyos/Matrix; 447 bottom From ter right Courtesy of Stamatelos Brothers Collection. Photo by
the Collections of the National Underground Railroad Freedom Larry Sherer. Copyright © 1991 Time-Life Books Inc.; 529 Photos
Center, Cincinnati, Ohio; 450 From the collections of the by Sharon Hoogstraten.
Minnesota Historical Society; 451 Photos by Sharon
Hoogstraten; 451A The Granger Collection, New York. Chapter 18, 530–531 National Archives; 530 © Bettmann/Corbis; 531
top left © Bettmann/Corbis; bottom left © Corbis; right Library of
Unit 5 Congress; 533, 534 The Granger Collection, New York; 535 Corbis;
452–453 Corbis. 536 His First Vote (1868), Thomas Waterman Wood. Oil on board.
Cheekwood Museum of Art, Nashville, Tennessee; 537, 538–539
Chapter 15, 454–455 The Granger Collection, New York; 454 top,
background The Granger Collection, New York; 538 top right, 540,
bottom The Granger Collection, New York; 455 left ©
541 Corbis; 542 Library of Congress; 544 The Granger Collection,
Bettmann/Corbis; right © Hulton-Deutsch Collection/Corbis; 456
New York; 545 Library of Congress; 546, 547 The Granger Collection,
The Granger Collection, New York; 457, 460 The Granger
New York; 548 Library of Congress; 551A Culver Pictures.
Collection, New York; 461 Corbis; 462 Hulton-Deutsch
Page 6 of 7
Unit 6 Chapter 21, 606–607 The Granger Collection, New York; 606 left
The Granger Collection, New York; right © Corbis; 607 top ©
552–553 The Granger Collection, New York.
Corbis; bottom The Granger Collection, New York; 609
Chapter 19, 554–555 © Corbis; 554 left The Granger Collection, Copyright © Collection of The New-York Historical Society; 610
New York; right © Corbis; 555 left © Bettmann/Corbis; right © Illustration by Patrick Gnan; 611 The Granger Collection, New
Bettmann/Corbis; 557 Denver Public Library; 559 top The York; 613 Corbis-Bettmann; 614 The Granger Collection, New
Granger Collection, New York; bottom Copyright © Dan York; 616 Brown Brothers; 617 Michael S. Yamashita/Corbis; 618
Suzio/Photo Researchers, Inc.; 560 California Vaqueros (1875), Illustration by Ronald Himler. Copyright © 1995 HarperCollins
James Walker. Oil on canvas, 31" x 46". Courtesy of The Publishers. Bottom background copyright © Bill Pogue; 619
Anschutz Collection. Photo by William J. O’Connor; 562 State Corbis; 620 Copyright © Jacques Chenet/Liaison Agency; 621 top
Historical Society of North Dakota; 564 Custer’s Last Stand Joseph Schwartz Collection/Corbis; bottom Corbis; 622 Library of
(1899), Edgar S. Paxson. Oil on canvas, 70 1/2" x 106". Buffalo Congress; 623 The Granger Collection, New York; 626, 627
Bill Historical Center, Cody, Wyoming; 565 top The Granger Corbis-Bettmann; 628 top Lake County Museum/Corbis; center,
Collection, New York; center Culver Pictures; bottom Library of bottom The Granger Collection, New York; 629 Corbis-
Congress; 566 Western History Collections, University of Bettmann; 632 top right The Granger Collection, New York; 632
Oklahoma Libraries; 567 Library of Congress; 568 The Kansas bottom left Culver Pictures; 633 Photos by Sharon Hoogstraten;
State Historical Society, Topeka, Kansas; 569 top, View of San 633A Corbis-Bettmann.
Francisco [Formerly Yerba Buena] (1847), attributed to Victor
Prevost. Oil on canvas, 25" x 30". California Historical Society,
Unit 7
gift of the Ohio Historical Society; bottom The Bancroft Library, 634–635 Brown Brothers.
University of California, Berkeley; 570 top The Granger Chapter 22, 636 top Family Making Artificial Flowers (about
Collection, New York; center Courtesy of the Arizona Historical 1910), photo by Jessie Tarbox Beals. The Jacob A. Riis Collection,
Society/Tucson; bottom The Granger Collection, New York; Museum of the City of New York; center © Bettmann/Corbis;
572–573 Wyoming Division of Cultural Resources; 573 top bottom © Bettmann/Corbis; 637 top Library of Congress; center
Library of Congress; 575 Solomon D. Butcher Collection, © Corbis; bottom © Bettmann/Corbis; 638 Brown Brothers; 640,
Nebraska State Historical Society; 577 The Granger Collection, 641 Library of Congress; 642 bottom Brown Brothers; left inset
New York; 578 Culver Pictures; 579 Rush for the Oklahoma Land Doubleday, Page and Company, New York, 1906, second issue; 643
(1894), John Steuart Curry. Department of the Interior. Theodore Roosevelt (date unknown), John Singer Sargent. White
Chapter 20, 582–583 The Granger Collection, New York; 582 top House Collection. Copyright © 1992 White House Historical
National Museum of American History/Smithsonian Institution; Association; 644 center Culver Pictures; bottom left Copyright © F.
bottom © Hulton-Deutsch Collection/Corbis; 583 left © Michael Sieb/H. Armstrong Roberts; bottom right Copyright © W.
Maslan Historic Photographs/Corbis; right © Bettmann/Corbis; 585 Bertsch/H. Armstrong Roberts; 645 bottom Copyright © J. Blank/H.
Corbis-Bettmann; 587 Library of Congress; 588 background U.S. Armstrong Roberts; 646 Eugene V. Debs Collection/Tamiment
Dept. of Commerce—Patent & Trademark Office, Washington, Institute Library, New York University; 648, 649 Culver Pictures; 650
D.C.; left foreground The Granger Collection, New York; right Lillian Wald 1867-1940, public health nurse, social worker. William
foreground Courtesy of AT&T; 589 left background U.S. Dept. of Valentine Schevill, 1864-1951. Oil on cardboard, 71.7 x 71.7 cm (28
Commerce—Patent & Trademark Office, Washington, D.C.; left 1/4 x 28 1/4 in.) feigned circle, 1919. NPG. 76.37 National Portrait
foreground First Church of Christ, Lynn, Massachusetts; 590 Gallery, Smithsonian Institution. Gift of the Visiting Nurse Service
Special Collections Division, University of Washington Libraries. of New York/Art Resource, NY; 651 The Granger Collection, New
Negative no. 2315; 591 top Courtesy Colorado Historical Society; York; 652 left Copyright © 1994 FPG International.
bottom, The Last Spike (1869). William T. Garrett Foundry, San Chapter 23, 656–657 Great White Fleet, Harry Reuterdahl.
Francisco. 17 6/10 carat gold, alloyed with copper. 5 9/16" x 7/16" Courtesy of the U.S. Naval Academy Museum; 656 left The
x 1/2" (shaft including head), 1/2" x 1 3/8" x 1 1/4". Iris & B. Granger Collection, New York; right © Bettmann/Corbis; 657 left
Gerald Cantor Center for Visual Arts at Stanford University. Gift The Mexican Revolution, Diego Rivera © 2004 Banco de México
of David Hewes, 1998.115; 593 Stamp Designs © United States Diego Rivera and Frida Kahlo Museums Trust Av. Cinco de Mayo
Postal Service. Displayed with permission. All rights reserved. No. 2, Col. Centro, Del Cuauhtémoc 06059, México D.F./Charles
Written authorization from the Postal Service is required to use, & Josette Lenars/Corbis; right © Lake County Museum/Corbis;
reproduce, post, transmit,, distribute, or publicly display these 658 The Granger Collection, New York; 659 Corbis; 661 Portrait
images; 594 Corbis-Bettmann; 595 left, John Davison Rockefeller of Queen Liliuokalani, date and artist unknown. Bishop
(1967), Adrian Lamb, after the 1917 oil by John Singer Sargent. Museum; 662 The Granger Collection, New York; 663 Chicago
Oil on canvas, 58 3/4" x 45 3/4". National Portrait Gallery, Historical Society; 664, 666 The Granger Collection, New York;
Smithsonian Institution/Art Resource, New York; right National 667 From Puerto Rico: A Political and Cultural History, Arturo
Portrait Gallery, Smithsonian Institution/Art Resource, New York; Morales Carrion; 668 U.S. Naval Academy Museum; 671
596 left The Hatch Family (1871), Eastman Johnson. Oil on canvas, Illustration by Nick Rotondo; center left Corbis-Bettmann; 673
48 x 73 3/8". The Metropolitan Museum of Art, Gift of Frederic H. Copyright © Caren Firouz/Black Star/PNI; 674, The Granger
Hatch, 1926 (26.97). Photograph copyright © 1999 The Collection, New York.
Metropolitan Museum of Art. right, Room in a Tenement Flat
(about 1910), photo by Jessie Tarbox Beals. The Jacob A. Riis Chapter 24
Collection, Museum of the City of New York; 598 top right Library Chapter 24, 676–677 The Granger Collection, New York; 676
of Congress; center left Chicago Historical Society; bottom right top © Bettmann/Corbis; bottom © Swim Ink/Corbis; 677 left
Library of Congress; 598 bottom left, 599 center left Corbis- Library of Congress; right © Bettmann/Corbis; 679 The
Bettmann; 599 bottom Chicago Historical Society; 601 Corbis- Granger Collection, New York; 681 top center Copyright ©
Bettmann; 602 Brown Brothers. Mike Fizer/Check Six; top right Copyright © Hulton Getty/Tony
Page 7 of 7
Stone Images; bottom left Hulton-Deutsch Collection/Corbis; Collection, New York; 741 Copyright © 1994 North Wind
bottom right Copyright © Hulton Getty/Tony Stone Images; Pictures; 742 Corbis; 743 left Culver Pictures; right The Granger
682 The Granger Collection, New York; 684–685 Illustration by Collection, New York; 744 Corbis; bottom right The Granger
Patrick Whelan; 684 top right, 686, 687 Corbis; 689 left From Collection, New York; 745 Copyright © 1999 North Wind
The Enormous Room by E. E. Cummings, Penguin Twentieth Pictures; 746 Corbis; 747 left The Granger Collection, New York;
Century Classics Edition. Cover painting Prisoner’s Round right Lincoln University Archives, Langston Hughes Memorial
(1890), Vincent Van Gogh, after Dore. Pushkin Museum of Library, Lincoln University, Penn.; 748 top left Corbis; bottom
Fine Arts, Moscow. Photo courtesy Scala/Art Resource, New right The Granger Collection, New York; 749 AP/Wide World
York; right Book cover from A Farewell to Arms by Ernest Photos; 750 top left Corbis; 751 Wally Mcnamee/Corbis; 752 top
Hemingway. Cover illustration by Cathie Bleck. Reprinted by left Corbis; bottom right AP/Wide World Photos; 753 Corbis; 754
permission of Scribner, a Division of Simon & Schuster (New top left Corbis; bottom right Corbis-Bettmann; 756 top left
York: Scribner/Simon & Schuster, 1995); 691 Wyoming Division Owen Franken/Corbis; bottom right, 757 AP/Wide World Photos.
of Cultural Resources; 692 Culver Pictures; 693 Panel no. 1:
“During the World War There Was a Great Migration North SkillBuilder Handbook
by Southern Negroes” from The Migration of the Negro R15 Library of Congress; R28 Courtesy of the Lloyd Ostendorf
mural series (1940–41), Jacob Lawrence. Tempera on Collection.
masonite, 12″ × 18″. Acquired through Downtown Gallery,
Presidents of the United States
1942. The Phillips Collection, Washington, D.C.; 695 Corbis;
696 The Granger Collection, New York; 697 The Granger R36-R38 The Oval Office Collection™ except Clinton and
Collection, New York; 702 Culver Pictures; 703 Photos by George W. Bush; R38 Clinton AP/Wide World Photos; George
Sharon Hoogstraten. W. Bush Bush-Cheney 2000, Inc.
Epilogue Maps created by Mapping Specialists

704–705 top, left to right LIFE cover (July 1, 1926) Fred Cooper;
The Granger Collection, New York; National Archives; U.S. Air McDougal Littell has made every effort to locate the copy-
Force; bottom, left to right Used by permission, Elvis Presley right holders of all copyrighted material in this book and to
Enterprises, Inc.; James P. Blair/National Geographic Image make full acknowledgment for its use.
Collection; Larry Burrows/TimePix; © R. Ian Lloyd/Masterfile;
704 left © Getty Images; 705 left Courtesy Ronald Reagan
Library; right © Owen Franken/Corbis. 707 Brown Brothers;
708 top Culver Pictures; center Copyright © Blank
Archives/Archive Photos; bottom Movie Still Archives; 710
National Museum of American Art, Smithsonian
Institution/Art Resource, New York; 711 Photo by Margaret
Suckley/Franklin D. Roosevelt Library; 713 Copyright © Hulton
Getty/Liaison Agency; 714 top Copyright © 1999 Owen H.
1 2 3 4 5 6 7 8 9 – DWO – 07 06 05
K./Black Star; bottom The Granger Collection, New York; 716
UPI/Corbis-Bettmann; 718 U.S. Air Force Photo; 719 top NASA;
bottom UPI/Corbis-Bettmann; 721 Copyright © Dirck
Halstead/Liaison Agency; 722 Copyright © 1970 Elliott
Erwitt/Magnum Photos, Inc.; 723 Copyright © 1963 Bob
Adelman/Magnum Photos, Inc.; 724 Copyright © 1978 George
Ballis/Take Stock; 725 top Wally McNamee/Corbis; bottom
From the Collection of David J. and Janice L. Frent; 726
Copyright © Kenneth James/Corbis; 727 Copyright © Robert
Brenner/PhotoEdit/PNI; 728–729 background NASA; 728 top
right Copyright © 1996 Tom Stewart/The Stock Market; bot-
tom left Copyright © Scott McKlernan/Zuna Images/The Stock
Market; 729 center Copyright © The New Yorker Collection
1999 Mick Stevens from cartoonbank.com. All rights reserved;
731A Library of Congress.
Special Report
733 top, bottom AP/Wide World Photos; 735 top, bottom
AP/Wide World Photos; 736 AP/Wide World Photos; 737 left ©
Mario Tama/Getty Images; right © Reuters NewMedia
Inc./Corbis.
Historic Decisions of the Supreme Court

738 top left Corbis; bottom left Copyright © 1994 North Wind
Pictures; bottom center The Granger Collection, New York; bot-
tom right Copyright © 1999 North Wind Pictures; 739 top
Corbis; bottom left Corbis-Bettmann; bottom right AP/Wide
World Photos; 740 top left Corbis; bottom right The Granger

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Page 1 of 1

CHAPTER The United States

Interact with History

During the 20th century, the United States has

How do you think

The United States Since 1919 705

25 Reading Strategy: Categorizing Information

What Do You Want to Know?

See Skillbuilder Handbook, page R6.

706 CHAPTER 25 EPILOGUE

Prosperity and the

ONE AMERICAN’S STORY CALIFORNIA STANDARDS

The Roaring Twenties’ Business Boom

said, “the chief business of the American people is business.” 1980–1990

The United States Since 1919 707

CALIFORNIA STANDARDS ONE AMERICAN’S STORY

712 CHAPTER 25 EPILOGUE

1938, he invaded Austria and attached it to Germany. Prime Minister

War Breaks Out in Europe

Steps to World War II, 1920–1939

Nazis and Fascists would endanger the United States.

The Home Front in America

714 CHAPTER 25 EPILOGUE

On the home front, Japanese Americans on the West Coast faced

World War II in Europe and Asia, 1942–1945

SOVIET UNION 60° N

SPAIN 40° N Invasion

of Italy, 1943 GREECE TURKEY

Crete Leyte Gulf Guam

part of a vast Allied invasion under the command of

716 CHAPTER 25 EPILOGUE

The Cold War

ONE AMERICAN’S STORY CALIFORNIA STANDARDS

The Cold War Begins

The United States Since 1919 717

Truman’s anti-Soviet policy was called containment. It sought to con-

The Korean War and McCarthyism

Nuclear Threat and Superpower Conflicts

Then, in 1962, President John F. Kennedy learned

for shelter and supplies. American soldiers won many

CAUSE AND EFFECT: The Cold War, 1945–1991

SKILLBUILDER Interpreting Charts

Nixon as President Answers

Foreign Policy of the 1970s and 1980s

720 CHAPTER 25 EPILOGUE

Meanwhile, many people in Communist nations wanted more free-

New Threats to the United States

Then, in 2001, Americans faced a more direct threat.

The United States Since 1919 721

Economic Boom and Baby Boom

722 CHAPTER 25 EPILOGUE

Not all Americans shared in the new prosperity,

In 1964, President Johnson pushed a Civil Rights

The United States Since 1919 723

Rights for All

724 CHAPTER 25 EPILOGUE

Vietnam widened the gap between younger and

Reagan, Bush, and

The United States Since 1919 725

0520/3% 4O WRITE A RESEARCH REPORT EXPLAINING THE

0EOPLE HAVE SHAPED !MERICA -OST OF THESE PEOPLE WERE

/2'!.):).' 9/52 ./4%3 4AKE NOTES FROM YOUR SOURCES 2ECORD

2EASON 2EASON 2EASON

!MERICA !MERICA !MERICA

ANSWERS TO THE QUESTIONS ABOVE TO OUTLINE YOUR RESEARCH REPORT !S

AUTOMATICALLY 5SE VISUALS TO ILLUSTRATE YOUR REPORT $ISPLAY INFORMATION ON

0REPARE A FINAL COPY OF YOUR REPORT AND PRESENT IT TO THE CLASS