All American History, Volume II: Uniting America’s Story, Piece by Piece;The Civil War to the 21st Century — Student Activity Bookby Celeste W. RakesVol. II of the All American History series

Published by Bright Ideas PressP.O. Box 333, Cheswold, DE 19936www.BrightIdeasPress.com

© 2008 by Bright Ideas Press. Printed and bound in the United States of America. All rightsreserved. This book may not be duplicated in any way without the express written permission ofthe publisher, except in the form of brief excerpts or quotations for the purpose of review.Making copies of this book, for any purpose other than stipulated, is a violation of the UnitedStates copyright laws.

Cover and interior design by Pneuma Books, LLC. Visit www.pneumabooks.com for more information.

ISBN-13: 978-1-892427-44-1 (Softcover Student Activity Book)SBN-10: 1-892427-44-3 (Softcover Student Activity Book)

Publisher’s Cataloging-In-Publication Data(Prepared by The Donohue Group, Inc.)

Rakes, Celeste W.All American history : uniting America's story, piece by piece. Student activity book /

Celeste W. Rakes.

2 v. : ill., maps ; cm.

Contents: v. 1. The explorers to the Jacksonians -- v. 2. The Civil War to the 21st century“A full year's curriculum in 32 weekly lessons.”Includes bibliographical references.ISBN 13: 978-1-892427-11-3 (v. 1)ISBN 10: 1-892427-11-7 (v. 1) ISBN 13: 978-1-892427-44-1 (v. 2) ISBN 10: 1-892427-44-3 (v. 2)

1. United States--History. I. Title.

E178.1 .R27 2007 2008922019973

printed in the united states of america∞

17 16 15 14 13 12 11 10 09 08 01 02 03 04 05 06 07 08 09 10

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xiii

unit oneThe period of civil war and reconstruction

Lesson 1Zachary Taylor Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Millard Fillmore Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Franklin Pierce Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5James Buchanan Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Lesson 2Abraham Lincoln Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Union and Confederate States Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Civil War Hall of Fame and Steps to War Form . . . . . . . . . . . . . . . . . . . . . . . . . . . .17For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Lesson 3Civil War Hall of Fame Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23First Year of the Civil War Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Table of contents

Table of Contents v©2008 Bright Ideas Press. All rights reserved.

Lesson 4Second Year of the Civil War Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Lesson 5Third Year of the Civil War Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Lesson 6Fourth Year of the Civil War Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

Lesson 7Andrew Johnson Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Lesson 8Ulysses S. Grant Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Unit 1: Final Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

unit two:The gilded age

Lesson 9Rutherford B. Hayes Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63James A. Garfield Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65Chester A. Arthur Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67Grover Cleveland Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69Benjamin Harrison Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71William McKinley Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77

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Lesson 10Spanish-American War Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84

Lesson 11States and Capitals Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89

Lesson 12Second Industrial Revolution Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96

Lesson 13Theodore Roosevelt Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97William Howard Taft Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99Woodrow Wilson Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105

Lesson 14Review of Presidents Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111

Lesson 15Review of States and Capitals Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117

Lesson 16Summary of Projects and Special Activities Form . . . . . . . . . . . . . . . . . . . . . . . . .119For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123

Unit 2: Final Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125

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unit threetwo world wars and a great depression

Lesson 17World War I Form 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133World War I Form 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138

Lesson 18Warren G. Harding Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139Calvin Coolidge Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145

Lesson 19Review of Presidents Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152

Lesson 20Review of States and Capitals Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .155For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160

Lesson 21Herbert Hoover Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161Franklin Delano Roosevelt Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .163For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167

Lesson 22Review of Presidents Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .169For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .171For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .174

Lesson 23World War II Form 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175World War II Form 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .177For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .179For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .183

viii All American History Volume 2 — Student Activity Book©2008 Bright Ideas Press. All rights reserved.

Lesson 24World War II Form 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .185For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .187For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189

Unit 3: Final Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .191

unit fourThe cold war and beyond

Lesson 25Harry S. Truman Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199Dwight D. Eisenhower Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .201For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .203For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .206

Lesson 26Review of States and Capitals Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .207For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .209For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .210

Lesson 27Review of Presidents Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .211For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .213For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .215

Lesson 28John F. Kennedy Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .217Lyndon B. Johnson Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .219Richard M. Nixon Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .221Gerald R. Ford Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .223James E. Carter Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .225For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .227For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232

Lesson 29Review of States and Capitals Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .233For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .235For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238

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x All American History Volume 2 — Student Activity Book©2008 Bright Ideas Press. All rights reserved.

Lesson 30Review of Presidents Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .239For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .241For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .243

Lesson 31Ronald W. Reagan Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .245George H. W. Bush Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .247William J. Clinton Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .249George W. Bush Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .251For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .253For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .255

Lesson 32Summary of Projects and Special Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .257For Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .259For Further Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .263

Unit 4: Final Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .265

Optional Forms for Further Study . . . . . . . . . . . . . . . . . .271Native American Tribe Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .273Native American Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .275African American Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .277United States President Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .279Civil War Battle Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .281World War I Battle Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .283World War II European Battle Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .285World War II Pacific Battle Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .287Korean War Battle Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .289Vietnam War Battle Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .291

Images for required Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .293

Introduction xiii©2008 Bright Ideas Press. All rights reserved.

IMAGES AND FLAGS

The Student Activity Book forms that follow were designed to allow removal of the pagesfrom the binding and placement in a three-ring binder, if so desired. The images and flagsto be glued onto these forms are all included in the back of the Student Activity Book. Forease of cutting, I have placed the images and flags in order, starting at the bottom right-hand corner and moving up each column, right to left. These images are in the exactorder in which they will be used and some students will begin to recognize this pattern.You will also notice a thin black line in the space between a few of the images. This lineindicates the last of the images for one unit and the first of the next unit.

You will also find a number of images from History through the Ages: Historical TimelineFigures by Amy Pak and Homeschool in the Woods. Each of their timeline collections con-tains hundreds of images, and these figures are great for both notebook and wall time-lines. You can visit their website at www.homeschoolinthewoods.com for moreinformation.

Feel free to photocopy the images and flags in the back of this book before cutting anduse them for review games, for flashcards, or replacements for your students. Please notethat I have chosen to use current flags to represent the countries that were involved inwars and not historical flags of those countries, unless no current flag exists. This was donesolely for ease of visual identification.

MAPS

There is a map on the back of most of the required Student Activity Book forms. Some ofthese maps are to be completed to match the corresponding maps in the Student Reader.However, maps on the back of the president forms and the states and capitals review maps

introduction

are to be completed using different directions, which can be found in the directions foreach individual unit below.

A legend box has been included on most of the maps so that your student can choosecolors and/or patterns to express information as desired. Additional blank maps might behelpful for reviewing the location of cities and counties, states and capitals practice, andillustrations for optional For Further Study projects. Blank maps are also handy foryounger students who enjoy coloring, for kinesthetic or visual learners, and for studentsdesiring to do more hands-on projects.

CIVIL WAR HALL OF FAME

The images required to complete these forms are the same images used in the StudentReader; you’ll find these images in the back of this book. Cut and paste them in the appro-priate squares. (The corresponding lesson number is in each square.)

UNIT ONE MAP WORK

Special Map ConsiderationsUnless specified below, the map portions of the Student Activity Book are to be completedto match the maps in the Student Reader and to show the major battle sites of the CivilWar.

Lessons 1, 2, 7, and 8All the president forms in this unit have a U.S. map on the back. These maps are to beused to show the states, if any, that entered the Union during each president’s term(s) inoffice. This information is found in the Impact bullets of each lesson. The student willneed to compare the date of the state’s entry with the dates of the president’s term(s) inoffice.

Some of these maps will be blank, as some presidents had no states enter the Unionduring their presidency. Please refer to the Answer Key in the Teacher’s Guide if you havequestions about this.

Lesson 1 — Franklin Pierce FormThis map should show the states added to the Union during Franklin Pierce’s adminis-tration, if any, plus show the land area of the Gadsden Purchase.

Lesson 2 — Union and Confederate States FormThe student should show which states were Union and which were Confederate by col-oring the Union states blue and the Confederate states gray.

xiv All American History Volume 2 — Student Activity Book©2008 Bright Ideas Press. All rights reserved.

Optional Map ReviewHave on hand a good atlas containing a U.S. map. Be sure to use it to locate each state,city, body of water, and battle site mentioned in Unit One as you read through the les-sons. Also have available an unlabeled map of the United States. Have your student prac-tice finding states, cities, and bodies of water in this unit.

UNIT 2 MAP WORK

Special Map ConsiderationsUnless specified below, the map portions of the Student Activity Book are to be completedto match the maps in the Student Reader and to show the major battle sites of the Spanish-American War. I have included a legend box on each of the maps so that your student canchoose colors and patterns to express different information, if so desired.

Lessons 9 and 13All the president forms in this unit have a U.S. map on the back. These maps are to beused to show the states, if any, that entered the Union during each president’s term(s) inoffice. This information is found in the Impact bullets of each lesson. The student willneed to compare the date of the state’s entry with the dates of the president’s term(s) inoffice.

Some of these maps will be blank, as some presidents had no states enter the Unionduring their presidency. Please refer to the Answer Key in the Teacher’s Guide if you havequestions about this.

Lesson 11During this unit, the student will begin learning the location of the next group of statesand the names of their capitals, picking up where All American History, Volume I, left off.He should use a U.S. map to find the location of the states and the names of their capi-tals.

When this form is completed, the student will have a list of the 31st to 45th states inthe order in which they entered the Union. This form is designed in such a way that thestudent can quiz himself on the state capitals by covering the “Capital City” column andchecking state by state to see how many capitals he can remember.

On the map side of this form, the student should place a number within the outlineof each state corresponding to its order of entry. For example, the number 31 should beplaced in California, 32 in Minnesota, and so on. The intention is not for the student tomemorize the order in which the states entered the Union but rather to give the studenta system to recognize each state by its location. For example, when the student sees #31on the map, he should be able to recognize it as California (not memorize the fact thatCalifornia was the 31st state to enter the Union).

Introduction xv©2008 Bright Ideas Press. All rights reserved.

Lesson 9: Presidents of the Gilded Age 63©2008 Bright Ideas Press. All rights reserved.

lesson 9: rutherford b. hayes

Year born ___________________________________

Year died ___________________________________

In which state was he born?______________________

__________________________________________

Picture of the president

What jobs did he hold before becoming president? ____________________________

_________________________________________________________________

_________________________________________________________________

With what political party was this president affiliated? _________________________

Vice President: ______________________________________________________

What were the years of his presidency? ____________________________________

List some significant developments during his administration ___________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Name________________________________________ Date ________________

Paste image here

Name________________________________________ Date ________________Name________________________________________ Date ________________

1822

1893

William A. Wheeler

64 All American History Volume 2 — Student Activity Book©2008 Bright Ideas Press. All rights reserved.

Identify th

e states, if any, added to th

e Un

ion du

ring th

is president’s term

(s). Label them

by nam

e and color th

em in

.

LEGEN

D

Lesson 9: Presidents of the Gilded Age 65©2008 Bright Ideas Press. All rights reserved.

lesson 9: james a. garfield

Year born ___________________________________

Year died ___________________________________

In which state was he born?______________________

__________________________________________

Picture of the president

What jobs did he hold before becoming president? ____________________________

_________________________________________________________________

_________________________________________________________________

With what political party was this president affiliated? _________________________

Vice President: ______________________________________________________

What were the years of his presidency? ____________________________________

List some significant developments during his administration ___________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Name________________________________________ Date ________________

Paste image here

Name________________________________________ Date ________________Name________________________________________ Date ________________

1831

1881

Chester A. Arthur

66 All American History Volume 2 — Student Activity Book©2008 Bright Ideas Press. All rights reserved.

Identify th

e states, if any, added to th

e Un

ion du

ring th

is president’s term

(s). Label them

by nam

e and color th

em in

.

LEGEN

D

Lesson 9: Presidents of the Gilded Age 67©2008 Bright Ideas Press. All rights reserved.

lesson 9: chester a. arthur

Year born ___________________________________

Year died ___________________________________

In which state was he born?______________________

__________________________________________

Picture of the president

What jobs did he hold before becoming president? ____________________________

_________________________________________________________________

_________________________________________________________________

With what political party was this president affiliated? _________________________

Vice President: ______________________________________________________

What were the years of his presidency? ____________________________________

List some significant developments during his administration ___________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Name________________________________________ Date ________________

Paste image here

Name________________________________________ Date ________________Name________________________________________ Date ________________

1830

1886

None

68 All American History Volume 2 — Student Activity Book©2008 Bright Ideas Press. All rights reserved.

Identify th

e states, if any, added to th

e Un

ion du

ring th

is president’s term

(s). Label them

by nam

e and color th

em in

.

LEGEN

D

Lesson 9: Presidents of the Gilded Age 69©2008 Bright Ideas Press. All rights reserved.

lesson 9: grover cleveland—both terms

Year born ___________________________________

Year died ___________________________________

In which state was he born?______________________

__________________________________________

Picture of the president

What jobs did he hold before becoming president? ____________________________

_________________________________________________________________

_________________________________________________________________

With what political party was this president affiliated? _________________________

Vice President: ______________________________________________________

What were the years of the two (nonconsecutive) terms of his presidency? __________

List some significant developments during each of his administrations _____________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Name________________________________________ Date ________________

Paste image here

Name________________________________________ Date ________________Name________________________________________ Date ________________

1837

1908

Thomas A. Hendricks, Adlai E. Stevenson

term 1 term 2

70 All American History Volume 2 — Student Activity Book©2008 Bright Ideas Press. All rights reserved.

Identify th

e states, if any, added to th

e Un

ion du

ring th

is president’s term

(s). Label them

by nam

e and color th

em in

.

LEGEN

D

Lesson 9: Presidents of the Gilded Age 71©2008 Bright Ideas Press. All rights reserved.

lesson 9: benjamin harrison

Year born ___________________________________

Year died ___________________________________

In which state was he born?______________________

__________________________________________

Picture of the president

What jobs did he hold before becoming president? ____________________________

_________________________________________________________________

_________________________________________________________________

With what political party was this president affiliated? _________________________

Vice President: ______________________________________________________

What were the years of his presidency? ____________________________________

List some significant developments during his administration ___________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Name________________________________________ Date ________________

Paste image here

Name________________________________________ Date ________________Name________________________________________ Date ________________

1833

1901

Levi P. Morton

72 All American History Volume 2 — Student Activity Book©2008 Bright Ideas Press. All rights reserved.

Identify th

e states, if any, added to th

e Un

ion du

ring th

is president’s term

(s). Label them

by nam

e and color th

em in

.

LEGEN

D

Lesson 9: Presidents of the Gilded Age 73©2008 Bright Ideas Press. All rights reserved.

lesson 9: william mckinley

Year born ___________________________________

Year died ___________________________________

In which state was he born?______________________

__________________________________________

Picture of the president

What jobs did he hold before becoming president? ____________________________

_________________________________________________________________

_________________________________________________________________

With what political party was this president affiliated? _________________________

Vice President: ______________________________________________________

What were the years of his presidency? ____________________________________

List some significant developments during his administration ___________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Name________________________________________ Date ________________

Paste image here

Name________________________________________ Date ________________Name________________________________________ Date ________________

1843

1901

Garret A. Hobart, Theodore Roosevelt

74 All American History Volume 2 — Student Activity Book©2008 Bright Ideas Press. All rights reserved.

Identify th

e states, if any, added to th

e Un

ion du

ring th

is president’s term

(s). Label them

by nam

e and color th

em in

.

LEGEN

D

lesson 9: for reviewWrite T for True and F for False in the space provided.

______ 1. The disputed presidential election of 1876 was dominated by the themes ofDemocratic corruption and economic prosperity.

______ 2. The electoral commission appointed by Congress gave the disputed electoralvotes to the Democratic candidate, Samuel Tilden.

______ 3. The Compromise of 1877 was necessary to gain Republican support for theresult of the 1876 presidential election.

______ 4. Most of the presidents during the Gilded Age won election by large majori-ties and had a reputation for strong, effective leadership.

______ 5. Hayes hoped that that he would be able to build a new Republican Party thatsouthern businessmen and other conservatives would be willing to support.

______ 6. During his term in office, Hayes worked hard to strengthen the spoils system.

______ 7. Both Garfield and Arthur were Half-Breeds, united in their contempt for theStalwart faction of the Republican Party.

______ 8. President Arthur was a Half-Breed Republican who provided his friends withspecial favors.

______ 9. The tariff passed during Arthur’s term in office became known as theMongrel Tariff.

______ 10. Grover Cleveland was the first Democrat to be elected president after theCivil War.

______ 11. Cleveland was criticized for giving special favors to different economicgroups and for refusing to use his veto powers.

______ 12. The Interstate Commerce Act was the first law attempting to place railroadsunder federal regulation.

______ 13. Benjamin Harrison became president in 1889, even though he received onehundred thousand fewer popular votes than Cleveland.

Lesson 9: Presidents of the Gilded Age 75©2008 Bright Ideas Press. All rights reserved.

______ 14. The Sherman Antitrust Act, which expanded the power of Congress to reg-ulate business, was easily enforced.

______ 15. The Sherman Silver Purchase Act made the purchase of silver by the U.S.Treasury illegal.

______ 16. Cleveland’s handling of the depression was unpopular, but the public sup-ported his dealings with striking railroad workers in the Pullman Strike.

______ 17. William Jennings Bryan campaigned from his front porch, whereas WilliamMcKinley traveled across the nation on a whistle-stop campaign.

______ 18. The most significant event of McKinley’s administration was the Spanish-American War.

Write the corresponding letter of the correct answer in the space provided.

A. Rutherford B. Hayes D. Grover ClevelandB. James A. Garfield E. Benjamin HarrisonC. Chester A. Arthur F. William McKinley

______ 1. Became the only U.S. president to serve two nonconsecutive terms

______ 2. Ordered the last federal troops out of the South

______ 3. Assassinated by an embittered government office-seeker

______ 4. Signed into law the Interstate Commerce Act

______ 5. Assumed the presidency just as the country plunged into a four-year depres-sion

______ 6. Assassinated by a mentally unstable anarchist at the Pan-AmericanExposition

______ 7. Supported the Pendleton Act that provided civil service reform

______ 8. Signed into law the Sherman Antitrust Act and supported the McKinleyTariff

76 All American History Volume 2 — Student Activity Book©2008 Bright Ideas Press. All rights reserved.

______ 9. Took the initiative in establishing an open door policy in China

______ 10. Hoped to keep the United States out of war with Spain in 1898

lesson 9: for further studyFor even more interesting information about this period of history, please referto the For Further Study answers for this lesson in the Teacher’s Guide.

1. The title “First Lady” was first widely used in 1877 to refer to Lucy Hayes, popularwife of President Rutherford B. Hayes. The press also gave her a nickname. Find outwhat it was and why they gave it to her. What event for children at the White Housewas started by this couple? Can you find any other ways that Lucy Hayes wasunique?

2. Read more about the Stalwart and Half-Breed factions in the Republican Party.Look into the background of Charles Guiteau, President Garfield’s assassin.

3. Research the Greenback-Labor Party and the Populist Party. What were their goals?

4. Find a copy of William Jennings Bryan’s “Cross of Gold” speech and read it. You canlisten to an audio excerpt of Bryan giving this speech twenty-five years after he firstdelivered it. He repeated this speech many times on the Chautauqua lecture circuit.

Lesson 9: Presidents of the Gilded Age 77©2008 Bright Ideas Press. All rights reserved.

Lesson 10: The Spanish-American War and Its Aftermath 79©2008 Bright Ideas Press. All rights reserved.

Name________________________________________ Date ________________

lesson 10: spanish-american war

What event provoked U.S. involvement in the Spanish-American War?

_______________________________________________________________________

What became the American battle cry as a result? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Flags of the countriesinvolved in the Spanish-American War

Paste image here

Paste image here

Enrique deLome

AdmiralGeorgeDewey

ColonelTheodoreRoosevelt

AdmiralPascualCervera

Pictures of some of the key individuals in the Spanish-American War

MAJOR BATTLES OF THE SPANISH-AMERICAN WAR

Color the square red if the battle was a Spanish victory. Color the square blue if thebattle was an American victory, or write a D in the square if the battle was a draw.

Battle of Manila Bay

Battles of Guantanamo Bayand Daiquiri

Battle of Las Guasimas

Battle of El Caney

Battle of Kettle Hill

Battle of San Juan Hill

Battle of Santiago

Invasion of Puerto Rico

Battle for Guam

80 All American History Volume 2 — Student Activity Book©2008 Bright Ideas Press. All rights reserved.

Label the m

ajor battle sites of the Span

ish-A

merican

War.

LEGEN

D

1. __________________________________

2. __________________________________

LEGEN

D

1. __________________________________

lesson 10: for reviewWrite the letter of the correct answer in the space provided.

______ 1. By the time that the Spanish-American War began,A. Cuba had been granted its independence by SpainB. all that remained of Spain’s New World empire was Puerto Rico and

CubaC. the Spanish had restored many of the Cubans’ political and religious

libertiesD. American businessmen had few investments in Cuba

______ 2. In February of 1898, the USS MaineA. was sent to Manila to become a part of Admiral Dewey’s fleetB. returned to the United States from duty in CubaC. was mysteriously sunk in Havana harborD. lost many of its crew members to a mysterious disease

______ 3. By the spring of 1898,A. most of the American public had lost interest in the plight of the

Cuban revolutionariesB. the American press was calling for an end to America’s war with SpainC. most American government officials were dead set against the United

States going to warD. the American press, bankers, and manufacturers were clamoring for

the United States to become involved in Cuba against imperialistSpain

______ 4. During the months leading up to the Spanish-American War,A. Hearst’s newspaper published a stolen letter written by the Spanish

minister criticizing McKinleyB. most newspapers supported McKinley’s desire to maintain an

American position of neutralityC. Theodore Roosevelt denounced Social Darwinism and called upon

McKinley to avoid war at all costsD. the Spanish board of inquiry admitted that the explosion on the Maine

had been caused by a mine

Lesson 10: The Spanish-American War and Its Aftermath 81©2008 Bright Ideas Press. All rights reserved.

______ 5. When the Spanish-American War began,A. the U.S. Navy had been recently rebuilt as a modern steel navyB. the U.S. Army was well trained and equipped for conflictC. the United States did not have any naval stations at home or abroadD. most U.S. troops were stationed in Florida

______ 6. Which of the following was NOT true of the U.S. military during theSpanish-American War?

A. U.S. troops going to Cuba shipped out of Tampa, FloridaB. few mistakes were made by the supply staff organizing the soldiers and

their equipmentC. American military leaders had very little information on the enemy

that their troops would be facing in CubaD. Spanish soldiers in Cuba were equipped with more advanced weapons

than were the U.S. soldiers

______ 7. U.S. soldiers in CubaA. did not arrive on the island until SeptemberB. suffered from the heat in their wool uniformsC. were defeated at San Juan HillD. were not bothered by diseases like malaria

______ 8. The first major action of the Spanish-American War took place inA. Santiago, CubaB. Manila Bay, the PhilippinesC. Honolulu, HawaiiD. San Juan, Puerto Rico

______ 9. American Commodore George DeweyA. destroyed the Spanish fleet in Manila BayB. led the charge up San Juan HillC. defeated the Spanish at El CaneyD. was killed at the Battle of Kettle Hill

82 All American History Volume 2 — Student Activity Book©2008 Bright Ideas Press. All rights reserved.

______ 10. Which of the following was an American victory in the Spanish-American War?A. GuasimasB. El CaneyC. Kettle Hill and San Juan HillD. all of the above

______ 11. During the Spanish-American War, Puerto RicansA. forced all Americans off their islandB. suffered devastating losses from a hurricaneC. never experienced an attack by American forcesD. offered little resistance to invading American troops

______ 12. After the fighting in Cuba ended,A. Spain refused to sign an armistice with the United StatesB. peace negotiations took place in LondonC. the major issue in the peace negotiations concerned the PhilippinesD. Puerto Rico and Guam both were granted independence

______ 13. In the years immediately following the end of the Spanish-American War,the Philippines

A. became an independent nationB. quickly submitted to American ruleC. saw much bloodshed because of guerilla resistance to American

controlD. remained under Spanish rule

______ 14. The Spanish-American WarA. lasted for approximately four monthsB. was a very unpopular war in the United StatesC. caused greater disunity between northerners and southernersD. ended forever the possibility of the United States becoming an impe-

rialist power

Lesson 10: The Spanish-American War and Its Aftermath 83©2008 Bright Ideas Press. All rights reserved.

______ 15. At the turn of the century,A. the Anti-Imperialist League had just been founded in the United StatesB. Social Darwinists discouraged American expansionismC. few Americans believed that the “manifest destiny” of the United

States was to become a world powerD. the United States had refused to take over the Philippines, because

doing so would be a violation of the Monroe Doctrine

lesson 10: for further studyFor even more interesting information about this period of history, please referto the For Further Study answers for this lesson in the Teacher’s Guide.

1. Read about the life of Alfred T. Mahan. Where did he work and what influen-tial books did he write? How did his views affect American policies during theGilded Age?

2. Research what role the Rough Riders played in the Spanish-American War. Wholed them? How were they portrayed in the American press? Find out how theBuffalo Soldiers were involved in the Spanish-American War. Who gave them theirname?

3. Who was Walter Reed? What problem faced by American soldiers during theSpanish-American War was Reed asked to address?

4. Why were some Americans referred to as “jingoes” during the Spanish-AmericanWar? What does that word mean? How did it originate?

84 All American History Volume 2 — Student Activity Book©2008 Bright Ideas Press. All rights reserved.

Lesson 11: The Last Western Frontier 85©2008 Bright Ideas Press. All rights reserved.

Name________________________________________ Date ________________

(LESSONS 1–10)Fill in the blanks with the names of the state capitals.

lesson 11: states and capitals

# State Capital City

31. California:

32. Minnesota:

33. Oregon:

34. Kansas:

35. West Virginia:

36. Nevada:

37. Nebraska:

38. Colorado:

39. North Dakota:

40. South Dakota:

41. Montana:

42. Washington:

43. Idaho:

44. Wyoming:

45. Utah:

States 1–30 and their capitals were taught in All American History, Volume I.You will have the opportunity to learn (or review) these states and their capitals inLessons 15, 20, 26, and 29. States 46, 47, and 48 are taught in Lesson 15. States 49 and50 are taught in Lesson 26.

86 All American History Volume 2 — Student Activity Book©2008 Bright Ideas Press. All rights reserved.

Locate each of th

e states in th

e legend an

d write its n

um

ber on th

e map.

LEGEN

D31. C

alifornia32. M

innesota33.

Oregon

34.K

ansas35.

W. V

irginia36.

Nevada

lesson 11: for reviewWrite the missing word or words in the spaces provided.

1. The Great Plains became known as the ____________________________

because early settlers believed that its sod was too hard to plow and its climate too

harsh for cultivating crops.

2. On May 10, 1869, at Promontory Point, Utah, the Central Pacific and Union Pacific

railroads joined to form the first ________________________ railroad in the

United States.

3. The ________________________________ Act of 1862 promised American

settlers 160 acres of public land in the West if they would live on it for five years,

cultivate it, and pay a small fee.

4. In 1869, silver was discovered at ________________________, in what is now

the state of Nevada.

5. With the expansion of the railroads and the invention of __________________

by Joseph Glidden, the long American cattle drives began to come to an end.

6. The most important animal to the Native American tribes of the Great Plains was

the _________________________ .

Lesson 11: The Last Western Frontier 87©2008 Bright Ideas Press. All rights reserved.

7. The U.S. 7th Cavalry, under the leadership of _____________________

_____________________, was massacred by native warriors under Sitting Bull

near the Little Big Horn River in Montana.

8. Sitting Bull eventually was allowed to join his tribe at the Standing Rock

Reservation and to leave periodically to travel with _______________________

______________ .

9. The Sioux chief Big Foot and over three hundred of his warriors were massacred

by three hundred U.S. troops on the banks of ________________________ in

South Dakota.

10. The ______________ Act of 1887 broke up tribal lands into 160-acre plots, which

were distributed among individual Indians who could acquire U.S. citizenship with

the land grant.

Write T for True and F for False in the space provided.

______ 1. At the end of the Civil War, as much as one-third of the United States wasstill considered frontier.

______ 2. Even to this day, the Great Plains area of the United States is not a veryproductive agricultural region.

______ 3. During the Gilded Age, the Great Plains looked appealing to newly freedslaves and newly arrived European immigrants.

______ 4. The federal government was not involved in any way in the building of thefirst U.S. transcontinental railroad.

88 All American History Volume 2 — Student Activity Book©2008 Bright Ideas Press. All rights reserved.

______ 5. American pioneers usually migrated westward in trains of Conestoga wagonsand often settled with other families who hailed from the same area back East.

______ 6. There was a competitive and unfriendly spirit among most of the Americanpioneers of the Gilded Age.

______ 7. Grasshopper plows enabled Great Plains farmers to cut the tough prairieground to plant their crops.

______ 8. Mining fever began with the California gold rush in 1849, reached its peak inthe Civil War, and ended with the Alaska gold rush in 1898.

______ 9. Mining boomtowns were boisterous places that made legends of men likeBat Masterson and “Wild Bill” Hickok.

______ 10. There was only one principal cow trail after the end of the Civil War — theChisholm Trail.

______ 11. By the 1890s, almost all the Great Plains Indians had been forced onto reser-vations.

______ 12. The Native American Ghost Dance movement called for tribes to submit tothe dictates of the U.S. federal government.

lesson 11: for further studyFor even more interesting information about this period of history, please referto the For Further Study answers for this lesson in the Teacher’s Guide.

1. Discover who Frederick Jackson Turner was and how his ideas influenced the studyof American history at the turn of the century. What was the name of his famousthesis? What pronouncement did the U.S. government make three years beforeTurner announced his thesis?

2. Find out how the pioneers constructed soddies. What were the advantages and dis-advantages of this type of home? Pioneer women were known for their patchworkquilts. How were they made? What were some popular designs? Look for picturesof American patchwork quilts.

3. Read about American cowboys. What different articles of clothing did they wearand what was the purpose of each? What dangers did these cowboys face on the

Lesson 11: The Last Western Frontier 89©2008 Bright Ideas Press. All rights reserved.

range? Who were Gustavus Swift and Philip Armour? Look for paintings of cowboysby Frederic Remington.

4. Research the lives of one or more of the following people significant in the WildWest of the Gilded Age — Buffalo Bill, Wild Bill Hickok, Calamity Jane, BatMasterson, and Frank and Jesse James. Find out more about the Native AmericanGhost Dance movement. Record information about the Lakota and Sitting Bull ona Native American Tribe form.

90 All American History Volume 2 — Student Activity Book©2008 Bright Ideas Press. All rights reserved.

All American History Volumes I and II by

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