cause and effect transparencies, strategies and...

Cause and EffectTransparencies, Strategies,

and Activities

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To the TeacherThe transparencies in The American Vision Cause-and-Effect Transparencies, Strategies, and

Activities allow students to see how historical actions or events resulted in various conse-quences. Each transparency highlights the main ideas of the unit and visually ties historicalcauses and effects together.

The Teaching Strategies and Activities are designed to enhance students’ understanding of theinterconnectedness of historical events. Teaching Strategies offer suggestions for using the trans-parency in the classroom and provide complete answers to the student activities. ReproducibleStudent Activities help students learn more about the causes and effects of historical events.

Creating a Customized FileThere are a variety of ways to organize Glencoe Social Studies teaching aids. Several

alternatives in creating your own files are given below.

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

• Organize by category and chapter (all Chapter 1 activities, all Chapter 1 tests andquizzes, etc.)

• Organize sequentially by lesson (activities, quizzes, tests, for Chapter 1/Section 1,Chapter 1/Section 2, etc.)

No matter what organization you use, you can pull out individual worksheets fromthese booklets for your files, or you may photocopy directly from the booklet and file thephotocopies. You will then be able to keep the original booklets intact and in a safe place.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. All rightsreserved. Permission is granted to reproduce the material contained herein on the condition thatsuch material be reproduced only for classroom use; be provided to students, teachers, and fami-lies without charge; and be used solely in conjunction with the The American Vision program. Anyother reproduction, for use or sale, is expressly prohibited.

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

ISBN: 978-0-07-878435-4MHID: 0-07-878435-2

Printed in the United States of America.

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Table of ContentsTo the Teacher......................................................................................................ii

Teaching Strategies and Activities

Cause-and-Effect Transparency 1

Teaching Strategy ................................................................................................1

Activity .................................................................................................................2



Activity .................................................................................................................4



Activity .................................................................................................................6



Activity .................................................................................................................8



Activity ...............................................................................................................10


Teaching Strategy ..............................................................................................11

Activity ...............................................................................................................12



Activity ...............................................................................................................14



Activity ...............................................................................................................16



Activity ...............................................................................................................18

Answer Key........................................................................................................19

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Transparencies

1. Creating a Nation

2. The Young Republic Grows and Changes

3. The Crisis of Union

4. The Birth of Modern America

5. Imperialism and Progressivism

6. Boom and Bust

7. Global Struggles

8. A Time of Upheaval

9. A Changing Society

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The American Vision 1

OBJECTIVEStudents will identify the causes and effects

of the Revolutionary War.

ANALYZING INFORMATIONDiscuss British policies toward the colonies

before and after 1763. (Before 1763, GreatBritain had allowed the colonists much free-dom in self-government. After that time, theBritish government began imposing policiesfavorable to Great Britain but not to thecolonists.)

List these British policies on the board:

• Sugar Act (set up courts to hear smugglingcases in which merchants accused of smug-gling were presumed guilty, and propertycould be seized without due process)

• Currency Act (banned the use of papermoney in the colonies)

• Stamp Act (tax on most printed materials)

• Declaratory Act (asserted that the BritishParliament had the power to make laws forthe colonies)

• Townshend Acts (tax on imported goods)

• Tea Act (allowed a British tea company tosell directly to shopkeepers, bypassing colo-nial merchants who usually distributedimported tea)

• Coercive Acts (closed Boston Harbor,banned town meetings, cancelled manyelections, protected British soldiers from trials by colonists, and forced colonists tohouse British soldiers in their homes)

Ask students about the reasons GreatBritain enacted these policies and discusssome of the actions the colonists took toprotest the policies:

• Why did Great Britain enact these policiesafter 1763? (Great Britain wanted to procuremore revenue from its colonies, particularly inregard to the expenses incurred for the cost ofgoverning and defending the colonies.)

• Why did the policies anger the colonists?(The colonists were used to self-government andthe policies were unfair to colonists.)

• Explain the concept of “taxation withoutrepresentation.” (Because the colonists had norepresentatives in Parliament, they should notbe taxed to raise money for British programs.)

• Discuss the responses by the Sons andDaughters of Liberty. (The Sons of Libertyencouraged colonists to support the boycotts andintimidated stamp distributors. The Daughters of Liberty urged Americans to wear homemadefabrics.)

• How did the nonimportation agreementsshow colonial resistance? (Colonial merchantspledged not to buy British goods until the repealof the Stamp Act.)

DISPLAY CAUSE-AND-EFFECTTRANSPARENCY 1Ask students:

• Which causes of the Revolutionary War citedon the transparency can be attributed to theBritish government? (Proclamation of 1763,mercantilist policies that limited colonial trade)

• Which causes of the war cited on the trans-parency can be attributed to the colonists’personal attitudes? (the colonists’ tradition ofself-government, their sense of a separate iden-tity from the British)

• Which European countries aided thePatriots? (France and Spain)

• What group was allied with Great Britainduring the war? (Native Americans)

• Was the U.S. Constitution written before orafter the colonies won independence? (after)

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★ Cause-and-Effect Transparency 1 Teaching Strategy ★ ★ ★

Distribute Cause-and-EffectTransparency 1 Activity on page 2.

Have students study the informationand refer to Transparency 1 to answer thequestions.

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2 The American Vision

DIRECTIONS: Read the excerpt below from the Declaration of Independence (1776) and studyTransparency 1 to answer the following questions.

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1. Which portions of the excerpt address the first two causes shown on the transparency?

2. Which portions of the excerpt address the second two causes shown on the transparency?

3. Imagine that you are a British subject living in London in the 1760s. Explain why you thinkyour government’s policies toward the colonies are fair and just.

4. Why do you think France and Spain helped the colonists in their fight for independencefrom Great Britain?

5. Why do you think Native Americans sided with Great Britain during the war?

6. Do you think the American Revolution could have been averted had the British governmentrepealed the policies the colonists found objectionable? Would the colonists eventually haveinsisted upon their independence regardless of the actions of the British government?Defend your answer.

7. Do you think the ideals of the Declaration of Independence are applicable today? Underwhat circumstances, if any, would a second American Revolution be justifiable? Be specific.

★ Cause-and-Effect Transparency 1 Activity ★ ★ ★ ★ ★

Name �� Date �� Class ��

When in the Course of human events, it becomes necessary for one people to dis-solve the political bands which have connected them with another, and to assume . . .the separate and equal station to which the Laws of Nature and Nature’s God entitlethem, . . . they should declare the causes which impel [force] them to the separation.

. . . Governments are instituted among Men, deriving their just powers from theconsent of the governed, . . .

. . . The history of the present King of Great Britain is a history of repeated injuriesand usurpations [unjust uses of power], all having in direct object the establish-ment of an absolute Tyranny over these States. . . .

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OBJECTIVEStudents will identify five causes of growth

and change in the United States in the firsthalf of the 1800s.

ANALYZING INFORMATIONReview with students some of the events

that occurred during the administrations ofJames Monroe, John Quincy Adams, AndrewJackson, Martin Van Buren, John Tyler, andJames Polk by completing a chart on theboard:

• Monroe (1817–1825): Widespread national-ism (Era of Good Feelings); Monroe Doctrine(United States expands borders and warnsother nations against further colonization ofAmericas); built roads and canals; MissouriCompromise over slavery

• Adams (1825–1829): Favored expandingand strengthening federal government butwas rebuffed by Congress; Erie Canal com-pleted; railroad construction begun

• Jackson (1829–1837): signed IndianRemoval Act; defended the Union in thenullification issue; ordinary citizens becomemore of a political force; “spoils” systemawards jobs to party loyalists; Whig Partyarises in opposition to Jacksonian policies;system by which presidential candidateswere chosen was changed

• Van Buren (1837–1841): Believed in limitedfederal government; presided over time ofhigh unemployment and economic crises;many banks and businesses failed

• Tyler (1841–1845): Foreign relations domi-nate, especially with Great Britain; firmboundary between the United States andCanada established in the east; hoped tobring Texas into the Union but was rebuffedby antislavery forces in Congress

• Polk (1845–1849): War with Mexico gainedmuch western territory; settled Oregonboundary dispute with Great Britain, gain-ing territory for the United States

Ask students:

• How did the presidents of this period fur-ther the goals of Manifest Destiny? (MonroeDoctrine; Jackson’s signing of the IndianRemoval Act; Tyler’s handling of the border dis-pute with Canada; Polk’s acquisition of muchwestern territory)

• What evidences of regional differences canyou find? (Missouri Compromise; South’s oppo-sition to Adams; Jackson’s defense of the Unionagainst Southern states on the nullificationissue; North vs. South conflict over admission ofTexas into Union)

• How did Jackson’s policies hasten the riseof two-party politics? (focus on ordinary citi-zens; spoils system of political patronage; rise ofthe Whig Party)


• What political changes are shown on thetransparency? (growth of sectionalism andtwo-party political system)

• Name two groups directly affected by theUnited States’s policy of Manifest Destiny.(Native Americans and Mexicans)

• Which social reforms were prominent dur-ing this period? (education, slavery, women’srights)

• Which forms of transportation wereimproved as a result of the IndustrialRevolution? (roads, canals, railways)

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DIRECTIONS: Examine the time line below and study Transparency 2. Then answer the followingquestions on a separate sheet of paper.



1821 Santa Fe Trailopens

1831 Nat Turner slaverebellion begins

1825 Erie Canal opens

1844 First long-distance telegraphmessage

1831 The Liberator (abolitionistnewspaper) begins publication

1838 United Statesdrives the Cherokeeout of Georgia

1845 Congress votesto annex Texas

1850 78,000 Germans immigrateto America, largely settling in therural West and Midwest

1834 McCormick’s mechanicalreaper patented, making harvest-ing grain easier

1820 1830 1840

1838 Mount Holyoke FemaleSeminary established as first highereducation institution for women

1842 Massachusetts SupremeCourt rules labor strikes are legal

1845 44,000 Irish immi-grate to America, largelysettling in urban areas

1848 Seneca Falls conven-tion on women’s rights

1850

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1. According to the transparency, greater diversity and more social issues were a result ofincreased immigration. In what ways did increased immigration cause some of the othereffects shown?

2. How did the Industrial Revolution lead to a growth in cities?

3. Which effects of social reforms are shown on the time line?

4. Which events on the time line contributed to the westward expansion of the United States?How?

5. The growth of cities is cited as an effect on the transparency. Can you think of some effectsthat might have been caused by the growth of cities?

6. What direct examples of the Industrial Revolution are shown on the time line? Indirectexamples?

7. How did the growth of the western states cause changes in American politics? How did itaffect Native Americans and Mexicans?

8. One of the most striking features of the reform efforts in the early 1800s was the overwhelm-ing presence of women. How do you account for this?

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OBJECTIVEStudents will identify causes and effects of

the Civil War.

ANALYZING INFORMATIONReview the tensions between the North and

the South over slavery. Discuss with studentssome of the key political and judicial decisionsregarding slavery made in the years before theoutbreak of the Civil War. Ask:

• What were the terms of the Wilmot Proviso?What was the idea of popular sovereignty?Did Northerners or Southerners generallysupport these? (The Wilmot Proviso proposedto forbid slavery in any territory the UnitedStates gained from Mexico. The popular sover-eignty idea suggested that the citizens of eachnew territory should be allowed to decide forthemselves if they wanted to permit slavery ornot. Northerners generally supported bothideas.)

• Which parts of the Compromise of 1850were designed to appeal to Southerners?(territory obtained from Mexico [exceptCalifornia] would have no restrictions on slav-ery; federal government would take on the debtsowed by Texas; slavery not outlawed in theDistrict of Columbia; Congress prohibited frominterfering with the slave trade; Congress wouldpass stronger laws to help Southerners recoverenslaved African Americans who had fled north)

• What was the Fugitive Slave Act? Did ithurt or help the Southern cause? (Under theact, a person claiming that an African Americanhad escaped from slavery had only to point outthat person as a runaway to take him or her intocustody. The act hurt the Southern cause by creating a strong and active hostility towardslavery among Northerners.)

• Why did the South like the Dred Scott deci-sion? (The decision ruled that Scott was still aslave, even though he lived in a free state. Thedecision also stated that the federal governmenthad no right to prohibit slavery in any terri-tory.)

• Why did Southerners threaten to secedefrom the Union if Abraham Lincoln became

president? (For the South, the election of aRepublican president represented a victory forthe abolitionists, and the survival of Southernculture and society seemed to be at stake.)


• Which three items shown on the trans-parency occurred as a result of the CivilWar? (end of slavery, devastation of Southerneconomy, Reconstruction)

• What was the Emancipation Proclamation?(a decree by President Lincoln that freed theslaves in rebellious states)

• Describe the conditions in the South imme-diately following the war. (Large areas lay in ruins; land had lost much of its value; widespread hunger, unemployment, and home-lessness; Confederate money was worthless;about two-thirds of the transportation systemwas destroyed; end of slavery cost plantersapproximately $4 billion they had invested inslaveholding and threw the agricultural systeminto chaos.)

• How did Lincoln’s plans for Reconstructiondiffer from those of the Radical Republicans?(Lincoln favored a moderate policy that wouldreunite the South with the Union instead ofpunishing it for treason. He offered pardons toSoutherners who pledged loyalty to the Union.Radical Republicans, in contrast, did not wantto reconcile with the South. They wanted, in thewords of a prominent radical, to “revolutionizeSouthern institutions, habits, and manners,”particularly regarding civil rights for formerenslaved people.)

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DIRECTIONS: Examine the table below and study Transparency 3. Then answer the followingquestions on a separate sheet of paper.



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1. Which cause listed on the transparency is emphasized by the information in the table?

2. Based on the information in the table, what advantages do you think the South had over theNorth at the beginning of the war?

3. Which of the North’s advantages shown in the table do you think was the most important?Explain.

4. Name two ways in which the South’s smaller population was a disadvantage to theConfederacy’s war effort.

5. Nearly 360,000 Union soldiers died during the Civil War, compared to about 250,000Confederate soldiers. How then can it be said that the South lost the war, when Union casu-alties were so much greater?

6. In what way could the South’s cultural beliefs have been a liability for the Confederacy?

7. Given the information in the table, devise a Confederate strategy for victory.

8. Which part of the Southern economy do you think was most affected by the end of slavery?Why?

Comparison of Southern and Northern States at the Beginning of the Civil War

South NorthStrong military tradition; all but one military Strong naval tradition; most of Navy’s college located in South; large number of warships and all but one shipyard remainedtrained officers in Union

9 million people 22 million people

Strong agricultural economy; South home to Strong industrial economy; North home to only 20 percent of factories producing less 80 percent of factories producing more than than 10 percent of country’s clothing and just 90 percent of country’s clothing and 93 7 percent of pig iron percent of pig iron

Modest rail system Twice as many miles of railroad track as South

Small banks with few reserves available Large banks with large reserves available to loan to government to loan to government

Politically united Somewhat politically divided

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OBJECTIVEStudents will identify causes and effects

that reshaped the nation from 1865 to 1900.

ANALYZING INFORMATIONReview the consequences of urbanization in

the late 1800s. List on the board some prob-lems faced by the United States’s urban poorduring this period. Then list some reforms thatwere undertaken to solve these problems, andthe characteristics of these reforms.

Problems: poverty, crime, violence, alcoholabuse, pollution, disease

Reforms:

1. Social Gospel movement—worked to betterconditions in cities according to biblicalideals of charity and justice; inspired manyorganized churches to take on communityfunctions; built gyms and provided socialprograms and day care

2. Salvation Army—offered practical aid andreligious counseling to the urban poor

3. YMCA—aimed to develop high standardsof Christian behavior through citizenshiptraining and group activities; promotedsports and fitness and offered temporarylow-cost housing to those in need

4. settlement houses—provided everythingfrom medical care, recreation programs,and English classes to hot lunches forworkers

5. temperance movements—battled alcoholabuse, advocated prison reform and laborlaws

Ask students:

• Why did the population of American citiesgrow in the late 1800s? (increased immigration,rise of big business, technological innovations)

• Why did the increased industrializationeventually lead to a focus on improvingeducation in the United States? (As the econ-omy grew more complex, the country neededmore workers who were trained and educated.)

• How did Social Darwinism contribute to the plight of the urban poor? (Proponents ofSocial Darwinism believed that both rich andpoor “deserved” their situations and were thusnot inclined to assist the poor.)

DISPLAY CAUSE-AND-EFFECTTRANSPARENCY 4Point out that many of the causes and

effects shown on the transparency are related.For example, new technologies eventually ledto the rise of large corporations, which drewimmigrants in search of jobs but also swelledthe populations of urban areas.

Ask students:

• Which item on the transparency mostaffected Native Americans? Why? (NativeAmericans were most affected by the explosionof railroads, which accelerated the influx of set-tlers into their lands.)

• What was populism? Was it primarily anurban or a rural phenomenon? What wereits causes? (Populism was a political movementof the late 1800s that was characterized by sup-port for government control of business andgraduated income taxes and opposition to thegold standard. It was primarily a rural phe-nomenon caused by drops in farm prices andfarm bankruptcies as well as a belief amongmany farmers that big business—particularlybankers—kept them poor.)

• What negative effect of increased immigra-tion is shown on the transparency? Why did this occur? (Increased immigration led toanti-immigrant movements. Some Americansbelieved that immigrants would take their jobs.Also, some Americans did not like the languagesand customs immigrants brought to the country.)

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DIRECTIONS: Examine the table below and study Transparency 4. Then answer the followingquestions on a separate sheet of paper.



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1. What does the transparency cite as the effects of the rise of big business? Can you think ofother effects?

2. How did the spread of railroads during this period contribute to economic growth in theUnited States?

3. How might Cornelius Vanderbilt’s company have affected the other industries included inthe table? Explain your answer.

4. Briefly describe the relationship of increased immigration and the rise of big business in theUnited States during this period.

5. In what ways might business consolidation and the spread of monopolies during this periodhave given Americans more consumer choices? Fewer consumer choices?

6. In the long run, did business consolidation help or hurt American workers? Explain.

7. How were large businesses such as Standard Oil able to dominate their industries?

8. In what ways do you think large U.S. businesses today are similar to those of the late 1800s?Different?

The Rise of Big Business

Company Owner FactsStandard Oil John D. Rockefeller By 1880 controlled the refining of at least

90 percent of all oil produced in the UnitedStates

New York Central Cornelius Vanderbilt Consolidated railroads from New York City to Chicago under his control

Carnegie Steel Andrew Carnegie By 1889 had combined several steel-producingfirms into a giant corporation that dominatedthe industry

Great Northern James J. HillRailroad

Swift & Company Gustavus Swift Provided perishable goods to a mass market;in 1877 shipped the first refrigerated meatfrom Chicago to the East

Built and operated the Great Northern Railroadwithout any federal grants or subsidies; itbecame the most successful transcontinentalrailroad

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OBJECTIVEStudents will identify the causes of imperial-

ism and progressivism and how they affectedthe United States.

ANALYZING INFORMATIONExplain that most Americans showed little

interest in increasing U.S. territory and inter-national power in the years following the CivilWar, preferring instead to focus on Recon-struction, industrialization, and westwardexpansion. Beginning in the 1880s, however,with settlers finally filling up the western fron-tier, many Americans began to support theestablishment of the United States as a worldpower. Economic and military competitionfrom other nations, as well as a growing feel-ing of cultural superiority, led to this shift inopinion.

List on the board the following individualswho were most influential in building supportfor imperialism in the late 1800s.

• Queen Liliuokalani, queen of Hawaii—dis-liked American influence in Hawaii andunsuccessfully attempted to impose a con-stitution asserting her authority. She wasusurped by a group of planters in 1893,which led to the United States annexingHawaii five years later.

• John Fiske, writer and historian—arguedthat the English-speaking nations had superior character, ideas, and systems ofgovernment and that they were destined todominate the planet. His ideas were knownas Anglo-Saxonism.

• Josiah Strong, clergyman—linked Anglo-Saxonism to Christian missionary ideas;convinced many Americans to supportimperialism and an expansion of Americanpower overseas.

• James G. Blaine, U.S. secretary of state—ledearly efforts to expand American influencein Latin America to support peace and toincrease trade. The idea that the UnitedStates and Latin America should worktogether is known as Pan-Americanism.

• Alfred T. Mahan, U.S. Naval officer—pointed out that many prosperous nationshad built large fleets of merchant ships totrade with the world; suggested that anation also needed a large navy (and there-fore territory for naval bases overseas) toprotect its merchant ships and defend itstrading rights.


• What is imperialism? (economic and politicalcontrol exerted by a stronger nation over weakernations)

• Name two wars caused by imperialist ideas.(Spanish-American War and World War I)

• How did imperialism lead to the Spanish-American War and U.S. involvement inworld affairs and World War I? (In order forthe United States to become a world power, itnot only needed to exert its influence around theworld but also had to acquire new territories.)

• Which territories did the United Statesacquire during this period? (Hawaii, PuertoRico, Guam, Philippines, Panama Canal Zone)

• Which imperialist doctrine closely resemblesthe previous American policy of ManifestDestiny? In what ways? (Anglo-Saxonism.Many Americans believed it had been their des-tiny to expand west to the Pacific Ocean; theynow believed it was their destiny to expandoverseas.)

• Why did imperialism increase trade? (Newlyacquired territories had resources and productsthat added to the nation’s international trade.)

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1. According to the transparency, what were the causes and effects of progressivism? List otherpossible causes and effects.

2. Distinguish between progressives and socialists.

3. Who were the muckrakers? Name a prominent muckraker and his/her most notableachievement.

4. Which events on the time line are examples of imperialism? Which are examples of progressivism?

5. Which political philosophy is most compatible with your personal beliefs: imperialism or progressivism? Explain. Is it possible to be both an imperialist and a progressive? Why or why not?

6. Which factor on the transparency effectively put an end to the Progressive Era in America?Why?



DIRECTIONS: Examine the time line below and study Transparency 5. Then answer the followingquestions on a separate sheet of paper.

1913 17th Amendment(election of senators bythe people) adopted

1914 Clayton AntitrustAct passed

1916 Adamson RailwayEmployees’ Law enacted

1919 18th Amendment(national prohibition) adopted

1914 Federal TradeCommission created

1914 WorldWar I begins

1913 Underwood-SimmonsTariff lowers duties

1916 Federal FarmLoan Act passed

1917 Selective ServiceAct passed

1916 Keating-OwenChild Labor Act passed

1920 19th Amendment(woman suffrage) adopted

1910 1915

1917 United States declareswar against Germany

1920

Events in the Administration of Woodrow Wilson, 1913–1921

1914 U.S. Marines occupyVeracruz, Mexico

1914 Panama Canalopened

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OBJECTIVEStudents will identify the causes and effects

of the Great Depression and learn about theremedies proposed by Franklin D. Rooseveltto help improve the nation’s economy.

ANALYZING INFORMATIONMany of Franklin Roosevelt’s advisers

believed that the quickest way out of theDepression was to get money to the needy.They did not want to give money away, how-ever, believing that recipients were more likelyto preserve their dignity if they earned it. Tothat end, FDR implemented a number of workprograms designed to help ease the countryout of the economic doldrums. List several ofthese programs on the board, along with briefdescriptions.

• Civilian Conservation Corps (CCC): Gave250,000 young men meals, housing, uni-forms, and small wages for working in the national forests and other governmentproperties

• Federal Emergency Relief Administration(FERA): Made grants to state and local gov-ernments for relief projects

• Civil Works Administration (CWA): Gavepeople work in building and repairing air-ports, roads, schools, and parks

• Public Works Administration (PWA): Gavepeople construction work on roads, dams,public buildings, and other federal projects

• Works Progress Administration (WPA):Hired needy for work on public projects;employed artists, writers, actors, and musi-cians in various projects

• Social Security Administration (SSA):Provided guaranteed payments to peoplewho were out of work


• How did the economic prosperity of the1920s contribute to the Great Depression?(Americans enjoyed higher wages and shorter

workdays during the 1920s, which resulted inincreased consumer spending. Many Americans’traditional attitudes of thrift and prudence werediscarded in favor of credit and consumerism.When economic bad times hit in the 1930s,many Americans were already deeply in debt.)

• Which event is shown on the transparencyto mark the beginning of the GreatDepression? Why? (stock market crash; peoplelost confidence in the economy because of thecrash)

• Why was it so difficult for the country topull out of the Great Depression? (improvedtechnology had eliminated jobs; goods exceededdemand; world market was unsound)

• Besides work relief programs, what initia-tives did Roosevelt make in his first hundreddays in office? (declared a national bank holi-day; Emergency Banking Relief Act—requiredfederal examiners to survey nation’s banks andlicense those that were financially sound;Agricultural Adjustment Act—paid farmers not to grow certain crops; Farm CreditAdministration—refinanced farm mortgages;Home Owners’ Loan Corporation Act—boughtand restructured homeowners’ mortgages;Glass-Steagall Act—prohibited commercialbanks from acting as stockbrokers; FederalDeposit Insurance Corporation—governmentinsured savings accounts; Federal Securities Actof 1933—required companies to provide truthfulinformation to investors)

• What does the transparency cite as the effectof FDR’s New Deal programs? (federal gov-ernment’s role expands to provide security forcitizens)

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Distribute Cause–and–EffectTransparency 6 Activity on page 12.


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DIRECTIONS: Examine the graph below and study Transparency 6 to answer the following questions.

ECONOMIC PROSPERITY, 1900–1945



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1. According to the graph, did the United States experience any times of economic downturnbetween 1900 and 1930? Why do you think the economic decline of the 1930s was termedthe “Great” Depression?

2. Briefly state the causes of the stock market crash of October 1929.

3. Discuss the effects of overproduction as a cause of the Great Depression.

4. Based on the information in the graph, do you think Roosevelt’s New Deal programs helpedturn the economy around? Why or why not?

5. What event coincides with the rise of economic prosperity in the United States following theGreat Depression years?

6. What does the transparency cite as a major legacy of the New Deal? What is another legacyof this program?

+30%

+20%

+10%

Normal

-10%

-20%

-30%

-40%

-50%1900 1905 1910 1915 1920 1925 1930 1935 1940 1945

Panic of1907

World War I World War Ii

Panic of1907

World War I World War II

Pros

perit

y M

easu

re

Year

Great DepressionGreat Depression

SOURCE: World Book Encyclopedia.

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OBJECTIVEStudents will identify the effects of World

War II as they relate to domestic life in Americaand the United States’s role in the world.

ANALYZING INFORMATIONDiscuss with students how American cul-

ture and attitudes changed after World War IIin these areas:

• Economy: Between 1940 and 1955, personalincomes for many Americans nearly tripled,and the new wealth was reaching a largersegment of the population. The rise in homeownership also showed that the nation’swealth had spread. Between 1940 and 1960,the number of American homeownersincreased from 41 to 61 percent. By 1956white-collar workers outnumbered blue-collar workers. Now earning more moneythan they needed for necessities, Americanspurchased a variety of luxury items,spurred on by the growth of advertising.

• Technology: The postwar years saw theintroduction of new drugs to combat cancer,heart disease, and polio. Advances in open-heart surgery also occurred. The develop-ment of the transistor occurred, making itpossible to miniaturize radios and calcula-tors and develop the first computers.

• Family life: The 1950s saw rapid increasesin suburbanization. With a declining popu-lation, many cities faced growing financialtroubles, such as a loss of tax dollars to sup-port schools and infrastructure. The poorand minorities began to be left behind in the cities. Many families grew larger. From1945 to 1961—the baby boom era—morethan 65 million children were born in theUnited States.


• What were the domestic effects of WorldWar II as cited on the transparency? (boom-ing economy; domestic prosperity; consumerism,growth of suburbs, baby boom, and television)

• In what way was the growing popularity oftelevision an effect of prosperity? (Increasedwages combined with shorter work hours meantthat people could afford TV sets and had theleisure time to watch them.)

• What was the relationship between con-sumerism and the culture of conformity thatpervaded the 1950s? (As the prosperity ofAmericans increased, they wanted to buy thesame new products that others owned.)

• What factors contributed to the baby boom?(Many young couples waited to get married afterthe end of World War II and the Korean War.Once those conflicts were over, these couplescould now buy homes and begin their families.The government also encouraged the growth offamilies by offering generous GI benefits forhome purchases. Also, on television and in mag-azines, popular culture celebrated pregnancy,parenthood, and large families.)

• Which groups in the United States did notbenefit from the same level of prosperityenjoyed by so many others? Which factorcited on the transparency contributed tothis? How? (Hispanics, African Americans,whites in Appalachia, and Native Americanswere not as prosperous as other Americans dur-ing this period. Suburbanization contributed tothis phenomenon. As more affluent whitesmoved to the suburbs, many inner cities becamehome to the poor and less educated.)

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DIRECTIONS: Examine the map below and study Transparency 7. Then answer the following questions on a separate sheet of paper.

POSTWAR EUROPE, 1955



“Iron Curtain”

Capital

Warsaw Pact countries

NATO countriesCommunist nations not in Warsaw PactNon-Communist nations not in NATO

N

SE

W

Lambert Azimuthal Equal-Area projection500 kilometers0

500 miles0

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1. When the NATO allies allowed West Germany to join the alliance, the Soviet Unionresponded by organizing a military alliance in Eastern Europe of Communist countriesknown as the Warsaw Pact. Which European countries joined the Warsaw Pact, essentiallycoming under Soviet control at the end of World War II?

2. Do you think the Soviet Union “deserved” to have influence in these countries following thewar? Why or why not?

3. What was Stalin’s goal regarding Germany at the Yalta conference? Examine the map. Washis goal realized? Explain your answer.

4. What did the United States believe about Soviet goals following World War II? How did thisbelief affect American foreign policy in the postwar years?

5. Along with the United States and Canada, which European nations were members of NATOin 1955? Do you think the establishment of NATO escalated or diminished the Cold War?Explain your answer.

6. Which war is cited on the transparency as an effect of the U.S.-Soviet rivalry?

7. What were some causes of the “new Red Scare” in the United States? What were someeffects?

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OBJECTIVEStudents will identify causes and effects of

the Vietnam War, the growth of the environ-mental movement, and the struggle for civilrights fought by many groups during the1960s and 1970s.

ANALYZING INFORMATIONExplain to students that the period of the

1960s and 1970s in U.S. history was a time ofupheaval on several fronts. The Vietnam Warcreated bitter conflicts within the nation.Several different minority groups fought forgreater rights and equality.

Create a two-column chart on the board.Label the columns: Vietnam War and CivilRights. Read the following terms and events inrandom order to students and have themwrite the term or event under the correct column on the chart.


• Why were protesters against the VietnamWar sometimes called “soft on commu-nism”? (The Vietnam War was an effect of theUnited States’s reaction against communism.Some believed that anyone against the war musttherefore be sympathetic to communism.)

• What was the counterculture movement?(A number of young Americans, commonlycalled “hippies,” rebelled against the middle-class values of their upbringing. They sought asociety that was freer, closer to nature, and fullof love, empathy, tolerance, and cooperation.)

• What two factors are cited on the trans-parency as important causes in the develop-ment of the youth counterculture thatflourished during the 1960s? (student reac-tions against the Vietnam War)

• Which groups protested during the 1960sand 1970s for greater civil rights? (AfricanAmericans, women, Hispanic farmworkers)

• Name three effects cited on the transparencythat resulted from African American protestsagainst segregation. (rise of the civil rightsmovement; violence in Birmingham; black power)

• How did the violence in Birmingham even-tually result in a major change in the civilrights movement? (The violence against pro-testers in Birmingham drew national mediaattention, shocking the nation and causingPresident Kennedy to push for a new civil rightsbill to be passed in Congress.)

• Were advocates of black power generallyaligned with or against the ideas and prac-tices of Martin Luther King, Jr.? Explain.(Black power advocates generally believed thatKing’s policies of nonviolence and culturalassimilation could do little to solve the economicproblems faced by African Americans.)

• What major pieces of environmental legis-lation were passed during this period?(Environmental Policy Act, Clean Air Act,Clean Water Act, Endangered Species Act, banning of DDT pesticide)

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Vietnam War Civil RightsGulf of Tonkin Martin Luther

King, Jr.

Kent State incident Freedom Ridersdomino theory César ChávezTet Offensive Roe v. Wadedoves and hawks Black PanthersHenry Kissinger NOWcredibility gap March on

Washington

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DIRECTIONS: Examine the table below and study Transparency 8. Then answer the following questions on a separate sheet of paper.



Notable Protest Songs of the 1960s and 1970s

Artist Song SubjectBob Dylan “Blowin’ in the Wind” antiwar

Edwin Starr “War” antiwar

Frank Zappa “Trouble Every Day” Watts riots

Buffalo Springfield “For What It’s Worth” acceptance of counterculture

The Spokesmen “The Dawn of Correction” pro-middle-class values

Sly and the Family Stone “Everyday People” racism

Janis Ian “Society’s Child” racism

Crosby, Stills, Nash & Young “Ohio” Kent State shootings

SSgt. Barry Sadler “Ballad of the Green Berets” pro-military

The Who “My Generation” generation gap

The Temptations “Ball of Confusion” turbulence of the 1960s and 1970s

Helen Reddy “I Am Woman” feminism

Arlo Guthrie “Alice’s Restaurant” antiwar

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1. Which songs listed in the table address the issues cited on the transparency?

2. Which songs listed above do you think were not especially popular with the counterculture?Why?

3. What role did music play in the counterculture of the 1960s and early 1970s? What influencedid it have on politics and public opinion? Explain.

4. Do you believe that most young people involved in the “hippie” movement in the 1960swere genuinely concerned with political and social change, or were they merely pleasure-seekers attracted to lifestyle experimentation? Defend your answer.

5. Many Americans thought those protesting the Vietnam War were unpatriotic. Do you agree?Why or why not?

6. In your opinion, how do the values of today’s young people compare to those of the hippies?

7. What is the greatest legacy of the counterculture movement of 1960s America? Explain youranswer.

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OBJECTIVEStudents will identify several events from

recent American history and be able to explaintheir effects.

ANALYZING INFORMATIONReview with students the following foreign

policy issues faced by President Nixon and hisresponses:

• Vietnam War (escalated the war to obtain“peace with dignity” for the United States)

• Relations with Soviet Union (practiceddétente, held summit meeting)

• Relations with China (initiated a newChina policy, opened trade with China)

• Arms race (signed SALT I with Soviet Union)

Have students complete a time line ofevents that occurred during the presidenciesof Richard Nixon through George W. Bush.Read the following events in random order. Asa class or individually, have students write theevents in the correct chronological order.

• Watergate break-in (1972)

• OPEC oil embargo leads to fuel shortages(1973)

• Richard Nixon resigns (1974)

• Jimmy Carter elected (1976)

• Camp David Accords (1978)

• Iranian hostage crisis begins (1979)

• Ronald Reagan elected (1980)

• United States begins biggest economicexpansion in history up to that time (1984)

• Iran-contra scandal breaks (1986)

• George H.W. Bush elected (1988)

• Various Communist governments in EasternEurope fall (1989)

• Persian Gulf War (1991)

• Soviet Union collapses (1991)

• Bill Clinton elected (1992)

• House impeaches Clinton (1998)

• Electoral crisis delays naming of George W.Bush as president (2000)

• Terrorist attacks on United States (2001)

Show students the connections betweenthese events, rather than presenting them as aseries of random incidents. For example,Carter’s inability to free the hostages in Iranplayed a major role in his loss to Reagan in the1980 presidential election.

DISPLAY CAUSE-AND-EFFECT TRANSPARENCY 9Ask students:

• What was the Watergate scandal? Whatwere its effects? (The scandal involved an illegal attempt by Nixon supporters to steal documents and plans of the Democratic Partyregarding the 1972 elections. It led to imprison-ment of many of President Nixon’s staff and toNixon’s resignation and Americans’ distrust ofpublic officials.)

• How did the collapse of the Soviet Unionbring about the end of the Cold War? (Asthe Soviet Union collapsed, so did communismand the nuclear arms race. With many formerrepublics of the Soviet Union becoming indepen-dent countries, many as democracies, the UnitedStates no longer needed to try to contain communism.)

• What is Reaganomics? (an economic policythat cut taxes but kept interest rates high)

• What invention cited on the transparencychanged the way people communicate? (thepersonal computer) How did it change globalcommunication? (With the advent of theInternet, people around the world access vastamounts of information or purchase productswhile in their homes or offices; global communi-cation takes place instantaneously; any person,company, or organization can set up a Web siteto publish ideas or information or sell products.)

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Have students study the informationand refer to Transparency 9 to answer the questions.

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DIRECTIONS: Examine the map below and study Transparency 9. Then answer the following questions on a separate sheet of paper.

Map of September 11, 2001, Terrorist Attacks



Boston, MAAmerican Airlines Flight 11 and United Airlines Flight 175depart from Logan Airport

New York City, NY8:45 A.M.

American Airlines Flight 11 crashes into the north towerof the World Trade Center

Newark, NJUnited AirlinesFlight 93 departsNewark International

9:03 A.M.

United Airlines Flight 175flies into the south tower of the World Trade Center

Arlington, VA9:40 A.M.

American Airlines Flight 77crashes into the Pentagon

Washington, D.C.American Airlines Flight 77departs Dulles International

Somerset County, PA10:00 A.M.

United Airlines Flight 93crashes 80 miles southeastof Pittsburgh

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1. What event cited on the transparency is the subject of the map?

2. Use the map to determine (a) how many airplanes were involved in the 9/11 terroristattacks, (b) the cities from where the airplanes departed, and (c) the locations where theycrashed. Which of the flights did not reach its intended target?

3. Use the map to construct a short time line of events for September 11, 2001.

4. The religious beliefs of the terrorists were apparently responsible, in part, for the attacks onSeptember 11, 2001. What do you think the role of religion should be in the public/politicalaffairs of the United States?

5. If the U.S. government could guarantee that no further terrorist attacks against the countrywould occur if citizens would only relinquish some of their civil liberties, would you be will-ing to give them up? Why or why not?

6. “The U.S. bombing of Afghanistan is just as wrong and immoral as the 9/11 terrorist attackson America. Killing is killing.” Do you agree or disagree with this statement? Explain youranswer.

7. Do you think the United States will succeed in its global war against terrorism? Why or why not?

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ACTIVITY 1

1. “The history of the present King of GreatBritain is a history of repeated injuries andusurpations, all having in direct object theestablishment of an absolute Tyranny overthese States. . . .”

2. “it becomes necessary for one people todissolve the political bands which haveconnected them with another . . . the sepa-rate and equal station to which the Laws ofNature and Nature’s God entitle them . . .Governments are instituted among Men,deriving their just powers from the consentof the governed. . . .”

3. Answers will vary. One possible answer isthat the cost of governing and defendingthe colonists was high and should havebeen borne largely by the colonists them-selves, rather than by British subjects backhome in England.

4. France and Spain helped the colonistsbecause they had a rivalry with GreatBritain and were competing with GreatBritain for control of North America.

5. The Native Americans sided with GreatBritain because they were already fightingagainst the colonists.

6. Answers will vary. One possible answer isthat if the objectionable policies had beenrepealed, the Patriots might have found lit-tle support for revolution. A large numberof Americans remained loyal to the Britishgovernment even after the enactment ofthe policies the Patriots found repressive,and many other Americans remained neu-tral toward the political aspect of the poli-cies and simply wanted to live their lives.America might have remained a Britishcolony for decades.

7. Answers will vary. Most students will likely support the ideals of the Declarationof Independence, but many may be reluc-tant to support any kind of open rebellionagainst the government under any circumstances.

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Answer Key

ACTIVITY 2

1. Possible answers include: immigrants con-tributed to the rise of cities or to westwardexpansion (due to the increase in popula-tion); to the rise of factories (due to theincrease in the workforce); to the two-partypolitical system (political expectations ofimmigrants often differed from those ofnative-born Americans); or to the focus onsocial issues (e.g., education, health issues).

2. Answers will vary. One possible answer isthat the factories that sprang up as a resultof industrialization required large numbersof workers, which could only be sustainedin cities.

3. Nat Turner rebellion begins; the Liberator(abolitionist newspaper) begins publication;Mount Holyoke Female Seminary estab-lished as first higher education institutionfor women; Massachusetts Supreme Courtrules labor strikes legal; Seneca Falls con-vention on women’s rights

4. Answers will vary. Possible answersinclude: opening of Santa Fe trail madewestern travel easier; patent ofMcCormick’s mechanical reaper madefarming in the West more profitable andattractive to many; Congress votes toannex Texas, furthering its western reach;large numbers of Germans settled in theMidwest and West.

5. Answers may include an increase in crime,unsanitary living conditions due to over-crowding, and so forth, thus resulting ineven more social reform.

6. Direct examples: opening of Erie Canal;patent of McCormick’s mechanical reaper;first long-distance telegraph message.Indirect examples: Massachusetts SupremeCourt rules labor strikes legal (labor unionsgained strength as a result of growth infactories built in wake of industrialization);44,000 Irish emigrate to America, largelysettling in urban areas (many of them tookjobs in factories)

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7. Westerners favored states’ rights and moreliberty for the average person. NativeAmericans and Mexicans lost their lands.

8. Young unmarried women in particular hadjoined the revivalist movement in muchlarger numbers than men, in part becausethey discovered in religion a basis onwhich to build their lives. As more womenturned to the church, many of them alsojoined religious-based reform groups. Asthey became more involved in reformefforts and education, they became increas-ingly aware of their own secondary statusin a male-dominated society. This led to apush for women’s rights.

ACTIVITY 3

1. regional differences

2. Answers may vary. Possible answersinclude strong military tradition; largenumber of military colleges; agriculturaleconomy could produce food for soldiers;and general political unity.

3. Answers will vary. One possible answer isthat the North’s larger population gave it agreat advantage in raising an army and insupporting the war effort.

4. Answers will vary. One possible answer isthat the South’s smaller population meantthat (a) the size of the Confederate armieswould not be able to match the Unionarmies and (b) there would be fewer non-combatants working to support the wareffort.

5. Answers will vary. One possible answer isthat a larger percentage of Southerners diedduring the war, compared to Northerners.Also, most of the fighting took place in theSouth, and the region’s cities and indus-tries (much weaker than the Union’s tobegin with) were much more heavilydestroyed than those of the North.

6. Answers will vary. One possible answer isthat Southerners were convinced that theywere better fighters than Northerners,

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Answer Key

causing them to go on the offensive (andsuffer larger numbers of casualties) moreoften than necessary.

7. Answers will vary. One possible answer isthat Southern generals should pick theirbattles carefully, attacking and retreatingwhen necessary and avoiding large battlesthat might risk heavy losses. A more defen-sive war might force the North to expendits resources until it tired of the war.

8. Answers may vary. One possible answer is that the end of slavery most affectedagriculture in the South because so muchof the agricultural system was built onslave labor.

ACTIVITY 4

1. The transparency cites hazardous workingconditions and labor unions/strikes as theeffects of the rise of big business. Answerswill vary as to other effects. Possibleanswers include growing urbanization andincreased immigration.

2. Answers will vary. Possible answersinclude: (a) By linking the nation, railroadshelped increase the size of markets, provid-ing greater opportunities for many indus-tries. (b) Railroads provided industry withaccess to distant sources of raw materials.(c) The railroads stimulated the economyby spending large amounts of money onsteel, coal, and oil, among other resources.

3. Answers will vary. Students may suggestthat the railroad industry needed oil prod-ucts to operate, steel for building locomo-tives and track, and companies such asSwift to provide income as customers(shipping products).

4. Answers will vary. One possible answer isthat the jobs available at large businessesmade the United States a more attractivedestination for immigrants.

5. Answers will vary. One possible answer isthat business consolidation/monopoliesprovided more consumer choices because

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railroads spread goods to all parts of thecountry. Conversely, consumers may havehad fewer choices because a smaller num-ber of companies now produced most ofthe products Americans purchased.

6. Answers may vary. One possible answer isthat workers benefited in the long run bybusiness consolidation because the labormovement and legal protections for work-ers eventually grew out of it.

7. Answers may vary. One possible answer isthat they were able to control the costs andprices of products and used their power toprevent potential competitors from enter-ing the market.

8. Answers will vary. One possible answer isthat they are the same in that large fortunescan still be made in American business.They are different in that much more gov-ernment regulation exists to prevent suchcompanies from misusing their power.

ACTIVITY 5

1. The transparency cites business and gov-ernment corruption as the causes of pro-gressivism; more efficient government,woman suffrage, and health/safety codesare cited as effects. Answers will vary as toadditional causes and effects. Possibleanswers include the growing power andinfluence of women and a strong faith inscientific principles (causes) and expandedbureaucracy and stronger executive gov-ernment (effects).

2. Progressives believed that big business,especially trusts, should be regulated bythe government. Socialists believed thatmajor industries, such as utilities, shouldbe owned and run by the government forthe benefit of everyone.

3. Muckrakers were investigative reporterswho wrote about social conditions andpolitical corruption. Prominent muckrakersincluded Ida Tarbell (published articlescritical of the Standard Oil Company);

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Answer Key

Lincoln Steffens (exposed corruption inurban political machines); and John Spargo(exposed child labor conditions).

4. Imperialism: U.S. Marines occupyVeracruz, Mexico; Panama Canal opened;World War I begins; War declared againstGermany. Progressivism: 17th Amendmentadopted; Underwood-Simmons Tariff low-ers duties; Federal Trade Commission cre-ated; Clayton Antitrust Act passed; FederalFarm Loan Act passed; Keating-OwenChild Labor Act passed; Adamson RailwayEmployees’ Law enacted; 18th Amendmentadopted; 19th Amendment adopted.

5. Students’ personal preferences toward thetwo philosophies will vary. One possibleanswer to the second part of the questionis that progressivism is not compatiblewith imperialism because the formeropposed laissez-faire economics and theideas of Social Darwinism, which wereintegral parts of the imperialistic view.

6. World War I; Americans’ focus turned fromtrying to reform their own society to pro-tecting the rest of the world and making itsafe for democracy.

ACTIVITY 6

1. Yes, there were several brief periods of eco-nomic downturn between 1900 and 1930.The economic decline of the 1930s wastermed the Great Depression because itsnegative consequences were so severe andit lasted for a much longer time than previ-ous downturns.

2. In the late 1920s, many new investors reck-lessly bid up stock prices, hoping the mar-ket would continue to climb so they couldsell their stock and make a quick profit. Bythe latter half of 1929, the market was run-ning out of new customers, and stock pricesstopped rising. Professional investors beganto sell their stocks; prices slipped. Otherinvestors sold shares to pay the interest ontheir brokerage loans; prices fell further.

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3. Increased industrialization made it possi-ble to produce more goods quickly, leadingto an oversupply. Many Americans did notearn enough money to purchase thesegoods, however, and even those who couldafford to buy them eventually cut back onspending because they were so deeply indebt. The resulting low consumptionslowed sales, causing inventories in facto-ries and stores to grow and manufacturersto cut production and lay off employees.

4. Answers will vary. One possible answer isthat because the prosperity measure neverrises into positive territory during theentire time the New Deal programs wereimplemented in the 1930s, FDR’s programsdid not do much to improve the economy.

5. the entry of the United States into WorldWar II

6. The transparency cites the expanded roleof the federal government to provide secu-rity for citizens. Another possible legacy isthe continuing debate over the degree towhich such government interventionshould occur.

ACTIVITY 7

1. East Germany, Poland, Czechoslovakia,Hungary, Romania, Bulgaria, Yugoslavia,Albania, and the Soviet Union all joinedthe Warsaw Pact.

2. Answers will vary. One possible answer isthat since the Soviet Union was so ravagedby the war and had fought Germany aloneon the eastern front for so long, it deservedreparations in the form of territory.

3. Stalin wanted to keep Germany weak toprevent future German invasions. Asshown on the map, he realized his goal inthat Germany was split in two—one part ofwhich came under the domination of theSoviet Union. In addition to being economi-cally weakened, Germany was furtherweakened by being divided geographically.

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Answer Key

4. The U.S. government believed that theSoviets’ aggressive behavior toward othercountries immediately after the war resultedfrom a “sense of insecurity” and fear of theWest. The Soviets’ belief that peaceful coex-istence with the West was impossiblewould make settlements with them verydifficult. This shaped the policy of contain-ment—keeping communism within its pre-sent territory through the use ofdiplomatic, economic, and military actions.

5. Great Britain, Belgium, Denmark, WestGermany, France, Iceland, Italy, Luxem-bourg, the Netherlands, Norway, Portugal,Greece, and Turkey were all members ofNATO in 1955. Answers will vary as toNATO’s effect on the Cold War. One possi-ble answer is that because the Sovietresponse to NATO was to establish a simi-lar military alliance among Communistnations in Eastern Europe (the WarsawPact), the establishment of NATO height-ened the Cold War.

6. Korean War

7. Causes of the “new Red Scare” in theUnited States included generalized fears of communism, the fall of China to theCommunists in 1949, the development ofnuclear weapons, the Korean War, andactual Soviet espionage in the UnitedStates. Effects included the creation of the loyalty review program; the House Un-American Activities Committee, andthe Hollywood blacklist; accusations ofspying; the McCarthy Senate hearings;practicing “duck-and-cover” bomb drills;the building of bomb shelters; and the production of movies and literature aboutCommunist infiltration and atomic attacks.

ACTIVITY 8

1. Antiwar protests: “Blowin’ in the Wind,”“War”, “Ohio,” “Ball of Confusion,”“Alice’s Restaurant”; Civil rights: “TroubleEvery Day, ” “Everyday People” “Society’sChild”; Feminism: “I Am Woman”;

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Counterculture movement: “For What It’sWorth,” “My Generation,” “Ball ofConfusion.”

2. “The Dawn of Correction” and “Ballad ofthe Green Berets” were probably not popu-lar with the counterculture because thecounterculture opposed middle-class val-ues and the military.

3. Answers will vary. One possible answer isthat music of the day helped unite andgive voice to the growing counterculturemovement of the 1960s and early 1970s. Bykeeping issues such as antiwar sentimentsin the public eye, the music may havechanged some minds.

4. Answers will vary. One possible answer isthat since most hippies from the 1960sbecame members of the middle class them-selves, their objections to materialism et aldid not run especially deep.

5. Answers will vary. One possible answer isthat the United States was born out ofprotest and dissent and that, in fact, protestagainst government action is a quintessen-tially American activity.

6. Answers will vary. One possible answer isthat many of today’s young people gener-ally seem to embrace, rather than reject,materialism and consumerism.

7. Answers will vary. One possible answer is that the counterculture made moreAmericans more accepting of differentlifestyles.

ACTIVITY 9

1. the terrorist attacks on the United States

2. Four airplanes were involved in the 9/11terrorist attacks. Two departed from LoganAirport in Boston, Massachusetts; onedeparted from Newark InternationalAirport in Newark, New Jersey; and onedeparted from Dulles International Airportin Washington, D.C. Two of the planescrashed in New York City; one crashed in

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Answer Key

Arlington, Virginia; and one crashed inSomerset County, Pennsylvania. UnitedAirlines Flight 93 did not reach its intendedtarget.

3. 8:45 A.M.—American Airlines Flight 11crashes into north tower of the WorldTrade Center

9:03 A.M.—United Airlines Flight 175 crashes into south tower of the WorldTrade Center

9:40 A.M.—American Airlines Flight 77crashes into the Pentagon

10:00 A.M.—United Airlines Flight 93 crashes 80 miles southeast of Pittsburgh,Pennsylvania

4. Answers will vary. One possible answer isthat the Constitution is the law of the landin the United States and any other docu-ment, secular or religious, should be subor-dinate to the Constitution.

5. Answers will vary. One possible answer isthat our freedoms are precious and shouldbe safeguarded at all costs. If Americanslose their freedoms, then the terrorists willhave accomplished one of their goals.

6. Answers will vary. One possible answer isthat the 9/11 terrorist attacks were unpro-voked, targeted innocent people, and weretherefore unjustified. The United States’sactions in Afghanistan were self-defensemeasures that targeted military installa-tions and were therefore warranted.

7. Answers will vary. One possible answer isthat the war against terrorism will not begreatly successful because potential terror-ists exist throughout the world, and manywill prove impossible to find and eliminate.

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CAUSE-AND-EFFECT TRANSPARENCY 1

Proclamation of 1763 limits colonial settlement beyond the Appalachians

British mercantilist policies limit colonial trade

Colonists’ tradition of self-government

Colonists’ sense of a separate identity from the British

TheRevolutionaryWar

EffectsCauses

Creating a NationCreating a Nation

France and Spain aid the Patriots

Native Americans aid Great Britain

Colonies win independence

Articles of Confederationwritten

U.S. Constitution becomes the law of the land

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

AV CauseEffect-TR-878435 4/5/07 2:43 PM Page 2


The Young Republic Grows & ChangesThe Young Republic Grows & ChangesThe Young Republic Grows & ChangesEffectsCauses

Industrial Revolution

Increased Immigration

Social ReformsFocus on education, abolition of slavery, women’s rights

Westward expansion and conflicts with Native Americans and Mexico

Growth of sectionalism and two-party political system

More diverse American culture and more social issues

Rise of factories, cities, roads, and canals

Manifest Destiny

Regional Differences




The Crisis of UnionThe Crisis of UnionThe Crisis of Union

EmancipationProclamation

Union Defeats the Confederacy

Slavery Ends

Southern Economy Devastated

Reconstruction

Civil War

EffectsCausesControversyover Slavery

RegionalDifferences

Lincoln Elected President

Southern States Secede




The Birth of Modern AmericaThe Birth of Modern AmericaEffects

MoreEffectsCauses

Rise of Big Business

New Technologies

IncreasedImmigration

Urban and Rural Poor

HazardousWorking Conditions

Explosionof Railroads

Growth of Cities and Industry

ReformMovements

Labor Unions and Labor Strikes

Indian Wars as Settlers “Close” the Frontier

Anti-immigrantMovements

Public Education and Populism




Desire for World Markets

Feelingsof Superiority

Spanish-American WarInvolvement in World Affairs & World War I

More efficient government

Woman Suffrage

Health and Safety Codes

Business and GovernmentCorruption

Imperialism and ProgressivismImperialism and ProgressivismImperialism and Progressivism

Progressivism& Muckrakers

Imperialism

Causes Effects




Boom and BustBoom and BustBoom and BustEffectsEffectsCausesCauses

People invest in stocks and buy on credit

The Great Depression begins

FDR elected president

Federal government’s role expands to provide security for citizens

Economy booms and new products are available

Stock market crashes

Millions unemployed and homeless

New Deal passed




Japan attacksPearl Harbor The U.S. economy

booms as almostall major industries convert to war production

Domestic Prosperity

America enters World War II

War is fought on two fronts: the Pacific and Europe. The Allies win.

Soviet Union takes over Eastern Europe—Cold War begins

Formation of NATOKorean WarNew Red Scare

ConsumerismGrowth of SuburbsBaby BoomTelevision

Global StrugglesGlobal Struggles




EffectsCausesU.S. reactsagainst communism

Students reactagainst Vietnam War

African Americansreact against segregation

Civil Rights Movement Violence in Birmingham Black Power

Feminist Movement United Farm Workers

Inner city poverty

Antiwar Protests Student Counterculture

Cuban Missile Crisis Vietnam War

Other minority groups react against injustice

Affluent move to suburbs

A Time of UpheavalA Time of UpheavalA Time of Upheaval




EffectsEffectsCausesCausesWatergate break-in

Collapse of Soviet Union

Return to conservatism Reaganomics

Global war against terrorism

Global interdependence and changes in communication

End of Cold War

Nixon resignation

Personal computer

Terrorist attacks on U.S.

A Changing SocietyA Changing SocietyA Changing Society



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