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OF A FREE NATION

HISTORY

New York, New York Columbus, Ohio Mission Hills, California Peoria, Illinois

GLENCOEMcGraw-Hill

Concept MappingActivities

TO THE TEACHER

Concept Mapping Activities is a collection of graphic organizers that help students structure conceptual-ly the knowledge they have gained from History of a Free Nation. The booklet consists of 72 conceptmaps—one concept map for each of the two concepts emphasized in every chapter. On each mappingactivity worksheet the student is introduced to the activity by relating the chapter content to the speci-fied concept that the student will map. The activity concludes with a suggested concept generalizationthat can be drawn from the information on the map.

The Glencoe History of a Free Nation concept mapping program is developmental, beginning with sim-ple concept maps, in which most of the map is completed for the student, and continuing with mapsthat require increased student involvement. Students also gain practice in writing concept generaliza-tions as they proceed through the concept mapping activities.

These reproducible activity worksheets can be copied for student use or made into transparencies forclassroom use. An answer key for the maps begins in the back of the booklet.

CREATING A CUSTOMIZED FILE

There are a variety of ways to organize History of a Free Nation teaching aids. Several alternatives increating your own files are given below.

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

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

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

No matter what organization you use, you can pull out individual worksheets from these booklets foryour files, or you may photocopy directly from the booklet and file the photocopies. You will then beable to keep the original booklets intact and in a safe place.

Copyright © by Glencoe/McGraw-Hill. All rights reserved. Permission is granted to reproduce thematerial contained herein on the condition that such material be reproduced only for classroom use;be provided to students, teachers, and families without charge; and be used solely in conjunction withHistory of a Free Nation. Any other reproduction, for use or sale, is prohibited without prior writtenpermission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill936 Eastwind DriveWesterville, OH 43081-3374

ISBN 0–02–823785–4

Printed in the United States of America

2 3 4 5 6 7 8 9 10 024 02 01 00 99 98 97

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UNIT 1A NEW WORLD: Prehistory to 1776CHAPTER 1:The World in Transition

Diverse Cultures 1Economic Change 2

CHAPTER 2: The Age of Exploration

Discovery and Exploration 3Values and Beliefs 4

CHAPTER 3: Colonial America

Migration 5Values and Beliefs 6

UNIT 2CREATING A NATION: 1650–1789CHAPTER 4:The Road to Revolution

Political Control 7Political Protest 8

CHAPTER 5:War for Independence

Revolution 9Civil Rights and Liberties 10

CHAPTER 6:A More Perfect Union

Political Control 11Central Authority 12

UNIT 3LAUNCHING THE REPUBLIC: 1789–1824CHAPTER 7:The Federalist Era

Leadership 13Political Values 14

CHAPTER 8:Age of Jefferson

Geographic Expansion 15National Identity 16

CHAPTER 9:Nationalism and Change

World Power 17National Community 18

UNIT 4TOWARD A DEMOCRACY: 1820–1854CHAPTER 10:Sectionalism

Free Enterprise 19Economic and Cultural Change 20

CHAPTER 11:Age of Jackson

Political Change 21Economic Policy 22

CHAPTER 12:The Spirit of Reform

Reform 23Values and Beliefs 24

UNIT 5DIVISION AND REUNION: 1825–1877

CHAPTER 13:Manifest Destiny

Expansion 25Migration 26

CHAPTER 14:Compromise and Conflict

Economic Diversity 27Political Conflict 28

CHAPTER 15:The Civil War

Conflict 29Rights and Freedoms 30

CHAPTER 16:Reconstruction

Adaptation 31Power and Authority 32

UNIT 6NEW HORIZONS: 1860–1900

CHAPTER 17:Into the West

Conflict 33Expansion 34

CHAPTER 18:The Rise of Industrial America

Government Restriction 35Individual Initiative 36

CHAPTER 19:An Urban Society

Unity 37Conflict 38

CHAPTER 20:The Gilded Age

Corruption 39Public Protest 40

CHAPTER 21:Politics and Protest

Economic Inequity 41Social Change 42

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UNIT 7ENTERING A NEW CENTURY: 1867–1920CHAPTER 22:Imperialism

Economic and Political Power 43Confrontation 44

CHAPTER 23:The Progressive Era

Values and Beliefs 45Reform 46

CHAPTER 24:White House Reformers

Interests and Positions 47Economic Competition 48

UNIT 8CRUSADE AND DISILLUSION: 1914–1932CHAPTER 25:World War I Era

Conflict 49Interests 50

CHAPTER 26:The Decade of Normalcy

Economic Change 51Social Change 52

CHAPTER 27:The Depression Begins

Economic Change 53Political Policy 54

UNIT 9TIMES OF CRISIS: 1932–1960CHAPTER 28:The New Deal

Economic Reform 55Political Leadership 56

CHAPTER 29:World War II

International Alliances 57Military Conflict 58

CHAPTER 30:The Cold War

Political and Economic Power 59Leadership 60

CHAPTER 31:Search for Stability

International Leadership 61Economic Growth 62

UNIT 10REDEFINING AMERICA: 1954–PresentCHAPTER 32:The Civil Rights Era

Civil Rights 63Foreign Policy 64

CHAPTER 33:The Vietnam Era

Social Upheaval 65War 66

CHAPTER 34:Camelot to Watergate

Corruption 67Presidential Powers 68

CHAPTER 35:Search for Solutions

Political Ideology 69Leadership 70

CHAPTER 36:Toward a New Century

Challenges 71Reform and Change 72

ANSWER KEY 73

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Concept MappingRecent research on learning reveals a strong need for students to enhance their memory and think-

ing capacities by using new ways to organize the information they learn. An example of one of the newrecommendations is the advance organizer, a prereading assembly of information that directs students’attention to what is important within upcoming material. In the Glencoe History of a Free Nation pro-gram, Setting the Scene, which opens each unit, chapter, and section, is an advance organizer.

Another recommendation is cognitive mapping, a visual representation of facts and concepts andtheir interrelationships within an organized framework. Cognitive maps may also be called conceptmaps, graphic organizers, thinking frames, or graphic outlines. Each of these names stresses a benefit ofmapping–

• graphic in form• organizes information• enhances conceptual understanding• promotes critical thinking

The Glencoe History of a Free Nation cognitive mapping program emphasizes the conceptual frame-work of the student edition. The mapping activities in this booklet, which students will learn about andpractice, center on historical concepts. These concept maps visually represent each of the conceptsemphasized within the 36 chapters in the program.

What is a Concept Map?Concept maps are visual road maps, showing the connections among the facts and concepts pre-

sented in the chapter content. Good concept maps start at the top or center with broad, general concepts,followed with progressively more specific information. At a glance the map displays the central conceptwith key supportive factual details. Because students find the idea of studying concepts very abstract,the graphic provides them a concrete vehicle through which to gain better understanding. Recentresearch points out that students retain more knowledge for longer periods of time when concept map-ping is used as a learning tool during study.

Concept maps come in different forms, some of which are illustrated below. The structure of thegraphic chosen for each concept should reflect the structure of the content it represents. For example, ifthe text material is describing the causes of a certain event, a particular graphic such as a fishbone mapwould best illustrate the concept. If the text is describing a hierarchy among vocabulary terms, a net-work tree, often called a web, will best provide the structure to illustrate the proper ordering of thewords.

PurposeDescribes a key conceptthrough a description of itskey attributes and specificdetails of those attributes.

PurposeDescribes the stages in a cycle,steps in a process, sequences ofevents, or goals, actions, andoutcomes of a person, group,or organization.

PurposeIllustrates cause-and-effectrelationships and complexinterrelationships.

CONCEPT effect

detail detailStep 1

Step 2

Step 3

caus

e

cause

detail

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How do I integrate concept mapping with other teaching strategies?Concept mapping is often likened to playing sports, the sport in this case being thinking. As with

playing any sport, it takes time to learn all the intricacies of concept mapping, but the fun is in the prac-ticing. Many high-school students, who were weaned on television and video games, learn more readi-ly when they can be taught through a visual format, and concept mapping makes thinking a visibleprocess. Take note which students seem to learn better visually and observe their aptitude for mapping.Because some students may be better at one kind of map than another, capitalize on their expertise andask for their assistance in “coaching” the rest of the class.

To initially introduce your students to concept mapping, you may wish to begin the school year bysimply replicating a concept map during a lecture or discussion of a subject. Completing a concept maptogether as a class activity—possibly using an overhead—can serve the purposes of brainstorming,introducing a new concept, reviewing a chapter of study, and synthesizing the information among sec-tions in a chapter. Ask students to assist you in verbalizing the relationships between the main conceptand the factual details in the map. Always conclude each mapping activity by making a generalizationabout the concept.

You may also choose to assign mapping to groups, in which several students are asked in a cooper-ative learning setting to complete a concept map. When students have grown accustomed to the differ-ent mapping forms and are comfortable with mapping, mapping activity worksheets can be assigned tostudents as individual seatwork or homework.

To assist in teaching students about concept mapping, the Glencoe History of a Free Nation mappingprogram is developmental. You will find that the mapping activity worksheets in the early chapters arenearly complete. Later chapters become increasingly more challenging as students find fewer parts ofeach map completed for them.

Note that the answer key provides completed maps, but many of the answers are suggested. It is rec-ommended that teachers be flexible in accepting other student responses that show an understanding ofthe conceptual relationships in the map.

BibliographyHolley, C. D., and D. F. Dansereau. Spatial Learning Strategies: Techniques, Applications, and Related Issues.

Orlando, FL: Academic Press, 1984.Jones, Beau Fly, Jean Pierce, and Barbara Hunter. “Teaching Students to Construct Graphic

Representations,” Educational Leadership. December 1988/January 1989, pages 20–25.McTighe, Jay, and Frank T. Lyman, Jr. “Cueing Thinking in the Classroom: The Promise of Theory-

Embedded Tools,” Educational Leadership. April 1988, pages 18–24. Novak, Joseph D., and D. Bob Gowin. Learning How to Learn. Cambridge: Cambridge University Press,

1984.

PurposeShows the similarities and differences betweentwo or more people, places, things, or ideas.

PurposeIllustrates cause-and-effect and hierarchical relationships.

attribute

attribute

attribute

Comparison Matrix

idea 1 idea 2

Network Tree [or Web]

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1Concept Mapping ActivityHistory of a Free Nation

THE WORLD IN TRANSITION

Name ________________________________________ Date__________________ Class _________________

Concept Mapping Activity 1C H A P T E R 1

Concept: Diverse CulturesThe first peoples of the Americas developed diverse cultures as they adapted to

their environment. The cultures of these groups varied in organization and achieve-ments. Complete this spider map, which illustrates important facts about each cul-ture. Then read the generalization about diverse cultures that has been written fromthe information in the map.

Concept Generalization: The cultures of Central and South America developed to higher levels than the cultures of North America.

Economy:

Government: village

Achievements:

farm

ing

ball c

ourts

temple

-py

ram

ids

trade

man

ufac

turin

g

store

hous

essu

spen

sion

bridg

eswrit

tenlan

guag

eca

lenda

r

Achievements:Achievements:

Economy:

Government: village

Economy:

Government: city-state

Cultu

re: I

nca

farm

ing

Economy:

Culture: Maya

Culture: irriga

tion

cana

ls

Cultu

re: H

opew

ell

Government:

Achievements:

SOME NATIVEPEOPLES OF THE

AMERICAS

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2 Concept Mapping Activity History of a Free Nation

THE WORLD IN TRANSITION

Name ________________________________________ Date__________________ Class _________________


Concept: Economic ChangeDuring the Middle Ages, the economy of Europe was greatly affected by con-

tacts with other cultures in the Middle East, Asia, and North Africa. The Crusadesand trade with China exposed Europeans to many new products and ideas thataffected the European economy. The network tree below illustrates how such con-tacts influenced trade and learning in Europe. Complete the concept map, and readthe generalization about economic change that has been written from the informa-tion in the map.

Concept Generalization: Through contact with China and the Middle East, Europeansgained access to new products and ideas, which affected their economy.

ECONOMIC CHANGES IN EUROPE

influence of the Crusades influence of contact with China trade

trade learning/inventionslearningtrade

silk

spices

algebra silk compass

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THE AGE OF EXPLORATION

Name ________________________________________ Date__________________ Class _________________


Concept: Discovery and ExplorationSince the beginning of time, people have been curious about what lies down the

river, across the mountain range, or around the bend in the road. In the 1400s and1500s, European adventurers looked beyond their boundaries to discover andexplore parts of their world that were unknown to them. The spider map belowincludes some of these adventurers, along with the purposes and results of theirexplorations. Complete this concept map, and then read the generalization aboutdiscovery and exploration that has been written from the information in the map.

Concept Generalization: The discoveries made by these adventurers did not alwaysfulfill the purposes of their explorations.

discovered San Salvador and Columbus: explored many Caribbean islands

Magellan:

Purp

ose:

to se

arch

for a

trad

e rou

te to

Asia

Purp

ose:

to se

arch

for

Purpose: to search for

DISCOVERY ANDEXPLORATION OFTHE AMERICAS

Frobisher:

Cartier:

Cortés: conquered the Aztec capital

Pizarro:

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THE AGE OF EXPLORATION

Name ________________________________________ Date__________________ Class _________________


Concept: Values and BeliefsThe Spanish and the French had different values and beliefs about Native

Americans. The network tree below illustrates how these differing values and beliefsaffected their interactions with Native Americans. Complete the concept map, andthen read the generalization about values and beliefs that has been written from theinformation in the map.

Concept Generalization: The French believed in coexisting with Native Americans,while the Spanish exploited them.

Spanish French

VALUES ABOUT NATIVE AMERICANS

forcedlabor conquered converted accepted

encomiendasystem

furs lived amongNative

Americans

Black Robes

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COLONIAL AMERICA

Name ________________________________________ Date__________________ Class _________________


Concept: MigrationPeople migrated to America for various reasons. There they founded different

colonies based on their motivations for migration. The network tree below illustratescolonists’ reasons for migration and the colonies they settled. Complete the conceptmap, then read the generalization about migration that has been written from theinformation in the map.

Concept Generalization: People migrated to the Americas for various reasons, such as economic opportunities, religious freedom, and by force.

WHY PEOPLE MIGRATED TO AMERICA

economicopportunity

by force

Catholics Puritans Pilgrims preciousmetals

enslavedpeople

Where: Where: Where: Where: Where: Where: Where: Where:

Pennsylva-nia

Delaware

NorthernCarolina

Georgia

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COLONIAL AMERICA

Name ________________________________________ Date__________________ Class _________________


Concept: Values and BeliefsNorth America’s vast lands afforded Europeans a refuge from religious perse-

cution as well as economic opportunity. No longer did groups whose values andbeliefs differed from the majority have to suffer intolerance and discrimination. Theevents chain below traces the development of religious freedom in America.Complete the concept map, then read the generalization written from it on religiousfreedom in America.

Concept Generalization: People persecuted for their religious beliefs sought religiousfreedom by establishing new colonies in America.

1534Church of England breaks with Catholic Church

RELIGIOUS FREEDOM IN AMERICA

1607

1620Pilgrims leave Holland and settle in America

1630

1634

1636Rhode Island settled by religious dissenters from Massachusetts

1637

1649

1682

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THE ROAD TO REVOLUTION

Name ________________________________________ Date__________________ Class _________________


Concept: Political ControlThe British government exercised political control over America by attempting

to control the economy of the colonies and the actions of the colonists. The spidermap below illustrates the political control attempted by the British. Complete theconcept map by listing examples of political control. Then read the generalizationabout political control that has been written from the information in the map.

Concept Generalization: The British exercised different types of political control overthe colonies, which restricted colonial trade, industry, and the development of settlements.

Purp

ose:

to re

gulat

e tra

de

Purp

ose:

to ra

ise m

oney

Purpose: to control industry

Purpose: to control behavior

FORMS OFBRITISH POLITICAL

CONTROL

Stamp Act

Sugar Act

Molasses Act

Proclamation of 1763

Navigation Act of 1651

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THE ROAD TO REVOLUTION

Name ________________________________________ Date__________________ Class _________________


Concept: Political ProtestAs British control tightened, the colonists became more resentful. British actions

fueled political protests throughout the colonies. The concept map below includes someof the British actions and the colonists’ reactions. Complete the concept map, then readthe generalization on political protest written from the information in the map.

Concept Generalization: As the British passed new laws, the political protests of thecolonists took a variety of forms and became stronger.

1763Proclamation of 1763

1765 1767Townshend Acts

1773Parliament aids British

East India Company

taxed many articlesand documents

forms of political protest:

effects on colonies:

many colonistscrossed Appalachians

after 1765

Boston Tea Party

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WAR FOR INDEPENDENCE

Name ________________________________________ Date__________________ Class _________________


Concept: RevolutionThe British and the Americans were not equally matched during the Revolution.

Each side had advantages and disadvantages that affected the outcome of the war.The network tree below illustrates these advantages and disadvantages. Completethe concept map, and read the generalization that has been written from the map.

Concept Generalization: While the British were more prepared for war than theAmericans, the fighting tactics and other strengths of the Americans helped them toovercome their disadvantages .

THE AMERICAN REVOLUTION

American British

advantages disadvantages advantages disadvantages

hit-and-run

tactics

lack of funds

sufficientfunds

Britishfought far fromhome

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WAR FOR INDEPENDENCE

Name ________________________________________ Date__________________ Class _________________


Concept: Civil Rights and LibertiesThe basis of American civil rights and liberties is expressed in the Declaration of

Independence. Jefferson referred to the idea of natural rights and to the contract the-ory of government when he wrote the Declaration of Independence. The fishbonemap below illustrates these two ideas. Complete the concept map, and read the gen-eralization on civil rights and liberties that has been written from the information inthe map.

Concept Generalization: The Declaration of Independence set forth the rights of allpeople and established the characteristics of just government.

CIVIL RIGHTS ANDLIBERTIES IN THEDECLARATION OFINDEPENDENCE

equality

purpose:

power source:

unjust government justifies revolution

natu

ral r

ight

s

government by social contract

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A MORE PERFECT UNION

Name ________________________________________ Date__________________ Class _________________


Concept: Political ControlAfter absolute rule without representation under Britain, Americans sought more

political control within the constitutions of their individual state governments. Butwhen the colonies won independence, each colony approached the prospect of a con-federation from its own needs and interests. Complete the comparison matrix belowthat illustrates how executive and legislative powers were allocated in independentstate governments, the Articles of Confederation, and the Constitution. Then read thegeneralization on political control that was written from the concept map.

Concept Generalization: The Constitution demonstrated a trend toward more politicalcontrol by government than was allocated under state constitutions or the Articles of Confederation.

AREA OF POLITICALCONTROL

independent stategovernments

Articles of Confederation Constitution

executive power

legislative power to regulate commerce

legislative power to raise armies

legislative power to coin money

legislative power overslavery

legislative power to tax

no guidelines

each state determined need for militia

power given to individual states

no power granted

power granted to Congress

term granted for 4years; veto power

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A MORE PERFECT UNION

Name ________________________________________ Date__________________ Class _________________


Concept: Central AuthorityAmerican leaders struggled with the issue of central authority when they devel-

oped both the Articles of Confederation and the Constitution. The network treebelow includes information about the authority granted to Congress in each docu-ment. Complete the concept map, then read the generalization.

Concept Generalization: The Constitution grants Congress more authority than did theArticles of Confederation.

AUTHORITY

Articles of Confederation Constitution

military

able toraise an

army and navy

taxation money military taxation commerce

able to regulate

commerce

moneycommerce

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THE FEDERALIST ERA

Name ________________________________________ Date__________________ Class _________________


Concept: LeadershipWithout effective leadership, large enterprises are not accomplished. Starting a

new government for a new nation was certainly a large enterprise. The people of theyoung United States were fortunate. They had an unusual number of talented, ded-icated leaders. Complete this spider map, which illustrates the accomplishments ofthese successful leaders. Then read the generalization on leadership.

Concept Generalization: Leadership involves a variety of qualities that inspire peopleand organizations to achieve great things.

EARLYPOLITICALLEADERS

long record of public service

kept United States out of war

served as Vice President and President

established precedents

influenced legislation

put down rebellion

opposed federal power

led Republican Party

defended democracy

promoted economic prosperity

devised government's financial plan

strengthened federal government

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THE FEDERALIST ERA

Name ________________________________________ Date__________________ Class _________________


Concept: Political ValuesAmerican democracy has worked in large part because citizens have demon-

strated their ability to make responsible decisions for the common good. In thenation’s early years, however, American officials and world leaders speculatedabout whether Americans possessed the political values necessary for the success ofthe republic. The network tree below illustrates the attitudes some leaders had aboutthe political values of Americans. Complete the map and read the generalization onpolitical values that was written from the concept map.

Concept Generalization: Although leaders did not always agree about political values,their attitudes influenced the making of national policies.

AMERICAN POLITICAL VALUES

defense liberty democracy

NapoleonBonaparte

AlexanderHamilton

AlexanderHamilton

Americanswould give their lives to defend their national

soil.

The preservationof the “sacred fire of liberty” is entrusted to the hands of the American

people.

If given a chance, people are decent and

reasonable.C

opyr

ight

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AGE OF JEFFERSON

Name ________________________________________ Date__________________ Class _________________


Concept: Geographic ExpansionIn the early years of the nineteenth century, many Americans wanted to expand

the nation’s borders. The network tree below illustrates how the United Statesattempted to take advantage of opportunities for national expansion between 1800and 1815. Complete the map and read the concept generalization written from it ongeographic expansion in the United States.

Concept Generalization: The United States used both its financial and its militaryresources in its attempts to expand geographically.

UNITED STATES GEOGRAPHIC EXPANSION

Great Britain

United States invaded United States wanted United States acquired

by negotiationby war

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AGE OF JEFFERSON

Name ________________________________________ Date__________________ Class _________________


Concept: National IdentityEven today, Americans think of themselves as having a distinct national identi-

ty. In the early 1800s, Americans felt that their personal freedoms, their writtenConstitution, their government, and their political system made their nation trulydifferent from the rest of the world. The spider map below illustrates that uniquenational identity. Complete the map and read the concept generalization writtenfrom it on national identity.

Concept Generalization: The United States was a nation that protected the rights, security, and interests of its citizens at home and abroad.

of dissent

prot

ectio

n ofcit

izens

' inter

ests

rule

bylaw

s,no

t indiv

iduals

peaceful political change

personal freedomand toleration

House decides election of 1800

Burr conspiracy trial

Louisiana Purchase

Louisiana Purchase political parties

UNITED STATESNATIONALIDENTITY

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NATIONALISM AND CHANGE

Name ________________________________________ Date__________________ Class _________________


Concept: World PowerRising to world power is a gradual and complex process for most nations. In the

1800s the United States worked to create the conditions necessary to achieve worldpower. Its early efforts in this long process are shown in the concept map below.Complete the map and read the generalization about world power.

Concept Generalization: Peace and stability at home, economic growth, and interna-tional leadership all led to growing power for the United States in the world.

establish peace

develop a national economy

• national bank•

protect nearby countries

encourage industry

• •

•

settle border tensions

• Rush-Bagot Agreement••

GROWING WORLD POWER

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NATIONALISM AND CHANGE

Name ________________________________________ Date__________________ Class _________________


Concept: National CommunityOne of the characteristics that binds the United States together is a sense of

national community. In the early 1800s, Americans were still getting used to the ideathat they were not a collection of individual states but a nation. Some events drewAmericans together into a national community, while other events promoted region-al or local concerns. Complete the continuum scale by placing each item listed belowon the scale at the position that indicates its approximate influence as a force fornational community or as a force that stimulated local identity. Then read the gener-alization that was written from the map.

Concept Generalization: Transportation improvements in the early 1800s promotedthe concept of national community, but other events addressed local issues andneeds.

Local Identity National Community

Erie Canal Adams-Onís TreatyConvention of 1818Tariff of 1816National Road

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SECTIONALISM

Name ________________________________________ Date__________________ Class _________________

Concept Mapping Activity 1C H A P T E R 1 0

Concept: Free EnterpriseEconomic activities based on private initiative in a free market system are an

American tradition of long standing. As the nation developed, this free enterprisesystem encouraged some Americans to take advantage of the opportunities thatgrowth and change presented. The concept map below illustrates this process.Complete the map and read the generalization about free enterprise.

Concept Generalization: Free enterprise combined with a variety of other factors to promote industrial growth and bring great change to the way many Americans livedand worked.

technology

• cotton gin•

natural resources

• water•

investment

• bank loans•

labor supply

• farmgirls•

transportation

• improved roads•

combined under a system of

FREE ENTERPRISE

to encourage the growth of

which led to growth of

which strengthened because of which encouraged

slavery poor working conditions foodproduction

transportationimprovements

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SECTIONALISM

Name ________________________________________ Date__________________ Class _________________


Concept: Economic and Cultural ChangeAs the nation’s sections developed specialized economic activities, sectional cultures

also evolved. The network tree below illustrates some of the economic and culturalchanges that occurred in each section. Complete the concept map and then read the gen-eralization about economic and cultural change that has been written from the map.

Concept Generalization: Each section of the nation developed unique economic andcultural characteristics.

ECONOMIC AND CULTURAL CHANGE

opening new opening new need for

led to led to led to

West

growth of

population

such as

growth of growth of

growth of

growth of

more rigid

South North

slavery

natureof work

changes in

behaviors

in

growth of

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AGE OF JACKSON

Name ________________________________________ Date__________________ Class _________________


Concept: Political ChangeDuring the 1820s the United States was growing and changing in many ways.

Many states began to change their stance on which Americans should have votingrights. What resulted was a dramatic increase in the number of voters in the 1828election compared to the election of 1824. Complete the fishbone map below, thenwrite a generalization about political change from the concept map.

Concept Generalization:

prop

erty

owne

rshi

p

man

y sta

tes l

ower

edor

elim

inat

ed

threetim

esas

many

more

votersparticipated

in1828

thanin

1824

Democratic

party'sappeal to

comm

onm

an

more interest in elections

POLITICALCHANGES

1824 TO 1828

ideas of Declaration of Independence

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AGE OF JACKSON

Name ________________________________________ Date__________________ Class _________________


Concept: Economic PolicyIn today’s complex business and industrial environment, government’s role in

regulating the economy is taken for granted. But in the early years of the nation’seconomic growth, the government’s economic policies were unsophisticated bymodern standards. The events chain below illustrates the links between economicconditions in the Age of Jackson and the government’s policies to deal with thoseconditions. Complete the concept map and read the generalization about the conceptof economic policy that has been written from the information in the map.

Concept Generalization: The government’s economic policies of the 1830s solved someproblems while creating others.

led to calls for

led to calls for

led to calls for

led to calls for

resulted in

expansion:• inflation• easy credit

contraction:• high prices•

expansion:• reckless investment••

contraction:• Depression of 1840•

political action:• second B.U.S. chartered

political action:•

political action:• Jackson issues Specie Circular

political action:•

resulted in

resulted in

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THE SPIRIT OF REFORM

Name ________________________________________ Date__________________ Class _________________


Concept: ReformDuring the late 1840s, the spirit of reform touched many aspects of American

life. Many people wanted improved public education; some worked for the abolitionof slavery; while others struggled for suffrage and women’s rights. This spirit ofreform prompted many changes in society. Complete the following fishbone mapand read the generalization about social reform written from this map.

Concept Generalization: Reform efforts were more successful in areas involving edu-cation and temperance than they were in human and civil rights.

SOCIALREFORM

outcomes:

causes:

caus

es:

outcomes:

causes:

temperance movement

abolition

upsurge of democratic feeling

organized movementamong religious groups

little effect on politics

publ

ic ed

ucat

ion

caus

es:

outc

omes

:

lyceum movement began

most free states providetuition-free elementaryeducation by 1850

most states passed lawsallowing women to managetheir property

women drew attentionto their causes

outc

omes

:

clergy interestedin eliminating evil

wom

en's

right

s mov

emen

t

free librariesestablished

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THE SPIRIT OF REFORM

Name ________________________________________ Date__________________ Class _________________


Concept: Values and BeliefsIn the decades preceding the Civil War a variety of reformers applied their val-

ues and beliefs to the rest of American society. Among their efforts were attempts toincrease the rights and opportunities for large numbers of Americans, as illustratedby the spider map below. Complete the map and read the generalization about val-ues and beliefs.

Concept Generalization: The success or failure of social and political change inAmerica was tied to the values and beliefs held by the majority of Americans.

expand religious opportunities

promote women's rights

Frederick Douglass

Elizabeth Cady Stanton

Samuel Gridley Howe

aboli

sh sl

avery

impr

ove e

duca

tion

AMERICAN BELIEF IN THE INDIVIDUAL

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MANIFEST DESTINY

Name ________________________________________ Date__________________ Class _________________


Concept: ExpansionDuring the mid–1800s, Americans felt it was their destiny to expand the nation’s

boundaries throughout North America. The events chain below illustrates the longprocess of expansion that resulted in the annexation of Texas and the Southwest.Complete the concept map and write a generalization about expansion from themap.


Mexico breaks away from Spain and seeks settlers to develop Texas.1821:

Stephen Austin takes over land grant and brings American settlers to Texas.

1830:

Texans react to Mexico's crackdown on them by rebelling.

1836:

1845:

Dispute between United States and Mexico over Texas border results in war.

1848:

Final Outcome

Initiating Event

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MANIFEST DESTINY

Name ________________________________________ Date__________________ Class _________________


Concept: MigrationAmericans migrated west in the nineteenth century for many reasons. In the

1830s and 1840s, migration became a flood. Eventually, the regions in whichAmericans settled became part of the United States. The comparison matrix belowillustrates information about migration into four areas. Complete the concept mapand read the generalization about migration that has been written from the map.

Concept Generalization: Most Americans migrated west for land, but some had reli-gious or commercial reasons.

when settlementbegan

1822 1836

settlers pioneers

leaders

reasons

outcome

Stephen Austin

land on which to expand slavery

Brigham Young Whitmans and Spaldings

missionaries followed by pioneers

became United Statesterritory in 1848after war with Mexico

migration to Texas

migration to Utah

migration toOregon

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COMPROMISE AND CONFLICT

Name ________________________________________ Date__________________ Class _________________


Concept: Economic DiversityBetween 1840 and 1860 the economic diversity of the regions of the United

States became even more pronounced. Technological, economic, labor, and politicalfactors contributed. The comparison matrix below shows some of the areas inwhich the economies of the North, South, and West differed from one another.Complete the concept map and then read the generalization that has been writtenfrom the information in the map.

Concept Generalization: The North, South, and West developed fundamentally different economies that pulled the sections in different directions.

position on slavery

economy

contributionsof technology

labor force

transportation railroads,clipper ships,canals

new method of curing tobacco

immigrants and settlers

under debate in new territories

agricultural,becoming mecha-nized

railroads

factor North South West

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COMPROMISE AND CONFLICT

Name ________________________________________ Date__________________ Class _________________


Concept: Political ConflictFrom 1850 to 1860, the nation became increasingly embroiled in a political con-

flict between North and South. This conflict led to confrontations in Congress, in theSupreme Court, and on the campaign trail, over the issue of slavery. The spider map below illustrates four such confrontations and their political consequences.Complete the concept map and then write a concept generalization from it aboutpolitical conflict.


1854

Kans

as-N

ebras

ka A

ct

Linco

ln-Do

uglas

deba

tes

1858

1857

CONSEQUENCESOF POLITICAL

CONFLICTBETWEEN NORTH

AND SOUTH

Lincoln gains Northern support for presidency

California enters Union as free state

Missouri Compromise abandoned

slavery in Mexican Cessiondecided by popular

sovereignty

upheld right to own enslaved people anywhere

1850

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THE CIVIL WAR

Name ________________________________________ Date__________________ Class _________________


Concept: ConflictIn any conflict, each side has a strategy for winning the dispute. During the Civil

War, both North and South developed and attempted to use several military strate-gies with different degrees of success. The fishbone map below illustrates the strate-gies each side hoped would carry it to victory in the conflict. Complete the map andread the generalization about the conflict that has been written from the map.

Concept Generalization: The strategies each side chose to fight the Civil War reflectedtheir strengths or weaknesses when they began the conflict.

bloc

kade

Con

fede

rate

por

ts

Monitor

cut offSouth's commerce

British builtConfederate warships

split

the S

outh

thre

aten

Con

fede

rate

capi

talAtlanta

Chattanooga

New Orleans

Ft. Donelson/Henry

Petersburg

the Wilderness

Bull Run

Seven Days' Battle

blockade runners

CIVILWAR

CONFLICT

invade North and threaten Washington, D.C.

hold out against North's attacks

get help from England and France

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THE CIVIL WAR

Name ________________________________________ Date__________________ Class _________________


Concept: Rights and FreedomsThe Civil War was fought to permanently reunite the states. In the North, how-

ever, an active opposition to the war developed. In response, Abraham Lincoln lim-ited the liberties of white Northerners and at the same time appealed to Northernmorality by abolishing slavery in some parts of the Confederacy. The problem/solu-tion outline below illustrates Lincoln’s handling of Northern opposition. Completethe concept map and then read the concept generalization.

Concept Generalization: The Civil War affected the free exercise of civil rights of whitesand African Americans alike.

Attempted Solutions:

•

• suspended some civil rights for a few

• issued EmancipationProclamation

Results:

• allowed the jailing of some without evidence

•

•

End Result

Who: Abraham Lincoln

Problem What: active Northern opposition to the war against the Confederacy Why: the high cost of the war in lives and resources

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RECONSTRUCTION

Name ________________________________________ Date__________________ Class _________________


Concept: AdaptationThe end of slavery brought great change to the South. Both African Americans

and whites struggled—sometimes together, sometimes as foes—to adapt to the newpolitical and economic conditions. The network tree below illustrates this process.Complete the concept map and read the generalization.

Concept Generalization: In adapting to economic changes, African Americans andwhites found systems that met the immediate needs of each, but whites were lesswilling to adapt to the political changes brought about by the end of slavery.

CHANGES IN THE SOUTH

economic changes political changes

whites AfricanAmericans

had no had no

jobs civil rights power

lostgained

resulting in forming

resisted by

passing after

Reconstruction

carpetbaggovernments

for for

resulting in

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RECONSTRUCTION

Name ________________________________________ Date__________________ Class _________________


Concept: Power and AuthorityReconstruction involved not only rebuilding and repairing damages caused by

the Civil War, but granting rights to former enslaved people and restoring the nation.During this period, Congress and the President struggled with, and frequentlyclashed over, policies and programs. The human interaction outline below illustratesa long series of actions and reactions in this battle for political power and authority.Complete the concept map and write a generalization about power and authority.


Lincoln develops Reconstruction plan

Lincoln kills bill with pocket veto

President Johnson implements Lincoln'sReconstruction policies

Johnson vetoes bill

Johnson attacks it and campaigns againstratification

•

•

•

• creates committee to set Reconstruc- tion policy

•

•

• passes Fifteenth Amendment

• passes Tenure of Office Act

•

The President Congress

Fourteenth and Fifteenthamendments establishprinciple of equality

Johnson remains in officebut is powerless in lastmonths of term

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INTO THE WEST

Name ________________________________________ Date__________________ Class _________________


Concept: ConflictAs ranchers, miners, and farmers moved west in the second half of the nine-

teenth century, they came into contact with the Native American occupants of that region and with one another. Conflicts among these groups were probablyinevitable. The concept map below illustrates some of these conflicts. Complete themap and read the generalization about the conflicts it illustrates.

Concept Generalization: Groups in the West came into conflict over land and its uses.

ranchers

land use:

•

•

land use:

crops

•

land use:

necessities of life

•

land use:

minerals

CONFLICT:

CONFLICT: land CONFLICT:

CONFLICT:

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WESTERN EXPANSION

farmers

opportunities problems opportunities problems opportunities problems

ranchersminers

by

• marriage• healthful climate••

• climate• dependence• isolation•••

• gold••

• lawlessness•

• adventure•

• weather• beef prices•

•

• destruction of natural resources• loss of life•

resulted in:

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INTO THE WEST

Name ________________________________________ Date__________________ Class _________________


Concept: ExpansionAs the railroad opened isolated areas to a flood of migrants after the Civil War,

western settlers increasingly traveled over the occupied territory that was home toNative Americans. The network tree below illustrates this expansion. Complete theconcept map and read the generalization that has been written from the map.

Concept Generalization: Western expansion was motivated by opportunities forwealth and adventure, and although settlers faced harsh problems, new states andterritories resulted.

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THE RISE OF INDUSTRIAL AMERICA

Name ________________________________________ Date__________________ Class _________________


Concept: Government RestrictionThe tremendous economic and political power wielded by “Big Business” in the

late nineteenth century resulted in pressure on government to bring it under control.The network tree below illustrates the reasons that calls for government restrictionof big business increasingly were heard. Complete the concept map and read thegeneralizations about government restriction that has been written from the map.

Concept Generalization: Because its practices angered the public and destroyed competition, “Big Business” was the target of calls for government restriction.

GOVERNMENT RESTRICTION OF BIG BUSINESS

the public smallbusiness

because ofbecause of

un-scrupulous

policies

shaped byresulting from resulting in

IdaTarbell

ruthlesscompeti-

tion

such as such as such as

destroyingunions

verticalcombina-

tion

cuttingprices

drivingcompetition

out ofbusiness

leading to

resulted from pressure by

bigbusinessefficiency

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THE RISE OF INDUSTRIAL AMERICA

Name ________________________________________ Date__________________ Class _________________


Concept: Individual InitiativeA combination of factors encouraged rapid industrialization in the late 1800s.

Investment capital, a transportation system, new technology, and expanding mar-kets created the opportunities. Only one element was needed—the initiative of tal-ented and driven individuals—to turn opportunity into reality. The fishbone mapbelow illustrates this process. Complete the concept map and write a generalizationfrom it about individual initiative.


Rockefeller

Swift

iron and steel

railroads

Westinghouse air brake

Swift

Bessemer process

Vanderbilt

sold meat at loss

crushedunion

purchased poor competitors

obtained rebates

offered stock to competitors

trust

American Sugar RefineryCompany

Vanderbilt

Standard Oil Trust

INDIVIDUALINITIATIVE

organized the business efficiently

competed ruthlessly

saw

an o

ppor

tunit

y

appl

ied th

e lat

est t

echn

olog

y

horizontal combinationC

opyr

ight

© b

y G

lenc

oe/

McG

raw

-Hill

.

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AN URBAN SOCIETY

Name ________________________________________ Date__________________ Class _________________


Concept: UnitySome of the consequences of the growth of American industry in the 1800s

encouraged workers to unite to improve their conditions. The concept map belowillustrates this process. Complete the concept map and read the generalization aboutunity that has been written from the information in the map.

Concept Generalization: The unity that workers achieved resulted from their commonexperiences in the workplace.

consisting of consisting of consisting of

resulting in

UNITY

Knights of Labor

Workers' Problems

dangerous working

conditions

led to worker

skilled workers railroad workers

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AN URBAN SOCIETY

Name ________________________________________ Date__________________ Class _________________


Concept: ConflictThe interests of workers and employers frequently were in conflict in the late

1800s. This conflict sometimes led to confrontation between labor and business. Theconcept map below illustrates this conflict. Complete the map and write a general-ization from the map about conflict in the late 1800s.


led to

led to

business wants:

lower costs and higher profits

railroads cut workers' wages

Pullman cuts wages and lays off workers

labor wants:

used troops

federalgovernment

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THE GILDED AGE

Name ________________________________________ Date__________________ Class _________________


Concept: CorruptionOne of the issues that troubles most governments is the problem of corruption.

The late 1800s were plagued by widespread corruption. The network tree belowillustrates some of the corruption that characterized the Gilded Age. Complete themap and write a generalization from it about the corruption of the period.


Garfieldassassinated

Crédit Mobilier

CORRUPTION IN GOVERNMENT

state

in

kickbacks

Tweed Ring

StandardOil

shakedowns

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THE GILDED AGE

Name ________________________________________ Date__________________ Class _________________


Concept: Public ProtestThroughout American history, the press and other writers have exposed to the

public corruption, inefficiency, or favoritism in government. Such was the case in theGilded Age. Complete the events below about the causes and results of publicprotest in the late 1800s. Then write a generalization about public protest based onthe completed map.


led to

led to

led to

led to

political scandals

• Tweed Ring•• spoils system

PUBLIC PROTEST

reform

• Presidential Succession Act• repeal of•

calls for good government

• “Mr. Dooley”• ••

election of reformers

• Grover Cleveland•

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POLITICS AND PROTEST

Name ________________________________________ Date__________________ Class _________________


Concept: Economic InequityThe prosperity that accompanied industrial growth in the late 1880s was not

shared by all Americans. Farmers were among those who experienced poverty in themidst of plenty. This economic inequity gave farmers positions on many issues at oddswith the views held by businesspeople. The comparison matrix below illustrates dif-ferences between farmers and businesspeople on major economic issues of the era.Complete the concept map and read the generalization that was written from the map.

Concept Generalization: Although farmers sought government policies intended toimprove their economic status, business wielded more influence in government.

gold standard

prices andmoney supply

tariff policy

regulation ofbusiness

issue farmers' position business positiongovernment

policy outcome

regulationunsuccessful dueto court decisions

gold standard

prices and money supply

favored defla-tion, restricted currency, low prices

called in green-backs and stayed on gold standard

tariff policy opposed high tariffs because they raised prices of goods farmers bought

business prosperity;continued farmpoverty

except for short periods of bimetalism,nation remained on gold standard

Sherman Silver Purchase Act and Bland-Allison Act

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GROUPS CALLING FOR SOCIAL CHANGE

women

Grange

end abuses of liquor and

the saloon

pooled farmers'

resources to start busi-

nesses

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POLITICS AND PROTEST

Name ________________________________________ Date__________________ Class _________________


Concept: Social ChangeSocial change is often the result of growing awareness of a situation that offends

the public sense of justice. During the late 1800s, some Americans organized intogroups to attempt to achieve change in society. Complete the network tree whichillustrates some of the areas of social change in the late 1800s. Then write a general-ization about social change from the information on the map.


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IMPERIALISM

Name ________________________________________ Date__________________ Class _________________


Concept: Economic and Political PowerThroughout American history, a close tie has existed between the nation’s eco-

nomic interests and its foreign policy. In the late 1800s, the United States exercisedits political power to enhance its economic power in the world. The comparisonmatrix below illustrates this process. Complete the concept map and read the gener-alization that has been made from the information in the map.

Concept Generalization: American foreign policy in Latin America and Asia was motivated to a great extent by a desire for markets and trade.

Latin America

headed PanAmericanCongress

politicalaction

Hawaii Philippines China World

Open DoorPolicy

protectedAmericanmarkets andcommercialinterests

coaling station for commercialand militaryships

economicbenefit

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IMPERIALISM

Name ________________________________________ Date__________________ Class _________________


Concept: ConfrontationAfter the Civil War, the United States sought to assume leadership in hemi-

spheric and world affairs. The role resulted in confrontations with other nations asofficials implemented a foreign policy designed to promote national interests andprotect American security. The confrontations that involved military forces areincluded on the comparison matrix below. Complete the concept map and write ageneralization about confrontation from it.


gold standard

prices andmoney supply

why?

when?

France Spain China Colombia

United States action

outcome? Boxers defeated

significance? United Statesshowedwillingness toback MonroeDoctrine withforce

western eco-nomic exploita-tion of China continued

1865 1898 1901 1903

French forces withdrew

Spain’s behaviorin Cuba

Panama gainedindependence

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THE PROGRESSIVE ERA

Name ________________________________________ Date__________________ Class _________________


Concept: Values and BeliefsProgressive reformers envisioned an ideal society where “American” values

were present in all people, where the people controlled their government, and wheregovernment protected the people against harm and exploitation. The fishbone mapbelow illustrates how progressive reforms reflected the values and beliefs of thereformers. Complete the concept map and write a generalization from it on progres-sive reformers.


PROGRES-SIVE

VALUESAND

BELIEFS

work

ers s

houl

dbe

prot

ected

cons

umer

s sho

uld

bepr

otec

ted

stre

ngth

enAm

erica

ncu

lture

improve life for children

extenddem

ocracy

religionshould

improve society

child labor laws

compulsoryeducation

child labor laws

dental clinics

organizations

law-breakers

zoning laws

Meat InspectionAct

nurseries

counseling for

adult education

Salvation Army

temperance

temperance

adult education

compulsory education

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THE PROGRESSIVE ERA

Name ________________________________________ Date__________________ Class _________________


Concept: ReformThe process of reform often does not begin until the public becomes aware of a

problem through the efforts of an energetic crusader. A problem that drew suchattention during the Progressive Era and prompted public calls for reform was thepower and corruption of political bosses and political machines. The comparisonmatrix below illustrates how reform of this problem was achieved at three levels ofgovernment. Complete the concept map and read the generalization about reformthat has been written from the information in the map.

Concept Generalization: While at the state and federal levels progressives reformedgovernment by giving power to the voters, at the city level voters played a lessimportant role in reform.

problem • political machines controlled city government

•

• political bosses andbusiness controlledstate legislatures

•

reform • reform mayors• •

• initiative• •

crusader • David Phillips• Charles Russell

•

•

city state federal

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WHITE HOUSE REFORMERS

Name ________________________________________ Date__________________ Class _________________


Concept: Interests and PositionsPresidents Roosevelt, Taft, and Wilson were strong personalities who took deci-

sive positions on the issues of the day. Complete the network tree below that illus-trates the positions of the three Presidents on three key issues. Then write a general-ization about interests and positions from the map.


INTERESTS / POSITIONS

trusts conservation tariffs

Roosevelt: Roosevelt: Roosevelt:favored lower

tariff

Taft: Taft:seen as againstconservation

Taft:

Wilson:asked for anti-

trust law

Wilson: Wilson:

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WHITE HOUSE REFORMERS

Name ________________________________________ Date__________________ Class _________________


Concept: Economic CompetitionIn the early 1900s, the government took steps to ensure a more competitive econ-

omy. The network tree below illustrates some of the economic measures and theeffect of each government action on economic competition. Complete the conceptmap, then read the generalization about economic competition that has been writtenfrom the information on the map.

Concept Generalization: During the early 1900s, the United States government tookaction to promote free economic competition.

trustbusting Underwood TariffAct

removedprotec-

tion from industriessuccessfulin foreignmarkets

forbade practices that destroyed

competition

opened American and foreign markets

to one another

gave ICC power to fix rates

EFFECTS OF GOVERNMENT REGULATION ON ECONOMIC COMPETITION

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WORLD WAR I ERA

Name ________________________________________ Date__________________ Class _________________


Concept: ConflictThe causes of war are varied and complex. Some result from conflict produced

by a sudden crisis; others are the product of longstanding tensions. The conflicts thatled to World War I fit this description. Complete the fishbone map below about theconflicts leading to World War I and write a generalization from it about the causesof the war.


allian

ce sy

stem

natio

nalis

m

acts of aggression

imperialism

assassination of Archduke Ferdinand overseas expansion

CONFLICTSLEADING

TO WORLDWAR I

Russia mobilization

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WORLD WAR I ERA

Name ________________________________________ Date__________________ Class _________________


Concept: InterestsWhen Wilson arrived in France for the peace conference, he was on record about

the kind of treaty he believed would be necessary for world peace. However,America’s allies had different interests to be served. The comparison matrix belowcompares Wilson’s interests to events at the conference. Complete the concept mapand read the generalization made from it.

Concept Generalization: While President Wilson’s interests were for a peace of fairnessand forgiving, his allies’ interests were in a peace that punished the Central Powers.

“All the peoples of the world are . . . partners inthis interest [of peace].”

“Open convenants of peace, openly arrived at.”

“Free, open-minded and absolutely impartialadjustment of all colonial claims.”

“A general association of nations . . . for mutualguarantees of political independence and territorialintegrity.”

“Peace without victory”

Wilson's interests events at Versailles Conference

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THE DECADE OF NORMALCY

Name ________________________________________ Date__________________ Class _________________


Concept: Economic ChangeThe 1920s heralded unprecedented prosperity for many segments of American

society. One area of the economy that did not share in this prosperity, however, wasagriculture. Farmers found themselves in a continuing cycle of poverty. The cyclemap below illustrates how farmers acted to change their economic situation, and theconsequences of their attempt. Complete the concept map and write a generalizationfrom the information on the farmers’ cycle of poverty.


which resul ts in

which leads tocausing farmers to

which causes

increaseproduct ion

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THE DECADE OF NORMALCY

Name ________________________________________ Date__________________ Class _________________


Concept: Social ChangeAmerican society changed dramatically during the 1920s. The effects of these

changes spread throughout society. Complete the spider map below, which illus-trates some of the areas and ways in which society changed. Then read the general-ization that has been written from the information in the map.

Concept Generalization: The social changes of the 1920s affected different aspects ofAmerican society.

anti-

imm

igran

t atti

tude

s

enter

tainm

ent a

nd le

isure rural-urban values clash

SOCIAL CHANGESOF THE 1920s

Harlem Renaissance

Scopes Trial

“flappers” change behaviors and fashion Ku Klux Klan

new freedom for wom

en

jazz

sports gain great popularity

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THE DEPRESSION BEGINS

Name ________________________________________ Date__________________ Class _________________


Concept: Economic ChangeWhen the stock market crashed, the nation’s banks lost millions in bad loans on

stocks. This loss of their depositors’ money triggered a long, downward spiral of theeconomy that hit bottom by 1933, when President Roosevelt took office. The cyclemap below illustrates the recurring steps in the collapse of the nation’s economy.Complete the concept map and write a generalization about the collapse of theUnited States economy.


ef fect on income ef fect on product ion

ef fect on consumpt ion

ef fect on employment

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THE DEPRESSION BEGINS

Name ________________________________________ Date__________________ Class _________________


Concept: Political PolicyPresident Hoover’s policymaking for his administration’s economic woes did

not philosophically stray far from the tried-and-true Republican values he andCoolidge had shared through earlier times of prosperity. The problem-solution out-lines below illustrate the government’s attempts before and after the 1929 crash tohelp farmers earn more for their crops, including the final policies set by Hoover.Complete the concept maps, then write a generalization about political policy fromthe information in the maps.


Result

Hoover:Congress: government buy surplus and sellabroad

Problem

Solution 1

Farmers, 1929–1932

Attempted solution: manipulate supply or demand

POLICY:

Result POLICY:

< < < < < < < < < < < < < < < < < < < < < < < < < < < < CRASH > > > > > > > > > > > > > > > > > > > > > > > > >

Economists:

1. 25 nations passed laws restricting 3. American imports.

2. 4.

FinalOutcome

vs

Solution 2 Attempted solution: enact higher protective tariff

Congress: increase protective tariff onsome items

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THE NEW DEAL

Name ________________________________________ Date__________________ Class _________________


Concept: Economic ReformTo end the Depression, the Roosevelt administration proposed many new laws

and programs designed to restore prosperity and achieve economic reform. The net-work tree below illustrates some of these programs. Complete the concept map, andthen write a generalization about economic reform from the information in the map.


ECONOMIC REFORM PROGRAMS OF THE NEW DEAL

work relief/ unemployment labor finance

Wagner Act

purpose:purpose: purpose: purpose:

purpose:

purpose: purpose: purpose: purpose:purpose:

purpose:

abolished child labor

flood control rural power

Social Security

establishedminimum wage

codes of fair compensation

FDIC

work for all types of people

hire jobless regulated the stock market

AAA

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THE NEW DEAL

Name ________________________________________ Date__________________ Class _________________


Concept: Political LeadershipRoosevelt exhibited strong political leadership during his terms in office. The

fishbone map below includes information about Roosevelt’s political leadershipexperience and abilities. Complete the concept map, and then use it to write a gen-eralization about political leadership.


local: New York legislature

state:

federal:

farmers:

jobless: PWA, CWA, WPA

industry:

open press conferences

use of media

polit

ical e

xper

ience

prog

ress

ive ap

proa

ch to

pro

blem

solvi

ng

ability to respond to needs of citizens

ROOSEVELT'SLEADERSHIP

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WORLD WAR II

Name ________________________________________ Date__________________ Class _________________


Concept: International AlliancesIn the aftermath of World War I, poor economic conditions helped set the stage

for further dissatisfaction among major countries of the world. Germany, Italy, andJapan looked to one another for assistance in achieving their nation’s immediate goalsin attaining higher status in the world community. Complete the comparison matrixbelow that compares certain attributes of each nation during the pre-World War II era.Then read the generalization about alliances.

Concept Generalization: Countries with similar political leadership and goals oftenbecome allies.

Italy Japan

reasons for dissatis-faction after WorldWar I

blamed for the war;huge reparations;heavy unemployment;inflation

Treaty of Versaillesgranted them littleland; large war debts;unemployment; economic depression

government leader Emperor Hirohito1926

Germany

new type of govern-ment formed

new government's goals

militarism

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WORLD WAR II

Name ________________________________________ Date__________________ Class _________________


Concept: Military ConflictThe fighting in World War II was highlighted by several critical military con-

flicts. The outcome of each was crucial to the next step in Allied and Axis strategies.The events chain below includes some of these critical military conflicts. Completethe concept map and write a generalization for the map.


Who: Germany, Italy

Who: Germany

Who: Soviet Union

Who: British-American army

Who: British-American army

Who: Axis forces

Who: Axis forces

Who: Germany

Who: France

Who: Soviet Union

When:Conflict: Axis powers invade France.Outcome: France surrenders; Britain faces Hitler alone.

When:Conflict:Outcome: Stalin signs an alliance with Britain; the United States offers lend-lease aid.

When: September 1942Conflict: Soviet and German troops battle for Stalingrad.Outcome:

When: November 1942Conflict:Outcome: Cleared the way for Allied troops to invade “soft underbelly” of

Europe.

When: August 1943Conflict:Outcome:

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THE COLD WAR

Name ________________________________________ Date__________________ Class _________________


Concept: Political and Economic PowerAfter World War II, political and economic influence assumed great importance

in the quest for peace and stability. The network tree below shows how the UnitedStates exerted its economic and political power in Europe and Asia to prevent thespread of communism and to restore peace. Complete the concept map, then write ageneralization about economic and political power from the map.


UNITED STATES USE OF POLITICAL

AND ECONOMIC POWER

political

Europe Asia Europe Asia

KoreanWar

Philippinereconstruction

economic

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THE COLD WAR

Name ________________________________________ Date__________________ Class _________________


Concept: LeadershipIt has been said that those who fail to learn from the mistakes of history are con-

demned to repeat them. President Truman learned foreign policy from the results ofa world depression and two world wars. His leadership in the cold war is illustrat-ed by the comparison matrix below. Complete the concept map and read the gener-alization that has been written from the information in the map.

Concept Generalization: The actions Truman took to contain communism variedaccording to the circumstances and severity of each situation.

situation unrest and civilwar

challenge stop spread ofcommunism

Truman's action

Greece/Turkey Europe Berlin Korea

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SEARCH FOR STABILITY

Name ________________________________________ Date__________________ Class _________________


Concept: International LeadershipInternational events in the 1950s presented serious challenges for the

Eisenhower administration. The President employed a variety of approaches in deal-ing with such developments. The spider map below illustrates four cold war situa-tions and the leadership demonstrated by Eisenhower in combating communistinfluence in the world. Complete the concept map and read the generalization aboutinternational leadership that has been written from the information in the map.

Concept Generalization: Eisenhower used a variety of approaches including Americanmilitary power, economic power, and covert action as a leader in international affairs.

Cuba comes under com

munist influence

Iran seizes Anglo-American oil com

pany

Sout

h Viet

nam

fight

s com

mun

ist gu

erril

las

Egyp

t see

ks fa

vors

from

Sov

iets a

nd

com

mun

ist C

hina

EISENHOWER'SLEADERSHIP

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SEARCH FOR STABILITY

Name ________________________________________ Date__________________ Class _________________


Concept: Economic GrowthThe 1950s in the United States was a period of unparalleled economic growth.

This prosperity changed American life dramatically. The fishbone map below showsfour of the areas in which the economy grew. Complete the map by citing examplesof how life changed as a result of the specific area of growth. Then write a general-ization about the map.


Effective advertising enticed Americans to buy more goods.

The automobile allowed people to move away from cities.Area: Total production increased.

Area

: Con

sum

er cr

edit

incr

ease

d.

Area

: Tec

hnol

ogica

l dev

elopm

ents

incr

ease

d.

Area:

ECONOMICGROWTH OFTHE 1950s

Sales of consumergoods increased.

Number of homeownersincreased.

Automation increasedproduction.

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THE CIVIL RIGHTS ERA

Name ________________________________________ Date__________________ Class _________________


Concept: Civil RightsDuring the period from 1954 to 1963, the American civil rights movement was

revived. Under the leadership of such remarkable Americans as Martin Luther King,Jr., African Americans resumed efforts to win equality under the law. The problem-solution outline below displays some of the solutions African Americans applied tothe problem of gaining fuller civil rights. Complete the concept map, then write ageneralization about civil rights from the information in the map.


Attempted Solutions Results

1. schools:

2. public buses: citizen protest—Rosa Parks sat in all-white section of bus, refused to give up seat; organized year-long boycott of Montgomery buses.

3. public places: organized civil rights movement—

1. Brown v. Board of Education: unconstitutional to separate schoolchildren by race

2.

3. Martin Luther King, Jr., and other African American leaders organized SCLC

Problem

Solution

End Result End of segregation in schools, transportation, and public accommodations

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THE CIVIL RIGHTS ERA

Name ________________________________________ Date__________________ Class _________________


Concept: Civil RightsThroughout the 1960s and into the early 1970s, the civil rights movement

expanded in different directions to include both radical and nonviolent approaches.The movement also began to encompass groups besides African Americans, whodemanded that the government address their civil rights as well. During this period,these different parts of the movement achieved gains as well as suffered defeats. Thecomparison matrix below summarizes the two main approaches to civil rights.Complete the concept map and write a generalization about civil rights from theinformation in the map.


RadicalApproach toCivil Rights Conventional

groups represented/organizations

African Americans: Black Muslims,

Native Americans:

women:

philosophy assimilation;

forms of protest

gains or setbacks setbacks: hardened whiteprejudices

noncooperation with whites,emphasis on heritage, urban riots,seizure of federal lands

court suits, lobbying,

gains: Civil Rights Act of 1964

setbacks:

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THE VIETNAM ERA

Name ________________________________________ Date__________________ Class _________________


Concept: Foreign PolicyDuring their administrations, Presidents Kennedy, Johnson, and Nixon upheld

the goal of containing any further spread of communism anywhere in the world. Atnearly every turn, the USSR or governments backed by the USSR challengedAmerican efforts toward achieving this goal. The web outline below shows somemajor situations that increased cold war tensions. Complete the concept map andwrite a generalization about foreign policy from the information in the map.


STOPPINGCOMMUNISM

action: Soviet Union places missiles

reaction:

action:

reaction: United States backs UN efforts to arrange a cease-fire

reaction: United States resumes testing

action:

reaction:

nuclear testing

CubaCo

ngo

Domini

can R

epub

lic

action: President Kennedyrefuses to end four-powerpostwar occupation

reaction:

North Korea Berlin

action: government seizesUnited States spy ship, the Pueblo

reaction: action:

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THE VIETNAM ERA

Name ________________________________________ Date__________________ Class _________________


Concept: WarSometimes war comes suddenly and unexpectedly. But the causes of war often

precede by years the actual fighting. The events chain below illustrates how the UnitedStates was drawn into war in Vietnam in the 1960s. Complete the concept map andwrite a generalization from it about war.


1946–1954• Vietnamese Communists fight for independence from France after World War II

1957–1964• North Vietnam supports Communist Vietcong guerrillas in South Vietnam

1963–1964• South Vietnam’s president assassinated• revolution in South Vietnam

1964•

1964–1965••

1954• Vietnam partitioned into two nations• Eisenhower sends aid and United States military advisers to South Vietnam

1961–1963• Kennedy expands aid and military advisers in South Vietnam

1964•

• Johnson orders support of raids on North Vietnam’s coast

1964•

•

1965•

• Johnson commits American ground forces to combat

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CAMELOT TO WATERGATE

Name ________________________________________ Date__________________ Class _________________


Concept: Domestic PolicyThe administrations of President Kennedy, President Johnson, and President

Nixon were each marked by distinct policies attempting to address domestic issues.Their actions succeeded in some respects while failing in others, resulting in varyingdegrees of support from the American public. The comparison matrix below pro-vides information about the domestic policies of each of these Presidents. Completethe concept map, then read the generalization that has been written from the map.

Concept Generalization: Each President addresses similar domestic problems with avariety of solutions, which are supported or challenged by different interest groups.

Program

Major Issues

Actions Taken

Response inspired trust and devotion strained relations with business leaders

higher taxes on imported oil

Administration Kennedy Johnson Nixon

“New Frontier”

povertyimmigration

slow economic growth

Immigration Act of 1965

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CAMELOT TO WATERGATE

Name ________________________________________ Date__________________ Class _________________


Concept: CorruptionThe Nixon administration wielded great power, but it eventually collapsed in

disgrace. The spider map below illustrates some of the evidence of corruption in theNixon presidency. Complete the concept map by supplying details for each exampleand then write a generalization that summarizes the content of the map.


CORRUPTION INNIXON PRESIDENCY

Nixon dismissed special prosecutor rather than surrender tapes

break-in at DemocraticNational Committee offices

Vice President Agnew

White House tapes

Wate

rgate

Committe

e to R

eelec

t the P

reside

nt

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SEARCH FOR SOLUTIONS

Name ________________________________________ Date__________________ Class _________________


Concept: Political IdeologyObviously, the political view of Democratic President Carter and Republican

President Reagan differed, and it can best be seen in their individual domestic andforeign policies. The network tree below includes information about the policies ofthese two Presidents, illustrating the political views of each President. Complete theconcept map, then read the generalization that has been written from the map.

Concept Generalization: The political ideology of a President affects specific domestic and foreign policiesof the administration.

Carter Reagan

domestic policy foreign policy domestic policy foreign policy

no unifying theme,followed middle

course

belief that United Statesshould be viewed as a

strong power

promised toreduce

governmentspending

CentralAmerica: cut

off aid to somecountries

Soviet Union:

El Salvador:

Grenada:

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SEARCH FOR SOLUTIONS

Name ________________________________________ Date__________________ Class _________________


Concept: LeadershipA President must have a combination of many leadership skills in order to lead

the nation effectively, particularly in times of crisis. The comparison matrix belowlists three leadership skills competent leaders should possess. Compare Reagan andCarter as Presidents by citing examples of skills each President displayed, as well asexamples of actions taken by each that indicate one possessed or did not possesseach skill. Complete the concept map, then write a generalization about presidentialleadership from the information in the map.


President Ronald ReaganPRESIDENTIALLEADERSHIP SKILLS President Jimmy Carter

1. set the course of the nation with defined goals

cut taxes; increased defensespending; strengthened U.S.strategic power

2. motivate and gain trust of American people

inability to sell his politicalposition to citizens and Congress

3. develop expertise at problem-solving

foreign policies:restored military aid to El Salvador government; failed to keep the peace with Americantroops in Lebanon; used spaceprograms to research SDI for military purposes; achieveddisarmament treaty with Soviet Union

domestic policies: domestic policies:no previous experience innational government; peopleconfused about administrationgoals on important issues

foreign policies:

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TOWARD A NEW CENTURY

Name ________________________________________ Date__________________ Class _________________


Concept: Economic and Social PolicySince his election, President Clinton has been challenged by the country’s eco-

nomic and social problems. However, the greatest challenge often has been devel-oping a consensus on possible solutions. The fishbone map below illustrates some ofthe issues facing Americans today. Complete the map by citing examples of opposi-tion or support for each proposal shown. Then write a generalization about govern-ment’s ability to solve problems.


ECONOMICAND

SOCIALPOLICY

guaranteed basic health benefits toall Americans

Small business owners

Brady Bill

increased education and training for welfare recipients and a two-year limit on benefits

Speaker of the House

programs to lower demand for drugs

Area

: crim

e

Area

: the

envir

onm

ent

Area

: hea

lth ca

re

Area: welfare

Area: drug abuse

Area: health risks

Congress passed

Congress advocated

federal AIDS policy coordinator appointed

crime bill banned assaultweapons

measures passed to reduce solidand toxic wastes

State requirements

Republicans

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TOWARD A NEW CENTURY

Name ________________________________________ Date__________________ Class _________________


Concept: Foreign PolicySince the breakup of the Soviet Union and the end of the cold war, the United

States has been faced with identifying its role in world issues as the last superpow-er. The comparison matrix below illustrates United States response to some of thechallenges it has faced in the recent past. Complete the concept map by writing inthe missing information. Then write a generalization about changes in United Statsforeign policy from the information on the map.


Somalia the Balkans Haiti Israel-PLO Israel/Jordan

Problem civil war;starvation

Bosnian Serbsfollowed a policy ofgenocide andethniccleansing

state of war existing for47 years

Middle Eastpolicy teamresumedpeace process;Israeli primeminister and PLO leader agreed on a framework forPalestinianself-rule

United StatesRole

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