social for these and chapter headings, (jb)each chapter of material contains exercises dealing with...

Dort siFNT PFSVNIF

ED 023 545RE 001 445

By -Fried, Marian; And OthersDevelopmental Reading in Social Studies:Rise in Industry and Agriculture.Sewanhaka Central High School District Number 2, Nassau County,N.Y.

Pub Date 65Note-104p.EDRS Price MF -$050 HC -$530Descriptors -*American History, *Content Reading, Context Clues,Developmental Reading, iiCracle 8, Junior High

Schools, Reading Comprehension, Recall (Psychological), *Social Studies Units, *Teaching Guides, Unit Plan,

Vocabulary DevelopmentThis unit guide, sixth in a series of seven, is designed to provide eighth-grade

teachers with materials for reading and study skills instruction while developing thefacts, attitudes, and concepts of social studies. Information about the rise of industry

and agriculture is found in two texts: "This Is America's Story," for use with averageclasses and 'Exploring American History," for use with modified classes. Each chapter

of material contains exercises dealing with general vocabulary building, specific social

studies vocabulary, terms dealing with people, places, and things, and tests for thesewords. Other exercises deal with note taking, recall, and prereading skills such as use

of the introduction, subchapter and chapter headings, and pictures. Combinedquestions applicable to both textbooks are also provided. (JB)

I I

UNIT 6: Rise of Industry and Agriculture

telt WINNENT OF HEAtnr, ammo g woveOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED 00 NOT NEOESSARILY REPRESEK OFFICIAL OFFICE OF EDUCATIONPOSITION OR POLICY.

c,rf

I414vois

I ,c;) equitlotM Sewanhalca

CENTRAL HIGH SCHOOL DISTRICT NO. 2NASSAU COUNTY, NEW YORK

11180

11

lip

eVlsED

UNIT 6: Rise of Industry and Agriculture

MRS. MARIAN FRIEDH. Frank Carey High SchoolDONALD LAUXElmont Memorial High SchoolMISS SARA LEVYFloral Park Memorial High SchoolMISS MARILYN MACCHIAElmont Memorial High SchoolANTHONY MANZOH. Frank Carey High SchoolLEE MARCUSAlva T. Stanforth Junior High School

a fadeI

SewanhakaCENTRAL HIGH SCHOOL DISTRICT NO. 2NASSAU COUNTY, NEW YORK SUMMER 1965

Dr. James A. DeSonne, Assistant District Principal (Curriculum and Instruction)Robert M. Vincent, Director, Instructional Materials CenterDan Dramer, District Curriculum Supervisor for Reading and Language ArtsJohn W. Nicoll, Principal of the District

1

.1

BOARD OF EDUCATION

Mr. Samuel L. Nadler, PresidentMr. Milton Levine, Vice Presideat

Mrs. Anne M. BoeckmannMr. Anthony C. CreaMrs. Dorothy Fishelsoa

Mr.

Dr. James A. DeSonneMr. W. Wallace PurdyMr. John S. Randolph

Mr. Walter H.Mrs. Viola S.Mr. Russell F

DISTRICT ADMINISTRATION

PohlSouthern

. Thomas; Jr.

John W. Nicoll, Principal of the District

- Assistant District Principal (Curriculum aad Instruction)- Assistant District Priacipal (Persoanel atld Supervision)- Assistaat District Priacipal (Pupil Personnel Service)

BUILDING PRINCIPALS

Mr. Gilbert G. Blum, Principal, H. Frank Carey High SchoolMr. Francis X. Driscoll, Principal; Elmoilt Memorial Hi6h SchoolMr. John H. Fuller, Principal, Floral Park Memorial High SchoolMr. Alton D. Lowe, Principal, Alva T. Stanforth Junior High SchoolDr. Jerome J. Niosi, Principal, Fey Hyde Park Memorial High SchoolMr. Howard W. Nordahl, Principal, Sevanhaka 11141. School

ACKOWLEDGMENTS

This guide extends to our newly-adopted eighth-grade social studies

texts the district's well-known program of davelopmental reading in the

content areas. In publishing this guide) the district re-affirms its

belief in the value of developmental reading for secondary school pupils.

This volume represents the cooperative efforts of many people of

special talents hose contributions are acknowledged with appreciation.

Mrs. Marian Fried

Mr. Donald Laux

Miss Sara R. Levy

Miss Marilyn Macchia

Vir, Anthony Manzo

Mr. Lee Marcus

Mr. Dan Dramer

District Curriculum Supervisor)

Reading and Language Arts

Mr. Ira Wilder

Social Stuaos Coordinatorand

Mr. William Wrigg

For their authorship of theguide in the summer of 1965

For supervising and organizing

the project in its formative

and developmental stages

For suggestions on dividing

the content into,stuay units

Dr. James A. DeSonne For general supervision of

Assistant District Prinripal, the summer workshop

Curriculum and Instruction

Mr. Robert Vincent

Director,

Instruetional Materials Center

Mr. Edward Schneider

Mrs, Madeline Hendrix

Ars. Ramona Bendin

Miss Betty Lavin and the

For supervision of the

production of this guide

For editing final copy and

for assisting in the super-

vision of the production of

this guide

For preparing bibliographical

material for the guide

For creation of the cover

design and other art work

For technical production of

Tyring and Production Staff the guide

It is expected that the junior high social studies chairmen, reading

specialists, and junior high social studies departments of the several

schools will implamem this material in the social studies program. Teachers

using this guide are urged to keep notes on their criti al analysis of it.

After a suitable trial period, the guide will evaluated and appropriate

action will be taken.

September 1, 1965

John 1.1. Meal

Principal of the District

USE OF THE GUIDE.

These reading exercises are for the Grade 8 Social Studies program.The Units are arranged according to chapters in the two texts, Wilder

ana Ludlem, This is America's Story and Schwartz and O'Connor; ExploringAmerican History.

A reading lesson has been prepared for each chapter in aphnlaiAmerican History. To correspond with these, a similar unit has been preparedfor This is America's Story.

At the conclusion of This is Anitericalsliormlyou will find a reviewquestion that can be used for both texts.

Uhit Thames

Unit I Discovery and Exploration and European Colonies in the NewWorld

Unit II Colonial Struggle for IndependenceUnit III Hoy Our Nation Is GovernedUnit IV Growth of the New. Nation and the Westward EXpansionUnit V Civil War and SectionalimUnit VI Rise of Industry and AgricultureUnit VII U.S. Becanes a World Leader

Each of these seven units embraces several chapters of each of our twotexts. The chart furnished as an appendix gives the details of this break-down into units.

This series is based on three assumptions:1, Teachers can not take for granted that pupils in junior

high school are fully trained for the reading tasks theywill encounter.

2. Secondary school pupils need continuing and sequentialdevelopemental reading instruction.

3. The subject area teacher is the one best qualified toimplement reading and study skills in the various contentareas.

The purpose of this volume is to provide eighth-grade social studiesteachers with the material necessary for achieving the dual objectives of.providing reading and study skills instruction while develpoing the factr4attitudes and concepts of social studies.

1. NATURE OF ME MAMMAL: alx the pages in this volume areaddressed directly to the pupil (except, of course, forthese few prefatory remarks), and all can be requisitionedin any quantity desired.ORDERrn MATRAIALS: Material should be re uistioned throughYam..192a2a.m.pnt chairman whothe Order all the material for an entire cha tor

in turn ill order it from

at on time. Alloy' two weeks for delivery.FORMAT: This material follows a consistent format. It isarranged by topics, and within c-ch topec, it is arranged

(continued)

according to the two texts: materials relating to theWilder book for average classes, and the Schwartz-O'Connorbook for mdified classes. The chapters fram Wilder willappear first and the chapter from Schwartz-O'Connor inthe second half of each book. Combined questions uppli(tAbleto both books are placed at the end of Wilder.

UNIT VI

Bise of Industry

and. Agriculture

07-7

1

TABLE OP COETEETS

This Is America's

Story - Milder

Chapters:

22: (pp.442-467)

The United StatesBecomes

A. GreatIndustrial Nation

23:

(pp.468-482)

Grouing Business

and Industry

Pace and Solvd

lieu Problems

24:

(pp.48R-c05)

Neu Methods

..cf Farming

Create

NW

Pralems

25.

(pp.506-524)

The Machine Age Changes

Life in Citiesan& on

Farms

26:

(pp. 525-556)

America Provides More

Gloportunitiesfor More

People

Exploring American History

Schwartz, O'Connor

Chapters

1-14

(pp-298-359)

HOW DID THE UNITEDSTATES BECOME

A LEADING INDUSTRIAL

NATION?

Covers the peLiod describing

conditions

in industry and agricalturebefore

the Civil War to the problems

of

the 1930's.

ii

WILDER, UNIT VI, CHAPTER 1: AMERICANS CHANGE THEIR WAY OF LIFE

The Industrial Revolution in America in the 19th century caused much

the same fear to workers in America as automatiou is causing today.

The machines which took the work out Of the homes and placed it in

factories changed our way of life. It gave us more time for leisure, more

time to search for the unknown and a broader knowledge of our fellow-man.

UDIT VI p 264-287W

E

11

SCHWARTZ O'CONNOR UNIT VI CHAPTER 1: AMERICANS CHANGE THEIR WAY OF LIFE

NOTES ON THE READING

AIM: To Learn the Reasons for the Changes in Our Way of Life Since 1800.

1. Describe the life cf thefarmer in the early 1800's.

2. Why was their knowledge ofthe aatside world limited?

3. Compare life in Americain 1800 with modern-day Americanlife.

4. How has farm life changed?

5. What are the causes ofall of these changes?

6. What advantages have thesechanges brought?

T. What great naturalresources do we have?

8. What part has man playedin the development of America?

9. What American characteristicsare responsible for the growthof the country?

SS8

.4101011111110/111111=11..=11.111, 1.r.....I.M.01..000.11

.11=loomilmmins.r.....+41.1.

MINI.M.1.

1.

2. NI111...11.011.111~.

3.

.110=11.

Millwirlommon.16=1..rowl...larIgrw..

Unit VII p.2 298-301 S & 0

4.7.;

SCHWARTZ O'CONNOR UNIT VI CHAPTER 1: AMERICANS. CHANGE THEIRIANY OF LIFE

VOCABULARY TESTS

In the blank a pearin before the word meanings in Column II write the letterwhich appears-before the uords in Column I.

Column I

A. plateau

B. leisure

C. natural resources

D. ready-made

E. relax

F. scientist

G. telegraph

H. fuel

I. atomic power

J. sources

SS8

Column II

1. power produced by changesin the nucleus of the atom

. 2. ready for immediateuse

3. make or become lessstiff or firm

4 things that can be'burned to make a fire

5. .place from which anythingcomes or is obtained

6. time free from work

7. plain in the mountainsOr at a height above the sea

8. process for sendingmeSsages by elebtaslcity

9. person who is trained in,or familiar with science

ID. materials supplied bynature

Unit VI: p. 3298-301 S & 0

SCHWARTE1 O'CONNOR, UNIT VI CHAPTER 1: AMERICANS CHANGE THEIR WAY OF LIFE

VOCABULARY TEST

Fill in the blanks using words in Column I.

1. Materials supplied by nature are called

2. Power produced by changes in the nucleus of an atomis called Israsiate0c.3. Most Americans buy

,0111011=1111MINNIONNIM1111111011111101111111M1111111

clothes

rather than custom made clothes.

4. is necessary to heat our homes.

5. Great have invented machinery which makeour daily life simpler.

6. The invention of time saving machines has given us muchtime.

7. The United States has high levelin the west central part of the country.

rising

8. If the had been invented in 1812Andrew Jackson would not have led the Battle of New Orleans, twoweeks following the peace treaty with England.

9. Leisure time gives us the opportuntiy tofrom our work.

10. The earth is the from which we obtainour great wealth.

SS8 Unit VII p. 4 298-301 S & 0

il!

1,

WILDER UNIT VI CHAPTER 23. GROWING BUSINESS AND INDUSTRY FACE AND SOLVENEW PROBLEMS

WORDS TO LEARN

Vocabulary Social Studies Words E.2.21112.1.120P.IEvenetc,

p.469 conveniences industrymachineryprofit

p14.70 quantitiessawmillsveinsconserving

p.471 hirecreditorscountlessmerchantsdepressionsconfidenceboompanic

p.472 actuallyrecessionmonopoly

p.473 refiningcorporationstrusttemptationcompete

p.474 handiworkvarietysecurewelfare

p.475

p.476 tradecraftrivalrecruitedmass-production

SS8

natural resources

worker-management relations

craft unionsindustrial unions

skilled workers

Unit VI, p. 5

John D. Rockefeller

1869 Knights of Labor,Driah S. Stephens,1866 American Federationof Labor, Samuel Gompers,A.: F. of L.

1930 C.I.O.,Congress of IndustrialOrganizations,John L. Lewis,United Mine WorkersUnion, 1955A.F. of L. . C.I.O.

468.482 W

t.

;)

WILDER UNIT VI CHAPTER g

Vocabulary

p.476 arbitrationcollective bargainingstrike

p.477 huMbleorganizeberein

p.478 sullenlypidket linesstrike breakerswelfare fundsopen shopclosed shopunion dhopautomation

p.479 essentialequipmenthealth insurancepensionretiredprohibited

p480 haulingcosmeticsempolyer's liability

p.481

convicts

SS8

GROWING BUSINESS AND INDUSTRY FACE ANDSOLVE EW PROBLEMS

Social Studies Words

labor weapon

eight-hour work day

minimum wages

cooling offperiod

Unit VI, p.6

People, Places Eventsetc.

Panic of 1873,railroad strikeof 1877

Evgene V. Debs,1886 "HaymarketRiot",1892 Homestead, Pa.strike

1890 Sherman Anti-Trust Act

1887 InterstateCommerce Act,1914 The ClaytonAct,Pure Food andDrug Act,Theodore Roosevelt,Workmen's Compensation

National LaborRelations Act,Wegnor Act;National Labc:vRelations Board,Social Security Act,Wages and HuursAct, Taft-HartleyAct of 19472959 Landrum-Griffin Act

468-482 w

Ft,

a

WILDFA UNIT VIL CHAPTER 23: GROWING BUSINESS AND INDUSTRY FACE ANDSOLVE NEW PROBLEMS

WORDS USED .IN CONTEXT

1. The miners dug deep into the earth in search of rich veins of ore.They felt fortunate when they located the veins of coal 'which ranin layers beneath the earth's surface.

2. When the creditors called in their loans, a panic developed inthe business world. These creditors needed the money they had loanedto the public to pay their own expenses.

3. A recession often follows a period of rapid expansion. Usuallya recession is not as severe or damaging as a depression.

4. Rockefeller set up a huge and powerful truss controlling the oilindustry. Such trusts or monopolies have been outlawed.

5. A small business %miles a difficult time trying to competewith large Chain stores. The small store-keeper cannot purchase inthe same volume as the super market can and therefore he islimited in his efforts to compete with his competitors.

6. Monopolies destroy the theory of supply and demand. A monopolyis in a position to have full control to set prices, wages, heursoetc.

7. Collective bargaining is a compromise between labor and nenagement.Many strikes have been avoided by the use of collective bargaining.

8. The open shop as opposed to the cicsed_qpioD has been a problem of

the unions. In an open shop, union as well as non-union workers arepermitted employment. Closed shops, which hire only union workers, areoutlawed by many states. A uniERAIER permits both union and non-unionworkers to work side by side.

9. The use of more and more machinery has created the same fears in the20th century as the Industrial Revolution did in the 19th century.This use of machinery, called automation, is a great time-saver.By the use of automation a job that might take weeks for many mencan be done in a matter of hours .

10. Many people depend on their pension to help them enjoy ihelateryears of their lives. During their working years they pay money fFomtheir salary into a pension fund which is paid to them at the timeof retirement.

ss8 7 468.482 wUnit VIA).

WILDER, UNIT VII_CHAPTER 23: GROWING BusInEss AND INDUSTRY FACE ANDSOLVE NEW PROBLEMS

VOCABULARY TESTS

In the blank ampearing before the word meanings in Column IIwhich appears before the words in Column I.

Column I

A. confidence

B. monopoly

C. hire

D. profit

variety

F. arbitration

G. collective bargaining

H. prohibit

I. sullen

J. liability

K. automation

L. trust

write the letter

polumn II

1. settlement of a disputeby the decision of somebodychosen to be a judge

2. belief that a person ishonest; business that takescharge of the property of others

3. pay for the use of thework or services of a person

4. to have faith in somebody

5. to have exclusive controlof something

6. to limit the use ofsomething or somebody

7. number of differentthings

8. to gain fram,a business;advantage

9. method or technique ofmanufacturing a product

10 silent because of badhumor or anger

11. thing to one's dis-advantage

12. negotiation about wagesand hours

ss8 Unit VI, p. 8 468-482 ler

WILDER, UNIT VI CHAPTER 23: GROWING BUSINESS AND INDUSTRY FACE ANDSOLVE NEW PROBLEMS

TECHNICAL VOCABULARY

Directions: In Column B, there are definittons for the words listed in

Column A. Match each ward and its definition. Place the letter of the

definition on the line in front of the word it defines.

Column A

1. arbitration

2. blacklist

3. boycott

4. closed shop

5. collective bargaining

6. strike

7. open shop

8. picket lines

9. business combinations

10. minimum wage

Column B

A. refusal to work on the part ofa group of employees

B. lays the states passed fixingthe amount that could be paidworkers

C. striker who tries toprevent non-strikers from working

D. a factory or business whichemploys both union and non-union workers

E. a factory or business thatonly hires union workers

F. the process by whichrepresentativts of labor andof the employer come to anagreement over matters in adispute

G. list of workers whomemployers consider to betroublemakers

H . refusal to buy or use

I. all operations under thesame ownership

ss8 Unit VI, p. 9 468-482 w

WILDEp.t)_UNIT VI CHAPTER 23: GROWING BUSINESS AND INDUSTRY PACE ANDAND SOLVE NEW PROBLEMS

A quick pre-reading of the chapter introduction, the sub-chapter and chapter

check-ups, and tbe pictures, maps, charts and graphs, reveals that thischapter did not deal with:

A. Some important problems that arose in the machine age

B. New methods of farming

C. The national government passes laws to assist the workers

D. How the government tried to solve some problems of business and industry.

E. John D. Rockefeller, founder of Standard Oil

F. Labor unions try to win better working conditions

G. The knights of Labor is organized

H. Samuel Gompers becomes a union leader

ss8 Unit VI, p. 10 468-481 w

WILDER,UNIT VII_CHAPTER 23: GROWING BUSINESS AND INDUSTRY FACE AND..mra.m.11SOLVE NEW PROBLEMS

SUIVING UP

LABOR UNIONS IN THE UNITED STATES

Complete the following chart. You may use your textbook.

How the workertried to winhis demands

How the employertried to min hisdemands

Laws concerned, withthe worker

ss8 Unit VI, P. 10A 468.482 w

71

Ii

1

SCHWARTA, O'CONNOR UNIT VI CHAPTER 10: THE WORKER IN THE FACTORY

WORDS TO LEARN

Lenny and Fred owned a small factory. As their business grew in size,it was necessary to raise larger sums of money to continue to make aprofit. They decided to organize a corporation and to issue sharesof stock If the corporation succeeded, the stockholders would Itakemoney. Since Lenny and Fred were once workers themselves, they made surethat working conditions in their factory would be Veal so the workerswould have no reason to yrotest. They made sure that the Board of Directorsof their corporation, visited the factory and knew what was going on.

The workers were paid adequate wages so complaints were few. Lennyand Fred were told that they should be careful not to create a monopoly.This would be unfair, since they would be able to change whatever pricetheywanted for their products. Today these two men run a prosperouscorporation where all the workers are happy.


AIMS: To Learn How the Factory System Developed Into a System of BigBusinesses

To Learn How the Coming of Big Business Affected the Worker.

1. How did the corporationbegin?

2. How is a corporation formed?

3. A. Vho were the "captains ofindustry"?

B. Hbw did they helpAmerica grow?

0. What were the contributionsof James J. Hill, Andrew Carnegie)and John D. Rockefeller

ipoimfttaomm.eirwoosoworo

itwomowloomorroollo.,

*Mb

C) HillCarnegieRockefeller

8S8 Unit VI$ p. ,11 334.336 S & 0

SCHWARTZ ()TOMO% UNIT VI CHAPTER 10: _THE WORKER IN THE FACTORY

NOTES ON TPLE READING

4. What were the disadvantages of acorporation?

5. A, Wbat laws were passedto correct monopolies?

B. Why were these lawspassed?

6. Explain what problemswere created after tbe CivilWar as a result of factories.

Mallhemoree.s.01111.11.4.10.10M.Opil

11110101e1.01.1ft....1.0....1401.1ar

7,8. What were the differences Before:between businesses before andafter the Civil War?

After:

9. If the worker 'wanted to leavehis job before 1890, what couldhe do? After 1590?

10. What were some adverseresults of the IndustrialRevolution?

Before 1890:

ITT;710:90:

558 jUnit VI, p. 12 334.336 S & 0

SCHWARTZ O'CONNOR UNIT VI CHAPTER 10: THE WORKER IN THE FACTORY

RECALL

The factory system had many effects on our country. Complete the following

chart, keeping this in mind.

FACTORY SYSTEM

ADVANTAGES DISADVANTAGES

SS8 Unit VI, p. 13 334-336 S & 0

El

SCHWARTZ, O'CONIM_UNIT VI CHAPTER 10: THE WORKER IN THE FACTORY

VOCABULARY TESTS

In the blank appearing before the word meanings in Column II write theletter which appears before the words in Column I.

Column I

A. corporation

B. stock

C. shares

D. stockholder

E. Board of Directors

F. monopoly

G. forbidden

H. wages

I. working conditions

J. protest

SS8

Column II

1. amount paid for work

2. statement that deniesor dbjects strongly

3. exclusive control of aservice

4. part; use together

5. owners of stocks orshares in a company

6. group of persons whoobtain a charter to start acompany

7. not being allowed todo something

8. state in which a personworkit

9. group of people thatrun a company

10. shares in a company;things for use or for sale

Unit VI, p.14

334-336 S & 0

SCHWARTZI.SCONNOR, UNIT VI CHAPTER 11: WORKERS UNITE TO GET BETTER

WORKING CONDITIONS

WORDS TO LEARN

Noel Levine was a man wlth a skill. He had learned his trade from

his father who had taught it to him at a very young age. When his employer

started to treat him unfairly, he decided he was going to join a

trade union. He was told that if he belonged to the union he could win,

his demands by collective bargaining. If this peaceful method did not

work out he was told more forceful and persuasive means might be used.

He wasn't sure whether the undon representatives were all talk or nen of

action, but he soon found out. Their derands were not met and his union

went on strike. The men refused to work. Not only did they not work, but

they also decided to picket. They stood outside their factory and persuaded

rRople not to go to work. They also decided to boycott. If this were

successful the factory owners would lose money and. be forced to come to

an agreement. However, the owners had methods of their awn to get the men

back to work and they used them. During the strike, the owners tried

a lockout. In other words, they refused. to permit the workers to enter

the factory. Noel was worried. He also discovered his name was on

something called a blacklist. He was afraid other employers would not hire

him because of this. He was told. that the only way he could now get vork

was to sign a yellow-dog contract, promising nct to join a union.

Things were not easy for Noel for the next few years. After a long,

hard fight, unions finally were recognized and he was happy that he was

partially responsible for thexp.

ss8 Unit VI, p. 15 338-340 S & 0

SCHWARTZ O'CONNOR uvaT VI CHAPTER 11: WORKERS UNITE! TO GET BETTER

WORKING CONDITIONS

NOTES ON_THE READING

AINS: To Learn How the Workers Formed Unions to improve Their Conditions

of WorkTo Learn How the Government Has Helped the Worker Get Better Wages,

Better Hours and improved Conditions

1. A. What did the workingman do to A.

improve his conditons?B. What was the Knights of

Labor?

2. rasauss briefly Samuel Gomper'searly life.

011MOMPINI09B.

3. What were the two ideas Gompers 1.

had about trade umions?

4. What were the difficultiesfacing the American Federation'of Labor?

5. A. What did Gompers and otherleaders continue to fight for?

B. How did they go about winningtheir demands?

SS8 Unit VIA). 16

2.VrAmIONIkowswerm.

tords.mromaumwm00040...........0

A.

B.

empwIllifts.a1M0.11.16=101"..001110.01

338-340 s & 0

t)

LJ

EL

SCHWARTZ O'CONNOR UNIT VI CHAPTER 11: WORKERS UNITE TO GET BETTERWCRKING CONDITIONS

NOTES ON TH2 READING

6. If collective bargaining didn'twork, what could the workers dol

7. What weapons did the employerhave in a strike?

8. A. What was the Wagner Act?B. What were some results

of the Wagner Act?

9. &plain the organization of theC.I.O.

.......0011MNIfliliMMIMMEN.01111.011111/1/0

al.......P......1111

=mmosIV

.111wM,MM04w4.).1e..41...m.MOI.MINImomorndrier.0.0..616.01.6.1111

100111001)ftemenn4lirr.lremorommrOmmorw.

Sommerw

111111110ftrowswalMr.woli+.

10. A. What was the Taft-Hartley A,

Law?B. What happened in 1955

concerning the unions?

.1111.1ommalownOINOmorweripprorms.o.....1

60Mownwonoia,

....o....~.41.

SS8 Unit VI, p. 17 338-340 s & 0

II

SCHWARTZ O'CONNOR UNIT VI CHAPTER lls WORKERS UNITE TO GET BETTER WORKINGCONDITIONS


11. What did Congress do asa result of a study of mionsin the 195013?

Complete the following outline .

eliMI10.010=11, 04.0.1~..awswartaise

MIONOrlIMMOM.POW

RECALL

ow t e worker How the Laws passed.tries to winhis demands

employer triesto win hisdemands

iconcerning!worker

the

,

001.10.1.0.1..1~

ss8 Unit VII p. 18 338-340 S&O

SCHWARTZ O'CONNOR MIT VI CHAPTER 11: WORKERS UNITE TO GET BETTER WORKINGCONDITIONS

VOCABULARY TESTS

In the blank appearing before the word meanings in Column II, write theletter which appears before the words in Column I.

Column

A. trade union

B. skill

C. unskilled

D. trade

E. collective bargaining

F. strike

G. picket

H. boycott

I. blacklist

J. recreation

K. lockout

L. yellow-dog contract

ss8

Column II

1. ability gained bypractice

2. refusal to give work toworkers until they accept theemployer's terms

3. list of people who arebelieved to deserve punishment

4. combine against and havenothing to do with

5. play; amusement

6. person stationed by alabor union near a factory

7. association of workersin any trade or craft

8. promise that personwouldn't join a union

9. buying and selling;kind of work

10. refusal of employeesto work

11. awkward; clumsy

12. talking about thingssuch as wage and hours

Unit VI, p. 19 338-340 S&O

WilILDRR UNIT V I CHAPTER 1..1.0111040011101MIMIAMINMIIISMON

Vocabilary

p. 264 ccmmunicationinventionmanufacture

13 .267

p.268

cargoyonderbulkyslenderbustling

p. 270 valiantwearYfar-flung

p. 271 dwindled,diuuse,shrewdenvypride

p.272

p. 273 self-reliant

SS8

THE NWTHEAST BECOMES THE CENTER OF TRADEAND NAEUFACTURING

WORDS TO LEARN


9.11ERWALEE

2121.121"..-9112freighterwhaler"trimming ship"

trinkets

squadron,gum-copaltallow

embargowharves

Industrial Revolutionspinning wheelhand loomspinning jennypower loomfactory

textilefactory system

Unit VI, p

People, Places,

gments,

Salem, Massachusetts

"Ebpress of China",Canton, "GrandTurk", Orient,Captain Robert Gray,"ColuMbia",:oaltic Sea,

Denmark, Sweden 0

Mediterranean

Barbary States,Luzon, Zanaibar,Arabia, Madagascar,Antartic,Rio de Plata,Malaysia

Donald McKay,"Flying (Mud",Cape EtoT:4

San Vyancis co

JEWS Hargreaves,Edmund Cartwright,Richard Arkwright

Samuel Slater,Pawtucket, RhodeIsland; FrancisLowell

264-287 w

112111E2 unnab CHAPTER 14: THE NORTHEAST BECOMES THE CENTER OF TRADEAND MANUFACTURING

Vocabulary Social Studies Words

p.274

p.275 dispose

p.276 declineventilation

p.277

p.278 convenience

p.279 successionoozingjounced

p0280 processionhindered

p .281

P 282

p.283 prophecy

p.284 scoffedquaintcrude

p.285 bold

p.286 communicationkeen

SS8

tariff

dutiesassembly line

immigrantswages

labor unioncraftsmen

"Conestoga Wagons"toll gatesturnpikes

Canal EraErie Canal

telegraphMorse Code

Unit VI,p. 21

People, Places , Events , etc

Elias Hawe

Cumberland orNational Road

Cumberland, Maryland;Wheeling, Ohio;Vandalia, Illinois

Governor De WittClinton

James, Watt,John Fitch,Robert Fulton,"Fulton's Fol,ly",

"Clermont"Oliver Evans

George Stephenson,"Tom Thumb",Peter Cooper

Charles Dickens,

New York Central,Samuel P.B. Morse

264-287 w

WILDER UNIT VI CHAPTER 14 THE NORTHEAST BECOMES THE CENTER OF TRADE

AND MANUFACTURING

WORDS USED IN CONTEXT

People in the 1800's did not have any way of sending messages

quickly. Communication was in its infant stage. As settlers moved further

west, they saw the importance of communication.

The travelers were weary after their long Journey. These weary

people were glad to rest at the first hotel they saw.

When the boy got his new bike he could see envy in tae eyes of his

friends. This envy soon passed when he let them take turns riding the

bike.

As be spent more and more noney be saw his bank account dwindle.

It dwindled so much that he had to borrow money to pay his debts.

It is important to have proper ventilation in a house. Ventilation

is the process of supplying fresh air.

The procession moved in perfect order. When the meession reached

the end of the street the people crowded around to see what was going on.

QUESTIONS ON CHAPTER 14

From the title of Chapter 14, The Northeast Becomes the Center of

Trade and Manufacturing" we can assume that the chapter deals with:

SS8 Unit VI, p.22 264487 w

WILDER UNIT VI, CHAPTBR 14: THE NORTHEAST BECOMES THE CENTER OF TRADE

AND MANUTA.CTUAING

A quick pre-reading of the chapter introduction, the sub-chapter and

and chapter check ups, and the pictures, maps, charts and graphs, reveals

that this chapter did not deal with:

A. Americans opened trade with the Far East

B. The War of 1812 damaged American shipping

C. Dtnald McKay advanced shipping

D. Manufacturing centers flourished in the South

E. The protective tariff benefited the Northeast

P. The factory system led to the growth of unions

SS6 Unit VI, p 23 264.287 W

nuaR UNIT VI CHAPTER 1 THE NORTHEAST BECOMES THE CENTER OF TRADE AND

MANUFAC G

Directions: State the effect that each of the following in Column I

had on the Northeast.Column ICause

A. clipper ships

B. Samuel Slater

C. War of 1812

D. Elias Howe

E. protective tariff

F. factory system

G. tmnpikes

H. canals

I. railroads

J. telegraph

SS8

Column IIEffect

1.

2.

3.

5.

6.

7.

8.

9.

10.

Unit I1110 p. 24 264.287W

WILDER UNIT VI CHAPTER 14: THE NORTHEAST BECOMES THE CIDITKR OF TRADE AND

NANUFACTURING

VOCABULARY TESTS

In the blank appearin before the word meanings in Column II write the

letter which appears before the words in Column I.

Column I

A. cammunication

B. valiant

C. weary

D. clipper ship

E. shrewd

F. envy

G. quaint

H. prophecy

I. tariff

J. ventilation

K. packet ship

SS8

Colamn II

1. list of duties or taxes

on imports or exports

2. discontent at anotherperson's good fortune

3. giving information bytalking, writing, etc.

4.. brave, courageous

5. telling what will happen

in the future

6. having a sharp mind,having a keen wit

7. ship with towering mastsand long, slender lines

8. ship that ran on a

time schedule

9. tired; run down in mind

and spirit

10. strange; odd

11. processs of sunlyingfresh air

Unit VI, p. 25 264-287 W

WIIDER UNIT VI CHAPTER 22: THE UNITED STATES BECOMES A GREAT INDUSTRIALNATION

WORDS TO LEARN

Social Studies Wordsindustryproduction

manufacturedtractorsplowsharvesterraw materialsnatural resourcesforefatherscontinentmineraldepositcopperleadbauxitealumunummanganesetinnickelplatinumpetroleumreserves

IrcxwAillary

p.443

p.444. precioustimber

P 1145 intermediateinsulateupholstery

p.446 investmentinventiVepersistenceinventor

p.448 laboratorypatentfeeblewelder

p.449 interchangedbleidenticalsubstitutedtaskassembledfixturesemployee

SS8

syntheticplasticslimestone

mamoductiondivision of laborstandard parts

assembly lineconveyer-belt

Unit VI, p. 26

leoplel,Placest Events,etc.

Industrial RevolutionMachine Age,Pennsylvania,Appalachian region,Mississippi Valley,Lake Superior

Eli Whitney,Elias Howe,Thomas Edison

Menlow Par4,New Jersey

Henry Ford

442-466

WILDER UNIT VI CHAPTER 22: THE U S. BECOMES A GREAT INDUSTRIAL NATION

Vocabulary

p.450 emergesrevolutionizeprocedureresearchsemi-skilledpopulationseagerhauledeffectivespecialty

p.451 specializecatalogueruralpartnershipcorporationshares of stodkstockholdersdividend

p.452 organizationcommunicationmulti-lanetelegraphcable

p.453

WORDS TO LEARN


automationcomputer

department storeschain storespioneermail order house

People, Places,Events,etc

Russian,English

John Wanamaker,Philadelphia;Marshall Field,Chicago;Great Atlantic andPacific Tea, Co.;11:w. Woolworth Co;Montgomery 1Ward-Sears Roebuck

Europe, Asia,Africa,Cyrus Field,Atlantic Ocean,British Isles,America

Scotsman;Alexander Graham Bell,Boston;Cambridge,Massachusetts;New Haven,Connecticut

Words needed to understand the notes about the telephone: contrivance,transpitter, diaphragm, Rrimitive.

P.454 radarsonar

SS8 Unit VII p. 27

New York,San FranciscoKDKA, Pittsburgh;Marconi;Italian;Newfoundland;Great Britain

442.466 w

t:7

r 4

2112gE, UNIT VI, CHAPTER 22: THE U.S. BECOMES 11GREAT INDUSTRIAL NATION

WORDS TO LEARN

Vocabulary Social Studies Words a.22124.2112ELEMELELetc.

p.455 commercial

p.456 capacityeconomically

p.457 experimenterchromium

trunk lineair brakesautomatic coupler

World War II,North, South,Midwest

Cornelius Vanderbilt,New York CentralSystem, PennsylvaniaRailroad,Baltimore and Ohio,Pullman Company

George Selden,Charles Duryea,Elwood Haynes,Alexander Winton,Henry Ford,Aew Englander,'tarles Goodyear

p.458 synthetic vulcanizing Samuel Langley

p.459 tragically Wilbur Wright,Orville Wrlght;Dayton, Ohio;Kittyhrmk,North Carolina;First World War;Charles Lindbergh;Wiley Post;Harold Gatty;Amelin Earhart;Honolulu;Califsornia;

Wo2Ad War II;Federal Aviation

Agency

p.460

SS8 Unit NTI,P. 28

Akrou;Toledo; Los Angeles;Newark, New Jersey;Minneapolis;St. Louis;Dallas;

"captain of industry"

442-466 w

1.1U

WILDER, UNIT VI CHAPTER 22: THE U.S. BECOMES A GREAT INDUSTRIAL NATION

WORDS TO LEARN

Vbcabuldry Social Studies Words People Places Events etc.

p.460

p.461

p.462 revolutionizedpetroleumkerosenemonopoly

JLI

p.464 ample

p.465 laboratorysynthetictextileselectronicradarX-raycomputersatelliteeliminatenerchandise

p.466 advertising

SSa

James J. HillCanada;St.Paul, Minnesota;Great NorthernRailway;Seattle, Washington;Andrew Carnegie;Henry Bessemer;William Kelly;Scottish

Lake Erie;Grbat Lakes;United States SteelCorporation;John D. Rockefeller';Standard Oil;Benjamin Silliman;Titusville, Pennsylvania;Cleveland

American Telephoneand TelegraphCompany

supermarketshopping centerdiscount hauses

Unit VI, p. 29 442-466 W

WILDER,t UNIT VI, CHAPTER 22: THE U.S. )ECOMES A GREAT INDUSTRIAL NATION


The area contained many precious metals. These metals were precious

because they were hard to get.

I am going to insulate my house because there are too many drafts.

This insulation will keep it warm in the winter and cooler in the summer.

During the last war, synthetic rubber was very important. Since

items like rubber, and silk, *ere scarce, man-made synthetic products

had to take their place.

Since he did not get a patent for his invention he could not prove it was

his. Patents protected inventOrs just like copyrights protected writers.

I made a small investment in the stock market. This money that

I invested I hope wargairagy make me a fortune.

The runner's best quality was his persistence. He would never give

up.

No task is too small or job too big for your friendly movers.

The parts were interchangeable; each one cauld be used in place of the

other.

The large company had a monopoly on all the goods produced. This

monopoly enabled the company to set prices and drive the small businessman

out of business.

You have to eliminate many of the words on this list. If you get

rid of at least ten you will have a better libt.

SS8 Uhit VI, p. 3° 442.466 w

WILDER UNIT VI CHAPTER u: THE U S BECOMES A GREAT INDUSTRIAL NATION

VOCABULARY TEST

In the blank appearing before the word meanings in Column II, write theletter which a ears before thu words in Column 1.

1.

2.

Column I Column II

precious

insulate

A. made artificially

B. work to be done

3. synthetic C. can be put in placeof each other

4. patent

D. keep from losing heatI I 5. investment

E. something that is

t

6.

7.

persistence

task

expected to yield money

F. get rid of

iJ8. interchangeable G. valuable

9. monopoly H. continuing firmly

L,

10. eliminate

ss8

1. government grant toprotect an invention

J. complete control

Unit VI, p. 31 442.466 W

n

UU

,D

Li V

Li 0

,

WILDER, UNIT VI CHAPTER 22: THE U.S. BECOMES A GREAT INDUSTRIAL NATION

QUESTIONS ON THE CHAPTER

From the Survey

From the title of Chapter 22, The United States Becomes a GreatIndustrial Nation, we can draw certain conclusions about the content of thelateifeHEc=rer.owtliere are a list of conclusions. If you think that theconclusions fonow naturally as a result of the title of the chapterwrite CF, for conclusion follows. If you think that the conclusion doesnot follow beyond a reasonable doubt, write conclusion does not follow (CNF).

Use sub-titles, headings charts, etc, to help you decide.

1. Certain basic conditions make the United States a leadingindustrial nation.

2. The United States has great methods of transportation andcommunication.

3. There have been many great inventions in the United States.

4. John D. Rockefeller founded Standard Oil.

5. Mass production and the growth of corporations aided American' industry.

SS832

Unit VI, p. 442.466 11

WILDER UNIT VI CHAPTER 22: THE U S BECOMES A GREAT INDUSTRIAL NATION


"Necessity is the mother of invention."This means that before developments take place, there is usually a problto that

needs solving. Below you will find a list of developments that solved

certain prOblems . Match the development to the problem that it helped

solve.

Problem

A. many people claimed otherpeople's inventions

B. automation

C. need for large sums of money

D. manufacturers couldn't sellproducts

E. automobiles need tires

Development

1. advertising industry

2. trans-Atlantic cable

3. vulcanization of rubber

4. trunk lines

5. demand for highly trained

workers

F. expense of converting iron to 6. establishment of a Federal Aviation

steel Agenoy

G. trans-continental communciation 7. corporations here research

took Nmetsi scientists

H. freight had to be movedmany times, from one railroad line

to another

8. patent law

products need to be improved 9. Bessemer Process

and new ones developod

airways are very crowded 10. estabishment of corporations

ss8 33Unit VI, p. 442.466 W

SCHWARTZ O'CONNOR UNIT 'VI CHAPTER 2: INVENTIONS CHANGE OUR WAY OF LIVINGBEFORE THE CIVIL WAR

WORDS TO LEARN

Too many of us merely accept the comforts and modern conveniencesaround us. If we do think about them, it is usually to complain about someminor mishap or delay in services. We assume that the food will bedelivered to food stores all neatly packaged, that the trains and planeswill run, that a flick of a switch will produce electritity and that aurfriends are at the end of a dial tone. But none of these things, norhundreds more, were commonplace in 18th and 19th Century America. 2helives of the great inventors make exciting reading. These man of geniusstruggled against tremendous odds to fulfill their visions.


AIM: To Learn of the Changes in Travel Communication. sand Farming before1 65.

1. What industry started theIndustrial Revolution in theUnited States?

A.

B.

2. What did Robert Fulton contribute A.to the Industrial Revolution? B.

3. In what industry in England was A.the "iron horse" first used B.successfully?

.1110

4. How did Peter Cooper provethe superiority of hislocomotive?

5. What were the farming toolsused before the AmericanRevolution?

64 How did John Deere'sinvention help the farmers ofthe Niddle West?

T. How did Cyrus Mc Cormick'sinvention estdblish the "breadbasket of the United States"inthe Nid-west?

8. What purpose did the telegraphserve in a growing and expandingAmericl?

A.

B.

C.

A.

wtoronio,

A.

11011001111.0014118.11.11100110.11ft.

SS8 Unit VI, p. 34

rooNorl.00z.1101/...

lowsonita.."=0.1.1111M

302-305 S & 0

SCRVARTa O'CONNOR UNIT VI CHAPTER 2: INVENTIONS CHANGE OUR WAY OF LIVINGBEFORE THE CIVIL WAR


9. How was the telegraph used byother industries in theUnited States?

A.

B....../Vgamodame.geame........r...../

10. How did Elias Howe's A.invention bring about thefactory system? B.

11. Explain how Kelly and A.Bessemer set the framework B.of the cities of steel of C.today.

m=111.mmimpowilmrmatowlW

111.

VOCABULARY TESTS

In the blank a spearing before the word meanings in Column II, write theletter which appears before the words in Column. I.

Column

A. Industrial Revolution

B. inventions

C. inventors

D. factories

E. scythe

F. communications

G. transportation

H. conveniences

SS8

Column II

1. giving of informationby talking, writing, etc; asharing of ideas

2. a means of locomotion;going 'from one place to another

3. the era when newly inventedmachines began replacing handlabor

4. buildings where things aremanufactured

.5. person who makes upor thinks out a new machine,process, etc.

6. making something new

7. slightly curved bladeon a-long handle, used for cuttinggrass

8. aids, facilities,making life easier

35Unit VI, p. 302-305 S & 0

i

SCHWARTZ, O'CONNOR UNIT VI, CHAPTER 2: INVENTIONS CHANGE =WAY OF LIVINGBEFORE THE CIVIL WAR

WHO AM I ?

I put America on wheels with. my model "A" invention.

My invention meant that one average farmer could feed ten citydwellers.

I memorized the parts of an invention to get them out of England.

The telephone companies still use my name.

I became famous with the message, "What hath God wrought?"

I really invented the sewing machine, though another name is associatedwith it.

11111101101001110111010111

made my fortune in steel.

worked with developing a process for purifying iron.

I made "Tom Thumb" famous.

My "Folly" traveled about five miles an hour.

$8836

Uhit 302-305 S & 0

SCHWARTZ O'CONNOR, UNIT VI CHAPTER 4: IMPROVEMENTS CONTINUE AFTER 1865

WORDS TO LEARN

Many factors must combine to produce a great, free industrialnation. From the beginning the United States has been blessed with allthe elements necessary for growth and development. The United Statesgovernment provided a democracy which gave its citizens a feeling of afaith in the government. Uhder these conditions the men of genius werefree to invent and experiment . The government protected their inventionswith patents and at times provided money to help these mm continue theirwork. The United States abounded in natural resources, which weredeveloped by American industry for the benefit of the American people.The unrestricted immigration policy of the U.S. government at thattime, provided the labor force to help build American factories and transportationsystems, while the years of peace after the 'Civil War provided the time forinternal growth.


AIM: To Learn of the Makings of Modern America After the Civil War

1. How would you define an A.industrial nation?

2. Where and when was the A."golden" spike presented? B.

...

3. How did the transcontinental A.railroad help in the industrializ- B.ation of the United States? C.--

4. What inventions made travel A.safer and faster? B.

C.

D.

5. What did Cyrus W. Fieldcontribute to the communicationssystem?

6. Why was Ale:ander G. Bellconcerned with dae human voice andsound reception?

7. How did Mbrconi improve andfurther the inventions ofMorse and Bell?

A.B.

SS8 Unit VII p. 37 310-313 S & 0

SCHWARTZ O'CONNOR UNIT VI CHAPTER 4: IMPROVEMENTS CONTINUE AFTER 1865

NOTES ON THE READaNG

8. How did broadcastingoriginate?

9. What later development cameabout after the general useof television?

A.

B.

A.1960B. 1962

VOCABULARY TESTS

In the blank appearing before the word meanings in Column II write the

letter whibh appears before the words in Column I.

Column I

A. industrial

B. factories

C. mass production

D. transcontinental

E. immigrants

F. frontier

G. diesel

H. Pullmans

I. diners

J. relay

SS8

nmememommle

articles

2.

trade or

Colum II

manufacture of identicalon a large scale

any branch of business,manufacture

3. crossing or spanning acontinent

4. building where things aremanufactured

5. person who comes into as6range country to live

6. the farthest edge ofsettlement; end of a settled area

7. an internal-caMbustionengine th t burns oil with heatcaused by the compression of air

8. a rcilroad car withberths or small roams for sleeping

9. a railroad c r in whichmeals are served

10. transmit by an electricalcurrent

Unit VI, p.38 310-313 S &O

SCHWARTZ, O'CONNOR",j UNIT VI, CHAPTER 4: IMPROVEMENTS CONTINUE AFTER 1865

READING QUESTION

Which Came First?

Directions: Using the numbers 1 to 7 place the following events intheir correct time order.

INRIFIMM111111.1111.11

The election of a President is announced on radio.

Telstar relays a television program around the globe.

The "Golden Spike" marks the completion of the first transcontinentalrailroad.

Lee De Forest invents a radio tube.

The United States extends from the Atlantic to the Pacific Ocean.

A voice is sent over wires.

111101.111111111111Signals are sent through the air without wires.

SS8 Unit VI, p. 39 310-313 S & 0

SCHWARTZ) O'CONNOR UNIT VI CHAPTER 5: AMERICA ON WHEELS

WORDS TO LEARN

No invention brought greater change to the American scene than

the automobile. This new invention was made available to the average

family by Henry Ford, who used the assembly line to carry out the mass

production of his Model T. The average American family became acquainted

with the country far beyond his own little harm. The center of entertainment

and amusement moved from the family fireside to the village square.

A need for more varied amusements arose. A need then for better roads

has developed today into a continuous highway throughout this land.

Haw many changes can you think of that are a result of the automobile?


AIM: To Learn How the Invention of the Automobile Changed Our Way of Life.

1. What was the horselesscarriage?

2. A. What was the most importantelement in devel,,ping a machinethat would run by itself?

B. Who dug the firstsuccessful oil uall inPennsylvania?

3. A. Name the process usedfor removing the impuritiesfrom %oil.

B. Where were the firstmachines to run oA gasoline built?

C. What is the meaning ofthe word auto dbile?

4. Who was one of the firstautomobile manufacturers inAmerica?

5. What is mass production?

6. A. Describe av assemblyline.

B. What is division of labor?

7. What invention by Eli Whitneyw s put to use by Henry Ford?

ssa Unit lap p. 314-317 S & 0

SCHWARTZ O'CONNOR, UNIT VI, CHAPTER 5: AMERICA ON WHEELS


8. What discovery by Charles Good-year was a valuable addition to theinvention of the automobile?

9. Why is it said that theautomobile has changed our waysof living?

41111MMO.

1.moC.3.1....M1

VOCABULARY TESTS

In the blank appearing before I122E2rLmelnIngsln_ColumilIELEK119.1122letter which appears before the words in aolumnI.

Column I

A. horseless carriage

B. gasoline engine

C. inpurities

D. process

E. refining

F. mass production

G. assembly line

H. division of labor

I . standardized parts

J. vulcanized rubber

SS8

Column II

1. treat rubber with sulphurand heat to makemore elastic & durable

2. jobs are divided among

people

3. identical or inter-changeable parts

4h conveyor; togetherwith the t'orkers who man italong which a product moves untilit is completed

5. machines driven bysteam engines, not horses

6. machine driven byrefined oil

7. treat or prepare bysome special method

8. free from Impurities

9. dirty; that whidhis not pure

10. manufacture ofidentical articles on a large scale

Unit VI,p. 41 314-31T S & 0

LIB

SCHWARTZ O'CONNOR, UNIT VI, CHAPTER 5: AMERICA ON WHEELS

SKILL

Nhtch the invention or ideas in Column II with the inventor in

Colman I.

Column I Column II

A. Henry Ford

B. Charles Goodyear

C. Edwin Drake

D. Eli Whitney

E. Cyrus Field

F. George Westinghouse

G. Alexander G. Bell

1. first oil well

2. standard parts

3 vulcanized rubber

4. assembly line

5. telephone

6. Atlantic cable

7. air brake

ss8 Unit VX; v. 42 314-317 S & 0

SCATAMt_O'CONNCLR.4,....UNITyt9 CHAPTER 6: WE TVg T1 THE AIR

WORDS TO LEARN

No other event in American history ever created the mass hysteriaas did "Slims" solo flight to Paris. Charles Augustus Lindbergh was apoor boy who was born in Detroit and raised in Minnesota. He had alwaysbeen interested in flying, bub could not raise enough money to buy thenmterials he needed. He remembered that in 1919 a Frenchman, Raymond Orteig,had posted a prize of $25,000 for the first non-stop flight from New York,

to Paris or from Paris to New York. Lindbergh wanted to advance the aviationindustry and to prove to people that planes could really fly. He now

neeaed the backers to help him make his flight. He had $2,000 of his own ,

butle needed a total of about $15,000 . Finally three men formed e committeeto raise the money for him.

In the pre-dawn hours of May 20, 1927, he took off from RDosevelt Fieldon Long Island, 33 hours, 30 minutes, 29.8 seconds later he arrivedat Le Bourget airport, a few miles outside of Paris. He had proved thatthe ocean could be spanned; Europe and America were brought together.Upon his return to America, Lindbergh became a national hero and Americabecame air-minded.

SS8 Uhit VX, p. 43 318-319 S 80 0

SCHWARTZ O'CONNOR UNIT VI CHAFTER 6: WE TAKE TO THE AIR


AIM: To Learn How the Invention of the Airplane Has Changed OurWays of livinft

1. Why were the balloon and theglider not sufficientlysatisfactory?

2. Where and when was the firstair flight made?

3. Nlat was tha result of thelow Eagle's" flight fromNew York to Paris?

4. How has the airplane produced A.

both good and bad results? B.

C.

5. What new type of plane wasproduced during World War II?

6. What is the principle behindthe jet engine?

7. How far into space does theit layer of air extend?

)

8. 1. How does the rodketengine provide for the lack ofair in space?

2. Whyvas Robert Goddard nick-named "moonaugur Goddard?

...........000.

SS8 Unit VX, p 44

.1.141.11141.1=.1"710.11...

31e-319 s & 0

SCHWARTZ, wcomplimrirc,, muTpt 6. WE TAKE TO THE AIR

VOCABULARY TESTS

In the blank appearing before the word meanings in Column III write theletter which appears before the words in Column I.

Column I

A. balloon

B. glider

C. propeller

D. propulsi)n

E. rockets

F. hero

Column II

device consisting of arevolving hub with blaaes

2. a driving forward oronward

3. a self-propelling deviceoperating by means of gasesescaping from a nozzle

4. aircraft resemblingan airplane withoat a motor

5. an airtight bag filledwith some gas lighter than air

6. idol; most importantperson

READING QUESTION

The following men are all connected with the growth of communicationsor transportation in the United States. Write a brief paragraph about themen and their contributions.

1. Wilbur and Orville Wright

2. Charles A. Lindbergh

3. George Westinghouse

4. Henry Ford

5. Charles Goodyear

6. Leonardo Da Vinci

558 Unit V2L* 318.319 s a?, 0

1

SCHWARTZ, O'CONNOR UNIT VI CHAPTER 7 : THE WIZARD.L.THOMAS EDISON

WORDS TO LEARN

Young Thomas Edison received a permanent injury to his ears because

of' his ambition and desire for knowledge. It is said thaQ while selling

newspapev3 on a train, he set up a ldboratory in a freight car. One day

it caught fire accidentally . The train's conductor threw the chewicalsand young Tom's experimental laboratory from the train. At the same

time he boxed Tom's ears. Tom Edison remained deaf for the rest of his life.


AIM: TojApsiTAJIgy_El9etricity Became A New and IRmrtant Source of0.40FaarPower.

I. How did Thomas Alva Edisonshow interest in sciencewhen he was a youngster?

2. A. What was his firstinvention?

B. Where?

0.4....11.11srioNwOmarelowSIONIFIb

B.

3. A. For what is Edison best A.remembered?

B. What are the benefits ofthis invention?

4. A. What did Edison findcaused the glow to last?

B. How long did the firstlight bulb last?

5. A. How did Edison make hisinvention availdble to a greetnumber of the people?

B. How many inventions arecredited to Edison?

6. Name a few of theinventors and their inventionsthat helped make life easier.

B.ml*O.I*001

lim11010.1.

10101110.0111.1*--......0100011..

I.N...ftramema.6%.apenwt.-2.aresmailtaok^

SS8 Unit VI, p. 46 322-323 S & 0

II

LI

TL

SCHWARTZ, O'CONNOR UNIT VI CHAPTER 7:THE WIZARD TH9MAS EDISOT

VOCABULARY TESTS

In the ......_.p.L_L__..:,2;.geblankaearinbefoisinwox Column II write theletter which ap ears before the 'words in Column I.

Column I

A. wizard

B. electricity

C. laboratory

D. chemicals

E. experiments

F. accidentally

G. telegraph

H. carbon

I. generators

J. phonograph

SS8 Unit, p

Column II

1. a means for transmittingsound by electricity

2. talking machine

3. by chance

4. piece used in batteries,arc leaps, etc.

5. make trials or tests

6. made by or used inchemistry

7. form of energy that canproduce light, heat, magnetism,and chemical changes and whichcan, be generated by friction,induction or chemical changes

8. machine that changesmechanical energy into electricalenelty

9. Place where scientific workIs done; experimentsletc.

JO

10. very clever person; expert

322.323 S 83 0

SCHXARTZA0 CHA T R THE WIZARD THOMAS EDIOON

SKILL

ifith which of the following inventions was Thomas Alva Edisonassociated?

A. autcmobile

B. Spinning Jenny

C. assembly line

D. light bulb

E. airplane

F. phonograph

G. telegraph printing machine

H. motion picture camera

I. reaper

J. wax paper

ssO Unit VI) p. tte 322-323 S & 0

I1 :,..

R

1

I I

'a

11 11,

I;

or

!,r

SCHWARTZ WILDER, UNIT VI, CHAPTER 22: THE U.S BECOMES A GREAT INDUSTRIAL

NATIONSCHWARTZ UNIT VI, CHAPTERS 2,4,5,6,7

At the left you will find a list of names. Match the people with their

achievement or idea.

2. Cyrus Field

2. Marconi

3. Alexander G. Bell

4. Eli Whitney

5. Charles Goodyear

6. Charles Lindbergh

7. Wright Brothers

8. Thomas Edison

9. Henry Ford

10. William Kelly

A, wireless

B. vulcanization of rubber

C. invented the light bulb

D. used coke to turn ironinto steel

OMNI

ss8 Unit VI,

E. first to fly

F. standard parts

G. trans-Atlantic cable

H. the horseless carriage

I. flew the Atlantic non-stop

41, telephone

WILDER, UNIT VI CHAPTER 24: NEW METHODS OF FARMING CREATE NEW PROBLEMS

WORDS TO LEARN


prairies

Vocabulary

p.483 tremendousfrequently

p.484 scytheharvestinghogs

p.485 inefficientsheathingfurrowimplementsreapersheavesthresherhuskschaffcombine

p.486 tractorsdiesel

p.487 ample

p.488 wiltedcultivatedmoistureevaporating

p.489 discouragingtornadoesdust stormscontinualplagueavailablediminished

p.490 debtsparticularlyfreightintensefertilizer

ss8

aire

conqueredirrigationsditchesdamreservoirsdry farming

money cropsupply and demand

Unit VI, p. 50

People Places Events etc.

Cyrus McCormick 0James Oliver

Missisgppi

Mormons, Utah,Hoover Dam,Grand Coulee Dam,Fort Peck Dam

483-500 7

WILDER UNIT VI CHAPTER 24: NEW METHODS OF FAP!IING CREATE NEW PROBLEMS,.

Vocabnlary

p491 erodeddesolate

p.492 politicsconvincedforbade

p.493 reformssympathizedeloquentlyorator

p.494 remedywelfareconcernscientificyield

WORDS TO LEARN


political partiespaper moneygreenbacks

farm bloc

p.495 suspiciouscontinualsoil conservationYearbooksummarize6research

p.496 surpluses farm loansaccumulation price supportsstaple cropsdepressionskyrocketedprosperousseries

p.499 encouragescostlyburdenedsurplusesbasictacklingin spite ofsolution

ss8

protective tariffs

Unit VI,p. 51

People Places Events,etc.

Oliver H. Kelly,1867 National Grangeof the Patrons ofHusbandry (Grange),1887 InterstateCommerce Agt/.

Interstate CommerceCommission

National GreenbackParty,Greenback PartyPopulist PartyWilliam Jennings BryanWilliam Mc Kinley

The Farmer's Union,American Farm BureauFederation,Non-Partison League,co-operative association,Agricultural Colleges1862 Morrill Act

1862 Departnent ofAgriculture

Weather Bumaulcounty agent1933 AgriculturalAdjustment Act

483.500 W

WILDERt_plITT VI CHAPTER 24: NEW METHODS OP FARMING CREATE NEW EMBLEMS


1. The farmer used very crude tools in harvesting his grains. Thenew, improved farm machinery has made harvesting much simpler.

2. The new plow made it possible to cut a straiat furrow in the soil.

Sometimes the farmers would not plant In these furrows but would allowthe land to remain idle in order for the loose earth to gather therainfall.

3. The combine was a machine capable of cutting, threshing, cleaningand gathering the grain. The combine made it possible for a farmer to morethan triple his output.

4. Careless and wastefUl practices in farming have resulted insoil erosion. This eroded or washed-away land is largely responsible forflooding in many sections of the country.

5. The Indian had. been placed on reservations which are desolateand ..arid desert lands. The Indian can barely sunport his family fromwhat he :tan grow on this desolate land.

6. The United States has been fortunate in having many excellentorators. One of the most famous of cur orators wus William Jennings Bryan,who gave his most famous speech in defense of coining large amountS.ofsilver coin in the United States.

7. When we talk about saving, most of us think in terms of money but thefarmer realizes he can not save unless he practices soil conservation.The Department of Agriculture provides many studies on soilconservation in order to help the farmer use the soil wisely.

8. Colleges and universities provide much research on problems foundin American life. They sim.dy the cause and effect of events and actionsand send our research teams to try to back their findings.

9. HUge surpluses of grain are stored in the mothball fleet in theHudson River. The farmer fears these surpluses because it very oftenlowers the price of his product.

10. In order to protect the farmers, the government has set upprice supports. These price supports more or less govern the price offarm goods.

ss8 Unit VI, p. 52 483 500 W

WILDER, UNIT VI CHAPTER 24: NEW METHODS OF FARMING CREATE NEW PROBLEMS

A quick, pre-reading of the chapter introduction, the sub-chapterand chapter check-up, and the pictures, maps, charts and graphs, revealsthat this chapter did not deal with:

A. How women fought for their rights

B. New types of farm machinery

C. Why farmers organized to protect their interests

D. Haw farmers tried to overcome their problems

E. The national government passed laws to regulate labor

F. How the government tried to help the farmers

SURVEY

Match the following items:

Directions: In the blank appearing before Column II, place the letterfrom Column I which best fits the description given.

Column I

A. Oliver H. KellyB. William Jennings BryanC. Mrrill Act 1862D. Populist Party 1890E. co-operative associationsF. 1933 Agricultural AdjustmentActG. Interstate Commerce Act 1887

ss8

Column II

1. set up agriculture andengineering colleges

2. the farmer's party backingsilver coinage and reform

3. "silver-tongued orator ofthe West"

4. National Grange, 18675. direct aid to farmers;

price supports; control ofproduction; soil conservation

6. farmers' organization-to buy and sell in large groupsto get better prices

7. forbade railroads togive rebates or charge unreasonablerates for farm products being shippedon short haul

Unit VI,p. 53 483-500 W

, 1

'

,..,:

,...

WILDER UNIT VI CHAPTER 24: NEW METHODS OF FARMING CREATE NEW PROBLEMS

FROM YOUR READING: SKILL INTERPRETATION

Interpret the cartoons on Pg. 490 & 491.

1. How does the first cartoon explain the law of supply tlid demand?

2. How did the story in the second cartoon force Congress to passthe Interstate Commerce Act?

3. Can you explain why the farmer in the third cartoon would joina farmer's cooperative or combine?

4. How would Oliver H. Kelley interpret the last cartoon? Whatarguments would be present to explain his viewpoint?

ss8 Unit VI) p. 5 Li. 483-500W

SCHWARTZ O'CONNORLZUNIT VI, CHAPTER 12: THE FARMER HAS HIS OWN PROBLEMS

WORDS TO LEARN

Before the invention of machinery, most workers lived on farms.This is the story of Dennis Levitt, a man who started as a sharecropper.Along with other migrant workers, Dennis moved fran place to place lookingfor work . He even took jobs in various granaries where he would takecare of the surplus wheat. However, Dennis saw the chance to make money.By deciding to specialize in one crop he began to see that the more hefound out about this crop the better the product Imuld be. After a while

Dennis was able to pay off all of his debts. He was even able to buya reaper, a new machine that made farming much easier. Dennis decided

that if ht were to see things in his business improve it might be agood idea to join a political party. By doing this he felt he couldinfluence laws being passed. He was disappointed when the government passed

an income tax law and he had to pay a great deal of money because of his

high income.


AIM: To Learn How Machines Made Changes in the Way of Life on the Farm.

1. How did the machine helpfarmers after the Civil War?

2. How did the farmer "change"as a result of the invention ofmachines?

3,4. What problems did the farmershave?

558 Unit VI, p.55

.1.100114,611011110.11.111001111110

342.344 s & 0

SCHWARTZ O'CONNOR UNIT VI CHAPTER 12: THE FARMER HAS HIS OWN PROBLEMS

VOTES ON THE READING

5.A. Why did the farmer growmore products?

B. What is a surplus?C. What happened when there

was a surplus?

6.A. What happened to the farmersbetween 1865 and 1895?

B. What was the Grange?

7. What was the Populist Party?and why was it formed?

8. What caused the troUbles inthe'1920's ?

9. What did the governmentdo to help the farmers in the1930's?

Uhit

B.+11.1......1111114110

0.101100111...filw

-.1=1111.1.1.1.10n1

Aormumerwirrenoromowert,

woracmotAeoll......i1.100.1110100...1W

11.011171.01.1.1.04011..

MYIPO...4N00..110O.M.WYIVIOWNMII...*mOirdOmm..MMMI

1102110/111.

66*01000.41111116Ne

342 344 s & 0

SCHWARTZ O'CONNOR, UNIT VI CHAPTER 12: THE FARMER HAS HIS OWN PROBLEMS

PARAGRAPH DEVELOPMENT

Take the following facts concerning Chapter 121 The Farmer Has HisProblems and organize them :Into (a) well-written paragraph(s).

a. After the Civil War the machine came to many more farms.

b. The farmer at one time raised food and animals for his own use.

c. The farmer tried to make more money by raising larger amounts ofwheat, cotton, and corn.

d. The prices were so lay between 1865 and 1895 that farmers cculdnot pay their debts.

e. The farmer again asked the government for help during thedepression.

VOCAMULARY TESTS

In the blank appearing before the word meanings in Column II write theletter which appears before the words

Column I

A. reapar

B. specialize

C. debt

D. political party

E. income tax

F. sharecropper

G. migrant

H. granary

in Column I.

Column II

1. place where grain isstored

2. something owed to oneanother

3. person who farms land, for the owner in returnfor part of the crops

4. move from one place toanother

5. money paid to governmenton personal income

6. pursue some specialty

7. person or machine thatZuts grain or gathers a crop

8. group of people joinedtogether for a common interest

SS$ Unit VI) p 342-344 S & 0

SCHWARTZ O'CONNOR, UNIT VI CHAPTER 13: SAVING OUR RESOURCES

WORDS TO LEARN

It wasn't until the twentieth century that the government first startedto think about its human resaurces. During the depression in 1929 rawpoeple lost their jobs and businesses. This led to government interferencein certain areas. Laws were passed to try to end the depression. Manystm2.2.2.yel people were put to work by government agencies specificallycreated to put these people to work. The conservation of human,as wallas natural resources, is vital to America,


AIM To Learn How Our Government Has Helped. to Conserve Cur Haman andAhtural Resources.

1. Why did the government decideto pass laws to help its people?

2.A. Why weren't reople sure whetherthe products theyA.tre buying waregood?

B. What did the government doto protect them?

3. Mhat did some states do toprotect their workers?

4. 'Why did the government feelthey Should help the workersduring the depresston.

.5.A. How did the government helpduring the depression 4.111929?

B. What was thenNew Deal"?

550 Unit VI, p. 58 346- 8 s & 0

I :

if

i

U.

SCHWARTZ O'CONNOR, UNIT VI, CHAPTER 13: SAVING OUR RESOURCES

ROTES ON THE READING

6. How does the Social SecurityLaw work?

T. What were some steps takenby the "New Deal" to save ourhuman resources?

11=mcValma

.....11(..),

8,9. A. Why did Theodore Roosevelt A.take an active part inconservation?

B. What is meant by conservation?

10. What has Congressdone since then to protectfarming land?

11. What problem exists becauseAmerica is a land of cities?

AIIMM1110.

pli...011111111Naminier.=1mr 7111111.111

..mgmeow.m..==wmalelampuraMmlinno,

*.limmwSZ.Gymmmidialw=r.

i=11.111111. agm

SS8 Unit VI, p. 59 346-348 S & 0

SCHWARTZ O'CONNOR UNIT VI CHAPTER 13: SAVING OUR RESOURCES

Understanding What You Have Read

11 Which of these facts may be found in Chapter 13? Circle the letter ofthe facts that are found in the chaptcw.

T.)

a. The efforts that have been made to save our resources

b. The umaning of the "New DealY

c. The reasons for food-inspection laws

d. Where our national parks are located

e. The purpose of the T.V.A.

f. The life of Albert Einstein

g. Prdblems created by the factory system

h. Teddy Roosevelt's love for natural beauty

i. Mark Twain, forest reager

VOCABULARY TESTS

In the blank appearing before the word meanings in Column II, write theletter which appears before the words in Column I.

Column I Column II

A. human resources 1. to protect from lossor being used up

B. interference

C. depression

D. unemployed

E. conservation

ss8 Unit VI, p.60

2.. interruption ce something

3. a sinking; or lowering

4. to be out of work

5 supply of people

346-348 s & 0

WILDER, UVIT VI, CHAPTER 24: NEW METHODS OF FARMING CREATE NEW PROBLEMS

PCMARTZ,OTCONNOR UNIT VI, CHAffaS 121 13-: HOW 55 THE MUTED STATESBROME A LEADING INDUSTRIAL NATION

Write the letter of the meanings of the word in Column II in the space

in front of the word in Column I.

Column I Column II

1. .combine

2. money crop

3. surplus

A. saving the natural resourcesof our country

B. machine for harvesting andthrashing grain

4 collective bargaining C. single crop to which a farmerdevotes all his land and time

5. supply and demandD. excess of supplies

6. farm blocE. process by which a union

7. mass production bargains with management for allits members

8. conservationF. the idea that when supply is

9. natural resources small and demand large, priceswill rise until supply equals

10. migrant worker demand; where supply is largeand demand small prices willfall until supply and demandare equal

ss8 Unit, VI, p.61

G. members of Congress from the:ram states organized to passlaws to help the farmer

H. material supplied by nature

I. manufacture of identicalarticles on a large scale

J. an agricultural farm hand who

moves from place to place following

the growing season

483-500 W342-346 s & 0

WIL7R UNIT VI CHAPTER 25. THE MACHINE. AGE CHANGES LIFE IN CITIES ANDON FARMS

Vocabulary

p.507 ancestors

WORDS TO LEARN


immigrants

Words needed to understand the poem:

merchantcraftsmenndnisterlawyer

PeoplelPlaceslEvents,evc.

William Cullen Bryant

sammolow.wmp....

downtrodden, oppressed, toil

Thirteen ColoniesEnglandScotlandWalesBritish stock

p.508 fertileprosperousseized

p.509 faminejournaliststatesman

p.510 customindustrialmanufacturingcommercial

P511 persecutedliteraturetheaterracenationsteadfastancient

frontiersmeninland

canal

SS8 Unit VI,p. 62

Scotch-IrIsh,German,Pennsylvania,Virginia,the Carolinas,Kentucky,Tennessee,"Pennsylvania Dutch",Negroes

Irish,John Barry,Carl Schurz,German

Middle West,Milwaukee,St. Louis,Cincinnati,Scandinavian,Sweden,Norway,Denmark, Minnesota,Dakota, Italy,Russia, PolandAustria-HungaryBalkan Peninsula,Jews

American Revolution)Rhode Island $

Haym Salomon)Philadelphia)Hebrew, RepublicanDemocrat

506-523 W

EILIERLSNIT VI) CHATTER 85: THE MACHINE AGE CHANGES LIFE IN CITIES AND ONFARMS

Vocabulary

Words needed tounderstand thequotation onpage 511.

WORDS TO LEARN


diversehomogeneousconservativeprogressiveemployeremployeesegment

p.512

People Places Events.etc.

Warawagsmagm...............

A.00.0.11...1011.0.0.1111,.. Awftimew110111.011.0.4.Ma.

blacksmithsawmillcommerceboisterousjunction

p.513 population

p.514 majoritydescendantsenabledinventiveness

A.S.M513.43..ML

p.515 dwellercenturyleisurely

p.516 immensevehiclethrongtenementsImmelevated railroad

p.517 literallytenants

p.518 suburbmetropolitan areaamplesewage

ss8

Atlantic Ocean

Machine Age

Northeast)Chicago,Cleveland,Buffalo

Pullman

"El""the Loop")JacobDenmark

Greenwich, Connecticut)Seattle;ClewlandPittsburgh,Monadnock Building,Empire State BuildingBoston

Unit VI)P. 63 506-523 W

WILDER, UNIT VI, CHAPTER 25: THE MACHINE AGE CHANGES LIFE IN CITIES ANDON FARMS

WORDS TO LEARN

Vocabulary Social Studies Words People, Places, Events,etc.

p.519 neon George Claude

fumecontractor

p.520 Machine Age

p.521 regional Iowa

drudgery Des Mines

ss8 Unit, p.

CL

4 506-523 W

Wila12..RUNI_TMHAFTER 25: THE MACHINE AGE CHANGES LIFE IN CITIES AND ON

FARMS


1. The fertile land was very good for farming because it was so rich.

2. The merchant carried on all his business on his one-room shop.

He bought and sold various items and. was considered to be one of the

most able merchanta in town.

3. The newly-arrived immigrants were happy to be in America. When

they left their home lands, they were told that immigrants from all

lands were arriving in America.

4. Thea great

5. Thewisely.

famine lasted for three years. During this time there was

lack of food.

p.L..omers man added to his wealth by playing the stock market

6. The employer told the employee "As long as I am the boss here,

and you are working for me, you will do as I say."

7. I think that classes that have diverse groups of pupils are more

interesting than those that have homogeneous groups of students. Students

that have different intellects and backgrounds are always more challenging

than those that have similar intellects and. backgrounds.

8. In a democracy the majority rules. The person vho gets a majority of

the votes is elected.

ss8 Unit VI, p. 65 506-523 °W

WILDER UNIT VI CHAPTER 25: THE MACHINE AGE CHANGES LIFE IN CITIES AND

OW FARMS

VOCABULARY TESTS

le'lIntlearing before the word meanings in Column II, write the

letter before the words in Column I.

Column

1. majority

2. homogeneous

3. diverse

4. employee

5. employer

6. prosperous

T. famine

8. immigrants

9. nerchant

10. fertile

Column II

A. wealthy

B. umifomm

C. one who works for someone

D. rich; productive

E. one who sells goods

F. most

G. one for whom you work

H. different

I. lack of anything;starvation

J. someone who comes froma foreign land

FROM. THE SURVEY

From the title of Chapter 25, The Madhine Age Changes City and Farm

)D Life, 'cm can assume that the cLapter deals with:

A. Ways of living have changed in American cities.

B. The way of life on American farms has changed

C. The invention of the airplane encourages world travel

D. Industry changes life throughaut the nation

E. Industry changes ways of living in city and farm

Mark each answee choice above:Det if too detailedSpec if too specificGenl if too generalIrrel if it's irrelevantFalse if not correct (all or part)Best if it's the best answer

SS8 Unit,VX, p 65A 5o6.5g3

WILDER, UNIT VI CHAPTER 25: THE MACHINE AGE CHANGES LIFE IN CITIES AND

ON FARMS


A quick pre-reading of the chapter introduction, the sub-chapter and

chapter check-ups, and the pictures, maps, charts and graphs, reveals

that this chapter did not deal with:

/mmigrants are attracted to America

B. Immigrants and farm people settle in cities

C. The vota system for controlling immigration

D. Different immigrant groups

E. Slum problems

Fromtbe graph on page 508, anmer the following questions:

1. In what years did immigration reach a peak?

2. Where did, most of the immigrants cone from between 1881 and 1890?

3. Where did, most of the immigrants come from between 1901 and 1910?

4. During what ten year period vas immigration lowest, after 1850?

Why?

5. In what years did, the Irish migrate to America? Why?

550 Unit Ina. 66 506 52 W

SCHWARTZ O'CONNOR uNIy VI, CHAPTER 8: ...ripAPS COME FROM M. OVER THE

pup

WORDS TO LEARN

The bell rang. Raduall.y, the halls filled with students. They all had.

that desperwce look of famine. They moved in huddled masses toward the

cafeteria. There was araTlaard silence aboutIT=TErtried not to stareas they thought about the handicap John Bown would carry with him the

rest of his life, because of a fraternity prank, The sound of this

wheel chair being pushed through the hall cut like a sharp blade through

a crisp apple. You could feel the yearning to undo what was done.INION/0401100,100t.


AIM: To Learn Why People Tram Many Lands Came to the Uhited States

1. Why did the immigrants come toAmerica?

2. A. Where did the immigrantsto the United S ates come from?

B. Why does much of our languageand laws come from England?

3. Who were the "old immigrants"?

4. A. Why was thereto the United States1840's and 1850's?

B. What were the

.1sonw..0400011.0...01.0.118.040.

a great mi a on A.

in the

contributionsof these immigrants to America?

5. Where did the immigrantsin the 1850's and 1860's comefrom? Where did they live?What type of work did they do?

558 UnitVI,p., 67

110111.11110140000110110000000410.4

ISM

WrOMIVOMMOMMINIONIMP~WINOWNI

come from:

Uve:

type of work:

326.328 s 0

i `

LI

ci

SCHWARTZ, O'CONNOR UNIT VI CHAPTER 8: AMERICANS COME FROM ALL OVER THE

WORLD

NOTES OW THE READING

6. What were the results ofthe immigration between 1870-1910?

7. Explain who the "newimmigrants" were, what type of workthey did and the hardships theyfaced.

011.11.41.0411101../.1111.1mr.

....rsmoiNis./Ismiwamonwstrootre

NOMIONIN..110.414. soraa~orimemermarem.~.~.~.

4...111

10111111.1.11....4.0.1=11.11.1.vwwil4.110.

frinnft.morwm=10100.nolowNwrowillmilmemil.1NneatoroftellMmialls,

8. A. Where did most of the immig- A.

rants land in Anerica?B. Who gar the United States

the Statue of Ldberty in 1876?C. What is the inscription-

on the base of the Statue?

9. What were the contributionsof the new immigrants toAmerica? (Be sure to includespecific men.)

10. How did the immigrants tryto overcome their handicaps?

11.A. Why did America try to limitthe number of immigrants?

B. What laws were passed tolimit immigration

B.ImamSOMMI

C.

11~0.0/11.001M.IM

04,

9.1,41.141..0.1.11.0111111111111MUNIMO

1111.111011.0111111

ss8 Unit VI, p 68 326-328 s & o

SCHWARTZ O'CONNOR UNIT VL CHAPTER 8: = mrICANS COME PROM ALL 0

VOTES OW THE REAMEG

11, C. What was the result of

the immigration laws?

THE WORLD

Var.14.011..rarimweartp=abal.*

ytCABULARY TESTS

In tba blank appearing before the word meanings in Column II write the


Column I

A. graduaay

B. famine

C. huddled masses

D. handicap

E. yearning

Column II

period of starvation

P. slowly

3. large group close

together

4, draw back

5. deep desire

558 Unit VI, p. 9 3264.329 S & 0

SCHWARTZ, O'CONNOR UNIT VI CHAPTER 9: AMERICA BECOMES A LAND OF CITIES

WORDS TO LEARN

It was billed as the greatest vaudeville show of modern times.

Many of the city dwellers had seen the sign so often they took little

notice. It was strictly a tourist attraction, There were sone city

folks who had devoted themselves to maintaining the old minstrel

shows. Some very important volunteers helped keep this form of

entertainment of a past generation alive. Most nen today seem to have

more important things to do with their leisure. The miserable

smell of an old aqueduct which ran by the theatre even managed to

discourage much of the old touridt trade these days.


AIMS: To Learn Haw Many Americans Came to Live in the Cities.

To Learn of the Problems Created by Many People Crowded Together

in a Small Area.

1.A. Why did the cities gray?B. How many cities existed

in 1800? In 1900 ")

213. What problenm did thepeople living in the city havecompared to the people in thevillages?

4. How did the people livingin the city try to solve thetransportation problem?

5. What improvements were made inliving conditions in the cities?

ss8

A.

O. Woo:.1.....1

1900:

111011.11=10.....M...-4!

Nws1.11001..0.

UMW.....II/l2/MaialOOD

V.INNIMINFINNIlmINMIP.11.1

111111MONSMI1 Wamywwww,

"MINI.N.111111110111.

1141111.0.10..1.110.

olliwormw1.11Newolwwwww114

CM.>

unit la, P. 70 330-333 S&O

[1

II

SCHWARTZ O'CONNOR unrr VI CHAPTER 9: AMERICA BECOMES A LAND OF CITIES


6. What could the citydweller now do with his leisure .w1w.mbemr.time?

7. How were schools improved?

8. What problems were createdas a result of heavily crowdedcities?

9. What was the contributionof Jacob Riis to city dwellers?

10. What were the contributions ofJane Adams in improving the livesof the people in crowded areas?

ss8

alMm1.10...P.11

ealmmem11.011

41111.1.101....111.11101.111

.1............,

1*~..

Alimmt

w orsermo.....11..1

O 110111111.

Unit p. 71 330-333 5 & 0

ii

Ii

SCHWARTZ, O'CONNOR UNIT VI CHAPTER 9: AMERICA BECOMES A LAND OF CITIES

UNDERSTANDING PICTURES

Combined questions for the Chapters 8 e09.

Below are a list of captions for the pictures which appear on pages 326,

327,330, and 331. Match the following captions with the appropriate

picture.

1. "Liberty and justice for all" .

2. "Look, sonjthe beginning of a new life ."

3. "Cities spread across natural boundaries."

4. "Sale day at the 5 and 10"

5. "Cops, wrong era"

6. " your huddled masses "

VOCABULARY TESTS

In the blank appearing before the word meanings in Column II, write the


Column I

A. vaudeville

B. dwellers

C. devoted

D. minstrel

E. volunteers

F. entertainment

G. leisure

H. miserable

I. aqueduct

Column II

1. offer to work for free

2. enjoyable pastime

3. extra time

4. water carrier

5. ugly; disgusting

6. old fashioned music0.11MONIM.

7. acts on a stage, one after

another

8. loyal to

9. inhabitants

ss8 unit vllI, p. 72 330-333 s & 0

EIMEI.FNIT VI, CHAPTER 25: THE MACHINE AGE CHANGES LIFE IN CITIES AND ONFARMS

SCHRAM, O'CONNOR UNIT VI CHAPTERS 8 & 9

Choose the correct answer:

1. The first immigrants to come to America wereItalian b. Jewish c. British

Immigrants came to America becaUsethey were poor and sought new opportunitiesthey were rich and wanted more wealththey were curious

3. Jacob Riisa. was an inventorb. exposed slum problemsc was a politician

4. All of the foliowidga. Scotch-Irishb. Pennsylvania Dutchc. Negro

were willing imaigrants except

5. All of the following contributed to the growth of cities excepta. increased immigrationb. mass productionc. sales tax

7.a.

b.

c.

After 1890 most immigrants came fromnorthern Europesouthern EuropeAsia

Immigrants had all of the following problems exceptlanguagemoneythey didn't want to be here

8. All of the following changes took place in America between 1790 & 1960eicept

a. many immigrants cameb. cities grewc. democracy declined

ss8 unit VI, p. 73 Ch. 25 WOhs. 8 & 9 S & 0

WILreR UNIT VI. CHAPTER 26: AMERICA PROVIDES MORE OPPORTUNITIES FORMORE PEOPLE

WORDS TO LEARN


birth rate

mobility

Vocabulary

p.526 fivefold

p.527 adequate

p.528

p.529 bantenement

p.530 prdhibitintoxicating

p.533 smuggle

p.534 scorn

P.537

P.538

ss8

quotarefugeesettlement houses

temperance

"bootleggers"

woman suffrage

Unit VIIp. 74

People Places Events etc.

Booker T. Washington,George Washington Carver,Ralph J. BunchelMarian Anderson,Joe Louis,Jackie Robinson,Rafer Johnson,Wilmer Rudolph

McCarran Act,Refugee Relief Act,Jacob Riis,Jane Addams,Hal House

Prohibition Party

Women's ChristianTemperance Union(WCTU), Anti-SaloonLeague,Francis E. WillardEighteenth Amendment,Twenty-first Amendment

Clara Barton;Susan B. AnthonyElizabeth Cady Stanton,Nineteenth Amendment

Morrill Act

The KnickerbockerBaseball Club of N.Y.,Cincinatti RedStockings,Honas Wagner,Christy Mathewson,Ty Cobb, Tris Speaker,Cy Young, Lou Gehrig,Babe Ruth, Joe DiMaggio,Ted Williams, Stan Musial

525-n9 W

WILDER UNIT CHAPTER 26: AMERICA PROVIDES MORE OPPORTUNITIES FOR MORE PEOPLE

WORDS TO LEARN"

Social Studies WordsVocabulary

p.539 referTe

p.540

p.54l synthetic

p.542 "local color"

fl-1i l

Places Events,_etc.

Princeton, Rutgers,

T-formation,Knute Rockne,James Naismith,Birth of a Nation,Al Jolson,The Jazz Singer

geology Benjamin Silliman,

zoology Louis Agassiz,

botany Asa Gray,Albert Einstien

penicIllin Hiroshima,

dIptheria Nagasaki,

atom

sa5 uhit vl, p. 75

Bret Hartel"The Luck 91122arinESELTJMark Twain,Samuel Langhorne Clemens,The Adventures ofTom Sawyer,Adventures ofHuckleberry Finn,Life on the NississippiJack London,O. Henry,William Sidney Porter,MY Antonia,0 Pioneers!,Ellen Glasgow,Margaret Mitchell,Gone with the Wind,Marjorie Einnan Rawlings,The 'Yearling ,

John P. MarquandSinclair Lewis,Nobel Prize,Ernest Hemingway,Eugene O'Neill,Ah! WildernessWalt Whitman,0 Captain MY Captain!Pio eer 0 Pioneers!

525-549 W

gymaLilarr Vi CHAPTER 26: AMERICA PROVIDES MORE OPPORTWITIES FOR MORE PEOPLE

WORDS TO LEARN

Vocabulary Social Studies Words People Places Events ete.

p.544

p.545 condense

Carl Sandburg,Imbert Frost,topping by Woods,on a Snowy Evening,Associated Press,United Press

"digests" Edward Bok,

"bookmobile" Ladies Home Journal,

p.5 6 sculptor

p.547 skyscraperhauntingly

John Stenart Curry

Metropolitan Museumof Art,Daniel Chester French,Augustus Saint-Gaudens,Frederic Peminton,James McNeill Whistler,Thomas Benton,Grant Wood,"Painter of the Soil"

Golden Gate Bridge,Louis Henri Sullivan,Frank Lloyd Wright,Stephen Foster,MY Old Kentucky Home,Old Folks at Home,John Phillip Sousa,Edward Mac Donald,

p.548 ragtine Victor Herbert,

jazz Arturo EutbensteinAwing music Alexander's Ragtime Band,

Irving Berlin,White Christmas,Duke Ellington,Paul Whiteman,"King of Jazz",Jascha Heifetz,Rhapsody in BluePorgy and Bess,

p.549 Musical Comedy Showboat,Jerome Kern,

Kiss kie, Kate

525-549 WSS8 Unit VI, p.76

WILDER UNIT VI CHAPTER 26: AMERICA PROVIDES MORE OPPORTUNITIES FOR MORE

PEOPLE

MDRDS TO LEARN

Social Studies Words People, PlaceslEvents, etc.Vocabulary

P.549

Ji

nip

SS8 UnLtVI, P.

Cole Porter,Of Thee I Sing,George Gershwin,Richard Rodgers andOscar HammersteinOklahoma!South Pacific,The King and I ,George Bernard Shaw,

Pygmalion,My Fair Lady,Frederick Lowe,Alan Jay Lerner

7 523-549 W


PEOPLE


1. The quota system was devised to limit immigrants from flooding

the United States. This quota system set the number of immigrants to be

admitted from each European nation.

2. Jacob Riis tried to improve the conditions of the tenement

dweller. Into these crowded, dirty tenements of these city slums, he

tried to bring improvemnts.

3. Early women suffragettes were met with scorn and contempt.

Gradually, this scorn grew into respect.

4. The demands of World War II forced the United States to find

substitutes for scarce items. One of these scarce products for 'which they

had to find a synthetic substitute vas rubber. Nylon hose vas a synthetic

material to replace raw silk.

5. Because it seems impossible to be able to read all the printed

materials written today, publishers print digests which condense or

shorten tbe articles.

6. The early temperange workers preached against the excessive use

of alcoholic beverages. The temperanc. reformers had seen the evils

and misery produced by excessive drinking.

7. Long Island was a haven for bootleg smuggling in the 1920's.

They vere able to smuggle the liquor into the country via the many inlets

of the Long Island Sound.

8. As land became scarce in the cities, buildings were built higher.

The first of these skyscrapers vas the Woolworth Building. The Etpire

State Building naw reigns as the vorld's tallest skyscraper.

ss8 Unit VI,p. 78 529-549 VI

WILDER UNIT VI CHAPTER 26: AMERICA amares MORE OPPORTUNITIES FOR MORE

PEOPLE


From the Survey (Skill: SQ3R)

A. I. From the title of Chapter 26, America Provides More Opportunities

pr More People

A. People come to America fran all over the world

B. American economic growth provides opportunities for larger

numbers of people

C. As Americaexpands so do economic opportunities

D. The growth of America economically, socially and culturally

led to broader opportunities

1

E. Opportunities expand as America grows

ss8 Unit VI, p. 79 525-349 W

r7"77.,

L.J

w

wImeR UNIT VI CHAPTER 26; AMERICA PROVIDES MORE OPPORTUNITIES FOR MORE

PEOPLE

CLASS BIOGRAPHICAL READING PROJECT

Select from Column A one of the following great Americans and report

to the class, being sure to include in your report the factors

listed in Column B. Ute reference books for your report.

Column A

Clara BartonAlbert EinsteinBabe RuthLou. GehrigChristy MathewsonHon WagnerDr. James NaismithThomas EdisonAl JolsonSusan B. AnthonyElizabeth Cady StantonJane AddamsMark TwainFrank Lloyd WrightWalt. WhitmanCarl SandburgStephen FosterJohn StewartGrant WoodJackie....Robinson

James McNeil WhistlerLouis Henri SullivanJohn Phillip SousaEdward Mac DowellVictor HerbertMarian AndersonDUke EllingtonPaul WhitemanGeorge Bernard ShawGeorge GershwinCole PorterBenny GoodmanRichard RodgersOscar HammersteinFrederick LoveAllan J. LernerSammy Davis, Jr.

SalingerJacob RiisJohn GlennAdlai StevensonEddie CantorAl CappBernard Baruch

ss8

Column B

l. Area in which they madetheir contribution2. What, if anything; vasunique about their contribution?3. What ethnic group did they

represent?4. How have they added to America's

vtrld leadership?

5. Name others who have followedtheir example6. Have you found anythirg intheir pasts which would haveindicated they vould be great?7. How did being Americansaffect them?

Unit VIA). 80 525-549 w

WILDER UNIT VI CHAPTER 26: ICA PROVIDES MOIRE OPPORTUNITIES FOR MOREPEOPLE

A I IN

3. Why was it necessary for women to struggle to gain thelr rights?

ss8 Uait VIA). 81 525.51I.9 V


PEOPLE

2. Why has America's cultural growth been so great since 1890?

Explain in detail.

111ftwamm

IMO1lI..MM1....I.1.

.11

ss8 Unit VI,p. 82 525-549 W

WILDERt,uNrr VI, CHAPTER 26: AMERICA PROVIDES MORE OPPORTUNITIES FOR MOREPEOPLE

QUESTIONS FOR THOUGHT AND DISCUSSION

1. How did immigration contribute to Americas cultural, scientific andeconomic growth?

A. Cultural growth

1111...

B. Scientific growth

C. Economic growth

ss8 Unit VI p. 525-549 W

Qt7

liTggk UNIT VI:, CHAPTER 26: AMERICA PROVIDES MORE OPPORTUNITIES FOR MORE

PEOPLE

CAUSE AND EFFECT

We are all aware of the slum conditions, the poor working conditions,

horrible treatment of the mentally ill, unsanitary handling of food products and

generally poor living conditions in late 19th and early 20th centuryAmerica. Read pages 526-540 carefully and try to explain some of tbe

causes of these problems.

0 711/111.1111,..1111.

IIIIIII.....1111.111.... =6/.00..ImmlogIIMM.........111..+WOMNIO

558 Unit VI, p. 84 525-549 w

SCHWARTZ, O'CONNOR, UNIT VI CHAPTER 3: OUR DEMOCRACY IMPROVES


As reforms took place in America, women began to take a more importantrole. For centuries they had fougnt to be heard. Many women wereimprisoned for attending meetings or for voicing an opinion in public.They were ridiculed, humiliated, and mcked.

In spite of this, women like Mary Lyon, defied educators who thoughtwomen did not need to be educated and started Mount Holyoke College.

Dorothea Dix called attention to the disgraceful conditionsin the prisons and institutions, for the mentally ill, until stategovernments were forced to face the issue and make improvements.

It wasn't until the 20th century in America that women receivedequal status with men.


AIMS: To Learn Haw Some Less Fortunate People Won a Better Way of Life .

To Learn of the Beginning of Free Public Schools.

1. What wtre the people calledwho believed that manyAmericans did not have the benefitsthat they thought should be apart of democracy?

2. What were their aims?

3. What was the place ofwomen in the early 1800's?

4. What rights had womengained by the middle 1800's?

5. What conditions in the prisonsdid Dorothea Dix try toimprove?

1.

2.

3 .

14. .

.....ss8 Uhit VIlp. 85 306-307 S & 0

SCHWARTZI O'CONNOR UNIT VI CHATTER 3: OUR DEMOCRACY IMPROVES


6. How did she improveinstitutions for the insane?

7. What conditions were common inearly 1800's that prevented edcua-tion for the young?

8. Haw did most children of theearly 1800's receive theireducation?

9. Who led the movementtoward public education?

10. What factors led to theacceptance of free publicschools?

sl

ss8 Unit Vt:p. 86 306-307 S & 0

_SCHWLARTZO'CONNOR UNIT VI, CHAPTER 3: OUR DEMOCRACY IMPROVES

VOCABULARY TESTS

In the blank appearing before the word meanings in Column II write theletter which appears before the words in Column I.

Column I

A. reformers

B. organizations

C. taxpayers

D. handicapped

E. criminals

F. medical

G. released

H. obedience

I. opportunities

J. teaching tools

ss8 Unit VI) p.

Column II

1. chances

2. hindrance; disadvantage

3. person guilty of a crime

4. lt.t go

5. those who bring aboutimprovements by removing faults

6. submission to authorityor law

7. group of persons unitedfor some purpose

8. persons who pay atax

9. of or having to dowith science or practice ofmedicine

10.

306-307 S & 0

SCHWARTZ O'CONNOR UNIT VI CHAPTER 3: OUR DEMOCRACY IMPROVES

VOCABULARY TEST

Remember Me?

1. I was interested in the education of vomen. I started a collegefor vomen in 1837. Today this is a famous college for vomen inMassachusottes.

2. I was shocked at the sights I saw as I visited the prisons andinstitutions Vhere the insane were housed. I tried desperately tobetter these conditions.

3. We tried to prove to the American public that education vaspart of a democratic way of life. We 'established free publicschools in Massachussettes and Connecticut.

ss8 uhit VI, p. B 306-307 S & 0

WILDER UNIT VI CHAPTER 26: AMERICA PROVIDES MCRE OPPORTUNITIES FOR MOREPEOPLE

SCHWARTZ O'CONNOR UAUT VI CHAPTER 3: OUR DEMOCRACY IMPROVES

ORGANIZATION THROUGH CONSTRUCTING A_TABLE

Personality Field of Endeavor Contributions

Albert EinsteinSusan B. AnthonyMark TwainGeorge Gershwin

I Frank L. WightDorothea Ddx

, Horace MannEli WhitneySamuel B. Morse

ss8 89Unit VI, 306-307 S 0

SCHWARTZ, O'CONNOR, UNIT VT, CHAPTER 14: A REVOLUTION IN SCIENCE'

WORDS TO LEARN

"Blast off!" Marty Green could hear these words as he put the bolt intothe long piece of metal he was handed. Marty was only a worker on anassembly line in a factory that had been taken over by automation.However, he felt as if he were going to be the one who would step intothe satellite andmake the first orbital flight. Actually, his was avery important job. The men in his factory were making the parts foran atomic reactor. Marty never did make the flight but had a wonderfultime thinking about it.


AIM: To Learn How Scientific Knowledge Has Continued theIndustrial RevolutiOn.

1. How has the IndustrialRevolution become a

111.Mhoimpoow

Scientific Revolution?10101.1.11110m,11=....1.11.1M.

ambill.1.11111MININIPOIMI.1111.11,

110101011

2. Row is scientific knowledgemaking it possible for peopleto live longer?

.11.01.me.s.1111.111m.

Awmaimime

11

3.A. What was the most amazing A.discovery in science in the20th century?

B. Who made this discovery?C. What is it being used for?

SS8 Unit VI, p. 90

.0.4..A.M00.11.=1

350-352 S & 0

SCHWARTZ, O'CONNOR, UNIT VI CHAPTER 14:- A REVOLUTION IN SCIENCE


4. Hov is scientific knowledgechanging the methods of industry?

5. How have scientists been meet-ing the problems of exploringspace since the 1950's?

6. What types of experimentshuve the United States andthe Soviet Union been carryingon?

7. How is the IndustrialRevolution continuing?

1140011...111411.011.

4 cmor.r.0.110,

ss8 Unit 91 350-352 S & 0

c

L3L,

LL

e7L7.1

ril

t.)

QTD

SCHWARTZt O'CONNOR, UN1T VI, CHAPTER 14: AREVOLUTION IN SCIENCE

SEQUENCE AND DEVELOPMENT

Place the following facts in correct chronological order (accordingto when they took place).

a. Industrial Revolution

b. "Explorer I" is launched

c. John Glenn goes into orbit

d. Jonas Salk invents the poliovaccine

e. The Soviet Union puts a maninto space

f. The United States buildssubmarines that run by atomicpower

g. Albert Einstien discovers atomicenergy

VOCABULARY TESTS

In the blank appearing before,the word meanings in Column II, write theletter which appears before the words in Column I.

Column I

A. atom

B. atomic reactor

C. assembly line

D. automation

E. satellite

F. orbital

Column, II

1. machine used for theassembly and production of alimited release nuclear energy

2. the smallest particleof a chemical element

3, path of the eartharound the sun

4. nethod or techniqueof making a manufacturingprocess

_5. small planet thatrevolves around a larger planet

6. rcw of workers or machinesalong which work is passed untilthe final product is made

ss8 Unit VI, p. 134 35O-352 s &

Gui

de T

opic

s C

orre

late

d W

ith T

exts

Wild

erT

his

Is A

mer

ica'

s St

oU

nit I

Dis

cove

ryC

hapt

er H

o.: P

age

No.

and

lora

tion

11.

(pp.

16-

35)

Me

Old

Wor

ld. F

inds

a N

eu

1Wor

ld B

eyon

d It

s H

oriz

on2.

(pp

.37-57)

Eur

opea

ns L

earn

Mor

e A

bout

the

lieu

Wor

ld3.

(pP.

58-

79)

Spai

n E

stab

lishe

s a

Gre

atir

e.

(pp.

80-

99)

Eng

lishm

en E

stab

lish

Vig

orou

sC

olon

ies

in n

orth

Am

eric

a5.

(Pp

. 100

-119

) liC

rS D

id P

eopl

eL

ive

in th

eE

nglis

h C

olon

ies

6. (

pp. 1

20-1

35)

Fran

ce G

ains

, The

n L

oses

a H

uge

Em

pire

in N

orth

Am

eric

a

Uni

t II

Col

onia

lSt

rucz

ale

For

Inde

-pe

ndim

ce

Uni

t III

HO

Cur ration Is

Governed

7. (

pp. 1

36-1

48)

Hoy

Wer

e th

e .th

glis

hC

olon

ists

Gov

erne

d.?

8. (pp. 149-164)

The

Am

eric

an C

olon

ists

:Res

ist S

tric

t Con

trol

by

England

9.

(pp.

165.189) The Thirteen Ehglish

Col

onie

s Ia

n T

heir

Ind

epen

denc

e

11. (

pp.212-226) The Thirteen Stat;as Create

a, F

irm

Uni

on U

nder

the

Con

stitu

tion

12. (

pp.227-242) The

Neu

' Gov

ernm

entIs

Succ

essf

ully

laun

ched

.

Scha

rtz

and

O'C

onno

rlo

ring

Am

eric

an H

isto

ryC

hapt

er N

o. a

nd. U

nit N

o. in

1-13

(pp

. 4-6

2) (

How

Was

The

New

Wor

ld li

cplo

red

and

Col

oniz

ed.?

) -

cove

rs f

rom

Col

umbu

s to

the

esta

blis

hmen

t of

the

New

Eng

land

Col

onie

s1-

8 )p

p. 6

6-97

) (H

ou. D

id th

e C

olon

ies

Win

thei

rfr

eedo

m?)

- co

vers

from

the

esta

blis

hmen

t of

the

New

Eng

land

Col

onie

s to

the

Fren

ch A

nd I

ndia

n W

ars.

D:

NO

TE

:Chapter 6 (pp. 86-90) is not included in Unit

I but is included in Unit II

9-16 (pp.98-141) How Did The Colonies Nin Their

Freedom.?

- covers

from the English tightening their

restrictions to the end of the var

NO

TE

:Chapter 6 (pp. 86-90) included inthis

section

i1-

6 (p

p.142-170)

How

Is Our Vation Governed?

*covers from the Articlesof confederation to the

prob

lem

sof the nem- government underthe Constitu-

tion

Guide Topics CorrelatedWith Texts

Wilder

This Is America's Story

Unit IV Westward

Chapter Bo.: Page No.

Ekpansion

13. (pp.

243-263) The United States

Gains the Respect ofOther Nations

14. (pp. 264-288) The NortheastBe-

comes the

Center of Trade andManu-

facturing

15. (pp.289-303) Cotton

Becomes Ring

in the South

16. (pp.304-318) DemocracyMarches

Westward with the Frontier

17. (pp.

319-345) The Nation as a

Whole Becomes More

Democratic

18. (pp. 346-372) The United

States

Gains More Land and Reaches

from

Sea to Sea

21. (pp.

424-442) The Last Frontier

in the West Is Settled

Unit V Civil

War

! 1

Unit VI Rise

1 I

Of Industry and

Agriculture

19. (pp. 373-392) The

Come to Blows

20. (pp.

393-423) The

South Fight a War and

Schwartz and O'Connor

I.

Ea12.11-1.1LA

Chapter No. and Unit No. in S.

-g;--0-.

1-14 (pp. 174-239) How Did The New Nation Grow In

Size and

Strength?

- covers

from the Northwest Territory, Oregon,

Texas, California and the close of

the frontier.

North and South 1-11

(pp. 240-297) How Did Differences In Our

Way Of Life

Lead To Civil War?

- covers

fran king cotton to the New

North and the

South

Are Reunited

22. (pp.

442-467) The United States

t

Becomes a GreatindOstrial

Nation

23. (pp. 468-4d2) GrowingBusiness

Industry Face and Solve NewProblems

24. (pp.

483-505) Bev Nethods of

Farming Create NewProblems

25. (pp.

506-524) The Machine Age

Changes Life in

Cities and on Farms

-1-14 (0. 298-359) How Did The

United States Become A

Leading Industrial Nation?

- covers

from conditions in

industry and agriculture

before the Civil War to the pro-

blems of the 1930's

Unit VIIU.S.

Becomes a Wbrld

Leader

Guide Topics Correlated With Texts

Wilder

This Is America's Story

Chapter No.: Page No.

26. (pp. 525-556) America Provides More

Opportunities for More People

27. (pp. 5,6-570) American Leaders Branch

Out Along ...ew Paths

28. (pp. 571-590) The United States Gains

Possessions Overseas

29. (pp. 591-615) The United States Plays

a Larger Part inWorld Affairs

30. (pp. 616-649) Our Country Meets Threats

To Freedom and Works For World Peace

31. (pp. 650-676) The United States Looks

to Its Neighbors in the Americas

32. (pp. 677-703) Americans Face The

Challange of a Modern World

Sch,dartz and O'Connor

Loring American History

Cliapter No. and Unit No. in S.

1-16 (pp. 360-463) How Did The UhitechStates Become

A Leader In World Affairs?

- covers from the 8panish-

American War to the problems confronting us in 1960

social for these and chapter headings, (jb)each chapter of material contains exercises dealing with...

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