answer key

Contents Chapter 11 Lesson 1 .................. 177 Lesson 2 .................. 182 Lesson 3 .................. 187 Chapter 12 Lesson 1 .................. 192 Lesson 2 .................. 197 Lesson 3 .................. 202 Reading Skill .............................. 207

Using this Book ............................................ 2 Unit 1

Unit 2

© Macmillan/McGraw-Hill

Unit 3

Unit 4

Native Peoples of North America Chapter 1 Lesson 1 ...................... 4 Lesson 2 ...................... 9 Lesson 3 .................... 14 Chapter 2 Lesson 1 .................... 19 Lesson 2 .................... 24 Lesson 3 .................... 29 Lesson 4 .................... 34 Reading Skill ................................ 39 Exploration and Colonization Chapter 3 Lesson 1 .................... 40 Lesson 2 .................... 45 Lesson 3 .................... 50 Chapter 4 Lesson 1 .................... 55 Lesson 2 .................... 60 Lesson 3 .................... 65 Lesson 4 .................... 70 Chapter 5 Lesson 1 .................... 75 Lesson 2 .................... 80 Lesson 3 .................... 85 Reading Skill ................................ 90 The English Establish 13 Colonies Chapter 6 Lesson 1 .................... 91 Lesson 2 .................... 96 Lesson 3 .................. 101 Chapter 7 Lesson 1 .................. 106 Lesson 2 .................. 111 Lesson 3 .................. 116 Lesson 4 .................. 121 Chapter 8 Lesson 1 .................. 126 Lesson 2 .................. 131 Lesson 3 .................. 136 Chapter 9 Lesson 1 .................. 141 Lesson 2 .................. 146 Lesson 3 .................. 151 Lesson 4 .................. 156 Reading Skill .............................. 161 The Struggle for North America Chapter 10 Lesson 1 .................. 162 Lesson 2 .................. 167 Lesson 3 .................. 172

Unit 5

A New Nation Chapter 13 Lesson 1 .................. 208 Lesson 2 .................. 213 Lesson 3 .................. 218 Lesson 4 .................. 223 Lesson 5 .................. 228 Chapter 14 Lesson 1 .................. 233 Lesson 2 .................. 238 Lesson 3 .................. 243 Reading Skill .............................. 248

Unit 6

The Nation Expands Chapter 15 Lesson 1 .................. 249 Lesson 2 .................. 254 Lesson 3 .................. 259 Lesson 4 .................. 264 Chapter 16 Lesson 1 .................. 269 Lesson 2 .................. 274 Lesson 3 .................. 279 Reading Skill .............................. 284

Unit 7

The American People, Then and Now Chapter 17 Lesson 1 .................. 285 Lesson 2 .................. 290 Lesson 3 .................. 295 Chapter 18 Lesson 1 .................. 300 Lesson 2 .................. 305 Lesson 3 .................. 310 Chapter 19 Lesson 1 .................. 315 Lesson 2 .................. 320 Reading Skill .............................. 325

Answer Keys............................................. 326

Using this Book The Reading and Writing in Social Studies (RWSS) book has been designed to help your students develop and practice their Language Arts skills—as outlined by the California English–Language Arts Content Standards—in the context of their History–Social Science curriculum. For each lesson in the Pupil Edition, the Reading and Writing in Social Studies book has the following five pages of material. • • • • •

Lesson Summary Vocabulary Review Reading Passage Reading Comprehension Writing Exercise

Lesson Summary These pages provide students with a review of the material and concepts covered in the corresponding Pupil Edition lesson. Students can use these pages as a way to review content before working on that lesson’s reading and writing exercises.

Vocabulary Review These pages help students master the vocabulary terms highlighted in each lesson. These pages come in a variety of formats, providing varied exercises with which students can practice their new vocabulary words while studying the History–Social Science curriculum.

Reading Passage

© Macmillan/McGraw-Hill

These pages provide additional content based on the corresponding Pupil Edition lesson. These original passages also make use of all the vocabulary terms in that lesson, letting the student see the lesson’s new words at work in a new context. By using these reading passages, students will be exposed to a variety of literary genres, from nonfiction to advertisements, to letters and poems.

2

Grade 5

Reading Comprehension Use this page to follow up the Reading Passage page. The Reading Comprehension page offers a series of questions and exercises, including short answer exercises, based on the matching reading passage.

Writing Exercise These pages invite students to practice their writing skills on a variety of genres. These include articles, editorials, stories, essays, songs, and poems with which students can make further use of their knowledge of specific History–Social Science content and concepts. Each Writing Exercise also includes a graphic organizer to help students plan their writing assignments. For each Writing Exercise, Writing Rubrics are provided in the back of the book. These rubrics guide you through the grading process for each writing exercise.

Reading Skill These pages conclude each Unit. Each Reading Skill page makes use of the reading skill and graphic organizer in the corresponding Pupil Edition Unit. It provides another original passage, based on that Unit’s content. Students use this passage to practice the corresponding Reading Skill while expanding on their knowledge of History–Social Science content.

Answer Keys Answer Keys and writing rubrics are provided separately in the back of the book.

© Macmillan/McGraw-Hill

The Reading and Writing in Social Studies book will help your students build a strong vocabulary and strong reading and writing skills, while reinforcing the curriculum contained in Macmillan/McGraw-Hill California Vistas program.

Grade 5

3

Name

Date

LESSON SUMMARY Chapter 1 • Lesson 1

Settling the Americas The First Settlers About 800,000 years ago, water froze and formed glaciers that covered most of the Northern Hemisphere. That frigid period in Earth’s history is known as the Ice Age. So much water was frozen during the Ice Age that ocean levels dropped and land bridges emerged. Beringia was a land bridge that formed between Siberia and Alaska. Animals and human hunters soon began to cross these bridges in search of food. We have learned much about these early hunters from archaeologists. By studying artifacts, archaeologists were able to tell us that early people survived by hunting animals and gathering plants.

Around 10,000 b.c., Earth’s climate began to get warmer. The warmer weather killed off many of the Ice Age mammals. People then had to eat more plants to survive. By 7000 b.c., people in Central America began to plant vegetables, such as corn, beans, and squash. Soon they were producing more food than they needed. Because of this surplus, they could trade with other civilizations. Communities soon formed in which individuals specialized in one job, such as making pottery or farming. They placed power in the hands of one leader, and they developed art and set up a religious culture. The Olmec were one of the earliest cultures. They planted corn, beans, and squash along riverbanks in southeastern Mexico. They became a strong and powerful civilization that lasted over 600 years. Many people learned of the Olmec culture through trade routes as far away as Central America. One group that traded with the Olmec was the Maya. The Maya formed a very strong civilization because of their successful trade. They wrote histories, poems, and songs about their culture. Unlike the Olmec people, descendants of the Maya still live in Mexico and Guatemala.

4

Standard 5.1

Unit 1 • Chapter 1 • Lesson 1

© Macmillan/McGraw-Hill

Early Peoples of Mexico

Name

Date

Settling the Americas

VOCABULARY REVIEW Chapter 1 • Lesson 1

Complete the following exercises. For help, see pages 56–59 in your textbook. Match each term on the left with its definition. 1. civilization 2. descendants 3. surplus 4. Ice Age

A. A period in Earth’s history when water froze into huge ice blankets B. The total culture of a particular people C. More than what is needed D. Those who follow after

Complete the following sentences. 5. If you study the life and culture of an ancient people, you are an

. You get your information by

studying artifacts. 6. Some early American Indian communities began to in trading goods, while others made pottery or farmed.

© Macmillan/McGraw-Hill

7. What is the definition of “glacier”?

Standard 5.1 Unit 1 • Chapter 1 • Lesson 1

5

Name

Date

READING PASSAGE Chapter 1 • Lesson 1

Maya Society Read this passage. Then use it to answer the Reading Comprehension questions. Archaeologists have been able to tell us that after the glaciers of the long, cold Ice Age melted, early hunter-gatherers were able to cross land bridges in search of food. As the weather warmed, civilizations began to develop in Mexico and Central America. One of the most mysterious and powerful civilizations was the Maya. Most of the early Maya were farmers. They planted their seeds in holes made with a pointed wooden stick. Their farming techniques improved, and they learned to rotate their crops. Many of the Maya had household gardens and grew corn, beans, squash, and many other vegetables. They also grew pineapples and papaya and drank a chocolate drink made from cacao. Men made baskets, stone tools, and mats. The women made pottery and wove skirts from cotton. The Maya also used the bark of the fig tree to make paper. They even used backpacks to carry their surplus goods for trade or to transport them in canoes. The Maya set up a society similar to modern society, in which people specialized in a particular job. Their villages were headed by chiefs much like our modern mayors or governors. The chiefs gained their position in the community because they were the descendants of earlier chiefs. People worshipped farming gods such as rain and corn gods. The Maya built enormous pyramids to worship the gods and to make sacrifices to them. Perhaps the most important people in Maya society were merchants, because trade was so valuable to their civilization. Merchants became very rich by trading products such as salt, wax, honey, dried fish, cotton fibers, and cloth.

6

Standard 5.1

Unit 1 • Chapter 1 • Lesson 1

Name

Date

READING COMPREHENSION Chapter 1 • Lesson 1

Maya Society Read the passage “Maya Society.” Then use it to answer these questions. 1. Which of the following is not a way that Maya civilization was similar to modern civilization? A. The Maya had household gardens. B. The Maya had specialized jobs. C. The Maya used backpacks. D. The Maya built enormous pyramids. 2. In what ways was the Maya civilization different from our modern civilization?

3. How did the chiefs in Maya society gain their positions? A. They were the descendants of other chiefs. B. They were the bravest members of the Maya army. C. They built the biggest pyramids. D. They were the richest merchants.

© Macmillan/McGraw-Hill

4. Why did the Maya build enormous pyramids?

5. Why do you think the Maya worshipped farming gods?

Unit 1 • Chapter 1 • Lesson 1

Standards 5.1, R2.3

7

Name

Date

WRITING EXERCISE Chapter 1 • Lesson 1

The Ice Age and Beyond You are a well-known archaeologist. A magazine has asked you to write an article about the Ice Age. In your article, discuss how the end of the Ice Age relates to the start of the Maya and Olmec civilizations. Use the graphic organizer to plan your article. .BZB
'BDUT

0MNFD
'BDUT

© Macmillan/McGraw-Hill

*DF
"HF
'BDUT

Now use the information in the graphic organizer to write a one- to two-page article. 8

Standards 5.1, W2.3

Unit 1 • Chapter 1 • Lesson 1

Name

Date

Hohokam and Pueblo Peoples

LESSON SUMMARY Chapter 1 • Lesson 2

The Hohokam About 1,700 years ago, the Hohokam moved to a dry area in what is now Arizona. Not much rain fell there so there were few plants or animals. The Hohokam used irrigation systems to grow crops in that dry environment. They used tools to build canals, which led to their fields. Irrigation allowed them to grow beans, squash, and cotton. The Hohokam were skilled weavers and jewelry-makers. They lived in homes with straw roofs that were built partly below ground to shield them from the desert’s extreme temperatures. By a.d. 1500, however, most of the Hohokam civilization had disappeared. Scientists believe that war and overcrowding caused the Hohokam people to move away. Today, there are still some small Hohokam groups that carry on Hohokam traditions.

© Macmillan/McGraw-Hill

The Pueblo Peoples Beginning around a.d. 700, another group, the Pueblo, began to build a new civilization. The Pueblo lived in the flat highlands where the places we now call Arizona, New Mexico, Colorado, and Utah meet. The Pueblo were dry farmers. This means they collected rainwater and melted snow in holding pits and released it into small drains that led to their crops. To protect themselves from enemy armies and from the desert climate, the Pueblo built homes into the sides of high cliffs. Adobe—bricks made of straw and clay—was a popular Pueblo building material. They also built underground chambers called kivas, which were used for religious ceremonies. The Pueblo built important trade, religious, and cultural centers, but by a.d. 1300 their cities were abandoned. There are several explanations, including drought, wars, and disease, for the collapse of this civilization.

Unit 1 • Chapter 1 • Lesson 2

Standard 5.1

9

Name

Date

VOCABULARY REVIEW Chapter 1 • Lesson 2

Hohokam and Pueblo Peoples Read each definition. Then write the word being defined. For help, see pages 62–66 in your textbook. 1. A brick made of mixed straw and clay

2. An engineering accomplishment that makes it possible to grow crops in dry areas

3. A room that is round and often underground

4. A way of growing things in dry areas without using a system of canals and pipes

5. A Spanish word that means village

© Macmillan/McGraw-Hill

6. A narrow waterway

10

Standard 5.1

Unit 1 • Chapter 1 • Lesson 2

Name

Date

Irrigating the Desert

READING PASSAGE Chapter 1 • Lesson 2

Read this passage. Then use it to answer the Reading Comprehension questions. The desert that the Hohokam lived in would not have supported human life if they had not discovered a way to bring water from faraway rivers into their villages. At the time, the Hohokam irrigation system was the most advanced and extensive method of controlling the flow of water north of Mexico. The water that the irrigation canals provided was used mostly for growing crops, but it was also used as drinking water, for pottery making, and for washing. Between the years a.d. 300 and 1450, as the population grew larger and larger, the Hohokam built more than 600 miles of canals along the Salt, Gila, and Verde rivers. The most advanced canals started from the Salt River, which is near modern-day Phoenix, Arizona. The canals were between 6 and 64 feet wide.

© Macmillan/McGraw-Hill

The Hohokam used several irrigation methods during the 1,100 years they lived in the Arizona area. They even tried dry farming. This was an irrigation technique perfected by the Pueblo, a Native American group that began building adobe houses and religious chambers called Kivas in the Arizona area four hundred years after the Hohokam moved there. During the time the Hohokoam spent in Arizona, the water levels of the rivers often changed unpredictably, sometimes with disastrous results. Scientists believe that at one time, extremely high water levels on the Salt River heavily damaged the largest section of the Hohokam irrigation system. At other times, water levels were extremely low, forcing people to leave some villages. Once, after a 30-year period of extremely low water levels, the Salt River suddenly began to rise to its highest level in 450 years. In time, the Hohokam people resorted to other ways of supplying their villages with water.

Unit 1 • Chapter 1 • Lesson 2

Standard 5.1

11

Name

Date

READING COMPREHENSION Chapter 1 • Lesson 2

Irrigating the Desert Read the passage “Irrigating the Desert.” Then use it to complete this exercise. 1. The Hohokam people needed an irrigation system because

2. Why did the Hohokam need to keep building more canals?

3. What group of people perfected dry farming?

© Macmillan/McGraw-Hill

4. Why did the Hohokam need to keep trying different methods of irrigation?

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Standards 5.1, R2.3

Unit 1 • Chapter 1 • Lesson 2

Name

Date

WRITING EXERCISE

Farming Methods

Chapter 1 • Lesson 2

© Macmillan/McGraw-Hill

You have been asked to contribute to a new museum exhibit guide book. The exhibit is on the Hohokam and Pueblo peoples. The publisher of the guide book has asked you to write a comparison essay about the farming methods of each civilization. Remember to explain how each group overcame a problem in the environment that made farming difficult. Use the diagram below to plan your essay.

Now use the information in your chart to write a one-page essay. Unit 1 • Chapter 1 • Lesson 2

Standards 5.1, W1.2

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LESSON SUMMARY Chapter 1 • Lesson 3

The Mound Builders Early Mound Builders Around 500 b.c., a Native American hunter-gatherer group we call the Adena began to live along the Ohio River. The Adena were hunters and farmers. They made tools from stones, wood, and copper and fashioned clay pots. The Adena traveled the rivers in log canoes and traded in places as far away as the eastern coast of the United States. The Adena lived in round houses that were made from logs and had roofs made of bark. They also built huge mounds—hills or ridges of earth—which they used as burial grounds. Some of these mounds were shaped like animals. The Adena culture ended about a.d. 200.

Mound Building Spreads

The Mississippians were also mound-building people. Like the Adena and the Hopewell, they built mounds for burial, but only wealthy Mississippians were buried in these mounds. Mississippians built a city of more than 20,000 people near the area now known as St. Louis, Missouri. The city was called Cahokia. It was surrounded by small villages that were protected from enemies by fences called palisades. By a.d. 1400, Cahokia was abandoned, most likely because of wars and disease.

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Standard 5.1

Unit 1 • Chapter 1 • Lesson 3

© Macmillan/McGraw-Hill

The Hopewell were another group of Native American mound builders. Around 200 b.c., they began building several types of mounds. Some were burial places, others were flat-topped mounds for religious worship. Still others were mounds from which the Hopewell could study the sky and the passing of the seasons. The Hopewell were also farmers and traders. They used sharp knives made from a glass-like volcanic rock called obsidian. They made mirrors, pottery, jewelry, and weapons. The Hopewell culture came to an end around a.d. 400.

Name

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The Mound Builders

VOCABULARY REVIEW Chapter 1 • Lesson 3

The definitions given below for the vocabulary words are incorrect. Rewrite each definition so that it is correct. 1. obsidian Obsidian is a type of soil used by the Hopewell to grow large amounts of food.

2. palisade A palisade is a short fence used to welcome visitors.

© Macmillan/McGraw-Hill

3. mound A mound is an underground place where people live.

Unit 1 • Chapter 1 • Lesson 3

Standard 5.1

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Name

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READING PASSAGE Chapter 1 • Lesson 3

Cahokia Read this passage. Then use it to answer the Reading Comprehension questions. The great Mississippian city of Cahokia was the center of life for thousands of Native Americans in the 1300s. It was located near where the Missouri, Ohio, and Illinois rivers meet the great Mississippi River. Cahokia was the capital city of the Mississippian peoples. It was governed by inheritance through the female line. Cahokia was designed in a grand style that included many flat-top pyramids and burial mounds. It also contained a huge, open space to which all area roads and paths led. This large space, or concourse, was used as a meeting place for worship and other citywide events. High wooden palisades formed a defensive barrier against enemies. Weapons such as obsidian knives and spear points were also used to repel military attacks. A circle of homes and shops surrounded the concourse. This outer circle was itself surrounded by farming areas. The appearance of European people in the area in the mid-1500s exposed the Mississippians to several diseases they had never encountered. Because diseases like measles and smallpox had never been a part of their lives, their bodies had no chance to build up immunity. As a result, 90 percent of the Native American population in the area died within 100 years from foreign diseases. Today, many precious objects from the Mississippian capital remain in the area. Among these objects are small carved or molded pipes, copper plates, and shells carved with the images of gods and other characters. Mississippian artists and artisans who sold their work to powerful and wealthy Cahokian residents unintentionally left the world these precious gifts.

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Standards 5.1, R2.4

Unit 1 • Chapter 1 • Lesson 3

Name

Date

READING COMPREHENSION Chapter 1 • Lesson 3

Cahokia Read the passage “Cahokia.” Then use it to answer these questions. 1. The three rivers that met near Cahokia were the A. Rhine, Rhone, Seine B. Missouri, Ohio, Illinois C. Euphrates, Tiber, Volga D. Charles, Penobscot, Snake 2. How did rule of Cahokia pass from one person to another? A. Victory in war B. Through the male line C. By democratic election D. Through the female line 3. An open space to which all roads and paths lead is called a A. Canal B. Mound C. Highway D. Concourse 4. Cahokia was an important destination for A. Artists. B. Soldiers. C. Europeans. D. Religious travelers.

© Macmillan/McGraw-Hill

5. How did the mid-1500s arrival of Europeans affect Cahokia?

Unit 1 • Chapter 1 • Lesson 3

Standards 5.1, R2.3, R2.4

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WRITING EXERCISE

Teach Your Class about Mound Building

Chapter 1 • Lesson 3

© Macmillan/McGraw-Hill

You and your family are going to visit the Pinson Mounds State Archeological Area in Pinson, Tennessee. You want to explain to your family which groups of Native American people took part in mound building, where it started, where it spread to, and what the mounds were used for. Use the chart below to plan what you will tell them.

Now use the information in your chart to write a one- to two-page report about the mounds and their builders. 18

Standards 5.1, W1.2

Unit 1 • Chapter 1 • Lesson 3

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Native Americans of the West

LESSON SUMMARY Chapter 2 • Lesson 1

A Varied Land The Inuit were a Pre-Columbian Native American people who lived in the places we now call Alaska, Canada, and Greenland. They adapted to their environment by building winter homes of soil and wood that stood partly underground. In warmer weather, they lived in tents made of wooden poles covered with animal skins. They fished and hunted walrus, seals, and whales. They used these animals for weapons, tools, food, and oil.

Native Americans of California Many different Native American groups lived in California. Native Americans who lived near the ocean fished and hunted sea animals. Farther inland, people farmed the land. Those in northwest California, such as the Yurok, lived much like the Native Americans of the arctic.

Pacific Northwest

© Macmillan/McGraw-Hill

Pacific Northwest Indians lived on plants and seafood. They made canoes and built homes from trees. They had great respect for the lives of trees, so they cut down only as many as they needed. To tell about their family history, Native Americans of the Pacific Northwest made totem poles. These tall logs were carved or painted with symbols of animals or people. Potlatches, feasts at which the host gave gifts to the guests, were held on special occasions.

The Tlingit The 400-mile area from southeastern Alaska to British Columbia was the homeland of a Native American people called the Tlingit. These people made their living from the sea and by hunting forest and mountain animals. They became wealthy by trading items with other coastal peoples. The Tlingit were also skilled at weaving baskets and blankets.

Unit 1 • Chapter 2 • Lesson 1

Standard 5.1

19

Name

Date

VOCABULARY REVIEW Chapter 2 • Lesson 1

Native Americans of the West Complete each sentence by writing the correct definition for the word. Then describe how each word is connected to the history of the Native American people of the West. 1. The word Pre-Columbian means

3. A potlatch is a

20

Standard 5.1

.

.

Unit 1 • Chapter 2 • Lesson 1

© Macmillan/McGraw-Hill

2. A totem pole is a

.

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Low Man on the Totem Pole

READING PASSAGE Chapter 2 • Lesson 1

Read the following passage. Then use it to complete the Reading Comprehension exercise. The First Totem Poles European explorers first recorded seeing totem poles in the 1700s. Because they are made of wood and usually left outside, totem poles tend to fall apart in less than 100 years. The Tlingit and Haida are just two of the many Pacific Northwest Indians whose civilizations began in Pre-Columbian times. They built totem poles and held potlatches whenever a new one was put up. Some totem poles honor the people who lived in a home in the past. Some support the roof of a house. Some welcome visitors. Some remember the dead. Some might even poke fun at people. The totem poles of the Pacific Northwest Indians all have something to tell us.

© Macmillan/McGraw-Hill

The Totem Order Through the years, people have developed some ideas about totem poles that may be incorrect. The phrase, “low man on the totem pole” is used sometimes to describe someone who is low in rank or position. This phrase came about because some people thought that figures placed closer to the ground on a pole are less important. In fact, the opposite may be true. Carvers may have placed important figures at the bottom so that more viewers, including children, could see them. Also, it is thought that the most experienced carvers created the symbols near the bottom. If you call someone the “low man on the totem pole,” you may actually be saying that she or he is a very important person.

Unit 1 • Chapter 2 • Lesson 1

Standard 5.1

21

Name

Date

READING COMPREHENSION Chapter 2 • Lesson 1

Low Man on the Totem Pole Read the passage “Low Man on the Totem Pole.” Then use it to answer these questions. 1. Europeans first saw totem poles in the

.

2. List three ways that totem poles were used by Pacific Northwest Indians. A. B. C. 3. Which Pacific Northwest Indian groups made totem poles?

4. How did the Tlingit celebrate a new totem pole being put up?

© Macmillan/McGraw-Hill

5. Where did the phrase, “low man on the totem pole” get its meaning?

6. Why would it be a good idea to place important figures at the lowest point of the totem pole?

22

Standards 5.1, R2.3, R2.4

Unit 1 • Chapter 2 • Lesson 1

Name

Date

WRITING EXERCISE

Write a Totem Pole Story

Chapter 2 • Lesson 1

© Macmillan/McGraw-Hill

You are building a totem pole to tell a story about a fun day that you spent with your friends. Use the sequence of events chart below to plan what happens at the beginning, middle, and end of your story. Be sure to choose some symbols to describe the different characters and actions in your story. Then draw a picture of your totem pole.

Now use the information from the chart to write your story. Describe the symbols you used on your totem pole and explain why you placed them where you did. Unit 1 • Chapter 2 • Lesson 1

Standards 5.1, W1.1

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LESSON SUMMARY Chapter 2 • Lesson 2

People of the Southwest The Pueblo The Hopi, a group of Pueblo people who have lived in the Old Oraibi pueblo for 800 years, practice a type of farming that follows ancient religious rules. They live in an area that receives little rain, so they use dry farming methods and irrigation canals to bring water to their crops.

Hopi Life The ancient Hopi lived in adobe pueblos that often had no windows or doors on the bottom floor. They used ladders to get into their homes. Hopi men farmed, hunted, and spun and wove cotton to make clothes. Hopi women made baskets, jewelry, and pottery and collected nuts and seeds. They believed in hundreds of spirits called kachina. These spirits visited them, helped them with farming, and showed people how to behave well. Hopi today continue to believe in kachina.

The Navajo

The Apache The Apache people followed the same route to the Southwest as the Navajo. Mothers were in charge of Apache families. Parents and children worked together. Some Apaches farmed and others hunted and collected plants. Though Apaches lived in many types of homes, the wickiup was the most common. Wickiups had a pole frame. They were shaped like a cone and covered with animal skins.

24

Standard 5.1

Unit 1 • Chapter 2 • Lesson 2

© Macmillan/McGraw-Hill

Another large Southwest Native American group is the Navajo. In the 1200s, the Navajo migrated to present-day northern New Mexico from what is now Canada and Alaska. They learned to make products from cotton, jewelry, and pottery from the Pueblo. Like the Pueblo, they used irrigation for farming. The Navajo lived in domeshaped homes made of wooden frames covered with mud and earth. These homes were called hogans. The Navajo were shepherds and farmers. They used sheep as meat and made clothing and blankets from wool. The Navajo believed in hozho, which means harmony between everything on earth.

Name

Date

People of the Southwest

VOCABULARY REVIEW Chapter 2 • Lesson 2

Write the correct word after each definition. For help, see pages 84–88 in your textbook. 1. A flat-topped hill with steep sides 2. A spirit that is part of the Hopi religion 3. To move from one place to another 4. A dome-shaped Navajo home

© Macmillan/McGraw-Hill

5. A cone-shaped Apache home

Unit 1 • Chapter 2 • Lesson 2

Standard 5.1

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Name

Date

READING PASSAGE Chapter 2 • Lesson 2

Nampeyo Read the following passage. Then use it to complete the Reading Comprehension exercise. In 1700, the Tewa people migrated to Arizona and blended with the Hopi. In 1859, a girl named Nampeyo was born in the Arizona mesa village of Hano. Nampeyo’s mother was Hopi-Tewa and her father was Hopi. While most other children in her village spent their time playing with kachina dolls, Nampeyo was watching her Hopi grandmother make pottery. Soon, Nampeyo began to make her own pottery. She experimented with many styles and decorative designs. As an adult, Nampeyo studied the ancient pottery that had been unearthed by scientists in a place near her home. This pottery had been created during the Pre-Columbian period by a people called the Anasazi. Nampeyo was excited by the color and geometric shapes and pictures of animals and human face used to decorate these prehistoric pots. She began to experiment with different types of clay and with new ways to mix and bake it. Using the ancient designs as her models, Nampeyo created a fresh new kind of Hopi pottery. She used a chewed yucca plant stem dipped in a yellowish dye to paint her Hopi-style pottery with original designs based on the Anasazi ones she admired so much. Other potters soon began to copy her style.

26

Standard 5.1

© Macmillan/McGraw-Hill

As Nampeyo taught her technique to women around the country, her pottery became more and more popular. Women came from Navaho hogans, Apache wickiups, pueblos, and adobe huts to learn her special methods. Soon she became famous as the woman who introduced the world to the beauty of Hopi pottery. Her work was collected and displayed by the National Museum of Women in the Arts in Washington, D.C. It can still be found there.

Unit 1 • Chapter 2 • Lesson 2

Name

Date

READING COMPREHENSION Chapter 2 • Lesson 2

Nampeyo Read the passage “Nampeyo.” Then use it to answer these questions. 1. How did Nampeyo first become interested in pottery?

2. Which two cultures did Nampeyo draw from to create her pottery style?

3. What two design elements did Nampeyo use to make her pottery unique?

4. What two museums can you visit to see Nampeyo’s pottery?

© Macmillan/McGraw-Hill

5. What unusual tool did Nampeyo use to decorate her pottery?

6. How did Nampeyo’s pottery become so popular?

Unit 1 • Chapter 2 • Lesson 2

Standards 5.1, R2.3, R2.4

27

Name

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WRITING EXERCISE Chapter 2 • Lesson 2

Exploring North America It is early 1521, and you are exploring North America. By winter you will reach the Southwest. You will need to stay with one of the Native American groups there until the harsh weather passes. Which group would you be happiest spending your time with? Write a letter to your family to tell them which Native American group you choose. Use the chart below to help plan your letter. Write details about each Native American group in the columns under their names.

"QBDIF

/BWBKP

© Macmillan/McGraw-Hill

)PQJ

Now use the information in your chart to write a one- to two-page letter in which you tell your family which Native American group you chose to stay with and why. 28

Standards 5.1, R1.2

Unit 1 • Chapter 2 • Lesson 2

Name

Date

Native Americans of the Plains

LESSON SUMMARY Chapter 2 • Lesson 3

Life on the Great Plains The Great Plains, west from the Dakotas, Nebraska, and Kansas to the Rocky Mountains and south from Canada to Texas, is a region of dry prairies and hills. People began living here around 1300. By the 1700s, people of the Plains included the Lakota Sioux (or the Dakota), Pawnee, Cheyenne, Crow, and Kiowa. Hot summers, cold winters, and drought made farming difficult, so people survived by eating buffalo. Hides were used for clothing and, for some groups, to make teepees for shelter. Other Plains dwellers made lodges of log, soil, and grass. Members of these Native American groups live here today, keeping their cultures alive.

Ways of Life on the Plains

© Macmillan/McGraw-Hill

Plains people first hunted buffalo (bison) on foot. Some hunters would light fires in the grass to stampede a herd off a cliff. Horses, brought to the continent by the Spaniards, came to shape the way people lived. Using horses for hunting buffalo and for carrying goods allowed people to follow the herds much faster. The Lakota recorded information on a special calendar called a winter count. Plains children learned to listen carefully when adults told stories and sang songs about their culture. Games taught useful skills. Boys learned to hunt and shoot. They also learned the value of courage in pretend battles. Girls learned to sew, to set up teepees and to clean animal skins. In most Plains cultures, children were rewarded for their first successes. Children were praised for being generous and speaking well.

Buffalo Is Life The Plains people used all parts of the buffalo for food, clothes, shelter and tools. Meat that was not eaten right away was made into jerky. Women and girls prepared the buffalo hide for use as clothing and shelter. When horses were brought to North America, hunters used them to travel as fast as the buffalo they were hunting.

Unit 1 • Chapter 2 • Lesson 3

Standard 5.1

29

Name

Date

VOCABULARY REVIEW Chapter 2 • Lesson 3

Learning to Live on the Great Plains Match each vocabulary word with its best definition. 1. Prairie

A. Sled used to carry people or belongings

2. Teepee

B. A long period of dry weather without rain

3. Lodge

C. Home made of long poles and buffalo skins

4. Drought 5. Travois 6. Coup stick 7. Jerky

D. Dried meat E. A pole to touch an enemy to show bravery F. Home made of logs and covered with grasses, sticks, and soil G. Flat or rolling grasslands

30

apartment

flood

trophy

dried fruit

desert

wagon

house

blizzard

badge of honor

nuts

valley

sled

snowstorm

medal

crackers and cheese

mountains

grocery cart

Standard 5.1

Unit 1 • Chapter 2 • Lesson 3

© Macmillan/McGraw-Hill

Each column has a group of words in the table below that have some things in common. Place each of your vocabulary words in the column with words that are most similar to it.

Name

Date

A Good Match

READING PASSAGE Chapter 2 • Lesson 3

Read this essay. Then use it to answer the Reading Comprehension questions. Bison or buffalo? People use either name to describe this animal. So, what is it? It is the largest land mammal in North America. It can weigh up to 2,000 pounds and run as fast as 35 miles per hour. A bison is a herd animal. It likes to be with others of its kind. It is a strong animal that can be dangerous. If its tail sticks straight up, watch out! It’s going to charge!

© Macmillan/McGraw-Hill

Bison are well suited to the Great Plains. Their heavy coats protect them from summer sun and winter cold. They live easily on the prairie, which does not have enough nutrition for domestic cattle. It is estimated that before the Europeans arrived, 70,000,000 bison could have been here. Today, there are about 350,000. The Plains people respected the animal that provided them with so much. Different parts of a bison were used for many things, such as shields, drums, arrow points, headdresses, halters, bracelets, medicines, paints, cradles, and winter robes. The people, the bison, and the prairie were a good match. The Plains people were skilled and brave. Even the games the boys played with the coup stick prepared them for the life they would lead. The Plains people made either a teepee or an earthen lodge as their home. They did not plant crops because a drought could occur. Instead, they followed the bison when they hunted. When a herd moved, each family packed a travois behind a horse to carry their possessions. On their travels, the families could eat the bison jerky that they had made. Today, most bison are raised on private ranches for meat and hides. Some bison are protected on lands such as the National Bison Refuge in Montana.

Unit 1 • Chapter 2 • Lesson 3

Standard 5.1

31

Name

Date

READING COMPREHENSION Chapter 2 • Lesson 3

A Good Match Read the passage “A Good Match.” Then use it to answer these questions. 1. Name two ways the Plains people used the natural resources of their area.

2. Give two examples of how the bufalo were suited to the Great Plains?

3. The Plains people had many uses for the buffalo they hunted. Name three uses. A. B. C.

© Macmillan/McGraw-Hill

4. Use what you have learned in the essay to reach a conclusion about the bison and the Native American people of the Plains. Were they a good match? How? Support your conclusion with the relevant facts from your reading.

32

Standards 5.1, R2.3, R2.4

Unit 1 • Chapter 2 • Lesson 3

Name

Date

WRITING EXERCISE Chapter 2 • Lesson 3

Make the Bison Part of Your Folklore The Plains people depended on the great herds of bison they shared their land with. Think about all the ways the bison were important to Plains people’s lives. Write an essay that describes how the Plains people and the bison lived together. Explain the ways in which the bison were central to the Plains people’s lifestyle. Use the graphic organizer to plan your essay.

#JTPO
6TFT

© Macmillan/McGraw-Hill

#JTPO
'BDUT

Use the information in your chart, to write a one- to two-page essay about the bison and the Plains people. Unit 1 • Chapter 2 • Lesson 3

Standards 5.1, W1.5, W2.3

33

Name

Date

LESSON SUMMARY Chapter 2 • Lesson 4

People of the Eastern Woodlands A Land Rich in Forests The Eastern Woodlands had different climates and geography as well as many resources. Many groups hunted animals in winter. Spring was the season for growing crops. In summer, men built homes, made canoes, and fished, while women gathered plants and berries. In autumn, food was harvested and dried for winter. The Penobscot adapted their ways of life to their environment. In mountainous areas, they moved to family hunting areas. In winter, they wore warm clothes made from animal skins. Natchez adapted to their mild southern climate by farming the land there. They wore light clothing.

People of the Southeast Woodlands People of the Muskogean, Siouan, and Iroquoian language families developed distinct cultures in the southeast. The Creek, who spoke Muskogean, hunted, gathered, and planted corn, beans, and squash. Together these crops were known as the “Three Sisters.” Their homes were made of poles, grass, and mud. These lodges were arranged around a central plaza. For protection, they formed the Creek Confederacy. The Catawba, who spoke Siouan, lived in villages and built temples.

The Northeast Woodlands

Iroquois Government When the number of Iroquois people grew, they created the Great Law, a way to live in peace. Deganawida set up a Grand Council to settle disputes. To keep the peace, five groups formed the Iroquois Confederacy around 1570. When the Tuscarora joined in 1722, the Confederacy became known as Six Nations.

34

Standard 5.1

Unit 1 • Chapter 2 • Lesson 4

© Macmillan/McGraw-Hill

Two language families were spoken in the northeast: Algonkian and Iroquoian. The Wampanoag and the Pequot spoke Algonkian. The Hodenosaunee spoke Iroquoian. Hodenosaunee means “people of the longhouse.” These people became known as Iroquois.

Name

Date

VOCABULARY REVIEW Chapter 2 • Lesson 4

Life in the Eastern Woodlands Complete the sentences with the correct word. For help, see pages 102–109 in your textbook. Creek Confederacy

Iroquois Confederacy

longhouse

compromise

wampum

slash-and-burn

1. People of the Eastern Woodlands used agriculture to let the land renew itself. 2. The

set up peace towns and war towns.

3. To settle a dispute, the Grand Council would work out a . 4. The Onondaga, Mohawk, Oneida, Seneca, and Cayuga formed the

.

5. The Iroquois beadwork known as

was so

special it was given as gifts.

© Macmillan/McGraw-Hill

6. When an Iroquois man married, he lived with his wife’s family in their

Unit 1 • Chapter 2 • Lesson 4

.

Standard 5.1

35

Name

Date

READING PASSAGE

Planting the Three Sisters

Chapter 2 • Lesson 4

Read this passage. Then use it to answer the Reading Comprehension questions. The Eastern Woodlands held many natural resources. The people who lived there gathered fruits, nuts, and berries and hunted animals. One group, the Iroquois, used trees for poles, bark for their longhouses, and shells from the waters to make polished beads known as wampum. The soil was good for crops. Slash-and-burn agriculture gave the land a chance to renew itself between crops. Today, the Iroquois still use their plan for planting the “Three Sisters”—corn, squash, and beans. The name “Three Sisters” comes from Native American folklore about three sisters who were never apart. The Iroquois’ idea for planting these three crops together was that each crop helped the other two crops. This practice is called interplanting, or companion planting. The Iroquois women, as leaders of each clan, made decisions about the land. They planted kernels of corn. As the seedlings grew, the women piled soil around the plants to form a small hill. A few weeks later, the women planted bean seeds in the same hills. As the beans grew, the vines climbed the corn stalks. The beans released nitrogen that the corn needed. Between the rows the women planted squash, a low-growing crop. As the squash grew, its leaves shaded the ground, trapping moisture and preventing weeds from coming up.

36

Standard 5.1

© Macmillan/McGraw-Hill

Successful farming practices led to a large population growth. Compromise became important as the number of people in the Eastern Woodlands grew. Groups, such as the Creek Confederacy and the Iroquois Confederacy, were formed to keep peace.

Unit 1 • Chapter 2 • Lesson 4

Name

Date

Planting the Three Sisters

READING COMPREHENSION Chapter 2 • Lesson 4

Read the passage “Planting the Three Sisters.” Then use it to answer these questions. 1. Which plants grown together were called the “Three Sisters”?

2. List three natural resources used by Eastern Woodlands Native Americans. 1. 2. 3. 3. What are two ways to describe the practice of planting crops in a group so they help each other grow? 1. 2.

© Macmillan/McGraw-Hill

4. In the Iroquois culture, a woman was the head of each

.

5. Why was compromise important to people of the Eastern Woodlands?

Unit 1 • Chapter 2 • Lesson 4

Standards 5.1

37

Name

Date

WRITING EXERCISE

Plant the Seeds of an Idea

Chapter 2 • Lesson 4

Use the information in your chart to write a one-page letter. Be sure to tell your friend what the seeds are and how important the crops are to the Iroquois culture.

38

Standards 5.1, W2.4

Unit 1 • Chapter 2 • Lesson 4

© Macmillan/McGraw-Hill

You an explorer who has just spent a planting season with the Iroquois. You want to send seeds for the “Three Sister” crops to your farmer friend back home. Write a letter to your friend explaining what you are sending and why. Explain each of the steps for planting them. Remember to tell your friend what to expect when the seeds start to grow. Use the chart below to help you.

Name

Date

READING SKILL

Main Ideas and Details

Unit 1

Read this passage. Then copy the chart and use it to list the main idea and details. Daily life for the Cheyenne, one of the Native American groups of the Plains, was busy from morning until night. Men, women, and children were involved in many activities, both work and play. The first task of the day was starting the fire. The women would then collect water while the men and boys bathed in the stream. The women prepared breakfast while the boys herded the horses. After breakfast, announcements were made and the daily activities began. The children went off to swim and play. The women gathered wood from the forest. The older men made bows, arrows, and pipes, while the younger men listened to their stories. Many men also hunted for food for the camp.

© Macmillan/McGraw-Hill

As night fell, the Cheyenne prepared for their evening meal. This was a festive time, with music, dancing, and various other activities. For example, the people may have smoked a peace pipe, a custom for which the Cheyenne are well known. There were strict rules to follow during this tradition. A prayer was always offered before the first smoke. Another important custom that may have taken place next to an evening fire was storytelling. This activity could only be practiced by certain people. Storytelling was one of many traditional ways the Cheyenne kept their culture alive as they went through their busy daily lives.

Unit 1 • Main Ideas and Details

Standards 5.1, R2.3

39

Name

Date

LESSON SUMMARY Chapter 3 • Lesson 1

Europe Faces Change The Middle Ages About 1,500 years ago, most people in Europe lived in villages. Europeans had little contact with Asia and Africa. This time is called the Middle Ages because it falls between the time of the ancient cultures and the beginnings of the world we know today. The Norse, traders from northern Europe, traded their furs and other goods for the oil and spices from southern Europe and western Asia. The Norse often acted more like pirates. They became known as Vikings, from the Norse word for “raiders.”

European Trade and Travel Europeans often traveled to places such as Palestine to visit sacred sites. In 1096, European Christians began a series of wars, called the Crusades, against the Muslims who controlled Palestine. Europeans paid high prices for goods from other cultures. Merchants, who sold these items, became a new class of people. Marco Polo was such a merchant.

The Gutenberg printing press made printing books faster and cheaper. This allowed more people to share ideas and rediscover ancient writers whose works had been preserved by Islamic cultures. This time of reawakening and new ideas is known as the Renaissance. In Spain, Christians fought to recapture the land from Islamic Moors. The struggle was known as the Reconquista. Elsewhere in Europe, people began to protest the practices of the Catholic Church. This movement was called the Protestant Reformation. Others wanted to change the Catholic Church from the inside. This created the Counter-Reformation.

40

Standard 5.2

Unit 2 • Chapter 3 • Lesson 1

© Macmillan/McGraw-Hill

Changes in Europe

Name

Date

Europe Faces Change

VOCABULARY REVIEW Chapter 3 • Lesson 1

Answer the questions below. 1. Why was the time 1,500 years ago called the Middle Ages?

2. How did merchants change the class structure of Europe?

© Macmillan/McGraw-Hill

3. The vocabulary words Renaissance, Reconquista, and Reformation all contain the prefix re-, which means “again.” Write a definition for each word that explains what is being done again. For example, if you were defining the word review, you might write “Review means to view, or see, again.”

4. “Counter” means “opposite” or “opposing.” Write a definition of Counter-Reformation that explains what the movement opposed.

Unit 2 • Chapter 3 • Lesson 1

Standard 5.2

41

Name

Date

READING PASSAGE Chapter 3 • Lesson 1

Marco Polo Read this passage. Then use it to answer the Reading Comprehension questions. The people of Europe and Asia had little contact with each other in the Middle Ages. But as Europeans began to explore Asia and Africa, the exchange of ideas and goods grew quickly. The Crusades, or Christian wars, introduced Europeans to Islamic culture. Increased trade created a new merchant class. New ideas caused a Renaissance, or rebirth of thinking, that quickly spread throughout Europe. Christians and Muslims fought religious wars in Spain. Christians took back control of Spain in an effort called the Reconquista. The Catholic church split apart when the Protestant Reformation created a new church. The Counter-Reformation changed the Catholic church from within. At this time, trade became critical to European cultures. One man made crucial contributions to trade between Europe and Asia. His name was Marco Polo. Marco Polo was born in Venice, Italy, in 1254. When he was 17, his merchant father took him on a trip to Asia. Marco Polo did not return to Europe for almost 26 years. Marco Polo saw many amazing things. He visited the city we know as Beijing, China, as a guest of the ruler Kublai Khan. He served as a government official for Kublai Khan and traveled throughout Asia. His descriptions of the Mongol people, of Chinese, and other Asian cultures, were beyond anything Europeans had heard. He described paper money to Europeans, who used only money made of silver and gold. He reported on China’s iron and salt production. He dictated descriptions of life in the Far East to a writer, who published the stories as The Travels of Marco Polo. It was a popular book at that time, helping the trade relationship between Europe and the Far East.

42

Unit 2 • Chapter 3 • Lesson 1

Name

Date

READING COMPREHENSION Chapter 3 • Lesson 1

Marco Polo Read the passage “Marco Polo.” Then use it to answer these questions. 1. Which of these statements is false? A. The Middle Ages were a time of peace. B. Europe in the time of Marco Polo was full of change and confusion. C. Marco Polo helped to advance the trade between Europe and Asia. D. Marco Polo was an important explorer in European history. 2. The relations between Christians and Muslims during the Middle Ages are best described as A. friendly B. unfriendly C. respectful D. curious

© Macmillan/McGraw-Hill

3. Name three things Marco Polo saw in Asia that he described to the Europeans.

4. How do you think Marco Polo’s travels in Asia might have been different if he had not served in the government of Kublai Khan? Support your answer with examples from the text.

Unit 2 • Chapter 3 • Lesson 1

Standards 5.2, R2.3, R2.4

43

Name

Date

WRITING EXERCISE Chapter 3 • Lesson 1

Reasons for Change

© Macmillan/McGraw-Hill

Think about what you have learned about Europe in the Middle Ages. What did Marco Polo bring back from Asia? How did explorers of that time describe Asia? How did exposure to Asian cultures affect life in Europe? Write an essay about changes to religion, class society, banking, war, and technology in Europe. Use the chart to help you.

Use the information in your chart to write a one- to two-page essay about how the ideas European explorers brought back from Asia changed Europe forever. 44

Standards 5.2, W2.3

Unit 2 • Chapter 3 • Lesson 1

Name

Date

Trade in Asia and Africa

LESSON SUMMARY Chapter 3 • Lesson 2

Asian Trade The Silk Road was an important trade route across China. The long and difficult road went through Asian deserts and mountain passes. Merchants brought silk, spices, and oils to Europe and western Asia. The spices were easy to carry for long distances and could be sold at high prices. Trade also took place over sea routes. Ships connected Southeast Asia, India, and Africa. Chinese sailors invented the first compass, which helped them on their explorations. Chinese shipbuilders built large wooden ships that could carry heavy cargo. China had more ships than all of Europe in the 1400s. A century later Europe began building more ships. By that time, Chinese rulers had decided that China had all the goods it needed, so they let China’s ships rot.

Trade Routes in Africa

© Macmillan/McGraw-Hill

In Africa goods were often bartered, or traded, for other goods. Salt came from North Africa. Gold came from West African kingdoms. Arab explorers seeking these goods brought Islam to Africa. Strong trading kingdoms were set up in Africa. But enemies from inside Africa took over parts of the kingdoms. Later, Europeans began enslaving Africans, and their kingdoms disappeared. When gold was discovered in the Americas, African gold was no longer as important.

Unit 2 • Chapter 3 • Lesson 2

Standard 5.2

45

Name

Date

VOCABULARY REVIEW Chapter 3 • Lesson 2

Trade in Asia and Africa Answer the following questions. For help, see pages 136–138 in your textbook. 1. The Silk Road was named after silk, the most important export from China. What would be a good name for a trade route out of A. North Africa? B. West Africa? 2. Define the word barter.

3. What are the advantages of bartering?

© Macmillan/McGraw-Hill

4. What are the disadvantages of bartering?

46

Standard 5.2

Unit 2 • Chapter 3 • Lesson 2

Name

Date

The Silk Road

READING PASSAGE Chapter 3 • Lesson 2

Read this passage. Then use it to answer the Reading Comprehension questions. The Silk Road was not just one long highway across Asia. It was made up of many trails that split apart and came together. Travelers could choose the routes they took. Few travelers made the whole journey from eastern China to western Europe. Instead, trade and barter took place all along the route. Caravans stopped to replenish supplies of food and water, to rest, or to sell their cargo. Many villages along the route sprang up to supply travelers with the things they needed. For more than 1,500 years, the Silk Road was the most important trade route across Asia. It lasted through hundreds of years of war and conflict along its route. Stable governments in countries along the route were important because they made travel on the Silk Road safer.

© Macmillan/McGraw-Hill

Travel on the Silk Road was often difficult and dangerous. The routes went through miles of desert and over icy mountain passes. In the desert, sandstorms or water thieves could wreck a group’s progress. In the mountains, travelers risked sudden storms or avalanches. Camels were the most common pack animal. But camels were expensive and not always easy to handle. At any point thieves could steal everything from a trader and ruin any hopes of profit at the end of the journey. Still, travelers were willing to risk all of these hazards. If they were successful, the Silk Road could be a “road to riches.” In the 1400s explorers found a sea route from Europe to China. It became cheaper and easier to carry goods by ship than over land. The rise of shipping meant the end of the Silk Road as an important trade route.

Unit 2 • Chapter 3 • Lesson 2

Standards 5.2

47

Name

Date

READING COMPREHENSION Chapter 3 • Lesson 2

The Silk Road Read the passage “The Silk Road.” Then use it to answer these questions. Circle the correct answer. 1. What would be the best name for a book that contained this passage? A. Modern Transportation B. Care and Feeding of Pack Animals C. A Guide to Travel in Modern China D. Ancient Trade Routes 2. If the passage were a chapter in a book, what would be the best chapter name? A. How Silk is Made B. The Importance of Silk to China’s Economy C. A Road to Riches D. Camel Caravans

4. Why do you think traders were willing to risk so much to travel the Silk Road? Support your answer with information from the passage.

48

Standards 5.2, R2.3, R.2.4

Unit 2 • Chapter 3 • Lesson 2

© Macmillan/McGraw-Hill

3. What is the best synonym for the word hazards as it is used in this passage? A. challenges B. dangers C. road blocks D. helpers

Name

Date

WRITING EXERCISE Chapter 3 • Lesson 2

The Silk Road

© Macmillan/McGraw-Hill

You are a trader on a long journey across the Silk Road. Write a letter home that describes all the sights you see and the difficulties you face. Think about the cargo you carry. Describe the place where you hope to sell your goods. Use the chart to plan your letter.

Use the information in your chart to write a one-page letter to your friends at home. Unit 2 • Chapter 3 • Lesson 2

Standards 5.2, W2.1

49

Name

Date

LESSON SUMMARY Chapter 3 • Lesson 3

Europeans Seek New Trade Routes A School for Sailors Prince Henry of Portugal believed that ships could reach Asia by sailing south along the coast of Africa. In 1419 he turned his palace into a school for the improvement of sailing and navigation. He became known as “the Navigator.” At Henry’s school, sailors were trained to use new and improved instruments, like the compass. Sailors had always used the stars as a guide, but south of the equator, the North Star is not visible. The compass, which always points north, was a great help to navigators, both north and south of the equator. The astrolabe used the position of the sun to help sailors find their location.

Sailing to Asia At Henry’s school shipbuilders worked to improve the design of oceangoing ships. At this time most European ships had square sails, which meant that they could move only with the wind behind them. The ships of the Mediterranean often had two or three masts, and their sails were triangular. This meant they could move forward using the wind from any direction. Henry and his shipbuilders designed a new ship, called a caravel. This small, strongly built oceangoing ship had both square and triangular sails. It could go through rough seas and change direction easily.

By the time Henry died in 1460, his sailors had mapped more than 2,000 miles of Africa’s coastline. They had also begun to make money by taking Africans from their homes and selling them as slaves. In 1487 the two caravels of Bartolomeu Dias sailed around the southern tip of Africa. Dias found himself in the Indian Ocean. In 1498 Vasco da Gama reached Calicut, India, and quickly understood that there was money to be made by bringing spices to Europe.

50

Standard 5.2

Unit 2 • Chapter 3 • Lesson 3

© Macmillan/McGraw-Hill

Voyages Around Africa

Name

Date

VOCABULARY REVIEW

Europeans Seek New Trade Routes

Chapter 3 • Lesson 3

Complete the paragraph below. For help, see pages 142–145 in your textbook. In 1419 Prince Henry of Portugal started a school for in his palace on Portugal’s south coast. At Henry’s school, they learned to use new instruments such as the compass, which always pointed north. They also used the , which measured the height of the sun above the horizon. He and his shipbuilders also designed a new, oceangoing ship called the

. This ship could

© Macmillan/McGraw-Hill

use the wind to sail in any direction.

Unit 2 • Chapter 3 • Lesson 3

Standard 5.2

51

Name

Date

READING PASSAGE

Prince Henry and the Mystery of Prester John

Chapter 3 • Lesson 3

Read this passage. Then use it to answer the Reading Comprehension questions. In the centuries before European ships traveled the world, there were many strange stories about unexplored lands and oceans. Some sailors believed that if ships went too far south, they would come to seas where the water was boiling hot. There were also people who believed that if ships sailed too far, they would fall off the edge of the world. Legends survived into the great age of navigation. The strangest was the legend of “Prester John.” During the 1100s, a letter appeared in Rome. It was copied and read all over Europe. It seemed to be written by a king who ruled a part of Asia that no European had ever seen. This kingdom was peaceful and happy. Its rivers were filled with gold, and there was a fountain with waters that made people stay young forever. But it was in danger of being invaded. The letter asked for help. The king’s name was Prester John. Over time more letters appeared. Some of them suggested that Prester John’s kingdom was in Asia, while others hinted that it was in Africa. Mapmakers, who did not yet know the all the lands in Earth, included Prester John’s kingdom on their maps. A Portuguese man named Prince Henry the Navigator was fascinated. He dreamed of rescuing Prester John and his threatened country. Henry is remembered for teaching sailors how to use the compass and the astrolabe, and for helping design oceangoing ships. Whenever he sent men out in caravels, he hoped that they would return with news of the mysterious Prester John.

52

Standard 5.2

Unit 2 • Chapter 3 • Lesson 3

Name

Date

READING COMPREHENSION

Prince Henry and the Mystery of Prester John

Chapter 3 • Lesson 3

Read the passage “Prince Henry and the Mystery of Prester John.” Then use it to answer these questions. 1. Did people believe stories of boiling oceans and ships falling over the edge of the world because explorers had seen these things?

2. Why did people believe that Prester John existed?

3. People wanted to rescue Prester John from his enemies, but why else do you think they wanted to find his kingdom?

© Macmillan/McGraw-Hill

4. How do we know that some mapmakers believed the stories of Prester John’s kingdom?

5. Do you think Prince Henry ever received news about Prester John? Why or why not?

Unit 2 • Chapter 3 • Lesson 3

Standards 5.2, R2.3, R2.4

53

Name

Date

WRITING EXERCISE Chapter 3 • Lesson 3

Bartolomeu Dias Reports to the King

© Macmillan/McGraw-Hill

In 1487 Bartolomeu Dias sailed with two caravels down the west coast of Africa. As he reached the southern tip of Africa, his ships encountered a violent storm. When the storm was over, Dias was sailing north. He saw the African coast, checked his compass, and realized that his ships had been driven around the Cape of Good Hope into the Indian Ocean. What do you think he might have told the king when he returned to Portugal? Write a report you think he might have written. Remember, Dias wanted to impress the king. Use the chart to plan your report.

Now use the information in your chart to write Dias’s report to the king. 54

Standards 5.2, W2.1, W2.3

Unit 2 • Chapter 3 • Lesson 3

Name

Date

Spaniards Reach the Americas

LESSON SUMMARY Chapter 4 • Lesson 1

A Sea Route to the Indies In the late 1400s, Mediterranean and Portuguese traders controlled the sea routes to the islands in Southeast Asia. They called these islands the Indies. Other European traders wanted to find a shorter route to the Indies. A sailor named Christopher Columbus thought that he could find a faster route by sailing west. He received money for an expedition from King Ferdinand and Queen Isabella of Spain. In August 1492 Columbus started his journey with three small ships. Almost 500 years before Columbus’s expedition the Vikings had reached the Americas by sailing west. They settled Greenland and Newfoundland, but their settlement failed around 1400.

Reaching the Americas

© Macmillan/McGraw-Hill

Columbus landed in the Bahama Islands on October 12, 1492. He thought he was close to the Indies, so he called the local people Indios. They were actually Native Americans from a group called the Taíno. Columbus searched for valuables on other Caribbean islands. He found nothing and returned to Spain. The king and queen sent him back with settlers and supplies to start a colony on the island of Hispaniola. When Columbus arrived in the Bahamas he began an exchange of goods, cultures, and diseases beteen Europe and the Americas that is now called the Columbian Exchange. The Columbian Exchange had some good effects, but millions of Native Americans died from diseases brought to the Americas by Europeans. On his final journey to the Americas, Columbus landed in South America. Later, Amerigo Vespucci, who sailed to South America in 1499, realized that Columbus had reached two continents. A mapmaker named the continents the Americas, after Vespucci.

Unit 2 • Chapter 4 • Lesson 1

Standard 5.2

55

Name

Date

VOCABULARY REVIEW Chapter 4 • Lesson 1

Spaniards Reach the Americas Complete the paragraph about Christopher Columbus. For help, see pages 150–155 in your textbook. Christopher Columbus is excited. The king and queen of Spain finally agreed to finance his

. As his three

ships sail across the Atlantic Ocean, Columbus records the details of the journey in the ship’s

. After many weeks

of sailing, Columbus and his ships dock on a small island. The native people are friendly. Columbus decides to return to start a Spanish . He doesn’t know that this decision will change the world through an exchange of products and diseases that .

© Macmillan/McGraw-Hill

is now called the

56

Standard 5.2

Unit 2 • Chapter 4 • Lesson 1

Name

Date

The Taíno

READING PASSAGE Chapter 4 • Lesson 1

Read this passage carefully. Then use it to answer the Reading Comprehension questions. The lives of the Taíno changed forever in the fall of 1492 when Columbus’s expedition reached their homelands. After the Spanish built a colony on Taíno lands, most of the Taíno people died out. They left no written records behind. Historians have had to study artifacts and other clues to construct a picture of their lives before Columbus arrived. We know that the Taíno traveled by canoe. In fact, the English word canoe comes from the Taíno language. Taíno canoes were made from hollowed out tree trunks. They could hold more than 30 people and could travel great distances across the open sea. The Taíno slept in hamacas, or hammocks. These simple woven beds were perfect for the tropical climate where the Taíno lived. Religious ceremonies were an important part of Taíno culture. The Taíno believed in many different gods. For example, they believed in a god who caused hurricanes. Our word hurricane comes from the Taíno name of this god, Hurakan.

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Columbus’s log of his journey tells us that the Taíno were friendly. They exchanged gifts with Columbus and his crew. This simple act was the beginning of the Columbian Exchange, a process that would change Taíno life and the world, forever.

Unit 2 • Chapter 4 • Lesson 1

Standard 5.2

57

Name

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READING COMPREHENSION Chapter 4 • Lesson 1

The Taíno Read the passage “The Taíno.” Then use it to decide if the following statements are true or false. Rewrite the false statements to make them true. 1. Written records tell historians about Taíno culture. True False

2. Several English words come from the Taíno language. True False

3. Columbus’s expedition changed Taíno life. True False

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4. The Taíno made hammocks from hollowed out tree trunks. True False

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Standards 5.2, R2.3, R2.4, R2.5

Unit 2 • Chapter 4 • Lesson 1

Name

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WRITING EXERCISE Chapter 4 • Lesson 1

Visitors A young Taíno boy watches foreign ships drop anchor off his people’s island. Men in unusual clothing come on shore. They speak a strange language. They act differently than the Taíno. These differences shape the boy’s reaction to their arrival. Write a story about the boy’s reaction to the arrival of the Spanish. Might this event frighten him? If so, why? Compare and contrast the Taíno and the Spanish on at least three points. Use the Venn diagram to plan your story.

#PUI

4QBOJTI

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5BJOP

Now use the information in your Venn diagram to write a one- to two-page story. Unit 2 • Chapter 4 • Lesson 1

Standards 5.2, W2.1

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LESSON SUMMARY Chapter 4 • Lesson 2

Spanish Exploration and Conquest The Aztec Empire In the 1200s the Aztec settled in central Mexico. Tenochtitlán was the Aztec capital of the Aztec Empire. It had palaces, temples, and even a zoo. Moctezuma II became the Aztec emperor in 1502.

The Conquest of the Aztec Hernando Cortés, a Spanish explorer, journeyed through the Aztec Empire in the 1500s, searching for riches. His Aztec interpreter convinced many native people to help him defeat the Aztec. When Moctezuma met Cortés, the emperor offered him many gifts. Then Cortés took the emperor prisoner. The Aztec drove the Spanish out of Tenochtitlán in 1520, but Moctezuma was killed. The Spanish later returned with a large army and surrounded the city. After 75 days, the conquistadors, or conquerors, defeated the Aztec Empire.

In 1531 Spanish explorer Francisco Pizarro arrived in South America. His army headed into the Andes, which were part of the Inca Empire. Atahaulpa, the Inca leader, was not worried about the conquistadors. His forces were much larger, and the Incas were protected behind stone walls. In 1532 Pizarro entered the city of Cajamarca. His men fired their rifles. The Incas were stunned. They had never seen rifles. Pizarro took Atahaulpa prisoner and later killed him. Eventually, the Spanish defeated the entire Inca Empire. Guns, horses, and metal armor helped lead the Spanish to victory. In addition, germs that came with the Spanish harmed the Inca and Aztec. Many died because their bodies could not resist the new illnesses. Spain now controlled a huge empire in the Americas. Spain became the leaders of an enormous empire.

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Standard 5.2

Unit 2 • Chapter 4 • Lesson 2

© Macmillan/McGraw-Hill

The Inca Empire

Name

Date

Spanish Exploration and Conquest

VOCABULARY REVIEW Chapter 4 • Lesson 2

Draw a line to match each word on the left with its definition on the right. For help, see pages 156–161 in your textbook. 1. Tribute

A. A person who conquers

2. Interpreter

B. A large area under the control of one ruler or government

3. Conquistador 4. Empire

C. A kind of tax

© Macmillan/McGraw-Hill

D. A person who translates one language to another

Unit 2 • Chapter 4 • Lesson 2

Standard 5.2

61

Name

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READING PASSAGE Chapter 4 • Lesson 2

Doña Marina Read this passage. Then use it to answer the Reading Comprehension questions. In 1505 a legendary Mexican woman was born. Throughout her life she became known by several names, the most famous of which are La Malinche and Doña Marina. Some records claim that Doña Marina was the daughter of an Aztec leader. After the death of her father, Doña Marina was sold as a captive. In 1518 Spanish conquistador Hernando Cortés led an expedition of 500 soldiers into Mexico. Cortés traveled to Mexico in search of the mysterious and wealthy Aztec Empire. Cortés and his group traveled through several Native American cities on their journey through Mexico. At one city, Cortés met Doña Marina. She spoke several languages, including Aztec and Mayan. Soon, Doña Marina learned to speak Spanish. She became an interpreter for Cortés. Doña Marina convinced many Native American groups to join Cortés against the Aztec. These groups were unhappy with Aztec rulers and did not like paying tribute to them. Because of help from Native American groups, Cortés was able to defeat the Aztec. Many people believe that Doña Marina was partly responsible for the Spanish victory.

62

Standard 5.2

Unit 2 • Chapter 4 • Lesson 2

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READING COMPREHENSION Chapter 4 • Lesson 2

Doña Marina Read the passage “Doña Marina.” Then use it to answer these questions. 1. Doña Marina is also known as . 2. Why did Cortés travel to Mexico?

3. Why were some Native American groups unhappy with the Aztec?

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4. How did Doña Marina help Cortés defeat the Aztec?

Unit 2 • Chapter 4 • Lesson 2

Standards 5.2, R2.3, R2.4

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WRITING EXERCISE Chapter 4 • Lesson 2

You Were There

© Macmillan/McGraw-Hill

You are a Spanish conquistador travelling with Pizarro’s army. You arrive at the Inca Empire, high in the Andes. Write a letter to your family describing what you see. Use information in your textbook and additional research to help you. Use the chart to help you.

Use the information in your chart to write a one-page descriptive letter. 64

Standards 5.2, W2.4

Unit 2 • Chapter 4 • Lesson 2

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Spain’s Overseas Empire

LESSON SUMMARY Chapter 4 • Lesson 3

New Spain By 1525 Spain controlled Mexico and most of Central America called New Spain. By 1600 New Spain included parts of California, Arizona, New Mexico, and Texas. Spain gave Spanish colonists encomiendas, or large areas of land, in New Spain. This land belonged to Native Americans. The Spanish forced the Native Americans to work for the new land owners. Some worked on ranches, while others worked in gold and silver mines. Many Native Americans died as a result of overwork and disease.

Building New Spain Bartolomé de Las Casas was a Catholic priest from Spain who ran an encomienda on Hispaniola. He tried to help the Native Americans. He became a missionary and tried to end the encomienda system. Spain passed the New Laws of 1542 that required landowners to pay Native Americans. Other laws were passed to protect Native Americans, but landowners in New Spain ignored the laws. Soon the Spanish began to bring large numbers of enslaved Africans to New Spain. By 1570 more than 200,000 Africans were enslaved in New Spain. Some enslaved Africans escaped and built maroon communities in less populated areas.

© Macmillan/McGraw-Hill

Protecting New Spain The Spanish built forts along the coastline of New Spain to keep invaders out. They built cities, such as New Spain’s capital of Mexico City. These cities, with their cathedrals, government buildings, and central squares, looked like European cities. About 125,000 Spanish immigrants lived in New Spain by the mid-1600s. Many of them were Roman Catholic priests or nuns who educated the people in New Spain and tried to convert Native Americans to Christianity.

Unit 2 • Chapter 4 • Lesson 3

Standard 5.2

65

Name

Date

VOCABULARY REVIEW Chapter 4 • Lesson 3

Spain’s Overseas Empire Complete the crossword puzzle. For help, see pages 166–172 in your textbook. 







 

ACROSS

DOWN

1. A large area of land

1. To force a person to work for no pay

4. A Spaniard from Spain 6. A person born in New Spain with Spanish parents

66

Standard 5.2

3. Someone who is Spanish and Native American 5. To change from one set of beliefs to another

Unit 2 • Chapter 4 • Lesson 3

© Macmillan/McGraw-Hill

2. A person who teaches their religious beliefs to those with different beliefs.

Name

Date

Defending Native Americans

READING PASSAGE Chapter 4 • Lesson 3

Read this passage. Then use it to answer the Reading Comprehension questions. The different ethnic groups in New Spain formed a kind of social pyramid. Peninsulares had the most money and power, followed by criollos and mestizos. Native Americans and enslaved Africans were at the bottom of the pyramid. One peninsulare who came to New Spain was not interested in social status. Instead, Bartolomé de Las Casas wanted to help the Native Americans of New Spain. Las Casas came to the island of Hispaniola to run an encomienda. He soon became a missionary and began to convert the Native Americans who lived on his land to Christianity. Las Casas saw that Native Americans in New Spain were being treated unfairly. He gave up his ecomienda and worked to try to help Native Americans. He spoke to important Spanish leaders and wrote reports on behalf of Native Americans.

© Macmillan/McGraw-Hill

Partly due to Las Casas’s efforts, New Spain passed laws to protect Native American workers. However, these laws did not protect the enslaved Africans who also worked in New Spain.

Unit 2 • Chapter 4 • Lesson 3

Standard 5.2

67

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READING COMPREHENSION Chapter 4 • Lesson 3

Defending Native Americans Read the passage “Defending Native Americans.” Then use it to answer these questions. 1. Las Casas living on his land.

the

2. How was Bartolomé de Las Casas different from other peninsulares in New Spain?

3. How did Las Casas help the Native Americans of New Spain?

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4. What effect did Las Casas’s efforts to help Native Americans have in New Spain.

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Standards 5.2, R2.2, R2.3, R2.4

Unit 2 • Chapter 4 • Lesson 3

Name

Date

WRITING EXERCISE Chapter 4 • Lesson 3

What a City! The Spanish built their capital, Mexico City, on the ruins of the Aztec capital, Tenochtitlán. Write an essay comparing Mexico City with Tenochtitlán. Compare the cities on at least three points. For help, see pages 170–171 in your textbook. Use the chart below to plan your essay.

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© Macmillan/McGraw-Hill

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Use the information in your chart above to write a 3-paragraph essay comparing Mexico City with Tenochtitlán. Unit 2 • Chapter 4 • Lesson 3

Standards 5.2, W2.3

69

Name

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LESSON SUMMARY Chapter 4 • Lesson 4

The Spanish Frontier Exploring the North In the 1500s Spanish explorers headed north. In 1513 Juan Ponce de León, who wanted to find the “Fountain of Youth,” landed on the east coast of Florida, which he claimed for Spain. Later, he returned to Florida, landing on its west coast. Local people, called the Calusa, thought they were being attacked and attacked Ponce de León. He fled to Cuba, where he died from his wounds. Don Pedro Menéndez de Aviles landed on Florida’s west coast in 1565. He built a fort and named his settlement St. Augustine.

New Spain Expands Alvar Nuñez Cabeza de Vaca sailed from Florida to the east coast of Texas in 1528. He was shipwrecked and had to walk with his crew through Texas, New Mexico, and Arizona to Mexico City. In Texas he lived among Native Americans and came to respect them. In 1539 Hernando de Soto, who journeyed across the Southeast of the United States, became the first European to reach the Mississippi River. Francisco Vásquez de Coronado led an expedition across the Southwest of the United States in 1540 looking for cities made of gold. He failed in his mission, but claimed land in the Southwest for Spain. In 1542 Juan Rodríguez Cabrillo became the first European to explore California, which he claimed for Spain.

The Spanish created settlements in their new territories to protect them from the English and the French. They defeated the Pueblo, who lived in the Southwest, and forced them to work on missions, or on large farms and ranches. In 1680 a Pueblo religious leader named Popé united Pueblo and Apache communities in a revolt against the Spanish. The revolt lasted nine days, and the Spanish fled New Mexico. In 1691 Diego de Vargas convinced the Pueblo to accept Spain’s friendship and took back the territory. Vargas allowed the Pueblo to live in separate communities and to practice their own religion.

70

Standard 5.2

Unit 2 • Chapter 4 • Lesson 4

© Macmillan/McGraw-Hill

Spanish Colonies in the Southwest

Name

Date

The Spanish Frontier

VOCABULARY REVIEW Chapter 4 • Lesson 4

Which events in the list below have to do with the frontier? Which events have to do with a mission? Write the word “frontier” or “missions” on the line to complete each sentence. For help, see pages 174–179 of your textbook. 1. Juan Ponce de León explores Florida’s while searching for the Fountain of Youth. 2. The Pueblo who are forced to live on a do not want to change their religion. 3. Francisco Vásquez de Coronado searches the

of the Southwest for the

Seven Cities of Gold. 4. Hernando de Soto sees the Mississippi River while exploring the

.

© Macmillan/McGraw-Hill

5. Angered by treatment of his people at Spanish Popé begins a rebellion.

Unit 2 • Chapter 4 • Lesson 4

Standard 5.2

71

Name

Date

READING PASSAGE Chapter 4 • Lesson 4

Tensions Rise Read this passage. Then use it to answer the Reading Comprehension questions. The Seven Cities of Gold that Francisco Vásquez de Coronado hoped to find in 1540 may have been nothing more than Pueblo villages. The adobe homes glimmered like gold in the sun. Coronado did not find the treasured cities in the southwestern frontier. However, Coronado did meet the Pueblo. He forced them to provide food and other supplies to Coronado’s group. Coronado’s actions were not uncommon. Many Spanish explorers made such requests of Native Americans, leading to increased tensions between Native Americans and the Spanish. As time passed, the Spanish took Pueblo lands in New Mexico. The Spanish forced the Pueblo to work on Catholic missions. The Spanish also arrested Pueblo religious leaders. One of the leaders, Popé, decided to fight the Spanish. For five years Popé planned a huge revolt. On August 10, 1680, several Pueblo villages attacked the Spanish. More than 400 people were killed in the revolt. Spanish survivors fled New Mexico. The Pueblo had won back their land and their rights, at least for a while.

72

Standard 5.2

Unit 2 • Chapter 4 • Lesson 4

Name

Date

READING COMPREHENSION Chapter 4 • Lesson 4

Tensions Rise Read the passage “Tensions Rise.” Then use it to answer these questions. 1. The passage that you just read stated that “Coronado did not find the treasured cities.” Why might he have failed to find them?

2. How did Spanish explorers anger the Pueblo?

3. How did the lives of the Pueblo change after the revolt?

© Macmillan/McGraw-Hill

4. Why do you think Popé decided to plan the revolt?

Unit 2 • Chapter 4 • Lesson 4

Standards 5.2, R2.3, R2.4

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Name

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WRITING EXERCISE Chapter 4 • Lesson 4

Evaluate the Expeditions You are a representative for the Spanish government in the 1550s. Your job is to write a report about three of the failed expeditions that took place on the Spanish frontier in North America. Who were the explorers? What were they looking for? How did their expeditions end? Why do you think they failed? Use the chart to plan your report. :FBS

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© Macmillan/McGraw-Hill

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Use the information in the chart to write a one-page report about three failed Spanish expeditions. 74

Standards 5.2, W2.3

Unit 2 • Chapter 4 • Lesson 4

Name

Date

Searching for the Northwest Passage

LESSON SUMMARY Chapter 5 • Lesson 1

Europeans Try to Sail to Asia In the late 1400s and 1500s, Europeans wanted to find a water route across North America. They believed this would allow them to sail to Asia more quickly. They called this route the Northwest Passage. In 1497, the king of England sent John Cabot to find the Northwest Passage. Cabot sailed west and found an area called the Grand Banks near Newfoundland, an island off the coast of Canada. The king of France sent Italian explorer Giovanni da Verrazano in another effort to find the Northwest Passage. Verrazano instead found New York harbor and the Hudson River.

© Macmillan/McGraw-Hill

The Search Goes On These explorations cost so much money that only European kings and queens could afford them. Merchants knew they could make a huge profit if instead, they could find the Northwest Passage. In the Netherlands in 1602, a group of merchants put their money together to found a merchant company that shared the costs of a voyage as well as any profits. A Dutch merchant company hired Henry Hudson in 1609. Hudson believed North America was only about seventy miles wide. He set sail in 1609 and reached North America in September of that year. There, he met a group of Native Americans, the Lenape, whom he described as “friendly.” Hudson then sailed about 150 miles up what became known as the Hudson River before he realized that the river did not connect the oceans. In 1610, he explored what is now Hudson Bay, still looking for the Northwest Passage. Finally, his crew headed back for England. No explorer in the sixteenth or seventeenth century ever found the Northwest Passage. Today, however, ships can sail north of Hudson Bay into the Arctic Ocean and across the Pacific Ocean to Asia.

Unit 2 • Chapter 5 • Lesson 1

Standard 5.2

75

Name

Date

Searching for the Northwest Passage

VOCABULARY REVIEW Chapter 5 • Lesson 1

Write two to three sentences explaining each term. For help, see pages 186–190 in your textbook. 1. Northwest Passage

© Macmillan/McGraw-Hill

2. Merchant company

76

Standard 5.2

Unit 2 • Chapter 5 • Lesson 1

Name

Date

Merchant Companies

READING PASSAGE Chapter 5 • Lesson 1

Read the passage. Then use it to answer the Reading Comprehension questions. England, Spain, and other European countries wanted to find the Northwest Passage. They believed that it promised a shorter route to Asia’s rich spice markets. English merchants formed joint stock companies to share the risks (pirates, bad weather, and unfriendly rulers)—as well as the rewards. Another term for “joint stock company” is “merchant company.” During the 1500s, many such companies were formed. The explorer Richard Chancellor traded with Russia in the 1550s. His voyages led to the formation of the Russia Company in 1555 by a group of English merchants. The Russia Company brought furs, tar, iron, and copper to England from Russia. English merchants later founded the Turkey Company in 1581 and the Venice Company in 1583.

© Macmillan/McGraw-Hill

In 1600, merchants in England formed the East India Company. These merchants wanted to compete in the spice trade with Holland, which had increased the price of pepper. England had wanted to trade English cloth for spices in the East Indies, but they found it difficult to do. That changed when the English captured a Portuguese ship. On board, they found Indian cotton, which they were able to exchange for the spices. To load and unload all the cargo that was traded by the merchant companies, English workers built docks, or quays, to handle the traffic. England’s trade with the “spice countries” helped make it a rich and powerful country.

Unit 2 • Chapter 5 • Lesson 1

Standard 5.2

77

Name

Date

READING COMPREHENSION Chapter 5 • Lesson 1

Merchant Companies Read the passage “Merchant Companies.” Then use it to answer these questions. 1. What is another term for merchant company?

2. When was the Turkey Company established?

3. Name some of the goods the Russia Company traded.

4. With which country did the East India Company compete?

5. Why do you think the East India Company could not trade English cloth for spices?

© Macmillan/McGraw-Hill

6. Name two benefits of the merchant companies.

78

Standards 5.2, R2.2, R2.4

Unit 2 • Chapter 5 • Lesson 1

Name

Date

WRITING EXERCISE Chapter 5 • Lesson 1

A Successful Merchant It is 1538 and you have become one of three investors in an English merchant ship. You have spent a great deal of money in the hopes of trading goods for spices in India. Use the graphic organizer below to plan a letter. What will you earn if the journey is successful? What if it is not successful? Include information about your partners.

© Macmillan/McGraw-Hill

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Use the information from the graphic organizer to write a letter to a friend telling about the dangers and rewards of life on an English merchant ship. Make sure to include topics supported by a few details. Unit 2 • Chapter 5 • Lesson 1

Standards 5.2, W2.1

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LESSON SUMMARY

The First French Colonies

Chapter 5 • Lesson 2

New France Though Verrazano did not find a Northwest Passage, the king of France still wanted to find a water route to Asia. Jacques Cartier sailed to North America and up the St. Lawrence River. He claimed the region for France in 1534. In 1535, Cartier reached an area near modern-day Montreal where about 2,000 Native Americans were living in a village. In spite of all he discovered, Cartier did not find a water route to Asia.

Founding New France The king of France sent Samuel de Champlain to New France, the area Cartier had explored, in 1608. Champlain founded a trading post at Quebec, which became the first permanent French settlement in North America. Champlain made friends with the Algonquin and Huron peoples and helped them fight the Iroquois. In return, the Algonquin and Huron helped France in the furtrading business. Fur trading was profitable. Hunters and trappers called voyageurs traded furs for supplies. They lived much like the Native Americans of the area. To cross between bodies of water, the voyageurs created land routes called portages. The French government required that voyageurs have a license to hunt and trap in Canada. Trappers who did not have a license were called coureurs de bois, meaning “runners of the woods.”

Looking for the Northwest Passage The French continued to search for a water route to Asia. Étienne Brûlé found Lake Huron and Jean Nicolet found Lake Superior during their searches for the Northwest Passage. Louis Jolliet and Father Jacques Marquette explored the Mississippi River but discovered that it flowed south and could not lead to a Northwest Passage.

80

Standard 5.2

Unit 2 • Chapter 5 • Lesson 2

© Macmillan/McGraw-Hill

Few settlers came to New France. One reason was that the Iroquois posed a threat. They were angry that the French had helped their enemies. The French king sent troops and missionaries to New France. They made some efforts to treat the Native Americans with respect, but also tried to convert them to Christianity.

Name

Date

VOCABULARY REVIEW Chapter 5 • Lesson 2

The First French Colonies Complete each sentence. For help, see pages 192–197 in your textbook. 1. An illegal trapper in Canada was called a 2. A

.

was a land passage between two

bodies of water. 3. A person who hunted and trapped in New France was called a

© Macmillan/McGraw-Hill

.

Unit 2 • Chapter 5 • Lesson 2

Standard 5.2

81

Name

Date

READING PASSAGE Chapter 5 • Lesson 2

Fur Traders of the Early French Colonies Read the passage. Then use it to answer the Reading Comprehension questions. The Native Americans were the first trappers to supply fur to the French. A fur trade began when fishermen from Europe began to offer metal and cloth in exchange for furs. The demand for beaver pelts, or fur, skyrocketed when fur hats became fashionable in Europe in the sixteenth century. There were problems connected with the fur trade. One problem was that by trading with one Native American group, the fur traders could easily make an enemy of another group. For example, when the fur traders traded with the Huron people, the Iroquois became their enemy. Fur trading was profitable. There were so many fur traders in the French colonies in North America that it became necessary for the French government to try to license them. The coureurs de bois, or “runners of the woods,” were not licensed but continued to trade furs. In the Lake Superior area, there were about 500 coureurs de bois. The coureurs de bois played an important part in the exploration of Canada and other regions of North America. Later in the eighteenth century, the coureurs de bois helped European countries explore large parts of the New World. They also helped to establish trade with a number of Native American groups. The licensed fur traders were called voyageurs. Merchants who traded in furs used the voyageurs to travel into the interior of Canada to trade for furs with the Native Americans. There were many waterways in the Canadian interior. To cross land between them, the fur traders relied on the help of Native Americans who knew the trails that led to portages.

82

Standard 5.2

Unit 2 • Chapter 5 • Lesson 2

Name

Date

READING COMPREHENSION

Fur Traders of the Early French Colonies

Chapter 5 • Lesson 2

Read the passage “Fur Traders of the Early French Colonies.” Then use it to answer these questions. 1. There were about 500 Superior region.

in the Lake

2. How do you think portages helped the fur traders in their work?

3. Describe one way Europeans used the furs from Canada.

© Macmillan/McGraw-Hill

4. Why do you think the French government began to license fur traders?

5. Why do you think it was helpful and even necessary for the French fur traders to be friendly with the Native Americans?

Unit 2 • Chapter 5 • Lesson 2

Standards 5.2, R2.3, R2.4

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Name

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WRITING EXERCISE Chapter 5 • Lesson 2

Fur Trading in Canada You are an adventure writer. Use the graphic organizer below to plan a story opening. Describe what the Canadian wilderness is like. You may want to include encounters with Native Americans. Describe the clothing, the food, and how the trappers feel about traveling through woods and across rivers.

© Macmillan/McGraw-Hill

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Now, use the information in the graphic organizer to write a one- to two-paragraph opening for your adventure story about fur trapping in early Canada. 84

Standards 5.2, W2.1

Unit 2 • Chapter 5 • Lesson 2

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LESSON SUMMARY Chapter 5 • Lesson 3

The First English Colonies The Lost Colony Queen Elizabeth wanted a colony that would send England treasure from the Americas. She gave Sir Walter Raleigh a charter to found a colony there. Raleigh colonized Roanoke Island and named it Virginia in 1585. In 1587, John White, a leader of the colony, went back to England for help when supplies ran low. He returned to Roanoke in 1590 but found no one there.

The Jamestown Colony In 1606, King James I gave a charter to a group called the Virginia Company. In 1607, the Virginia Company sent 105 settlers to the Chesapeake Bay. They named the settlement Jamestown. The settlers worked with the Native Americans in the area. Still, Jamestown had many problems. The land was swampy and the water was too salty to drink. During the winter of 1609–1610, out of 214 settlers, only 60 survived. John Smith had become the leader of Jamestown in 1609. He wrote a book about his life. In it, he tells how a Powhatan woman named Pocahontas saved his life. Later, Pocahontas changed her name to Rebecca and married John Rolfe. In 1614, Rolfe harvested the first tobacco crop in Jamestown. It became a cash crop. The Virginia Company hired indentured servants to plant and harvest tobacco. In 1619, African captives were brought to Virginia to work as indentured servants. After working five to seven years, an indentured servant became free.

© Macmillan/McGraw-Hill

First Colonial Government In 1619, the colonists established the House of Burgesses to govern the colony. Most of the burgesses, or representatives, were tobacco farmers. It was the first representative government in the New World. Still, the colony was fragile. In 1622, the Powhatan attacked Jamestown and killed 347 settlers. King James took the colony away from the Virginia Company and made Virginia a royal colony in 1624. In 1699, Jamestown was abandoned and the capital was moved to Williamsburg.

Unit 2 • Chapter 5 • Lesson 3

Standards 5.3, 5.4

85

Name

Date

VOCABULARY REVIEW

The First English Colonies

Chapter 5 • Lesson 3

Complete each sentence. For help, see pages 198–203 in your textbook. 1. After five to seven years, a(n)

could

become free and work for him- or herself. 2. Only men who owned property could become members of the . 3. Sir Walter Raleigh was given a(n)

to

establish a colony in America. in the Virginia colony.

© Macmillan/McGraw-Hill

4. Tobacco was a(n)

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Standards 5.3, 5.4

Unit 2 • Chapter 5 • Lesson 3

Name

Date

READING PASSAGE Chapter 5 • Lesson 3

Two Sides of Life in the First Colonies Read this passage. Then use it to answer the Reading Comprehension questions. The Virginia Company received a charter from King James I to start a colony in the Americas. At Jamestown, indentured servants did much of the hard work. Because so many people in England were unemployed at the time, the opportunity to make a new life in the colony was appealing. Agents who recruited people to come to the colony told them there would be many benefits. They lured them with the adventure of travel and the promise of land and trade. Since very few people could afford the voyage, they bargained for their passage with the promise that they would work in the colony for five to seven years to pay off their debt.

© Macmillan/McGraw-Hill

Most indentured servants had to work under difficult conditions. Summers were hot and humid. The land was mainly used to grow tobacco, which was a profitable cash crop at the time. There was a large need for labor in the tobacco fields. It is estimated that 75 percent of the Virginia settlers in the seventeenth century were indentured servants. A brighter side to the story of early settlements in the Americas is the story of the House of Burgesses. Its first meeting took place in 1619. The House of Burgesses was the first democratic governing body set up by Europeans in the New World. As such, it was an important step toward the establishment of democracy in the New World. Many of the leaders of the American Revolution served as burgesses. Patrick Henry, George Washington, and Thomas Jefferson were some of them.

Unit 2 • Chapter 5 • Lesson 3

Standards 5.3, 5.4

87

Name

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READING COMPREHENSION Chapter 5 • Lesson 3

Two Sides of Life in the First Colonies Read the passage “Two Sides of Life in the First Colonies.” Then use it to answer these questions. 1.

was the most important cash crop in the colonies.

2. Which of the following was not a famous burgess? A. George Washington B. Thomas Jefferson C. Patrick Henry D. King James I 3. It took an indentured servant between and

years to work off the debt of the

voyage to the colonies. 4. Why were people willing to work as indentured servants in the colonies?

© Macmillan/McGraw-Hill

5. Why do you think the colonists started the House of Burgesses?

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Standards 5.4, R2.3, R2.5

Unit 2 • Chapter 5 • Lesson 3

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WRITING EXERCISE

Establishing the House of Burgesses

Chapter 5 • Lesson 3

Many Jamestown colonists did not want the Virginia Company to govern them. They wanted a more representative form of government. Use the graphic organizer to plan an editorial. Why might a representative body be better than being governed by the Virginia Company? What reasons will you give? What reasons for opposing the House of Burgesses might some colonists have? Think of responses to their arguments. Use the chart to help you.

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Now use the information in your chart to write a newspaper editorial to convince the colonists to support the House of Burgesses. Unit 2 • Chapter 5 • Lesson 3

Standards 5.4, W2.4

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READING SKILL

Sequence Events

Unit 2

Read this passage. Then copy the chart and use it to sequence the events. Juan Ponce de León was born in Spain in 1460. As an explorer he had many adventures, but he was most famous for two things, one a fantasy and one a real discovery. During Ponce de León’s travels, he had been told of a place of extraordinary beauty. Magnificent trees bore golden fruit, the perfume of flowers hung in the air, and crystal waters flowed. He was told that if a person bathed in the waters, he or she would have eternal youth and beauty. Bimini, as this place was known, was believed to be located among or near the Bahamas. In early spring of 1513, Ponce de León left Puerto Rico for the Bahamas. He sailed from island to island drinking from and bathing in every lake and stream he came across. None of them gave him eternal youth and beauty. Disappointed, he sailed away from the islands. Then on Easter morning, he came across a beautiful land of magnolia trees. Believing he had found paradise, Ponce de León once again began searching. He named this land Florida, meaning “a land of flowers.”

© Macmillan/McGraw-Hill

Ponce de León never found the legendary Fountain of Youth. In 1521 he made his last voyage. He landed on the west coast of Florida, where Native American warriors met him. They attacked, and Ponce de León and many of his men were wounded. He was brought to Cuba, where he died in July, 1521.

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Unit 2 • Sequence Events

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LESSON SUMMARY Chapter 6 • Lesson 1

Virginia and Maryland Virginia Grows Built along the James River, Virginia was the first southern colony in America. New settlements grew to the west and north of the river, and along the Tidewater, a 75-mile-wide strip of rich land on the Atlantic Coast. Early settlers found they could make money growing tobacco. By 1700 Virginia’s population had grown to 70,000. Williamsburg became the colony’s capital in 1699. The Anglican Church was the established church of Virginia.

Maryland George Calvert, Lord Baltimore, founded Maryland in 1632 as a refuge for Roman Catholics. In 1634 his son Leonard Calvert arrived in Maryland with about 300 colonists. By the late 1600s, tobacco plantations populated the lands, and Chesapeake Bay allowed Baltimore to become an active seaport. By 1635 Maryland’s colonists had created an assembly to make their own laws. Over the years, unrest grew between Protestant settlers and the Catholic government. In 1649 the Act Concerning Religion was passed, establishing religious freedom, but for Christians only.

© Macmillan/McGraw-Hill

The Need for Workers The economies of Virginia and Maryland depended mostly upon plantation agriculture. By the late 1600s, however, the number of indentured servants in the colonies had decreased. Plantation owners used enslaved African people to work the fields. Many English people believed they had the right to enslave non-Christian people and also those who were war captives. Laws about slavery slowly became more and more strict. Children born to an enslaved mother were declared slaves. Enslaved people who were baptized as Christians remained enslaved. Furthermore, Africans were no longer allowed to be indentured servants.

Unit 3 • Chapter 6 • Lesson 1

Standard 5.4

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VOCABULARY REVIEW Chapter 6 • Lesson 1

Virginia and Maryland Match each word with its definition. For help, see pages 220–225 in your textbook. 1. Established church 2. Plantation 3. Act Concerning Religion

B. Established religious freedom for Christians C. Large farm that grows one cash crop D. Official church of a nation or state

© Macmillan/McGraw-Hill

4. Slavery

A. Practice of owning people and forcing them to work

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Standard 5.4

Unit 3 • Chapter 6 • Lesson 1

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READING PASSAGE Chapter 6 • Lesson 1

Economic and Religious Challenges Read this passage. Then use it to answer the Reading Comprehension questions. Thousands of people came to work in Virginia and Maryland in the 1600s. Most were indentured servants from England. Indentured servants could earn their freedom after five to seven years, but they were not treated well. They were beaten if they tried to run away, but once they paid off their debt, they were free and their children were also free. They were even given some money, called “freedom dues.”

© Macmillan/McGraw-Hill

Tobacco was the major crop in Virginia and Maryland. Tobacco quickly used up nutrients in the soil, so the plantation owners had to plant on larger and larger areas of land. Landowners needed still more people to work their land. The landowners forced Indians and prisoners to work in the fields in slavery. Religion was another challenge for early colonists. Lord Baltimore of Maryland tried to help Catholics and Protestants learn to tolerate each other. He worked with the Maryland Assembly to pass the Act Concerning Religion in 1649. The act allowed both Catholics and Protestants to freely express their religious beliefs. However, there were incidents against Catholics and Anglicans. Many Catholics and Quakers were beaten and sent to jail. In addition, as members of an English colony, the people of Maryland had to pay a tax to the Anglican Church, which was the established church. While there was some tolerance in these early colonies, they had not achieved economic or religious freedom.

Unit 3 • Chapter 6 • Lesson 1

Standard 5.4

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Economic and Religious Challenges

READING COMPREHENSION Chapter 6 • Lesson 1

Read the passage “Economic and Religious Challenges.” Then use it to answer these questions. 1. Why was there a need for more and more tobacco workers in Virginia and Maryland?

2. What might it have been like to be working as an indentured servant at that time?

3. Who had to pay taxes to the Anglican Church?

© Macmillan/McGraw-Hill

4. What did religious tolerance mean to officials of some of the colonies?

5. What does religious tolerance mean to you today?

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Unit 3 • Chapter 6 • Lesson 1

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WRITING EXERCISE Chapter 6 • Lesson 1

Maryland in the News You are a reporter in middle-seventeenth-century Maryland. Many people in the Maryland colony just don’t seem to be getting enough up-to-date news. Write a newspaper article to explain a recent important event. Perhaps you want to tell them about the first assembly formed in 1635; or about Margaret Brent; or about the efforts of tobacco plantation owners. Is there some other event you think they should know about? Use the graphic organizer to plan your article. 8IBU

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© Macmillan/McGraw-Hill

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Now, write your newspaper article about an interesting event that really happened in the Maryland colony in the 1600s. Remember to include details about all five Ws. Unit 3 • Chapter 6 • Lesson 1

Standards 5.4, W2.1

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LESSON SUMMARY

The Carolinas and Georgia

Chapter 6 • Lesson 2

The Carolinas In 1670 the first permanent settlement in Carolina was established at Charles Town. With its warm climate, harbor, and natural resources, Carolina soon became a center for trade and agriculture. Large plantations were built. Business owners or landowners known as proprietors made grants of land to colonists to set up smaller farms. Carolina was made up of two regions. Northern Carolina had many tobacco farms, while Southern Carolina became known for its rice plantations. Enslaved Africans who had grown rice in Africa worked on the rice plantations. North and South Carolina became separate colonies in 1712.

Georgia

Oglethorpe also thought the climate in Georgia was right for providing valuable products such as silk. He befriended the people of the Creek Confederacy including the Yamacraws. Tomochichi, a Yamacraw chief, agreed to sell Oglethorpe land for a settlement in Savannah. Even though Oglethorpe’s silkworms did not thrive, and few debtors made their way to Georgia, many colonists brought other skills. Georgia colonists grew tobacco and corn, then rice and indigo. Indigo became a profitable cash crop. Oglethorpe did not want slavery in Georgia, but gradually the number of slaves increased. By 1760 out of more than 10,000 people in Georgia, 4,000 were enslaved Africans. The Georgia colony gave colonists land to use free for ten years and promised religious freedom to Protestant Christians. This attracted more settlers from other southern colonies. With them came enslaved people.

96

Standard 5.3

Unit 3 • Chapter 6 • Lesson 2

© Macmillan/McGraw-Hill

In 1732, 114 people set sail from London for a new English colony in North America. General James Oglethorpe had requested a charter to form a colony for debtors, who were imprisoned in England, to work in the New World. Georgia, south of the Carolinas, was that colony, named after King George II. The king supported the colony because it helped protect the southern colonies from Spain and France.

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VOCABULARY REVIEW Chapter 6 • Lesson 2

The Carolinas and Georgia Complete the sentences. For help, see pages 228–232 in your textbook. 1. Choosing freedom over prison, a came to Georgia in 1740. 2. Grandmother made beautiful clothing from fabric dyed with . owned land or a

© Macmillan/McGraw-Hill

3. In the Carolina colony, a business.

Unit 3 • Chapter 6 • Lesson 2

Standard 5.3

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READING PASSAGE Chapter 6 • Lesson 2

Creeks Who Played Key Roles Read this passage. Then use it to answer the Reading Comprehension questions. Tomochichi, chief of the Yamacraws, and Mary Musgrove were two Creek Indians who played important parts in Georgia’s history. Tomochichi was born in about 1642 and died in 1739. He gave new settlers in Georgia—the English proprietors and their debtors—permission to establish the town of Savannah. He was interested in trading with the English settlers, who grew rice, corn, tobacco, and indigo. He acted as a mediator between the two groups and allowed them to establish a school. He also helped General Oglethorpe. He visited England in 1734 with Oglethorpe. When he returned to Georgia, he encouraged the Creeks to work with the English settlers. Mary Musgrove was born in 1700. Her mother was a member of a powerful Creek clan. Mary’s Creek name was Cousaponokeesa. Her father was probably an English trader. She spoke both English and the Creek language, enabling her to act as a translator for James Oglethorpe. She served as a valuable link between the native people and the Georgia settlers, working for peace between them. She wanted to protect the Creek Indians, but she was also interested in expanding her trading business.

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Standard 5.3

© Macmillan/McGraw-Hill

Mary came to own much land along the Savannah River. However, the British government did not allow Indians to be landowners. Musgrove moved to St. Catherines Island off the coast of Georgia, and she died there sometime after 1763. Today, St. Catherines Island is a nature preserve.

Unit 3 • Chapter 6 • Lesson 2

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READING COMPREHENSION Chapter 6 • Lesson 2

Creeks Who Played Key Roles Read the passage “Creeks Who Played Key Roles.” Then use it to answer these questions. 1. Describe the relationship between Tomochichi and the English settlers of Georgia.

2. How did Tomochichi’s role benefit the Creeks?

3. Describe the relationship between Mary Musgrove and the English settlers of Georgia.

© Macmillan/McGraw-Hill

4. How did Mary Musgrove’s role benefit the Creeks?

5. Write numbers 1 through 5 on the lines to put these events in order. Mary Musgrove died

Cousaponokeesa was born

Tomochichi went to England

Tomochichi died Tomochichi was born

Unit 3 • Chapter 6 • Lesson 2

Standards 5.3, R2.2, R2.3

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WRITING EXERCISE Chapter 6 • Lesson 2

Oglethorpe’s Colony The colony of Georgia developed differently from Oglethorpe’s plan for it. Think about Oglethorpe’s plan. What group of people did he think would settle there? Who did he need to make friends with? Who did he plan would do the work? What crops did he think would be grown? Use the Venn Diagram to help you organize what you have learned about the development of Georgia. In the center, write the elements of Oglethorpe’s plan that were important in how Georgia grew. )PX
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Now, use the information in your Venn Diagram to write a one- to two-page page essay comparing and contrasting Oglethorpe’s plan for Georgia with how the colony actually developed. 100

Standards 5.4, W2.3

Unit 3 • Chapter 6 • Lesson 2

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LESSON SUMMARY Chapter 6 • Lesson 3

Living in the Southern Colonies A Planter’s Life Most southern colonists lived on small family farms. Owners of large plantations used enslaved workers and had a role in government. Large plantations were like villages, with the owner living in the “big house.” Most seventeenth-century plantations were smaller, with about 20 enslaved people. Men managed the land, women fed and took care of the family, and children learned at home.

African American Families Enslaved Africans on plantations lived in small cabins and worked from sunup to sundown. An overseer was in charge of their duties and punishments. On Sundays, enslaved workers visited family members on other plantations, sang, and told stories of Africa to the children. African ways of growing and cooking rice and yams were combined with European and American methods to make a new style of cooking. Christianity was adopted by many enslaved Africans. Only five percent of southern African Americans were free. Some had been indentured servants or were children of indentured servants. Others had bought their freedom. They formed communities, and organizations to protect themselves. Many of these groups were run by churches.

© Macmillan/McGraw-Hill

Life in the Backcountry Poor immigrants settled the backcountry, in the eastern foothills of the Appalachians, where land was cheap. They lived in cabins, grew crops, kept hogs, and hunted deer. For entertainment, they held dances, shooting matches, and quilting bees. By 1750 Lutherans had built 40 backcountry schools. Settlers traded with Native American groups and learned hunting and farming methods from them. When they took Native American lands, the Yamasee killed hundreds of settlers in South Carolina. The Cherokee helped the settlers and drove the Yamasee south.

Unit 3 • Chapter 6 • Lesson 3

Standards 5.3, 5.4

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VOCABULARY REVIEW Chapter 6 • Lesson 3

Living in the Southern Colonies The paragraph contains two mistakes. Use the words from the list below to make the corrections. For help, see pages 234–239 in your textbook. overseers

backcountry

© Macmillan/McGraw-Hill

Big plantation owners kept many enslaved Africans. They also employed men called sergeants, who told the workers what to do and punished them. However, not all African Americans were enslaved. Five percent of African Americans in the southern colonies were free. This was sometimes because they had been indentured servants, and sometimes because they were the sons and daughters of indentured servants. Others had bought their freedom, but the law did not give much protection to free African Americans. Some of them formed communities in the foothills of the Appalachians, known as the Badlands.

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Standards 5.3, 5.4

Unit 3 • Chapter 6 • Lesson 3

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READING PASSAGE Chapter 6 • Lesson 3

Learning to Fly Again Read this passage. Then use it to answer the Reading Comprehension questions. Life on the plantations was hard for the enslaved workers. The work was often backbreaking. Overseers were often cruel, and punishments could be very harsh. Enslaved Africans worked from sunup to sundown. A tiny number of enslaved workers managed to buy their freedom and went to live in the backcountry, but for most, captivity was lifelong. Some workers could remember what their lives were like when they were free in Africa. Others, who had been born in the Southern Colonies, had no memories of freedom.

© Macmillan/McGraw-Hill

Sundays were important to family life. Enslaved Africans would visit relatives on other plantations, they would sing, and they would tell stories. Mothers who remembered Africa would tell their children about their memories of home. They also told old African stories that they had learned from their own mothers. There were many stories about animals, but there were also stories about people who could fly. Flying stories were very popular in west Africa, and they were also very popular among enslaved Africans and their children. One of the most common flying stories is about members of a tribe who were once great fliers but who had lost the ability to fly. In some versions of the tale, their powers had been stolen from them. In other versions, they had just forgotten how to do it. In all versions of the story, they get their powers back. Enslaved Africans compared themselves to the tribe in flying stories. Their captivity was like losing the power to fly. The stories gave them hope. They hoped that one day, by hard work, cleverness, or luck, their children would learn to fly away to freedom and happiness.

Unit 3 • Chapter 6 • Lesson 3

Standards 5.3, 5.4

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READING COMPREHENSION Chapter 6 • Lesson 3

Learning to Fly Again Read the passage “Learning to Fly Again.” Then use it to answer these questions. 1. What did enslaved Africans do on Sundays?

2. In different versions of the flying story, how had the tribe members lost their power to fly?

3. Why do you think family life was so important to enslaved workers?

5. Why was this flying story particularly important to enslaved Africans?

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Standards 5.4, R2.3, R2.4

Unit 3 • Chapter 6 • Lesson 3

© Macmillan/McGraw-Hill

4. Why do you think enslaved children would have liked to hear memories of Africa and stories from Africa?

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WRITING EXERCISE Chapter 6 • Lesson 3

A Backcountry Diary Life was tough in the backcountry. Farmers and American Indians had to work hard just to survive. How do you think a child in the backcountry would have described an event in his or her life? Write a diary entry. It can be any season. You can be a colonist or an American Indian. It can be a special event, or an ordinary event. Use the chart to organize your ideas.

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© Macmillan/McGraw-Hill

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Use the information in the chart to write your diary entry. Make sure to include details about life in the backcountry. Unit 3 • Chapter 6 • Lesson 3

Standards 5.3, W2.1

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LESSON SUMMARY Chapter 7 • Lesson 1

Plymouth Colony Religious Freedom King Henry VIII established the Church of England in the 1530s. Some church members, called Puritans, wanted changes made to the church. Others, called separatists, wanted to form churches of their own. In the early 1600s, a group of Separatists moved to the Netherlands. They were called Pilgrims. Later the Pilgrims decided to move to Virginia. In 1620, more than 100 Pilgrim men, women, and children crossed the Atlantic on the Mayflower. They landed at what would later be named Cape Cod, Massachusetts, far from Virginia.

Arrival in New England The Pilgrims wrote the Mayflower Compact, which all of the men signed. It provided a government for the colony. Many groups of Native Americans were living in the area. Three Native Americans would save the Pilgrims’ lives during their first year in New England: Massasoit, the Wampanoag sachem, or group leader; Squanto, a Pawtuxet who knew English; and a sachem named Samoset. The Pilgrims settled at Plymouth. Their first winter was so difficult that by spring, half of them had died of starvation or disease. The following spring, Squanto met the Pilgrims and showed them how to fertilize the land, trap animals, and fish.

Thanksgiving

106

Standard 5.4

© Macmillan/McGraw-Hill

By the autumn of 1621, the Pilgrims had built houses, planted crops, and made friends with the Wampanoag. They had elected a man named William Bradford to be their governor. The Pilgrims decided to thank God and their new friends with a three-day harvest feast. As time passed, the Pilgrims took more land, and the friendship between Native Americans and Pilgrims ended. Still, Plymouth thrived and grew.

Unit 3 • Chapter 7 • Lesson 1

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VOCABULARY REVIEW Chapter 7 • Lesson 1

Plymouth Colony One word or phrase makes each statement below incorrect. Make each sentence correct by rewriting it with the correct word from the box. For help, see pages 246–252 in your textbook. Puritans

Pilgrim

Separatists

Mayflower Compact

sachem

1. The Pilgrims who settled at Plymouth were sachems.

2. A Native American leader was a Pilgrim.

3. The Mayflower Compact was signed by the sachem men.

4. The sachem was a document that established a government in

© Macmillan/McGraw-Hill

Plymouth.

Unit 3 • Chapter 7 • Lesson 1

Standard 5.4

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READING PASSAGE Chapter 7 • Lesson 1

Puritans and Separatists Read the passage. Then use it to answer the Reading Comprehension questions. What did the Puritans want? Their name gives us a clue. They wanted to purify the Church of England. They believed that ministers should emphasize the Bible and teaching. In general, Puritans wanted ministers and church members to have a more active role in the church. Leaders of the Church of England were not particularly interested in change. They were in charge of the only legal church in England, and all English citizens were automatically members. The Separatists were also unhappy with the Church of England. However, they did not want to change the church. Instead, they wanted to break away from the Church of England.

© Macmillan/McGraw-Hill

The settlers who came to Plymouth on the Mayflower were Separatists called Pilgrims. The document the Pilgrims drafted, the Mayflower Compact, was a model for self-government in America. Later, in 1630, a group of Puritans also came to Massachusetts, settling in Massachusetts Bay. Both Pilgrims and Puritans learned much about their new land from Native American leaders, or sachems. These Native American leaders helped the new settlers fertilize the soil, grow corn, trap beaver and otter, and fish.

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Unit 3 • Chapter 7 • Lesson 1

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Puritans and Separatists

READING COMPREHENSION Chapter 7 • Lesson 1

Read the passage “Puritans and Separatists.” Then use it to answer these questions. 1. How did English citizens become members of the Church of England? A. They were automatically church members. B. They had to swear an oath to the king. C. They became members when they turned 18. D. They had to donate money to the church. 2. What changes did the Puritans want to make to the Church of England?

3. What did Separatists believe?

4. Who were the Pilgrims?

© Macmillan/McGraw-Hill

5. How did Native Americans help the Pilgrims?

Unit 3 • Chapter 7 • Lesson 1

Standards 5.4, R2.3

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WRITING EXERCISE Chapter 7 • Lesson 1

Change in the Church

© Macmillan/McGraw-Hill

The Pilgrims faced many challenges in their new home in Massachusetts. They were on unfamiliar land, far away from England. Write a story about a Pilgrim family at Plymouth. Be sure to include details about the family’s voyage on the Mayflower, the Massachusetts winter, and the help the family receives from Native Americans. Use the chart to help you plan your story.

Now use the information in your chart to write your two-page story. 110

Standards 5.4, W2.4

Unit 3 • Chapter 7 • Lesson 1

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LESSON SUMMARY Chapter 7 • Lesson 2

Puritans Settle Massachusetts Bay Massachusetts Bay In June of 1630, 17 English ships entered Massachusetts Bay. They carried 1,000 settlers. Most of them were Puritans who wanted religious freedom. King Charles I of England had granted them permission to settle the area. The Puritans went on to establish the Massachusetts Bay Colony and named their first settlement Boston. Their governor was John Winthrop. Thick forests and brush covered most of the land, and the area’s soil was poor for farming. However, Boston’s location made it a good harbor. Fishing, whaling, and shipbuilding industries soon thrived.

The Puritan Way of Life

© Macmillan/McGraw-Hill

Puritans read the Bible each day and attended church weekly. Much of the rest of their time was spent working. Men, women, and children all worked to grow crops and raise animals. A common was located in the center of each village. Puritan men held regular town meetings in the meeting house, which also served as their church. (Only white men who belonged to the church could vote, however.) They discussed issues affecting the Massachusetts Bay Colony and voted on laws and government officials. An education law, passed in 1647, required parents to teach their children to read. Soon, another law required that every village with more than 50 families had to have a school. Unlike in Europe, these schools were free of charge. The first winter in Boston was hard on the Puritans. Much of the food carried on the ships had spoiled during the ocean crossing. Many settlers went hungry. Others died of a disease called smallpox. When a supply ship arrived in February, the settlement rejoiced.

Unit 3 • Chapter 7 • Lesson 2

Standard 5.4

111

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VOCABULARY REVIEW Chapter 7 • Lesson 2

Puritans Settle Massachusetts Bay Jonathon Miles is a Puritan who has just arrived in the Massachusetts Bay Colony. Here are a few questions he has about his new home. Provide him with some answers. 1. “Governor Winthrop says I must sign a covenant. What is that? Must everyone sign one?”

2. “Everyone is talking about the upcoming town meeting. What happens there? May I attend? Where will the meeting be held?”

© Macmillan/McGraw-Hill

3. “What do you call that grassy area in the middle of town? What is its purpose? Can sheep graze there?”

112

Standard 5.4

Unit 3 • Chapter 7 • Lesson 2

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Governor John Winthrop

READING PASSAGE Chapter 7 • Lesson 2

Read this passage. Use it to answer the Reading Comprehension questions. John Winthrop was elected governor of the Massachusetts Bay Colony many times. He is remembered as a strong leader who was usually fair. But he did not allow people to disagree much with his plans. He and the rest of the Puritan leaders believed that the Christian Bible was God’s law and that it was their job to enforce it. Anne Hutchinson was a Puritan who had come to Boston from England with her family in 1634. She challenged the Puritan ministers and the ideas of Governor Winthrop. Hutchinson believed that people did not need a minister in order to have a covenant, or a relationship, with God. This was a radical, or very different, view about religion compared to the Puritan leader’s views. At town meetings near places such as Boston Common Governor Winthrop and others demanded that Hutchinson stop voicing her ideas. When Hutchinson refused, she was arrested and brought to trial.

© Macmillan/McGraw-Hill

John Winthrop fought against Anne Hutchinson at her trial. Eventually, the court banished Anne Hutchinson from the Massachusetts Bay Colony.

Unit 3 • Chapter 7 • Lesson 2

Standard 5.4

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READING COMPREHENSION Chapter 7 • Lesson 2

Governor John Winthrop Read the passage “Governor John Winthrop.” Then use it to answer these questions. 1. Who was John Winthrop?

2. What were some of Winthrop’s beliefs about how Puritans should behave?

3. Who was Anne Hutchinson?

© Macmillan/McGraw-Hill

4. How did Anne Hutchinson’s beliefs oppose those of John Winthrop?

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Standards 5.4, R2.3

Unit 3 • Chapter 7 • Lesson 2

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WRITING EXERCISE

John Winthrop and the Massachusetts Bay Colony

Chapter 7 • Lesson 2

Governor John Winthrop was the leader of the very successful Massachusetts Bay Colony. Use the chart below to list some of his leadership qualities and how these might have helped the Massachusetts Bay Colony to grow. In the first column, list Winthrop’s skills and qualities as a leader. In the second column, list how these might have affected the colony. )PX
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Use the information in the chart to write a short essay about the growth of the Massachusetts Bay Colony. Unit 3 • Chapter 7 • Lesson 2

Standards 5.4, W2.4

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LESSON SUMMARY Chapter 7 • Lesson 3

Connecticut and Rhode Island Puritan Rebels Roger Williams, a Puritan minister in Massachusetts, argued against taking land from Native Americans. He also believed the colony should tolerate, or be accepting of people with different religious beliefs. In 1636, Puritan leaders accused Williams of spreading “new and dangerous opinions.” Williams fled south, where he bought land from the Native Americans living there. Williams then founded a settlement called Providence, in the colony of Rhode Island. The settlement was the first to allow freedom of religion in New England. Anne Hutchinson was also accused of spreading dangerous ideas. She argued that people could interpret the Bible without ministers. Hutchinson was later banished from the Massachusetts Bay Colony. She later followed Williams south and founded Portsmouth, Rhode Island. Thomas Hooker, a Puritan minister, believed that each church should be independent and allowed to choose its own leader. He also argued that all men, including non-Puritans, should be allowed to vote. In 1636, Hooker and 100 of his followers left Massachusetts and founded what grew into the colony of Connecticut.

As the colonies grew, relations between Native Americans and English settlers changed from friendly to hostile. During the Pequot War of 1637, many of the Pequot group of Native Americans were killed. Forty years later, Metacomet, leader of the Wampanoag group of Native Americans, decided to fight the colonists. The English called Metacomet King Philip, and this conflict became known as King Philip’s War. Thousands died in the fighting. Metacomet was captured and killed, and his family was sold into slavery. Native Americans never again were able to resist the colonization of New England.

116

Standard 5.4

Unit 3 • Chapter 7 • Lesson 3

© Macmillan/McGraw-Hill

Colonial Conflicts

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VOCABULARY REVIEW Chapter 7 • Lesson 3

Connecticut and Rhode Island For numbers 1 and 2, write four words or phrases that describe each war. For number 3, follow the directions given. For help, see pages 258–260 in your textbook. 1. Pequot War

2. King Philip’s War

© Macmillan/McGraw-Hill

3. Write a description of Roger Williams that includes the word tolerate.

Unit 3 • Chapter 7 • Lesson 3

Standard 5.4

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READING PASSAGE Chapter 7 • Lesson 3

Diary of a Soldier in King Philip’s War Read this fictional diary entry below. Then use it to answer the Reading Comprehension questions. I fought alongside the soldiers of Plymouth in King Philip’s War. One of every 10 men on both sides has died, and much property has been destroyed. How did this war begin? Did no one learn from the Pequot War that happened 40 years earlier? The Wampanoag Native Americans complained when our livestock trampled their cornfields. They were angry when Wamsutta, their leader, was brought to Plymouth court and made to say whether he would sell his land to competing colonies. When Wamsutta died soon after, some of his people believed we had something to do with his death. Philip then took charge, and we did not trust him. We demanded that the Wampanoag surrender their weapons, which they did. This, however, did not stop the feeling of mistrust.

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Some of the Wampanoag began raids on our towns. We English could tolerate it no longer. And this is how the war, known as King Philip’s War, began. Now that this war is ended with our victory, I think the Wampanoag future is forever changed.

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Unit 3 • Chapter 7 • Lesson 3

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READING COMPREHENSION Chapter 7 • Lesson 3

Diary of a Soldier in King Philip’s War Read the passage “Diary of a Soldier in King Philip’s War.” Then use it to answer these questions. 1. How many soldiers and Native Americans died in King Philip’s War? A. More than one thousand B. Half the men who fought C. One third of the men who fought D. One out of every 10 men who fought 2. Why did the fighting begin? A. Colonists ruined Wampanoag crops. B. Wamsutta killed King Philip. C. King Philip took charge of the Wampanoag. D. Colonial towns took in Native American workers.

© Macmillan/McGraw-Hill

3. Which of the following were some of the reasons for tensions between the Wampanoag and colonists? Circle all that are correct. A. Unfair prices paid for Wampanoag land B. The death of Wamsutta following questioning in Plymouth C. Damage to crops caused by the settlers’ animals D. The leadership of Philip 4. What do you think the writer meant when he wrote “Now that this war is ended with our victory, I think the Wampanoag future is forever changed”?

Unit 3 • Chapter 7 • Lesson 3

Standards 5.4, R2.3, R2.4

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WRITING EXERCISE

Two Sides To Every Story

Chapter 7 • Lesson 3

You have just read about King Philip’s war from the point of view of an English soldier. Now, think about the reasons why this war was fought from both a Native American view as well as an English view. Fill in the chart with the reasons you find. 3FBTPOT
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Now use the information in your chart to write a short essay about why King Philip’s War began. 120

Standards 5.4, W2.4

Unit 3 • Chapter 7 • Lesson 3

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LESSON SUMMARY Chapter 7 • Lesson 4

Living in New England Puritan Life The Puritans worked hard to make their colonies succeed. Millers, coopers, blacksmiths, and other tradesmen made much of what the colonists needed. The majority of men were farmers. Women helped their husbands or took over their businesses if their husbands died. Young children worked, too. They did chores before and after school. Children only played if there was time left over after chores and school.

A Day at School Young children attended a “writing school,” where they learned basic skills. Others attended schools run by widows called “dame schools.” Not many girls studied beyond dame school, however. They learned to care for a household. Older children could attend grammar school, where teachers enforced strict discipline. Boys from wealthy families were often sent to study at the Latin Grammar School in Boston to prepare to be teachers or ministers. Parents generally made decisions about their child’s future when their children were eight years old. Boys (and a few girls) could go on to grammar school, work alongside their fathers, or become apprentices. Apprentices learned for seven years before they became journeymen and could start their own businesses.

© Macmillan/McGraw-Hill

Religion Changes in New England As the colonies grew, some people worried that religious values were being forgotten. This concern came to a head in 1692, with the Salem witch trials. Puritans hanged 19 people for the crime of witchcraft. Hundreds more were accused or spent time in prison. Finally, a higher court put a stop to the trials. During the 1700s, the First Great Awakening led to greater religious tolerance in the colonies. This tolerance later fueled a desire for self-government in the colonies.

Unit 3 • Chapter 7 • Lesson 4

Standard 5.4

121

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VOCABULARY REVIEW Chapter 7 • Lesson 4

Living in New England Complete each sentence. For help, see pages 262–267 in your textbook. 1. A(n)

was a person who had finished

studying a trade and could start a business. 2. A school run by a widow was called a(n) 3. A(n)

.

was a wooden paddle with

a protective cover that was used as a textbook. 4. During the

, there was more religious

tolerance and a desire among New Englanders for self-government. 5. A(n)

was a person who was studying

© Macmillan/McGraw-Hill

a trade or art.

122

Standard 5.4

Unit 3 • Chapter 7 • Lesson 4

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Colonial School Days

READING PASSAGE Chapter 7 • Lesson 4

Read the passage below. Then, use it to answer the Reading Comprehension questions. The town of Springfield, in the Massachusetts Bay Colony, was growing rapidly. Already, there were many more children running about the commons than when the colonists had first settled there. Now, because the town had grown so fast, and because there were more than 50 families who lived in Springfield, the men were busy building their first school. Journeymen, apprentices, fathers, brothers, and young men all worked side by side to build their one-room school that they could all be proud of.

© Macmillan/McGraw-Hill

While girls often attended a dame school, if there was one, their school in Springfield would be a school for both boys and girls—a place to learn basic skills from hornbooks, while learning a lot of discipline from the teacher. Of course, everyone knew that if a young man wanted to become a minister, like those who preached in what was called the Great Awakening, he would need to continue his education at a fine college. Harvard College in Massachusetts was just that sort of college.

Unit 3 • Chapter 7 • Lesson 4

Standard 5.4

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READING COMPREHENSION Chapter 7 • Lesson 4

Colonial School Days Read the passage “Colonial School Days.” Use it to answer the following questions. 1. In what kind of school did colonial girls usually learn basic skills?

2. What was the purpose of a hornbook?

3. Why might a young man want to go to Harvard College during Colonial times?

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4. How was the school in Springfield different from a dame school?

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Unit 3 • Chapter 7 • Lesson 4

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WRITING EXERCISE Chapter 7 • Lesson 4

The Great Awakening The Great Awakening changed religion in the New England colonies. It also brought about change in other areas of New England life. Think about how the Great Awakening changed the New England colonies in religious, social, and political ways. Use the chart to organize your information.

© Macmillan/McGraw-Hill

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Now use the information in your chart to write a one-page report about the Great Awakening and the changes it caused. Unit 3 • Chapter 7 • Lesson 4

Standards 5.4, W2.1

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LESSON SUMMARY Chapter 8 • Lesson 1

New York and New Jersey New Netherland Amsterdam merchants formed the Dutch West India Company in 1621. They claimed land along the Hudson River and called it New Netherland. In 1626, they bought Manhattan Island from the Manahates Indians and called it New Amsterdam. The Indians did not know they had sold the land to the Dutch. They thought they had only sold the right to share the land. The Dutch were tolerant of religious and ethnic differences, which attracted people from less tolerant countries.

Colonies Change Hands The colony of New Sweden was also in the region. Peter Stuyvesant, the Dutch leader, believed the Swedes had taken land that belonged to New Amsterdam. He sent ships and soldiers to capture New Sweden. In 1664, an English fleet sailed into New Amsterdam harbor and Stuyvesant was forced to surrender. The English renamed the colony New York. The area nearby was named New Jersey, after the English island of Jersey.

New York Prospers

126

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© Macmillan/McGraw-Hill

The colonies of New York and New Jersey continued to grow. Under English rule, however, laws for African Americans changed, and those who were free could be sold into slavery again. To help attract settlers, land grants were given to patroons who brought people to farm in the colonies. Free trade also created jobs for the colonists. Whaling, although dangerous, was another important industry on Long Island.

Unit 3 • Chapter 8 • Lesson 1

Name

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New York and New Jersey

VOCABULARY REVIEW Chapter 8 • Lesson 1

Read each sentence. Then write whether each one relates to patroon or free trade. For help, see pages 274–278 in your textbook. 1. A wealthy Dutch man would bring 50 settlers to the colony.

2. There were no limits or restrictions on trade.

3. Settlers had to clear and farm land they did not own.

4. A settler had to share crops with a wealthy landowner.

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5. Settlers did not have to sell crops to a certain person or group.

Standard 5.4 Unit 3 • Chapter 8 • Lesson 1

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READING PASSAGE Chapter 8 • Lesson 1

An Old System Read this passage. Then use it to answer the Reading Comprehension questions. The patroon system in the Dutch colonies was similar to the European feudal system. In feudalism, a feudal lord owned a large amount of land. He governed it and had his own courts. The lord would grant land to vassals. In exchange for the land, the vassals had to help the lord. A vassal promised to be loyal to the lord and provide fighting men if the lord needed them. Under this system countries were not unified. Different lords had different rules, so conditions changed depending on who was in charge. Serfs were the people who farmed feudal lands. A serf could not own property. Though they were not slaves, serfs were not allowed to leave the land. They also had to get the lord’s permission before they could marry. The life of serfs was not easy. They had to work very hard and could never have land of their own. The serfs worked the land in exchange for protection. Serfs did not have to fight because the feudal lord had to protect the serfs on his land. When the Dutch set up patroonships, they used feudalism as their model. The patroon owned the land, had his own courts, and provided a teacher and minister for the tenants. Tenants stayed on the land for ten years before they had to pay rent. They had to sell their crops to the patroon. The patroon system was not a great success. Eventually the Dutch changed the system. Limits were placed on the power a patroon could have. Free trade was allowed, which meant that farmers could sell their crops to the person who would give them the best price. After these changes were made, more people were willing to move to New Netherland.

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Standard 5.4

Unit 3 • Chapter 8 • Lesson 1

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READING COMPREHENSION Chapter 8 • Lesson 1

An Old System Read the passage “An Old System.” Then use it to answer these questions. 1. What were the duties of a vassal?

2. What benefits did the tenants in Dutch colonies have?

3. What were serfs not allowed to do?

© Macmillan/McGraw-Hill

4. What were some differences between the feudal system and the patroon system?

5. Why do you think more people came to New Netherland after the patroon system changed?

Unit 3 • Chapter 8 • Lesson 1

Standards 5.4, R2.3, R2.4

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WRITING EXERCISE Chapter 8 • Lesson 1

From New Netherland to New York

© Macmillan/McGraw-Hill

t is 1664 and you live in the colony of New York. The colony was recently taken over by England, who changed the colony’s name from New Netherland. Do you think the change to English rule is a good idea or a bad idea? Write an editorial for the colony’s newspaper. Try to convince your readers to agree with you. Support your main idea with at least three details. Use the chart to help you.

Now use the information in the chart to write a one-page editorial. Include at least three reasons why your readers should agree with you. 130

Standards 5.4, W2.4

Unit 3 • Chapter 8 • Lesson 1

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LESSON SUMMARY Chapter 8 • Lesson 2

Pennsylvania and Delaware William Penn Admiral William Penn loaned money to his friend King Charles II when the king fled a revolution in England. Years later, the admiral’s son, also named William Penn, asked King Charles for land to start a new colony. Penn wanted to start a colony with religious tolerance for all. He called it a “Holy Experiment.” King Charles gave him land and asked that the colony be named Pennsylvania in honor of his friend.

The Quaker Colony Penn was part of the Society of Friends. Its members, known as Quakers, were jailed and sometimes killed because of their beliefs. The Quakers thought that everyone should be treated fairly. They were against war and military service. They also opposed slavery. Charles II gave Penn land for the new colony without considering the Lenape, the Native Americans who already lived there. Penn wanted to treat the Lenape fairly, and he paid them for the land. After Penn died, however, his sons used the Walking Purchase to cheat the Lenape out of land. The Charter of Privileges was the Pennsylvania colony’s constitution. It was based on William Penn’s original Frame of Government of Pennsylvania. Penn selected the location for Philadelphia because it was a good place for a port.

© Macmillan/McGraw-Hill

Pennsylvania Grows Penn advertised to get more people to come to his colony. Many new colonists came from Germany, England, Wales, and Ireland for religious freedom, cheap land, and jobs. Because he wanted a port on the Atlantic Ocean, Penn also bought the land that we now call Delaware. The colonists who settled there did not want to be under Pennsylvania rule. Penn allowed them to make their own laws, but the governor of Pennsylvania ruled Delaware until the American Revolution.

Unit 3 • Chapter 8 • Lesson 2

Standards 5.3, 5.4

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VOCABULARY REVIEW Chapter 8 • Lesson 2

Pennsylvania and Delaware Unscramble the words and phrases. Then use the unscrambled words to complete the sentences. For help, see pages 278–283 in your textbook. 1. T N I O R V E U L O 2. Y R E P T O L H E N I M E X

3. R A K E Q U 4. S E A C H W G U R P N I K L A

5. L U N I R E A C A M 6. After the

, King Charles II returned

to England. 7. No

owned slaves after 1787.

8. Most colonies did not have a

legislature.

. 10. For the

, the Penn brothers hired fast

runners to claim land.

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Unit 3 • Chapter 8 • Lesson 2

© Macmillan/McGraw-Hill

9. William Penn said that Pennsylvania was a

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READING PASSAGE Chapter 8 • Lesson 2

A New Neighbor Read this fictional article. Then use it to answer the Reading Comprehension questions. The other day, a new settler asked me how this colony was started. “Why, it began with a revolution,” I replied. “A revolution? I have not heard anything about a revolution,” he said. I explained that the revolution was in England. Because Admiral William Penn helped King Charles II return to the throne after the revolution, King Charles gave land for a colony to the admiral’s son. He asked that the son call it Pennsylvania, in honor of the admiral. “Interesting,” my new neighbor said. “So why did Penn’s son want to leave England?”

© Macmillan/McGraw-Hill

I asked him if he knew about the Society of Friends. He shook his head no. When I asked if he had heard of Quakers, however, he nodded yes. I told him how difficult things were for Quakers in England. We Quakers believe that all people should receive fair treatment. Penn was a Quaker and he had been put in jail for his beliefs. He wanted to start a colony where there would be religious tolerance for all Christians. He called it a Holy Experiment. I talked about how Penn wrote the plans for the colony’s government. The Charter of Privileges was taken from the Frame of Government for Pennsylvania that Penn wrote. My new friend was surprised to hear that the Pennsylvania assembly is unicameral. Finally, he was sad to hear about how the Walking Purchase had been used to cheat the Native Americans. I was sad to tell of it. Our colony was started with the idea of fair treatment. I have hope that justice will prevail.

Unit 3 • Chapter 8 • Lesson 2

Standards 5.3, 5.4

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READING COMPREHENSION Chapter 8 • Lesson 2

A New Neighbor Read the fictional article “A New Neighbor.” Then use it to answer these questions. 1. What surprised the new settler? A. The Native Americans had been cheated. B. Pennsylvania’s government was unicameral. C. The admiral’s son was a Quaker. D. King Charles started a revolution. 2. Where was the revolution that King Charles fled?

3. Is there a difference between the Society of Friends and the Quakers?

4. Why did the news of the Walking Purchase make the writer sad?

© Macmillan/McGraw-Hill

5. How did a revolution in England affect America?

134

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Unit 3 • Chapter 8 • Lesson 2

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WRITING EXERCISE Chapter 8 • Lesson 2

Come to Pennsylvania!

© Macmillan/McGraw-Hill

William Penn has asked you to write a pamphlet to attract settlers to Pennsylvania. Use the chart below to plan your pamphlet. Write at least four reasons why people would want to move from Europe to Pennsylvania.

Now use the information in the chart to create your pamphlet. Remember that you want to convince people to move from their homes to a land across the ocean. Unit 3 • Chapter 8 • Lesson 2

Standards 5.3, 5.4 W2.4

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LESSON SUMMARY Chapter 8 • Lesson 3

Living in the Middle Colonies The Colonists Go to Work It took a lot of hard work to earn a living in colonial America. There were few landowners and wealthy merchants. Most people were crafts workers, shopkeepers, or farmers. There were also indentured servants and enslaved Africans. Young boys could become apprentices to learn a trade, but it was unusual for a girl to be an apprentice. Families made everything they needed, from soap and candles to toys. Sunday was the only day that people did not work. School was not required for children.

As trade and commerce grew in the Middle Colonies, the major port cities of New York and Philadelphia also grew. New York kept some of its Dutch heritage, including religious tolerance and ethnic diversity. The Middle Colonies were known as the Breadbasket of the colonies. Farmers in the Middle Colonies sent their surplus grain to the New England and Southern colonies. The farmers used land that had been cleared by Native Americans. Native Americans also taught them farming practices such as girdling and gathering maple syrup. Colonists came to the Middle Colonies in the 1700s for several reasons. Some wanted a new life. Others wanted to escape harsh conditions in Europe. Traveling to America was not easy or cheap, so some immigrants agreed to be indentured servants. More captive Africans were also brought to the colonies at this time. People enjoyed hearing public speakers talk about different topics. Religion was an important issue in the colonies. George Whitefield, an English preacher, arrived in 1738. He was an impressive speaker and drew large crowds. He started a movement known as the First Great Awakening.

136

Standard 5.4

Unit 3 • Chapter 8 • Lesson 3

© Macmillan/McGraw-Hill

Colonial Lives

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Living in the Middle Colonies

VOCABULARY REVIEW Chapter 8 • Lesson 3

Complete the exercises. For help, see pages 284–288 in your textbook. 1. Ethnic diversity is a part of New York’s Dutch . 2. Farmers in the Middle Colonies sold their surplus to other colonies.

Write two sentences using the word you used to complete Exercise 1. 3. 4.

Write one sentence using the word you used to complete Exercise 2.

© Macmillan/McGraw-Hill

5.

Unit 3 • Chapter 8 • Lesson 3

Standard 5.4

137

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READING PASSAGE Chapter 8 • Lesson 3

Ask Jack Read this fictional newspaper advice column. Then use it to answer the Reading Comprehension questions. Dear Jack, After last year’s harvest, I had a lot of grain left over. Should I plant less? What do I do? Surplus Sam Dear Surplus Sam, No! Don’t plant less. Do what farmers all over the Middle Colonies are doing: Sell your extra wheat and corn to the Southern and New England colonies. Dear Jack, What is this girdling I hear so much about? I have heard some people speak of it and make reference to the woods. What kind of practice is this? Edward from England Dear Edward, Girdling is a method we use to clear fields for farming that we learned from the Native Americans. You remove the tree bark to kill a tree. This allows more sunlight to reach the crops, since the tree will have no leaves. Once a tree is dead, it is much easier to cut down.

138

Standard 5.4

Unit 3 • Chapter 8 • Lesson 3

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READING COMPREHENSION Chapter 8 • Lesson 3

Ask Jack Read the fictional newspaper advice column “Ask Jack.” Then use it to answer these questions. 1. Who taught settlers about girdling?

2. How does girdling help farmers?

3. Why do you think Jack told Surplus Sam not to plant less grain?

© Macmillan/McGraw-Hill

4. Moving from Europe to the colonies was a new experience. What new experiences does the advice column mention?

Unit 3 • Chapter 8 • Lesson 3

Standards 5.4, R2.3, 2.4

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WRITING EXERCISE Chapter 8 • Lesson 3

What Happened to the Farmer?

© Macmillan/McGraw-Hill

You are a writer living in one of the Middle Colonies. Write a story about a farmer there. Use the chart below to help you organize your story. Be sure that at least three events happen in your story.

Now use the information in your chart to write a one- to three-page story. Try to make your reader see the place you are talking about and feel like part of the action. 140

Standards 5.4, W2.1

Unit 3 • Chapter 8 • Lesson 3

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Conflicts with Native Americans

LESSON SUMMARY Chapter 9 • Lesson 1

Wars and Treaties In Virginia during the “starving time” of 1610, the Powhatan took colonists into their villages and fed them. When the new governor arrived, he thought the colonists had been kidnapped. He attacked a Powhatan village and destroyed crops. In 1622 fighting broke out between colonists and the Powhatan. The colonists and the Powhatan agreed to a peace treaty in 1646. At the same time diseases brought by the colonists killed many of the Powhatan.

Conflict in New England During the 1600s English settlers did not respect agreements that protected Native American land. In 1636 war began between the colonists and the powerful Pequot. When the colonists destroyed a Pequot fort, only a few Pequot survived. In 1661, the Wampanoag chief Metacomet, nicknamed “King Philip” by the English, wanted to stop the English from taking Wampanoag land. King Philip’s War began in 1675, and by its end about 4,000 Wampanoag had died. In August 1676, Metacomet was killed, and the surviving Wampanoag were sold as slaves.

© Macmillan/McGraw-Hill

Conflict in the South In 1710 Swiss and German colonists built the settlement of New Bern in North Carolina. They hired a surveyor named John Lawson to bargain with the Tuscarora. Chief Hancock believed that Lawson had cheated his people, so he had Lawson killed and attacked New Bern. In 1713 the colonial army surrounded the Tuscarora camp. The Tuscarora surrendered and left North Carolina. In 1715 the Yamasee went to war with the English. Spanish colonists helped the Yamasee, and the Cherokee helped the English. The Yamasee were defeated in 1717.

Unit 3 • Chapter 9 • Lesson 1

Standard 5.3

141

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VOCABULARY REVIEW Chapter 9 • Lesson 1

Conflicts with Native Americans In the chart, write four words or phrases describing each war. For help, see pages 292–297 in your textbook. ,JOH
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© Macmillan/McGraw-Hill

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Write a sentence using the word hostage.

142

Standard 5.3

Unit 3 • Chapter 9 • Lesson 1

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Date

READING PASSAGE

King Philip’s War Begins

Chapter 9 • Lesson 1

Read this passage. Then use it to answer the Reading Comprehension questions. “King Philip,” known to his people as Metacomet, was born in about 1638. He was the second son of Massasoit, the Wampanoag chief who was a friend to the early Plymouth settlers. Metacomet did not like or trust the English. The colonists ignored treaties his father made with them, as they had in the Powhatan Wars. When Massasoit died in 1661, his son, Wamsutta, became chief. In 1662, Wamsutta was captured by officers of the Plymouth Colony and forced to appear in court. While there, he mysteriously died. Metacomet suspected he had been poisoned. Metacomet then became chief.

© Macmillan/McGraw-Hill

In 1667 the colony broke another agreement by selling Wampanoag land near the town of Swansea. Metacomet sent a war party. The quarrel continued until 1671, when Metacomet was invited to the Plymouth Colony to make peace. When he arrived, he was held at gunpoint and taken hostage until he promised to obey the commands of the colony. In 1675 the body of a Native American informer to the English was found in a pond. After a very quick trial, three Wampanoag men were found guilty of the murder and executed. One of the men was a close friend of Metacomet’s. Metacomet believed that the execution was meant as a warning to him. Again he sent a war party. When one of Metacomet’s men was shot and killed, the warriors attacked the town. For the next 13 months, King Philip’s War raged through New England.

Unit 3 • Chapter 9 • Lesson 1

Standards 5.3, R2.3, R2.4

143

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READING COMPREHENSION Chapter 9 • Lesson 1

King Philip’s War Begins Read the passage “King Philip’s War Begins.” Then use it to answer these questions. 1. Why did Metacomet dislike the English colonists?

2. Why did Metacomet send the first war party to Swansea in 1667? A. English colonists poisoned his father. B. English colonists executed one of his friends. C. He did not like or trust the English colonists. D. The English colonists sold Wamponoag land. 3. True or false? Metacomet agreed to make peace with the colonists in 1671. True False 4. In 1675 a friend of Metacomet’s was executed for murder after a very quick trial. Why, do you think, did Metacomet see this execution as a warning?

© Macmillan/McGraw-Hill

5. In nearly every war, there is an event that finally triggers fighting. From your reading of “How King Philip’s War Began,” what do you think was that triggering event, and why?

144

Standards 5.3, R2.3, R2.4

Unit 3 • Chapter 9 • Lesson 1

Name

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WRITING EXERCISE Chapter 9 • Lesson 1

How to Prevent a War Lord de La Warr and Chief Opechancanough each made a mistake that led to the Powhatan Wars. Plan an article for a Virginia newspaper explaining the causes of the war. On the chart below, write the mistake that each leader made. Then write the effects of the mistakes.

© Macmillan/McGraw-Hill

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Now, use the information in the chart to write a one- to two-page article. Exaplain how the war could have been avoided if these two leaders had tried to understand each other. Try to convince your readers that communication can prevent violence. Unit 3 • Chapter 9 • Lesson 1

Standards 5.3, W2.4

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LESSON SUMMARY Chapter 9 • Lesson 2

Slavery in the Colonies The Slave Trade Massachusetts was the first colony to legalize slavery in 1641. By 1750 slavery was legal in every colony. Africans were kidnapped or bought from African rulers. Captives were crowded into ships to be sold as enslaved people in the Americas and the Caribbean islands. This practice was known as the slave trade.

Living in Slavery Enslaved Africans worked in New England’s shipyards and on the farms of Rhode Island and New York. It was not profitable for a northern farmer to own more than one enslaved worker. In the South many more enslaved Africans worked on plantations, which grew cash crops such as tobacco and rice. By 1720 more than half the population of South Carolina was made up of enslaved Africans. Despite the hardships of never ending work, enslaved Africans kept much of their African culture. They told traditional stories and sang songs as they worked. Their religious songs were called spirituals. Spirituals are now part of American music.

Fighting for Freedom

© Macmillan/McGraw-Hill

Africans resisted their enslavement in many ways. In New York City in 1712, an enslaved man named Coffee led an armed rebellion, killing several colonists. Most of the rebels were caught and killed. In 1739 in Stono, South Carolina, a slave named Jemmy hoped to lead his 75 followers to the Spanish colony of Florida, where the Spanish promised them freedom. They were attacked by soldiers and many were killed. Stricter slave codes were set to control the growing slave population. The law considered enslaved people property, like land or houses.

146

Standard 5.4

Unit 3 • Chapter 9 • Lesson 2

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Slavery in the Colonies

VOCABULARY REVIEW Chapter 9 • Lesson 2

Complete the exercises below. For help, see pages 298–303 in your textbook. 1. What is the difference between the slave trade and the slave codes?

2. Write a sentence using the term slave code.

© Macmillan/McGraw-Hill

3. Write a sentence using the word spiritual. Be sure to use the meaning discussed in the text.

Unit 3 • Chapter 9 • Lesson 2

Standard 5.4

147

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READING PASSAGE Chapter 9 • Lesson 2

African American Oral Tradition Read this passage. Then use it to answer the Reading Comprehension questions. The slave trade brought enslaved Africans to the colonies where the slave codes gave them a harsh life with no chance of freedom. Family played a key role in helping Africans survive the brutality of slavery. When families were together they talked, told stories, and sang songs including spirituals. Many songs and stories were used to outsmart their slave holders. The story below is about an enslaved African winning his freedom. Once there was an enslaved African named William and a slave holder named Charles. Charles and William enjoyed telling stories, jokes, and riddles. William was very good at riddles. One day he asked Charles if he had hope in his heart. Charles said yes, there was hope in his heart. William said he had hope in his heart, too. Then he asked Charles if he could see hope and touch hope. Charles said, “No! That is impossible!” William looked surprised and said, “Sir, I see hope every day in my home. I talk to hope. Sometimes we go for walks together.” Charles smiled. He could see a riddle coming. “Are you telling me you can show me hope?”

© Macmillan/McGraw-Hill

“Come to my house tomorrow morning. If you see hope, right in front of you, will you give me my freedom?” Charles agreed. The next morning he went to William’s hut. William was waiting for him at the door with his dog by his side. “Sir,” William said, “meet my dog. His name is Hope. And if I’m not mistaken, Hope and I are leaving here today.” 148

Standards 5.4, R2.3, R2.4

Unit 3 • Chapter 9 • Lesson 2

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READING COMPREHENSION Chapter 9 • Lesson 2

African American Oral Tradition Read the passage “African American Oral Tradition.” Then use it to answer these questions. 1. Is the word spiritual used as an adjective or a noun in the passage?

2. What did this story have in common with many of the songs and stories of enslaved Africans?

3. Which is the best summary? A. Many African stories focused on hope. B. One theme in enslaved African culture was the person who outsmarted his or her owner. C. Most enslaved Africans named their dogs “Hope”. D. Enslaved Africans had clever ways of winning their freedom.

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4. How would you describe the relationship between William and Charles? Compare this relationship to what you imagine a typical relationship would be.

5. From what you have read in the lesson and from your reading of this story, why were tales like this one so popular with enslaved Africans?

Unit 3 • Chapter 9 • Lesson 2

Standards 5.4, R2.3, R2.4

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WRITING EXERCISE Chapter 9 • Lesson 2

Rebellion in Stono! It is Monday, September 10, 1739. Stono’s Rebellion happened yesterday. You are a newspaper reporter. Plan a report for the Charleston Bugle about this sensational event. Use the chart below to help you. 8IBU

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Now use the information in your chart to write a one- to two-page report. Make sure your report is both dramatic and true and that it has a beginning, a middle, and an end. 150

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Unit 3 • Chapter 9 • Lesson 2

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LESSON SUMMARY Chapter 9 • Lesson 3

Early Economies Working in the Colonies Colonists brought the idea of controlling their own businesses from England. This is called free enterprise. England wanted colonial businesses to support the English economy. England passed laws that supported the English economy. Colonial farmers produced products that they sold to England, other colonies, or the Caribbean islands. Some of those islands were Spanish, French, or Dutch, but England wanted all the trade to go through English ports. England taxed colonial products so that they could not compete with English products. Many colonists ignored English trade laws or smuggled their goods out of the colonies.

Triangular Trade In the late 1600s, the colonies began to compete with England’s trade in Africa and the West Indies. New England, Africa, and the West Indies formed one of several three-sided trade routes known as triangular trade. Rum, guns, gunpowder, cloth, and other goods manufactured in New England were shipped to Africa and sold. The ships were then filled with African captives, who were sold in the West Indies. This second leg of the triangle was known as the Middle Passage. The ships were then loaded with molasses and sailed back to New England.

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Regional Economies New England was so rich in forests that wood was much cheaper than in England. Shipbuilding became its main industry. By 1760 one third of all English ships were built in New England. In the Middle Colonies, farmers kept animals and grew corn and wheat. The port cities of New York and Philadelphia became business centers. The colonies began to depend less on England for manufactured goods, because guns, cloth, glass, and tools were manufactured in the Middle Colonies. The economy of the Southern Colonies depended on tobacco. It was so plentiful that prices fell heavily during the colonial period. English trade laws were never able to successfully control colonial trade. Still the colonists grew to hate the trade laws.

Unit 3 • Chapter 9 • Lesson 3

Standard 5.4

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VOCABULARY REVIEW Chapter 9 • Lesson 3

Early Economies Complete the exercises below. For help, see pages 306–311 in your textbook. 1. The trade route between New England, Africa, and the West Indies was known as the

.

2. How did the Middle Passage get its name?

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3. Write a sentence using the word industry.

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Unit 3 • Chapter 9 • Lesson 3

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READING PASSAGE Chapter 9 • Lesson 3

The Story of Olaudah Equiano Read this passage. Then use it to answer the Reading Comprehension questions. According to his autobiography, Olaudah Equiano was the son of an African chief. He was born around 1745 in a village in what is now Nigeria, West Africa. When he was small child, he was kidnapped and taken aboard a ship. He suffered terrible hardships as the ship crossed the Atlantic Ocean on the Middle Passage of the triangular trade. When he arrived in the West Indies, Olaudah was sold as a slave to an English navy captain named Michael Pascal. Pascal gave Olaudah the name Gustavus Vassa. Olaudah served Pascal for ten years and sailed with him around Europe and North America. During the course of his travels, Olaudah learned to read and write.

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When Pascal left the navy, Olaudah hoped to be able to buy his freedom. Instead, Pascal sold him to another sea captain. This seaman took him to the island of Monserrat and sold him to a Quaker planter named Robert King. Because he was educated, King trained him to weigh and measure goods and paid him well. After three years Olaudah was able to buy his freedom. He returned to London and worked as a barber. He became involved in campaigns to end the slave trade and wrote his life story. The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African was published in 1789. It became a best seller. In the English publishing industry, only Robinson Crusoe sold better. Today, some historians think Equiano was born in South Carolina. It could be that Equiano heard the story of the Middle Passage from others.

Unit 3 • Chapter 9 • Lesson 3

Standards 5.4, R2.3, R2.4

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READING COMPREHENSION Chapter 9 • Lesson 3

The Story of Olaudah Equiano Read the passage “The Story of Olaudah Equiano.” Then use it to answer these questions. 1. According to his autobiography, how was Olaudah Equiano involved in the triangular trade? A. He was born in the West Indies and sold in New England. B. He was born in the West Indies and sold in Africa. C. He was born in Africa and sold in New England. D. He was born in Africa and sold in the West Indies. 2. True or false? Olaudah Equiano was never a slave in the American colonies. True False 3. Why was Olaudah Equiano given the responsibility of weighing and measuring goods on the plantations of Monserrat?

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4. Why do you think Olaudah Equiano’s autobiography became an important book?

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Unit 3 • Chapter 9 • Lesson 3

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WRITING EXERCISE Chapter 9 • Lesson 3

A Sea Shanty

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You are a sailor on a sea voyage during the colonial period. Your voyage has been long and hard. There have been storms and periods with no wind at all. The food is not good, and there is often disease on board ship. For entertainment, your shipmates sing sea shanties. The verses of these songs usually rhyme and have four lines each. Plan a sea shanty, describing your adventures as you sail the three parts of the triangular trade. Use the chart to help you decide which events to include. Start and end your voyage in New England.

Now use the events from the chart to write your sea shanty. Write at least one verse for each part of the journey. Unit 3 • Chapter 9 • Lesson 3

Standards 5.4, W2.1

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LESSON SUMMARY Chapter 9 • Lesson 4

Governing the Colonies Self-Government The oldest colonial assembly was the Virginia House of Burgesses, which was founded in 1619. Elected assemblies had powers of legislation. This meant they could make and pass laws. Every law had to be approved by the governor or by the government in London. At first only white landowners could vote or be elected. Assemblies decided how each colony’s money should be spent. Each colony’s charter guaranteed the right to an assembly. Assemblies were popular with the colonists because the colonists elected them. Assemblies used the English Parliament as their model.

Governors and Government Colonial governors were usually appointed by the king or by the colony’s proprietor. They had the power to reject laws, and some had the power to close assemblies. Governors and assemblies often disagreed. At the local level, elected officials made decisions for their communities. In New England and the Middle Colonies, each town elected its own officials. In most of the Southern Colonies, each county had officials appointed by the governor. Towns and counties looked after roads, and local courts settled disputes and legal questions. Lawbreakers could be pilloried, whipped, or sentenced to death. Election candidates spoke to voters one by one, and they often treated voters to food and drink.

John Locke, the English writer and thinker, helped write the charter for Carolina. He listed life, freedom, and the right to own property, as “natural rights.” People disagreed over what Locke meant by “freedom.” The idea of freedom of the press was born during this time. Governors and assemblies often tried to control what was written about them in newspapers. In 1735 Andrew Hamilton successfully defended a newspaper owner who had been accused of writing damaging things about the governor. This meant the press was free to print the truth. In 1773 Phillis Wheatley, an enslaved African, published poems against slavery. For her, “natural rights” included the freedom of African Americans.

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Unit 3 • Chapter 9 • Lesson 4

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Colonists Demand Rights

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Governing the Colonies

VOCABULARY REVIEW Chapter 9 • Lesson 4

Complete the exercises below. For help, see pages 312–317 in your textbook. 1. Write a definition of the word assembly. Be sure to use the meaning explained in the text.

2. Write a sentence using the word assembly. Be sure to use the meaning explained in the text.

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3. Write a sentence using the word legislation.

Unit 3 • Chapter 9 • Lesson 4

Standard 5.4

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READING PASSAGE Chapter 9 • Lesson 4

Liberty, Property, and No Pistole! Read this passage. Then use it to answer the Reading Comprehension questions. It is not hard to understand why colonial assemblies often disagreed with decisions of colonial governors. Assemblies were elected by the colonists and did their best to help them. Governors were appointed by the king and did their best to make money for England. One famous argument was between Virginia’s House of Burgesses and Robert Dinwiddie. In 1752 Robert Dinwiddie became governor of Virginia. He soon started to look for ways to raise money for the king and for himself. In 1753 he decided to charge money for his signature and seal on land patents given to colonists when granted land by the government. Dinwiddie decided to charge one pistole. A pistole was a Spanish gold coin that was worth just over an English pound. This was a great deal of money in those days.

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The House of Burgesses objected. They thought this charge was unfair. There was no legislation that made it legal. All over Virginia people took up the slogan Liberty, Property, and No Pistole! The House of Burgesses sent Peyton Randolph, the colony’s attorney general, to London. The king’s advisers could not admit that the governor made a mistake. This would have weakened the king’s authority. They did not want to upset the colonists, so they decided to allow Dinwiddie to charge money only on land over 100 acres.

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Unit 3 • Chapter 9 • Lesson 4

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READING COMPREHENSION Chapter 9 • Lesson 4

Liberty, Property, and No Pistole! Read the passage “Liberty, Property, and No Pistole!” Then use it to answer these questions. 1. A land patent needed the it legal.

to make

2. How did Dinwiddie think he could make extra money from the colonists? A. By selling them land B. By selling them pistoles C. By charging for his signature D. By charging for advice 3. Why did the House of Burgesses object to Dinwiddie’s idea? A. They thought he was charging too much. B. They thought it was unfair. C. They wanted a share of the money. D. They wanted all of the money. 4. Why did the king’s advisers in London not want to admit that Dinwiddie had made a mistake?

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5. Why did colonial assemblies like the House of Burgesses often disagree with the colonial governors?

Unit 3 • Chapter 9 • Lesson 4

Standards 5.4, R2.3, R2.4

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WRITING EXERCISE

Self-Government in Action

Chapter 9 • Lesson 4

It is 1760 in New England. You are a reporter for a local newspaper. Plan an article to tell people what happened at the last town meeting. What was the issue? Who brought it up? What were other people’s responses? Who were those people? Use the chart to organize your article. 8IP

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Now use the information in your chart to write a one-page article for the morning newspaper. Be sure that your readers will be able to understand what the meeting was about and why it was important. 160

Standards 5.4, W2.1

Unit 3 • Chapter 9 • Lesson 4

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8IZ

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READING SKILL

Summarize

Unit 3

Read this passage. Then copy the chart and use it to summarize each paragraph. Squanto was a Patuxent Indian who lived among the Wampanoag in Massachusetts. In 1615 Squanto and about 20 other Native Americans were captured by English sailors. They were sold into slavery in Spain. Priests hoping to convert them to Christianity released the captured men. In 1617 Squanto lived in London, where he learned the English language and culture. Later, he met an officer named Dermer. The officer helped Squanto return home in the spring of 1619. More English settlers arrived on the ship Mayflower in November 1620. Half of them died from disease or starvation during that first winter. Squanto helped the Pilgrims adjust to their new land. His knowledge of the English language and culture was a great asset. His first task was to teach settlers how to fertilize the soil. He also created a treaty between the natives and the settlers. Without Squanto’s help, the Pilgrims may not have survived in Massachusetts.

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Standards 5.3, R2.3

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LESSON SUMMARY Chapter 10 • Lesson 1

The Spanish Colonize California New Spain Heads North Vizcaíno sailed to Monterey Bay in 1602 and tried to get people interested in settling there. However, Spanish leaders refused to consider a northern settlement in California at that time. In 1768 José de Gálvez led the Sacred Expedition north to build forts and send Catholic missionaries into California to convert the Native Americans. It was all an effort to enlarge the Spanish empire.

The Founding of San Diego The Sacred Expedition ships reached the bay of San Diego, but most of the men aboard had died or became very ill. Their leader, Father Junipero Serra, founded a mission near a Kumeyaay village. Native Americans stayed away from the village because they were afraid of becoming sick like many of the Spanish. When the missionaries forced the Kumeyaay to convert to Christianity, many of the Kumeyaay fought back in a violent uprising, burning buildings and forcing the missionaries to retreat. A year later, the Spanish rebuilt the mission and a church, and the Kumeyaay were converted to Catholicism in large numbers.

Spain created dozens of settlements and new missions in California in the late 1700s. All the new villages were linked by a road called El Camino Real. Soon, the governor of the Californias, Felipe de Neve, established pueblos at Los Angeles and San Jose. The head of each pueblo was called an alcalde.

162

Standards 5.3

Unit 4 • Chapter 10 • Lesson 1

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Spanish Settlements Grow

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VOCABULARY REVIEW Chapter 10 • Lesson 1

The Spanish Colonize California Complete the sentences. Then find the words you have used, in the puzzle. For help, see pages 336–341 in your textbook. 1. Missionaries were forced to take refuge in the , a Spanish fort. 2. The leader of each pueblo was called an

,

a mayor and judge.

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Standard 5.3

163

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READING PASSAGE Chapter 10 • Lesson 1

Life on the Mission Read this passage. Then use it to answer the Reading Comprehension questions. Kayaa and his brother Mian grew up in a village called Kumeyaay. Its Native Americans wanted nothing to do with the new Spanish missionaries. Though an explorer named Juan Rodríguez Cabrillo had only visited long ago, now the Europeans seemed to want to stay. Many Kumeyaay revolted, forcing the missionaries into their presidio and burning the Spanish structures. The Spanish soon rebuilt the mission and church. Spanish pueblos led by alcaldes appeared all over the region. Kayaa and Mian now lived in a mission and were learning to farm and build with adobe bricks. They had been given different names by their teachers. “I am worried about our people,” Kayaa said. “I’m worried too,” agreed Mian. “So many have died from disease. I can’t even remember the last time we honored our traditions or gathered together.” “The teachers say that our traditions were wrong. Maybe this new way of life is better.” Kayaa sounded hopeful. “I don’t know. We aren’t in charge of our lives.” Mian sounded unhappy. Though Mian had been baptized, he had many doubts about mission life.

164

Standards 5.3

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“But we have learned new things.” Kayaa always tried to look on the bright side, something his brother liked best about him.

Unit 4 • Chapter 10 • Lesson 1

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READING COMPREHENSION Chapter 10 • Lesson 1

Life on the Mission Read the passage “Life on the Mission.” Then use it to answer these questions. 1. According to this story, who was the first European to explore California?

2. Why did the Kumeyaay people revolt against the Spanish missionaries?

3. How are Kayaa and Mian different?

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4. Write a short paragraph explaining three ways in which the lives of the two brothers are different than they were before living on the mission.

Unit 4 • Chapter 10 • Lesson 1

Standards 5.3, R3.3

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WRITING EXERCISE

Diary of a Spanish Alcalde

Chapter 10 • Lesson 1

You have been appointed alcalde of a new Spanish pueblo in California. It will be your job to oversee the pueblo’s mission, farms, and market. The pueblo is the home to people from Mexico as well as Native Americans. Plan a diary entry about your first day in the new settlement. Describe several aspects of life there, including your duties, the appearance of your town, and the people you encounter. Use the chart to organize your ideas.

© Macmillan/McGraw-Hill

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Now use the information in the chart to write your diary entry. Make sure to include factual details about life in a Spanish pueblo. 166

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Unit 4 • Chapter 10 • Lesson 1

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LESSON SUMMARY Chapter 10 • Lesson 2

New France and Louisiana La Salle’s Discoveries A French explorer named La Salle claimed the Mississippi River and its tributaries for France. He also claimed the land around the mouth of the river for France and called it Louisiana. He hoped to build a fort there but got lost after reaching the Gulf of Mexico. He and his crew landed in present-day Texas. The 300 settlers he left there died from lack of food, disease, and attacks by Native Americans. Despite La Salle’s claims for France, he was unable to colonize the land in the Louisiana Territory. The Louisiana Territory remained unsettled by Europeans.

Settling Louisiana To strengthen French control of the Louisiana Territory, the king sent Pierre Le Moyne d’Iberville to build a settlement at the mouth of the Mississippi River. D’Iberville found the river and built three forts between 1699 and 1702. Next, the region needed colonists. France wanted to remain prominent in the Americas. Nine different countries had established colonies there by the early 1700s.

© Macmillan/McGraw-Hill

New Orleans Jean-Bapiste Le Moyne Sieur de Bienville became governor of Louisiana in 1701 and founded the city of New Orleans in 1718. Plantations grew in the region. Plantation owners produced laborintensive crops like rice and tobacco. The demand for slavery increased. Soon, more than half of the people in New Orleans were enslaved Africans. New Orleans was the largest French settlement in Louisiana, part of the group of colonies in North America called New France. Though New France had a lot of land, it didn’t have many settlers. France allowed only Catholics to settle in the Americas and did not allow their colonists to own the land they farmed. The fur trade was the major activity of many French colonies, and many early trading posts eventually became large cities. Two examples are Detroit and Chicago. Chicago was founded by the African American fur trader Jean Baptiste Point du Sable.

Unit 4 • Chapter 10 • Lesson 2

Standard 5.2

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VOCABULARY REVIEW

New France and Louisiana

Chapter 10 • Lesson 2

Use the definitions to unscramble the vocabulary words. For help, see pages 342–347 in your textbook. 1. Land that belongs to a government is a R O Y T R I T E R .

© Macmillan/McGraw-Hill

2. A river or stream that flows into a larger river is a B R A Y T U R I T.

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Unit 4 • Chapter 10 • Lesson 2

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New France Poem

READING PASSAGE Chapter 10 • Lesson 2

Read this poem. Then use it to answer the Reading Comprehension questions. In 1682, La Salle explored tributaries and land at the Mississippi River mouth. He claimed it for France and called it Louisiana, a fine name for a region down south. He told 300 settlers to stay and make do, a choice that resulted in quite a big cost. Louisiana remained empty of Europeans for years for most of the settlers to disease were lost.

© Macmillan/McGraw-Hill

To strengthen the Louisiana Territory, a man called d’Iberville was sent by the king To build lots of forts, and make living there a most sought-after thing. His brother Jean-Bapiste founded a city called New Orleans where plantations grew, Sadly, more than half of the population were African slaves who no freedom knew. New Orleans was soon the largest settlement in New France’s swath of land. Small fur trading posts were more common as trappers tried to meet demand. These posts eventually turned into bustling cities and ports, Even Chicago and Detroit in the beginning were very modest forts. France had a lot of territory in the New World, this fact was clear But always just a tiny number of colonists who lived in certain fear New France would not grow like England or Spain. Only Catholics could be colonists, which proved a big pain. Still, France made its mark despite its small numbers. Unit 4 • Chapter 10 • Lesson 2

Standard 5.2

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READING COMPREHENSION Chapter 10 • Lesson 2

New France Poem Read the passage “New France Poem.” Then use it to answer these questions. 1. The Louisiana Territory was claimed for France by the explorer in the year

.

2. What do the cities of Chicago and Detroit have in common?

3. Why did Louisiana remain empty of Europeans for many years?

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4. Write a short paragraph explaining why New Orleans became the biggest French settlement.

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Unit 4 • Chapter 10 • Lesson 2

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WRITING EXERCISE Chapter 10 • Lesson 2

Report to the King You are the governor of Louisiana in the early 1700s. Plan a letter to the king of France explaining the strengths and weaknesses of the settlement at New Orleans. Use the graphic organizer below to organize your ideas.

© Macmillan/McGraw-Hill

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Now use the information from the graphic organizer to write your letter. Describe life in New Orleans and the hopes you have for its future. Make sure to address your letter to the correct person. Unit 4 • Chapter 10 • Lesson 2

Standards 5.2, W2.4

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LESSON SUMMARY

The French and Indian War

Chapter 10 • Lesson 3

War in North America The French and Indian War started when English farmers began settling on land claimed in North America by both the French and the English. Great Britain fought against the French and their Native American allies. The Ohio River valley was the first area where fighting occurred. The British believed the French forts there were a threat to British interests. The lieutenant governor of Virginia sent George Washington and his troops to attack the French at Fort Duquesne. Washington’s troops defeated a small group of French soldiers but lost a later battle and were forced back to Virginia.

The War Widens French victories in the early part of the war were due to help from the Wyandot, who taught them how to make surprise attacks. When the British attacked Fort Duquesne for the second time, they suffered bad losses. Following this battle, France won victories at Fort Oswego on Lake Ontario and Fort William Henry. A turning point for the British came when British leader William Pitt gave more money to the war effort. The tide then turned in British favor, with important victories at Quebec. The British now controlled Canada.

France tried and failed to recapture Quebec. France admitted defeat to Great Britain in 1763 and signed the Treaty of Paris. The British had control of all French claims east of the Mississippi River. Yet they faced a Native American uprising led by Ottawa Chief Pontiac. To cut down on the cost of defending North American land, Great Britain made the Proclamation of 1763, which set aside all land west of the Appalachian Mountains for Native Americans. As a result of the French and Indian War, the American colonists began to unite. They saw that they could fight well and follow their own strong leaders. This laid the groundwork for the eventual quest for independence from Great Britain.

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Unit 4 • Chapter 10 • Lesson 3

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The War Ends

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VOCABULARY REVIEW Chapter 10 • Lesson 3

The French and Indian War Complete each sentence. For help, see pages 350–355 in your textbook. 1. The

ended the French and Indian War

when it was signed in 1763. 2. To cut down on the cost of defending North American land, the set aside all land west of the Appalachian Mountains for Native Americans. 3. The conflict over control of North America between the British .

© Macmillan/McGraw-Hill

and the French is called the

Unit 4 • Chapter 10 • Lesson 3

Standard 5.3

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READING PASSAGE Chapter 10 • Lesson 3

War Ends! Read this passage. Then use it to answer the Reading Comprehension questions. Paris, 1763—The French and Indian War came to its official end today with the signing of the Treaty of Paris. This treaty ends nine years of fighting for control of the New World. Though early French victories suggested this conflict would have a very different outcome, Britain emerged the clear winner in the struggle. After fierce fighting and high losses on both sides, British victory in Quebec clinched the French downfall. As of press time, French claims in the Americas have been reduced to a few sugar plantations on Caribbean and Canadian islands. Though North America bears the stamp of French custom and language, this European power will no longer directly control the destiny of the continent. It’s a sad day for the French Empire, but experts say Great Britain has probably taken on a larger burden than it can handle in the Americas. The immense territory is largely untamed, and restless Native Americans led by Ottawa Chief Pontiac are said to be organizing a revolt in the Ohio River valley. Great Britain is already making plans to pass something called the Proclamation of 1763, in which all lands west of the Appalachian Mountains will be left alone for Native Americans to inhabit. Some say that American colonists will not stand for this limit. Many are already moving far west, away from the crowded coast.

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Standard 5.3

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Britain’s relationship with its colonies will no doubt change as a result of this war, and France is still smarting from its defeat. Should the colonists decide to seek their independence from the British Empire, France will no doubt come to the Americans’ aid. Colonists are said to be a more confident group as a result of this war. They fought bravely and learned that leaders such as George Washington are every bit as talented as any European general. Though the French and Indian War ended today, its effects will likely be felt for decades to come. Unit 4 • Chapter 10 • Lesson 3

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READING COMPREHENSION Chapter 10 • Lesson 3

War Ends! Read the passage “War Ends!” Then use it to answer these questions. 1. The French and Indian War ended in signing of the

with the .

2. According to this article, how did Great Britain plan to deal with tensions with Native Americans in North America?

3. List two changes brought about by the French and Indian War.

4. What can you infer about the relationship between France and Great Britain in 1763?

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5. Write a short paragraph about how the French and Indian War affected American colonists.

Unit 4 • Chapter 10 • Lesson 3

Standards 5.3, R2.4

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WRITING EXERCISE Chapter 10 • Lesson 3

War Reporter

© Macmillan/McGraw-Hill

It is 1762. You are a reporter for an early colonial newspaper in the Americas. Plan an article explaining the French and Indian War to your readers. Include the reasons for the conflict, descriptions of one or two major battles, and the names of notable leaders. Use the main idea and details chart below to organize your ideas.

Now use the information from the graphic organizer to write your article. Make sure your main idea is clear, and that it is more than just a topic. 176

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Unit 4 • Chapter 10 • Lesson 3

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LESSON SUMMARY Chapter 11 • Lesson 1

The Colonists Protest British Rule New Taxes George III became king of Great Britain in 1760. He and advisors, called Tories, believed colonists should be taxed to help pay for the French and Indian War, which had been fought to protect the colonies. The Sugar Act, passed in 1764, taxed sugar imported to the colonies. A year later the Stamp Act taxed printed material. Soon the Quartering Act forced colonists to allow British soldiers to live in their homes. Most colonists believed they were being treated unfairly.

Colonists Organize

© Macmillan/McGraw-Hill

The Sons of Liberty protested the Stamp Act. In 1765 representatives of nine colonies met in New York City at the Stamp Act Congress. The congress announced that the British legislature had no right to tax colonists who could not vote in elections for members of parliament. In 1766 parliament repealed the Stamp Act but then imposed the Townshend Acts, which included a tax on imported British goods. During a protest gathering at the Boston Customs House, violence broke out and Crispus Attucks and four others were killed by British soldiers. The event became known as the Boston Massacre. In response to the Tea Act of 1773, colonists dumped British tea into Boston Harbor in what became known as the Boston Tea Party. The British responded by passing new laws that the colonists called “the Intolerable Acts.”

The First Continental Congress The First Continental Congress met in September 1774 to discuss how to fight the new acts. They agreed on a boycott of British goods and formation of groups of minutemen. They sent a petition to King George III asking him to repeal acts they found intolerable. Committees of Correspondence ensured communication among the colonies. Unit 4 • Chapter 11 • Lesson 1

Standard 5.5

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VOCABULARY REVIEW Chapter 11 • Lesson 1

The Colonists Protest British Rule Complete the crossword puzzle. For help, see pages 360–364 in your textbook. 

   





DOWN 1. They met under the Liberty Tree. 2. A request signed by many people 3. They were ready to fight with little notice.

ACROSS

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4. When a law is eliminated

6. Crispus Attucks was killed in it.

5. Colonists’ refusal to buy British goods

8. Someone who supported royal rule

7. It taxed all printed material.

Standard 5.5

Unit 4 • Chapter 11 • Lesson 1

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READING PASSAGE Chapter 11 • Lesson 1

An Exchange of Letters Read the passage. Then use it to answer the Reading Comprehension questions. Dearest Jenny: How dreadful things must be for you in the colonies! Here in London we have learned of the deaths at the Boston Customs House. Please assure me that your Henry was not there. I know that he is an excitable man, just the sort who would get himself involved in politics. I have just heard tell of the outrageous Boston Tea Party. Surely you cannot think the dumping of others’ property is right and just. And surely your Henry is not among the Minutemen. Does it not seem only fair that you colonists help pay for the luxuries and protection we provide? My Thomas says that you and Henry ought to remember to respect the king. Love, Elizabeth

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My Dear Elizabeth: It was so good to hear a kind word from England. The soldiers here have little nice to say to us. No, my Henry was not at the Customs Tory. He House when the terrible trouble happened, but he is no Tory has joined with some of his fellows in a group called the Sons of Liberty. They are men of character, and I assure you that Liberty Act they will only be happy with repeal of the Stamp Act, Sugar Act, and any other act upon which we colonists may not vote! And now the Intolerable Acts will only add fuel to the fire. We colonists have petitioned London for fair treatment and received none. You can be sure that a boycott will soon follow. Whether or not we pay taxes ought to be a matter for us to help decide, not the king and parliament alone! Whatever may happen, I remain loyal to you, my friend. Whether I shall remain loyal to a king who will not listen to reason, I do not know. Love, Jenny Unit 4 • Chapter 11 • Lesson 1

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READING COMPREHENSION Chapter 11 • Lesson 1

An Exchange of Letters Read the letters in “An Exchange of Letters.” Then use them to answer these questions. 1. Is Elizabeth a Tory? Why or why not?

2. Is Jenny a Tory? Why or why not?

3. Elizabeth asks Jenny, “Does it not seem only fair that you colonists help pay for the luxuries and protection we provide?” What is Jenny’s response?

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4. Describe Elizabeth and Jenny’s relationship. Why might they have such different views on events leading up to the revolution?

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Unit 4 • Chapter 11 • Lesson 1

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WRITING EXERCISE Chapter 11 • Lesson 1

A Letter to King George III You are a reasonable colonist and loyal subject of King George III. Plan a letter to him in hopes of avoiding further troubles between Britain and the colonies. Begin by summarizing events starting with the end of the French and Indian War and leading to the Boston Tea Party and passage of the Intolerable Acts. Your goal is to make him see what events led the colonists to act as they did. Finish your letter by suggesting a policy or two the king might enact to help repair relations and avoid a fight. Use the timeline to note the events you will describe. 













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Now use your time line to write your letter. Unit 4 • Chapter 11 • Lesson 1

Standards 5.5, W2.4

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LESSON SUMMARY Chapter 11 • Lesson 2

The Revolution Begins Paul Revere’s Ride In 1775, hundreds of British soldiers headed for Lexington and Concord to seize weapons. The weapons had been stored in these cities because the colonists believed they would soon fight the British. The British troops also planned to arrest Samuel Adams and John Hancock, two leaders of the independence movement who were meeting in Lexington. Members of the Boston Committee of Correspondence heard about the British plans and sent Paul Revere to warn the two leaders and the people of Lexington and Concord.

Battle at Lexington The militia was prepared for the arrival of the British troops in Lexington, but the British troops won the battle there and went on to Concord. The people of Concord knew the British troops were coming, and there was another battle. The American Revolution was underway. A month earlier, Patrick Henry had spoken at a meeting of the Virginia House of Burgesses. He called for the colonists to join the fight against Great Britain. The House of Burgesses agreed with Henry and formed its own militia.

The Cannons Roared Like Thunder

The British Leave Boston In April 1776, the British troops were forced to leave Boston by colonists who had stolen British cannons from Fort Ticonderoga and dragged them to Boston. These colonists were ready to go to war to fight for freedom from Great Britain. Others, however, thought differently. They did not want to separate from Great Britain, and hoped for a compromise to end the fighting.

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Unit 4 • Chapter 11 • Lesson 2

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Troops under the leadership of Benedict Arnold and Ethan Allen marched on Fort Ticonderoga in New York. They captured Ticonderoga and nearby Fort Crown Point. In Massachusetts, the colonists built a fort in a single night in the hills overlooking Boston. British troops were ordered to capture the new fort. When the British attacked, during the Battle of Bunker Hill, the colonists ran out of ammunition. The British won this battle, but they lost many soldiers.

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VOCABULARY REVIEW Chapter 11 • Lesson 2

The Revolution Begins Each word on the left is related to three words in the list on the right. Draw a line to each set of correct words. For help, see pages 368–375 in your textbook. A. Volunteer soldiers B. Weapons 1. Ammunition

C. Minutemen

2. Militia

D. Gunpowder E. Guns

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F. Colonial fighters

Unit 4 • Chapter 11 • Lesson 2

Standards 5.4, 5.5

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READING PASSAGE Chapter 11 • Lesson 2

Ethan Allen Read this passage. Then use it to answer the Reading Comprehension questions. Ethan Allen was always ready to fight for his beliefs and speak his mind. For most of his adult life, he fought for the land that is now called Vermont. Although he did not move to that part of America until he was 31 years old, he immediately jumped into the struggle with the colony of New York over control of the region. Allen did not want Vermont to be considered part of New York. Allen started a militia, known as the Green Mountain Boys, to fight against New York’s leaders. To try to stop Allen’s militia, the New York authorities put a price on his head. Allen remained unafraid. The American Revolution put a temporary stop to the squabbling between Allen and the colony of New York. Allen and his Green Mountain Boys captured Fort Ticonderoga in the first victory by any militia group fighting the British. No ammunition was fired. Allen simply hollered at the fort’s sleeping commander, who surrendered. The Green Mountain Boys were not so lucky in their next encounter. Allen led an attack on British troops in Montreal. Allen was captured, and he spent three years inside a British prison.

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Once Allen regained his freedom, he resumed his original cause. He spoke out at the Continental Congress in 1778 and called for the recognition of Vermont as a free state. His work paid off, but not in his lifetime. Allen died in 1789. Vermont became the fourteenth state in the Union in 1791.

Unit 4 • Chapter 11 • Lesson 2

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READING COMPREHENSION Chapter 11 • Lesson 2

Ethan Allen Read the passage “Ethan Allen.” Then use it to answer these questions. 1. Ethan Allen was born in Vermont. True False 2. Ethan Allen was not afraid of the New York officials who threatened him. True False 3. The Green Mountain Boys shot their way into Fort Ticonderoga. True False 4. Before the American Revolution, Ethan Allen tried to get the colony of New York to recognize that Vermont was not part of New York. True False

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5. What words might describe Ethan Allen?

Unit 4 • Chapter 11 • Lesson 2

Standards 5.4, 5.5, R2.2, R2.4

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WRITING EXERCISE Chapter 11 • Lesson 2

Fighting for Freedom

Now use the information from the graphic organizer to write your speech. Make sure to use persuasive language that will encourage people to join the fight against the British. 186

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Unit 4 • Chapter 11 • Lesson 2

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Patrick Henry has asked you to help him write his next speech. He wants to encourage people in Virginia to fight against British rule. Think about why some colonists did not want to be ruled by a king who lived across the ocean. Think about why others preferred British rule, and try to change their minds. Use the graphic organizer to plan a speech that encourages other colonists to join the fight.

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LESSON SUMMARY Chapter 11 • Lesson 3

The Declaration of Independence Peace Plans Fail The Second Continental Congress met in Philadelphia in May 1775. It elected John Hancock as its leader. Some of the representatives wanted the colonies to be completely independent. Other representatives still wanted to be British citizens. The representatives sent the Olive Branch Petition to King George III, but the king refused to read it. The Congress also requested aid from other European countries, but these countries insisted that the Continental army show it could defeat the British.

The Declaration of Independence Many colonists in 1776 still wanted to stay part of Great Britain. Many changed their minds after they read Common Sense. Thomas Paine, who wrote the pamphlet, argued for American independence. The colonists bought over 100,000 copies of the pamphlet in three months. In June, the Congress formed a committee to write the Declaration of Independence. The committee elected Thomas Jefferson to write the first draft. After Benjamin Franklin and John Adams made a few changes, the drafters presented it to Congress on June 28. The Congress debated the document. The draft contained an attack against slavery, but representatives from the Southern Colonies removed these words from the draft.

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Signing the Declaration The representatives passed the Declaration of Independence on July 4, 1776, in Philadelphia. Church bells rang out in the city. Copies of the Declaration were printed and distributed in all colonies. On July 19, Congress ordered that the official document be written on parchment. The document was called “The Unanimous Declaration of the Thirteen United States of America.” John Hancock, the president of the Congress, was the first representative to sign the important document. In the end, 56 representatives signed the document. This was an act of courage. Each representative was now an enemy of the king. Today the Declaration still encourages people around the world who want to be free. Unit 4 • Chapter 11 • Lesson 3

Standard 5.5

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VOCABULARY REVIEW Chapter 11 • Lesson 3

The Declaration of Independence Use the words in the box to complete each sentence. For help, see pages 378–383 in your textbook. Second Continental Congress Continental army Declaration of Independence

1. John Adams nominated George Washington to lead the . 2. When the representatives studied the first draft of the , they argued over the issue of slavery. 3. The representatives of the

sent the Olive

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Branch Petition to King George III.

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Unit 4 • Chapter 11 • Lesson 3

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Boundless Talent

READING PASSAGE Chapter 11 • Lesson 3

Read this passage. Then use it to answer the Reading Comprehension questions. Benjamin Franklin was born in 1706. He was the youngest of ten sons in a family with seventeen children. Benjamin was determined to stand out. Poverty and lack of a good education would not get in his way. He would make the most of his life. At 16, Benjamin was working for his brother James, who had started a Boston newspaper. Benjamin learned about printing and became a successful writer for the newspaper. But his popularity irritated his brother. In 1723, Benjamin left for Philadelphia.

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Six years later, Franklin started his own newspaper and then wrote Poor Richard’s Almanack, which delighted readers with its wit. He became an early environmentalist and campaigned for a cleaner Philadelphia. He invented the Franklin Stove, which helped people heat their homes more efficiently. He flew a kite and discovered the nature of lightning and electricity. He helped create a library and a hospital. He did all this by the age of 46. In 1765, Benjamin Franklin joined other Americans who believed that the colonies should break free from England. He never joined the Continental Army, but he participated in the Second Continental Congress and helped write the Declaration of Independence. When he was 70 years old, he was the ambassador to the court of Louis XVI and sailed to France. He helped negotiate the Treaty of Alliance with France, which recognized the independence of the United States, and helped negotiate the Treaty of Peace with Great Britain that ended the American Revolution. Franklin returned to the United States and became a delegate to the Constitutional Convention and signed the Constitution. Late in life, Franklin finally wrote against slavery. Benjamin Franklin died at the age of 84.

Unit 4 • Chapter 11 • Lesson 3

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READING COMPREHENSION Chapter 11 • Lesson 3

Boundless Talent Read the passage “Boundless Talent.” Then use it to answer these questions. 1. Benjamin Franklin had A. Seventeen brothers B. Ten brothers C. Nine brothers D. No brothers 2. James Franklin taught his brother Benjamin how to be a(n) A. Painter B. Printer C. Baker D. Inventor 3. Benjamin Franklin did not become a(n) A. Doctor B. Writer C. Ambassador D. Inventor 4. Benjamin Franklin joined the Second Continental Congress. True False

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5. Benjamin Franklin wanted freedom for all Americans, including enslaved people. True False

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Unit 4 • Chapter 11 • Lesson 3

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WRITING EXERCISE Chapter 11 • Lesson 3

Criticism of Slavery

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Do you think that harsh remarks about slavery in the Declaration of Independence would have changed history? How? Plan an essay describing what might have happened if Jefferson had refused to remove unfavorable remarks about slavery from the Declaration of Independence. Use the graphic organizer to plan your essay. In the left box write about how the Declaration of Independence would have been different. In the right box write about how history would have changed as a result.

Now use the information from the graphic organizer to write a one- to two-page essay. Unit 4 • Chapter 11 • Lesson 3

Standards 5.5, W2.2

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LESSON SUMMARY Chapter 12 • Lesson 1

Fighting the War The War Begins In 1775 war broke out between Great Britain and the American colonists. The deadly conflict lasted for eight years. Americans who supported the Revolution against Great Britain were called Patriots. During the Revolution young Patriot men became soldiers. African American Patriots joined the cause because they hoped that winning the war would put an end to slavery. Throughout the states, new governments were created for a newly independent country.

Americans Face the British In 1776 Great Britain was a powerful nation. Its army and navy were many times larger than that of the colonists. It also had the support of many Americans who did not want independence. These people were called Loyalists, after their loyalty to the British king. At the same time, many British were tired of long wars and did not want to fight or pay for a war thousands of miles away. In comparison to the British, American forces were weak and poorly trained. The Continental Army faced shortages of food, weapons, and supplies. However, the Americans also had great strengths. They were defending their own homes and land and were willing to suffer in order to win freedom.

Wartime Money Problems During the war Americans faced shortages of food, clothing and other goods. To pay for scarce and expensive supplies, the Continental Congress began to print more and more paper money. This money soon lost all value, which led to inflation.

Ordinary citizens worked together with soldiers to fight the war. About 5,000 African American troops served in the Continental Army. Women also helped in the fight, some as battlefield cooks, spies, and nurses. Others tended farms and shops left behind by men who went to war.

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Unit 4 • Chapter 12 • Lesson 1

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Americans Support the War

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VOCABULARY REVIEW Chapter 12 • Lesson 1

Fighting the War Complete the crossword puzzle. For help, see pages 390–396 in your textbook. 

 









ACROSS 3. An American who supported the Revolution 4. A large and rapid rise in prices 5. A written plan of government

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6. Hiding away important goods 7. An American who did not want independence from Great Britain

DOWN 1. A foreign soldier who is paid to fight 2. Businesses raising prices on goods that are scarce

Unit 4 • Chapter 12 • Lesson 1

Standard 5.6

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READING PASSAGE Chapter 12 • Lesson 1

Not Worth a Continental Read this passage. Then use it to answer the Reading Comprehension questions. If you wanted to say something is worthless, you might use the old phrase “It’s not worth a Continental!” The phrase comes from the American Revolutionary War (1775–1783), when the American rebels, or Patriots, were fighting against Great Britain. The British army had so much money to spend on the war, it could even hire mercenaries. The rebels, by contrast, had very little money, few soldiers, and almost no supplies. Because there were so few supplies, some people in the colonies hoarded goods. A few people took advantage of the situation by profiteering, selling the scarce goods at inflated prices. The constitution of the Second Continental Congress did not allow the government to collect taxes or supplies from the colonies, but it did give the government the power to print money. In 1775 the Congress decided to issue continental dollars, also called Continentals. It hired Benjamin Franklin and Paul Revere, among others, to serve on the printing committee.

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As the war went on, the Congress printed more and more Continentals. Finally, it printed so many that the money lost most of its value. Also, through the years the Loyalists had been printing counterfeit Continentals, which made the real money lose even more value. By 1781 a spool of thread cost 10 Continentals, meaning 1 Continental was almost completely worthless.

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READING COMPREHENSION

Not Worth a Continental

Chapter 12 • Lesson 1

Read the passage “Not Worth a Continental.” Then use it to answer these questions. 1. The passage you just read states that people were “selling the scarce goods at inflated prices.” What does that mean?

2. What did the constitution of the Second Continental Congress not allow?

3. What did it allow?

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4. Explain in your own words why making counterfeit Continentals as well as too many Continentals caused the continental dollar to lose value and also caused inflation.

Unit 4 • Chapter 12 • Lesson 1

Standards 5.6, R2.3. R2.4

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WRITING EXERCISE Chapter 12 • Lesson 1

You Are an American Revolutionary War Reporter! You are a reporter for the Massachusetts Spy, a real newspaper published in the city of Boston during the American Revolution. It is 1775, and war between the colonies and Great Britain has just begun. Use the graphic organizer below to plan an article that explains the war to your readers. 8IBU

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Now use the information in your graphic organizer to write a one- to two-page article. 196

Standards 5.6, W2.3

Unit 4 • Chapter 12 • Lesson 1

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LESSON SUMMARY Chapter 12 • Lesson 2

American Victories Washington’s Army Attacks In 1776, the American armies suffered defeats in New York. Then, on Christmas Eve, Washington’s troops won a victory at Trenton, New Jersey. British troops soon attempted to trap Washington’s army at Trenton, but the American troops escaped and attacked the British at Princeton, New Jersey.

Turning Points of War The British tried to capture the Hudson River Valley. In the summer of 1777, British general Burgoyne led his troops from Canada to New York. American forces were ready and waiting to fight at Saratoga. Burgoyne’s surrender there changed the direction of the war, as European powers began to believe the United States might win. In particular, France wanted to help the Americans. France and the United States signed the Treaty of Alliance, which promised French help for the new nation.

A “New” American Army Washington’s troops spent a hard winter at Valley Forge in 1777. Supplies and spirits were low. Baron Friedrich von Steuben arrived from Germany and began training the army to strengthen it. In 1778, it was discovered that Benedict Arnold was a traitor. A hero at Saratoga, Arnold had switched sides and sold secret plans to the British. Around this time, American soldiers fought in what is now Indiana and drove the British from Fort Vincennes.

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The War at Sea The British navy was large and had experienced officers, but morale was low. In late 1775, Congress created the Marines, soldiers who fought on land or at sea. Congress also allowed privateers to attack British ships. John Paul Jones became the first American naval hero when his ship, the Bonhomme Richard, fought and defeated a larger and better-armed British vessel.

Unit 4 • Chapter 12 • Lesson 2

Standard 5.6

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VOCABULARY REVIEW Chapter 12 • Lesson 2

American Victories Answer the following questions. For help, see pages 400–407 in your textbook. 1. A traitor is someone who

.

2. What was a Marine?

3. What was the significance of the Treaty of Alliance?

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4. How might privateers have been like pirates? How were they different?

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Standard 5.6

Unit 4 • Chapter 12 • Lesson 2

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Gentleman Johnny

READING PASSAGE Chapter 12 • Lesson 2

Read this passage. Then use it to answer the Reading Comprehension questions. The British press called him “Gentleman Johnny” Burgoyne because of the way he treated his troops. A member of Parliament, John Burgoyne enjoyed playing cards with elegant friends in the comfort of a warm drawing room. However, he saw a chance to make a name for himself as a commander in the British army. Why not? Certainly British forces could not lose to the small, weak colonial army. For a while, Burgoyne seemed to be right. His army forced Americans to retreat from Canada in 1776. He then marched south from Canada toward New York in 1777. Whenever he entered a town, he enjoyed loudly inviting the Americans to join the British cause. Uninterested in becoming traitors, however, local townsfolk often took up arms and disrupted British efforts to advance.

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There were other troubles. For example, a mile-long line of supply carts was needed to follow British forces as they made their way through the forests. Meanwhile, as major battles continued, the British found themselves challenged by the Americans. The Americans were like a million ants spoiling a picnic. American privateers made shipping British goods difficult and hazardous. Congress had created the Marines. And France had gained enough confidence in the new nation to agree to sign the Treaty of Alliance. After his defeat, Burgoyne returned to England filled with shame. He would be remembered as the man who lost at Saratoga.

Unit 4 • Chapter 12 • Lesson 2

Standard 5.6

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READING COMPREHENSION Chapter 12 • Lesson 2

Gentleman Johnny Read the passage “Gentleman Johnny.” Then use it to answer these questions. 1. What did General Burgoyne do when he entered an American town? A. announced he had food for everyone B. burned all of the houses and businesses C. took a tour on his white horse D. invited the townsfolk to join the British cause 2. Why did the use of a land route slow down British forces in the forests of New York?

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3. Why did the author of the passage compare the Americans to “a million ants spoiling a picnic?”

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Standards 5.6, R2.3, R2.4

Unit 4 • Chapter 12 • Lesson 2

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WRITING EXERCISE Chapter 12 • Lesson 2

The Losing Side You are a British soldier in 1777, just after your army has lost at Saratoga. Write a letter home to London. Describe what you saw, the conditions in which you fought, and your feelings about the war. Remember that you are far from home and probably miss your family and friends. Use the graphic organizer below to plan your letter. 8IBU

8IP

8IZ

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8IFSF

Now, use the information from the graphic organizer to write your letter. Make sure to describe events leading up to and during the battle and what you think about British chances of winning the war. Unit 4 • Chapter 12 • Lesson 2

Standards 5.6, W2.1

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LESSON SUMMARY

Peace and Independence

Chapter 12 • Lesson 3

The War Moves to the South In 1779, Spain joined France as an American ally. Defeated in the North and the West, British forces looked to the South for victory, where they had more support among colonists. Between 1778 and 1781, the British won battles in Georgia and South Carolina. British forces chased a small band of American raiders through the South Carolina swamps for months. The two sides met in battle in North Carolina in 1781. The British won the battle but took heavy losses.

The Battle of Yorktown British general Charles Cornwallis led 7,000 soldiers to Yorktown, Virginia, to await supplies from British headquarters. James Armistead, an American spy, passed British war plans to French and American leaders. He also provided the British with false information about American plans. Cornwallis soon found himself surrounded by 16,000 French and American troops. The British surrendered after three weeks of fighting. The defeat led to the British decision to sign the Peace of Paris. The Peace of Paris ended the war and set the United States’ western border at the Mississippi River. After eight years of fighting, the 13 colonies were free.

Following the war, about 40,000 British loyalists moved to Canada. Despite hopes that American independence would lead to their freedom, enslaved Africans remained the property of their masters. Southern plantation owners applied political pressure, so Congress allowed slavery to continue. Because the British had helped to protect Native American land west of the Appalachians from American settlement, many Native Americans had aided the British cause during the war. For this reason, many Americans saw Native Americans as traitors and felt no remorse when taking their land.

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Standard 5.6

Unit 4 • Chapter 12 • Lesson 3

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The Results of the War

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VOCABULARY REVIEW Chapter 12 • Lesson 3

Peace and Independence Answer the following questions. For help, see pages 414–418 in your textbook. 1. Which European nations became allies of the United States during the American Revolution?

2. Name three conditions agreed to by the British when they signed the Peace of Paris. A. B.

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C.

Unit 4 • Chapter 12 • Lesson 3

Standard 5.6

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READING PASSAGE Chapter 12 • Lesson 3

Let Us Have the Wisdom to Come Home Read this editorial. Then use it to answer the Reading Comprehension questions. Dear Editor: With the terrible defeat of our forces at Yorktown in the land of Virginia, a place few of us in London have ever seen, it is high time we recognize that while we may not be beaten, we are in a war we cannot win! Our standing in the world falls while our taxes continue to rise to fund this fight. And what of our young soldiers dying on soil that is, we ought to admit, part of a foreign shore? The French and Spanish have decided that we have no chance of victory. While we may all agree that their reasons for providing aid to our rebel colonists may not be simple love of liberty, we must also admit that these are powerful allies. There are those who argue that we must fight on behalf of the loyalists who wish to remain with Mother England. Though we thank these brave souls, we might advise them to travel north into Canada. Perhaps we have seen the United States as our rebellious child who must be disciplined. In fact, it is a nation that has grown apart from us. We have spent too much treasure and blood. Let us complete and sign the Peace of Paris.

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Sincerely, Sir Alfred Muggleston

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Unit 4 • Chapter 12 • Lesson 3

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READING COMPREHENSION

Let Us Have the Wisdom to Come Home

Chapter 12 • Lesson 3

Read the passage “Let Us Have the Wisdom to Come Home.” Then use it to answer these questions. 1. Which is not a reason given by Sir Alfred Muggleston that Britain should give up on the war? A. It is too expensive. B. Too many soldiers are dying in a lost cause. C. The United States is a land of freedom. D. France and Spain are powerful American allies. 2. What is Sir Alfred implying about the French and Spanish when he writes: “While we may all agree that their reasons for providing aid to our rebel colonists may not be simple love of liberty, we must also admit that these are powerful allies?” A. They believe all men should be free. B. They are allied with the United States to help weaken Great Britain. C. They see a chance to gain access to Canada. D. They will be easy to defeat in battle.

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3. Which best describes Sir Alfred? A. He is a British patriot and wants his country to rule the world. B. He is a realist and thinks the war is not worth the costs. C. He sees the French and Spanish as the real enemies. D. He sees Americans as ungrateful children in need of punishment. 4. In your own words, select and explain the most important point made in Sir Alfred’s letter.

Unit 4 • Chapter 12 • Lesson 3

Standards 5.6, R2.4, R2.5

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WRITING EXERCISE Chapter 12 • Lesson 3

A British Patriot’s Response Write an editorial in response to Sir Alfred’s letter. Argue against his suggestion that the British cannot win the war. Use the graphic organizer below to plan your argument. .Z
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Now use the information from the graphic organizer to write your letter to the editor. Make sure to address each of Sir Alfred’s most important points. 206

Standards 5.6, W2.4

Unit 4 • Chapter 12 • Lesson 3

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READING SKILL

Identify Cause and Effect

Unit 4

Read this passage. Then copy the chart and use it to organize the information into causes and effects. In his home country of Spain in the 1500s, Hernando de Soto heard stories of the beauty of Florida and the treasures to be found in the Americas. He sold his property to buy ships and equipment and hire crews, and he sailed to America. These men were among the first Europeans to explore Florida and the southeastern United States. Two things inspired De Soto’s exploration. He thought he would find a northern passage to China, which would make trade easier and faster. He also hoped to find enough gold to lure settlers to the area. De Soto spent more than three years exploring North America from Florida northward. He did not find treasures, but he did come upon the Mississippi River. De Soto’s men suffered many hardships during the exploration of America. They lost most of their equipment, and many of them died of disease. The men lost hope and only wanted to reach the coast, where a ship was to meet them. On June 25, 1542, after a harsh winter, De Soto died of a high fever. He had told Native Americans that white visitors were immortal, so his men had to hide his death. They wrapped him in a weighted blanket and sank him in the Mississippi River.

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Unit 4 • Identify Cause and Effect

Standards 5.2, R2.4

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LESSON SUMMARY Chapter 13 • Lesson 1

A Weak Plan of Government Articles of Confederation In 1777 the Articles of Confederation established the first government of the United States. It created a nation in which each state kept its independence. By 1786 the Articles of Confederation had helped make a peace treaty with England and form government departments. However, problems of trade and a fair system of money between the states began to appear. Unable to collect taxes, the national government needed money from the states to pay its debts.

A System for Expansion The Northwest Ordinance was a plan for settling and governing the Northwest Territory, north of the Ohio River and east of the Mississippi River. Congress appointed officials and set rules for when settlers could have their own governments in these lands. The land was divided and sold to large companies, who sold it to farmers. Native Americans lost their rights to the land. The Miami, the Shawnee, and the Delaware people formed a confederacy in self-defense. Led by Little Turtle, they attacked an American army in 1791. The United States was forced to make peace with the Indians. The Northwest Ordinance also established that the government could prohibit slavery in new territories. The Free African Society was formed.

During the 1780s, merchants in Boston demanded that farmers pay their debts in gold and silver, which the farmers did not have. The farmers’ call for help was turned down by the legislature, which was made up of wealthy merchants. Led by Daniel Shays, the farmers rebelled, and in 1787 they attacked a state arsenal. Merchants and plantation owners began to argue for a central government strong enough to protect private property.

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Standard 5.6

Unit 5 • Chapter 13 • Lesson 1

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Rebellion in Massachusetts

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A Weak Plan of Government

VOCABULARY REVIEW Chapter 13 • Lesson 1

Answer the following questions. For help, see pages 438–443 in your textbook. 1. Rebels closed down courthouses to prevent merchants and lawyers from taking people’s farms. They broke into jails and freed debtors. Thousands of farmers attacked a state arsenal and stole weapons, and 4,000 soldiers were sent out to fight the rebels. This happened in 1786 and 1787. What was its name?

2. Congress formed a plan for settling and governing the land north of the Ohio River and east of the Mississippi River. Many Native Americans were displaced in the process. What was this plan called?

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3. In 1777 Congress approved laws to establish the first government of the United States. By 1786 the nation had signed a peace treaty with Great Britain and formed national departments of war, foreign affairs, finance, and the post office. Name these laws.

4. The first government of the United States was one in which the people elect representatives to run the country. What is this type of government called?

Unit 5 • Chapter 13 • Lesson 1

Standard 5.6

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READING PASSAGE Chapter 13 • Lesson 1

Call for a Stronger Government Read the following essay. Then use it to answer the Reading Comprehension questions. The American government as defined by the Articles of Confederation had very few powers. It could not collect taxes from the states and had little control over the new nation’s stability. Many people wanted to settle on the land north of the Ohio River and east of the Mississippi River to grow crops for food and trade. Land developers were pressuring Congress to allow settlement. Eventually, Congress passed the Northwest Ordinance, which set up a system of government and settlement. It also outlined how the territories could become states, and provided for the advancement of education. It stated that slavery would not be allowed in the new territories. Many farmers, however, found it difficult to buy land in the Northwest Territory. Prices for land were high because much of it wound up in the hands of wealthy land development companies, who made huge profits off their sales to the small farmers. In addition, the United States government paid Revolutionary War veterans by giving them the right to take land for free in the Northwest Territory.

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Farmers in Massachusetts faced similar money problems with merchants in Boston. The merchants did not trust the unstable paper money system and demanded that farmers pay them in gold and silver. In 1786 the farmers’ frustration erupted into Shays’s Rebellion. In the summer of 1787, the Continental Congress held a meeting to redefine the powers of the federal government. They wanted to make sure that the republic had a central government capable of ensuring tranquility and economic stability in all the states.

Unit 5 • Chapter 13 • Lesson 1

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READING COMPREHENSION Chapter 13 • Lesson 1

Call for a Stronger Government Read the essay “Call for a Stronger Government.” Then use it to answer these questions. 1. The essay states that Congress was pressured into passing the Northwest Ordinance. What do you think that means?

2. What did the Northwest Ordinance do besides allow settlement?

3. How do you think the land developers benefited from the Northwest Ordinance?

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4. What led to Shays’s Rebellion?

5. The Continental Congress thought the new nation would not benefit from a strong central government. True False

Unit 5 • Chapter 13 • Lesson 1

Standards 5.7, R2.3

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WRITING EXERCISE Chapter 13 • Lesson 1

History Play You are a playwright living in Boston in 1785. A local theater group has asked you to write a play about life in Massachusetts. Will the setting for your play be a home or the village square? Will your main character be a farmer, a wealthy merchant, or an official? What is the conflict between your characters and how will it be resolved? Use the graphic organizer to plan your play. Introduce your characters in Act 1, develop your conflict in Act 2, and resolve the conflict in Act 3.

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Now use the information in your chart to write a one- to two-page play about life in 1780s Massachusetts. Give your play a title. Make sure your play deals with the problems people faced at the time. 212

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Unit 5 • Chapter 13 • Lesson 1

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LESSON SUMMARY Chapter 13 • Lesson 2

Planning a New Government The Convention In 1787 delegates from 12 states met in Philadelphia. This meeting came to be known as the Constitutional Convention. Most of the delegates expected to work on fixing the Articles of Confederation. James Madison believed they could not be fixed. He convinced the delegates to work on a new plan of government. The convention resulted in a new constitution to organize the national government.

Debating the Constitution A nation’s constitution is the basis from which other laws in the nation are made. James Madison is sometimes called the Father of the Constitution because of his important role at the convention. Madison presented his Virginia Plan, which proposed that the legislature be split into two houses, one with representatives elected by the people and the other with legislators chosen by the members of the other house. Under this plan, the national legislature would be able to veto state laws. The Virginia Plan also favored larger states because the government would be based on the population of each state. The smaller states offered the New Jersey Plan, which proposed a legislature of one house in which every state had a vote.

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The Great Compromise Roger Sherman of Connecticut suggested another plan. He proposed that the legislature be divided into two parts. In the House of Representatives, each state’s voting rights would be based on its population. In the Senate, each state would have two votes. Members of the House would serve two years and be chosen by the people. Members of the Senate would serve six years and be chosen by state legislatures. This “Great Compromise” was adopted. The delegates also created an Electoral College to choose the President. The way in which enslaved people were represented became an issue, but a compromise was reached to please the southern states. In September 1787, the Constitution was signed.

Unit 5 • Chapter 13 • Lesson 2

Standard 5.7

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VOCABULARY REVIEW Chapter 13 • Lesson 2

Planning a New Government Fill in the missing letters in these vocabulary words. The only letter provided is the letter e. For help, see pages 446–451 in your textbook. 1.

e Hint: This word means to refuse to approve a law.

2.

e e Hint: This part of the legislature gives each state two votes.

3. E e e Hint: This is the body that chooses the President. 4.

e

e e Hint: This is the body of people who make the laws.

5. e Hint: This was an important meeting in 1787. 6.

e e Hint: This was Roger Sherman’s proposal that the legislature be divided into the House and the Senate.

7.

e

8.

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e e e Hint: This is a person chosen to speak or act for other people.

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Unit 5 • Chapter 13 • Lesson 2

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e e e e Hint: This is the part of the legislature where each state is represented according to its population.

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James Madison, Quiet Scholar

READING PASSAGE Chapter 13 • Lesson 2

Read this passage. Then use it to answer the Reading Comprehension questions. James Madison is sometimes called the “Father of the Constitution.” He was one of the hardest-working delegates at the Constitutional Convention in 1787. Madison was from Virginia, where his family ran a plantation. As a young man, he often stayed indoors and read books. His quiet studies, however, couldn’t keep him away from the struggle for good governance in America. James Madison came to Philadelphia for the Constitutional Convention armed with his pen and papers. During the convention, Madison kept a journal. His journal is now the only record we have of the debates that took place here. Madison prepared for the meeting by writing down his ideas for a strong national government. At the convention, Madison presented these ideas as the Virginia Plan. This plan gave the national government the right to veto state laws. Not everyone liked Madison’s plan. The delegates from the smaller states thought the Virginia Plan was not fair.

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James Madison listened to everyone and worked hard to come up with a compromise. Madison wrote, “It happened that I was not absent a single day . . . so that I could not have lost a single speech.” Madison’s hard work paid off. The delegates approved Roger Sherman’s Great Compromise, that the legislature be divided into two parts, the House of Representatives and the Senate. The delegates also created an Electoral College to choose a President. Madison later became the fourth President of the United States.

Unit 5 • Chapter 13 • Lesson 2

Standard 5.7

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READING COMPREHENSION Chapter 13 • Lesson 2

James Madison, Quiet Scholar Read the passage “James Madison, Quiet Scholar.” Then use it to answer these questions. 1. Why is James Madison sometimes called the “Father of the Constitution”?

2. What is the importance of James Madison’s journal?

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3. Why do you think James Madison helped the delegates come up with a compromise, instead of insisting that everyone agree with his Virginia Plan?

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Unit 5 • Chapter 13 • Lesson 2

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WRITING EXERCISE

Roger Sherman’s Speech

Chapter 13 • Lesson 2

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You are Roger Sherman’s speechwriter at the Constitutional Convention. Write him a short speech to convince the other delegates that the Great Compromise is a good idea. You need to use a persuasive voice and provide many examples of how it would help the people. Use the chart to help plan your speech.

Use the information in your chart to write a short speech for Roger Sherman to read at the Constitutional Convention. Make sure it is at least two paragraphs long and has a strong opening and closing. Unit 5 • Chapter 13 • Lesson 2

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LESSON SUMMARY

United States Constitution

Chapter 13 • Lesson 3

Listing Goals The United States Constitution was written in 1787, over 200 years ago. The first sentence, the Preamble, states the goals of this very important document. It begins with the words “We the People of the United States.” These simple words have great meaning. They say that the United States government will get its power from the people. The Preamble states several goals of the Constitution. These goals include establishing justice, ensuring peace within the country, and providing for the general defense. The Constitution also divided the powers of government between the state and federal governments. This type of government is called a federal system.

The division of powers is the way the Constitution keeps the federal government from gaining too much power. In order to limit power, three branches were created. The legislative branch makes the laws. Congress, made up of the Senate and the House of Representatives, is the legislative branch of our government. The President of the United States makes up the executive branch of the government. This branch enforces the laws. Finally, the judicial branch interprets the laws. The Supreme Court was established to settle disagreements between states and to decide whether or not a law is constitutional. This process is called judicial review. After dividing the government into three branches, the delegates of the Constitutional Convention had to find a way to keep one branch from becoming more powerful than the other two. They did this by creating a system of checks and balances. This system allows one branch to stop the work of either of the other two branches. The system of checks and balances is one of the most important parts of the United States Constitution.

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Unit 5 • Chapter 13 • Lesson 3

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Separating the Branches of Government

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United States Constitution

VOCABULARY REVIEW Chapter 13 • Lesson 3

Use the clues to fill in the chart below. For help, see pages 454–457 in your textbook. 1. Place a X on the branch of government that makes the laws. 2. Place a O on the name of the first sentence of the Constitution. 3. Place a X on the branch of government that interprets the laws. 4. Place a X on the part of the judicial branch that decides whether or not laws are constitutional. 5. Place a O on the name for a government with division of powers. 6. Place a X on the branch of government that enforces the laws.

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7. Place a O on the name of the system that keeps one branch from getting more power than the other two.

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Unit 5 • Chapter 13 • Lesson 3

Standard 5.7

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READING PASSAGE Chapter 13 • Lesson 3

Creating a Constitution Read this article. Then use it to answer the Reading Comprehension questions. In 1787 a group of 55 men gathered in Philadelphia to form a new government. Since 1781, the states had been governed under the Articles of Confederation. Many Americans, however, felt that this government was too weak. They wanted a stronger government. For four months, the men debated and compromised. Finally, on September 17, 1787, the Constitution was signed. By June of the next year, it was approved by 9 of the 13 states. The new federal system of government began in 1789. Under this system, the states and federal government shared powers. The Constitution is made up of the Preamble and seven articles. Since it was written, 27 amendments, or changes, have been made to it. The Preamble states that the government will get its power from the people. The first three articles divide the power of the government into three branches. Article I calls for a legislative branch made up of a Senate and a House of Representatives. They are responsible for making laws. Article II sets up the executive branch. The President heads this branch of the government, which enforces the laws. The article also states that the President will be elected and serve a term of four years.

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Article III sets up the judicial branch. This branch’s job is to interpret laws and the Constitution. The article states that one Supreme Court and many lower courts will hold judicial power. The government draws its strength from a system of checks and balances. Today, more than 200 years later, the Constitution is still the foundation of our country.

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Unit 5 • Chapter 13 • Lesson 3

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READING COMPREHENSION Chapter 13 • Lesson 3

Creating a Constitution Read the article “Creating a Constitution.” Use it to draw a line connecting the branch of government with its purpose. Then answer the questions. 1. Legislative 2. Executive 3. Judicial

A. Interpret the laws and Constitution B. Make laws C. Enforce laws

4. On the line next to each statement, write “fact” or “opinion.” The Articles of Confederation were weak. In 1787, 55 men gathered in Philadelphia to create a new government. The federal system began in 1789.

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It is best for a government to get its power from the people. 5. The men who wrote the Constitution in 1787 wanted to create a strong government. Were they successful? How do you know?

Unit 5 • Chapter 13 • Lesson 3

Standards 5.7, R2.5

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WRITING EXERCISE Chapter 13 • Lesson 3

Vote “Yes” for the Constitution You are a delegate at the Constitutional Convention in 1787. Your job is to persuade your state to approve the new Constitution. Write a letter to the people you represent and explain why it is a good idea to approve the Constitution. Use the graphic organizer below to help you. Note some of the important ideas in the Constitution. Explain each idea and why it is a good one. You can always add more circles.

Now use the information in your graphic organizer to write your letter. Include at least three details from the Constitution and explain what they are and why they will be good for the nation. Be sure to include an opening and a conclusion. 222

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Unit 5 • Chapter 13 • Lesson 3

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LESSON SUMMARY Chapter 13 • Lesson 4

States Approve the Constitution Supporters and Opponents Before the Constitution could take effect, the states had to ratify it. Supporters of the Constitution, called Federalists, tried to convince the American people that the changes in government it described were good. Some famous Federalists were George Washington, James Madison, and Alexander Hamilton. Opponents to ratification of the Constitution were known as Antifederalists. Samuel Adams, George Mason, and Patrick Henry were famous Antifederalists. Some of the most effective arguments of the Federalists appeared in a series of newspaper essays now known as The Federalist Papers. The Antifederalists also made good points, such as asking for an included list of rights that the government could not take away.

Statement of Liberties Whether a bill of rights—a statement of the liberties people must have—should be part of the Constitution continued to be debated between the Federalists and the Antifederalists. The Constitution officially became the law of the United States in 1788 when the ninth state ratified it. It was not approved by the states of New York and Virginia, however. James Madison promised Antifederalists that he would work for a bill of rights if they approved the Constitution.

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Ideas Behind the Constitution Everyone in the country must obey the laws of the Constitution. Because American government is based on popular sovereignty, the people of the country hold the power to make the laws. The people have the right to vote their leaders out of office and can work to change the laws when they no longer express the wishes of the majority. The ten amendments of the Bill of Rights define the rights and liberties of the people. For example, the First Amendment guarantees freedom of speech, religion, the press, assembly, and petition, or the right to complain to the government. Along with these rights come certain duties and responsibilities.

Unit 5 • Chapter 13 • Lesson 4

Standard 5.7

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VOCABULARY REVIEW Chapter 13 • Lesson 4

States Approve the Constitution Complete the sentences. For help, see pages 458–463 of your textbook. 1. One of the liberties included in the is people’s right to assemble. 2. According to the

, everyone

in the United States must obey the laws in the Constitution. 3. In order to change the Constitution, Congress must pass an 4. An

. argued against the

Constitution without a bill of rights. 5. George Washington and James Madison were , or supporters of the Constitution. 6.

is the power of the people of the United

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States to make laws.

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Unit 5 • Chapter 13 • Lesson 4

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READING PASSAGE Chapter 13 • Lesson 4

Fathers of the Constitution Read this essay. Then use it to answer the Reading Comprehension questions. Many famous Americans were central to the building of the United States Constitution. One was James Madison. Madison, a Federalist, wanted to make sure the powers of the government were divided into three separate branches. Each of the three branches had equal power. These three branches became the national court system, the legislative system, and the elected president. It was important that the elected president have the authority to veto legislation of individual states. Also important was the idea of popular sovereignty. Madison wanted to make sure that each state had a representative in Congress. Once in office, these government officials had to abide by the rules of law. If they did not, the people were given the opportunity, through the new limited government, to vote their leaders out of office.

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Patrick Henry, on the other hand, was the leading opponent of ratifying the Constitution. Henry was an Antifederalist who believed that the Constitution granted the federal government too much power. He wanted to make sure that the rights of the states and individuals were not taken away by the federal government. In order to compromise and get the Constitution ratified, Madison came up with the idea to include a bill of rights. These rights would protect many of the freedoms of the citizens of the United States. Henry was a supporter of a bill of rights and he was able to persuade others that the federal government shared some of the power with the individual states. The power of the ten amendments that make up the nation’s Bill of Rights finally led to the ratification of the Constitution by all 13 states. Unit 5 • Chapter 13 • Lesson 4

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READING COMPREHENSION Chapter 13 • Lesson 4

Fathers of the Constitution Read the essay “Fathers of the Constitution.” Then use it to answer these questions. 1. What important item did Madison have to include in the Constitution to get it ratified?

2. Why did Madison want three separate branches of government? James Madison

3. The essay states that government officials had to follow the rules of law. What does this mean?

4. There were differences between Madison and Henry. What was one major difference in their views of the Constitution?

5. What finally led to the ratification of the U.S. Constitution by all 13 states?

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Unit 5 • Chapter 13 • Lesson 4

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Patrick Henry

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WRITING EXERCISE Chapter 13 • Lesson 4

Writing the Classroom Constitution There has been some disorder in your classroom. New rules have to be written to help the class get more organized, but some students are worried that they may lose some of their freedoms, like being allowed to read books when they are done with their work. Write a statement of two rights and two responsibilities that you believe are important for the students in your classroom. Use the chart below to plan your ideas for rights and responsibilities and to figure out the connections between them.

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Now use the information in your chart to define two rules and responsibilities. Include details about why they are important. Unit 5 • Chapter 13 • Lesson 4

Standards 5.7, W2.3

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LESSON SUMMARY Chapter 13 • Lesson 5

A New Republic The New Government George Washington was elected as the first President of the United States. Alexander Hamilton, who was the Secretary of the Treasury, worked out an economic plan for the country. Thomas Jefferson, who was the Secretary of State, was responsible for foreign affairs. Henry Knox, the Secretary of War, was in charge of the country’s defense. These three men were members of Washington’s Cabinet and gave him important advice. Washington also chose John Jay to be the Chief Justice of the Supreme Court. The President wanted a strong national government with a strong economy. He also believed that, as President, he had to set foreign policy. When France and England went to war in 1789, Washington did not take sides. He did not want the young country involved in a war. When Washington left office, he had strengthened the nation.

By 1790 the nation’s capital needed more space. The government decided to build a new capital on land along the Potomac River. This area was called the District of Columbia. Benjamin Banneker was selected by President Washington to plan the new city. Banneker was one of the first African Americans chosen to work for the federal government. Pierre L’Enfant, a French architect, designed the beautiful city. Workers began to build the White House in 1792. In 1797 Washington completed two four-year terms as President before retiring to his home at Mount Vernon, Virginia. The country also saw the formation of political parties. Alexander Hamilton and George Washington were part of the political party called the Federalists, who wanted a strong national government and close ties with Great Britain. Thomas Jefferson and James Madison formed a party called the Democratic-Republicans, who wanted the states to have more power.

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Unit 5 • Chapter 13 • Lesson 5

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A New Capital

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A New Republic

VOCABULARY REVIEW Chapter 13 • Lesson 5

Draw a line from each word to its definition. For help, see pages 466–469 in your textbook. 1. Secretary 2. Cabinet 3. Political party

A. Group of advisers to the President B. Group of people who share similar ideas about government

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C. Official who heads a department in the government

Unit 5 • Chapter 13 • Lesson 5

Standard 5.7

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READING PASSAGE Chapter 13 • Lesson 5

The New Federal Government Read this essay. Then use it to answer the Reading Comprehension questions. When Congress met in April 1789, its members set up Cabinet departments and began to work on the amendments to the Constitution. These amendments became the Bill of Rights. George Washington, the country’s first President, chose secretaries who would run the important Cabinet departments. Thomas Jefferson became Secretary of State. Alexander Hamilton became Secretary of the Treasury. Unfortunately, Congress could not settle one important issue. For years, debate raged over the location for the new capital of the United States. It was not so much a question of one political party arguing with another political party. The issue more often pitted the North against the South. Some New England states wanted the capital in the North on the Hudson River. A couple of states campaigned for the Delaware River. The southern states wanted the capital on the banks of the Potomac. While Congress struggled to come to a solution, the government operated out of two temporary capitals. The first capital was New York City. When George Washington took the oath of office, he stood on the balcony of the newly named Federal Hall in the city.

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In 1790 the members of Congress moved the capital south to Philadelphia, the largest city in the country. Months later, Congress ended its debate and passed the Residence Act. The capital of the nation would be on the Potomac River and close to the Mason-Dixon Line, which divided the country.

Unit 5 • Chapter 13 • Lesson 5

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READING COMPREHENSION Chapter 13 • Lesson 5

The New Federal Government Read the essay “The New Federal Government.” Then use it to answer these questions. 1. When Congress met in April 1789, the members A. selected members of the Cabinet. B. worked on the Bill of Rights. C. decided where to build the capital of the United States. 2. Alexander Hamilton was A. Secretary of State. B. Secretary of War. C. Secretary of the Treasury. 3. Members of Congress from New England states wanted the capital on the A. Delaware River. B. Hudson River. C. Potomac River. 4. The Residence Act decided A. the location of the home for the President. B. that George Washington should choose whether the capital should be in the North or the South. C. the location of the capital of the United States.

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5. Why did Congress decide to move the capital to the banks of the Potomac River?

Unit 5 • Chapter 13 • Lesson 5

Standards 5.7, R2.2, 2.3

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WRITING EXERCISE Chapter 13 • Lesson 5

Dream Capital If the capital of the United States had to be rebuilt, where would you put it? How would you design it? How would the country benefit if the capital were placed in this new location? Should it look more modern to reflect the future, or should it reflect our history? Write a description of your dream capital for the United States. Think about the characteristics of both the old and the new location. Which features of the current capital would you keep? Which ones would you change? How are the capitals similar? How are they different? Use the graphic organizer to help you. /FX
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Now use the information in your graphic organizer to write your one-page composition. Don’t forget a good opening and closing. 232

Standards 5.7, W2.3, W 2.4

Unit 5 • Chapter 13 • Lesson 5

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LESSON SUMMARY Chapter 14 • Lesson 1

Crossing the Appalachians The Crowded East In 1790, most Americans of European descent lived east of the Appalachian Mountains. By 1820, this had changed. Nearly 2 million Americans lived west of the Appalachians. In 1820, most of the nearly ten million people who lived in the United States were farmers. They usually had large families who helped do all the chores. When a farmer died, the land was divided among the children. But the children often ended up with so little land they couldn’t succeed as farmers. They began to head west, where there was lots of land, so that they could climb out of poverty.

Opening the West

© Macmillan/McGraw-Hill

The Northwest Ordinance allowed pioneers to move onto land that had been home to the Native Americans for centuries. Native Americans wanted the white settlers to leave their land, but the Native Americans were defeated by American soldiers. The Native Americans were forced to give up their land in exchange for money and the promise they would be treated fairly in the future. A pathfinder named Daniel Boone found a natural pathway through the Appalachian Mountains and into Kentucky, calling it the Cumberland Gap. Boone and his friends improved the trails that led west from the Carolinas. Their Wilderness Road became the main route to the west. The Northwest Ordinance prevented slavery in the territories north of the Ohio River. But slaves were taken to Kentucky and Tennessee, and free blacks who lived north of the Ohio River suffered from discrimination and unfair laws. Native American women and pioneer women often worked the land while the men went trapping and hunting. Women raised the children, took care of the cabin, and did all of the cooking and sewing. Abraham Lincoln came from a pioneer family. Life for pioneers, including children, was hard.

Unit 5 • Chapter 14 • Lesson 1

Standard 5.3

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VOCABULARY REVIEW

Crossing the Appalachians

Chapter 14 • Lesson 1

Use the words in the box to complete each sentence. For help, see pages 474–478 in your textbook. poverty

1.

pioneer

means that a person does not have enough money for food or supplies.

2. A person who first enters a new land or region is a . 3. A

family had to build their own cabin and

prepare their fields to grow crops. 4. The land was often divided between so many children that they .

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all ended up in

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Unit 5 • Chapter 14 • Lesson 1

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The Fight for Land

READING PASSAGE Chapter 14 • Lesson 1

Read this passage. Then use it to answer the Reading Comprehension questions. When the pioneers from the East Coast began settling in Ohio in the 1700s to escape poverty, many of them discovered that they faced a new risk. The settlers were establishing their new homes in a part of America that was inhabited by Native Americans, who had lived there for hundreds of years. They were not about to give up their land without a fight. Native American groups joined forces and began to attack the settlers. In 1792, President Washington selected “Mad” Anthony Wayne as commander of the forces of the United States Army in the Northwest Territory. This territory included Ohio. Wayne earned his nickname because of his unpredictable behavior on the battlefield. His military actions were often seen as foolish.

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But Wayne was far from foolish in his plan for protecting the new settlers. He immediately ordered the construction of many forts in the Northwest Territory. These forts would serve as warnings to the Native Americans and act as a much-needed line of defense. In the summer of 1794, Native Americans attacked soldiers carrying supplies between two of the new forts. Wayne quickly built Fort Defiance in the middle of important Native American lands. His soldiers also destroyed Native American villages. A large force of Native Americans decided to counterattack. They hid behind trees that had blown over in a tornado, and waited for Wayne’s troops to march into the area. At least 30 soldiers and 60 Native Americans died in this battle, which became known as the Battle of Fallen Timbers. It was a decisive one in American history: after their defeat, the Native Americans were left with no choice but to sign a treaty with the United States. They were forced to give up their land in most of the Northwest Territory. Western expansion would continue. Unit 5 • Chapter 14 • Lesson 1

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READING COMPREHENSION Chapter 14 • Lesson 1

The Fight for Land Read the passage “The Fight for Land.” Then use it to answer these questions. 1. What was the new risk faced by pioneers who moved west of the Appalachian Mountains?

2. Who were the earliest Americans?

3. In your own words, explain why Anthony Wayne was called “Mad” Anthony Wayne.

4. Why is the battle between the Native Americans and Anthony Wayne’s troops called the Battle of Fallen Timbers?

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5. List two things that happened after the Battle of Fallen Timbers ended.

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Unit 5 • Chapter 14 • Lesson 1

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WRITING EXERCISE Chapter 14 • Lesson 1

The Pioneer Life Life for the pioneers who moved to the land west of the Appalachian Mountains was full of challenges, but it also offered rewards. Think about settling there in the early 1800s, when the land was rough and pioneers had to provide for all their needs. What do you think would be the three toughest challenges for a pioneer? Why do you think some people chose to become pioneers? Plan an article for an eastern newspaper in the 1800s that discusses the pros and cons of life as a pioneer. Use the graphic organizer to plan your article. $POT

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Now, based on your writing plan above, write a one-page article. End with a recommendation for or against heading out west. Unit 5 • Chapter 14 • Lesson 1

Standards 5.3, W2.4

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LESSON SUMMARY Chapter 14 • Lesson 2

The Louisiana Purchase The Revolution of 1800 Thomas Jefferson became President in 1800. His party, the Democratic-Republicans, defeated John Adams and the Federalists. Many Federalist judges were replaced by Democratic-Republicans. In 1804, the House of Representatives, which was controlled by the Democratic-Republicans, decided to impeach a Supreme Court justice for his political views. However, the Senate voted against the impeachment. They decided a judge could only be removed for criminal behavior. The Senate decision reinforced the separation of powers that was put in place by an important Supreme Court case in 1803. The case was called Marbury versus Madison.

President Jefferson wanted to expand the United States to provide more land for farming and to protect New Orleans and the Mississippi River. In 1803, France needed money to pay for its war with Great Britain and offered to sell the Louisiana Territory to the United States for $15 million. The Senate approved the deal, which was called the Louisiana Purchase. The purchase doubled the size of the United States. President Jefferson sent expeditions to explore the new territory. In St. Louis in 1804, Meriwether Lewis and William Clark began an exploration of the Mississippi River. They traveled with a Native American guide named Sacagawea and journeyed 8,000 miles across the Rocky Mountains to the Pacific Ocean. Two years passed before they returned to St. Louis. An expedition by Zebulon Pike also established the American presence in the Louisiana Territory. Meanwhile, President Jefferson tackled problems with foreign countries. The British and French were at war. The president wanted the United States to remain neutral, but both sides often stopped American ships at sea. The British used a policy called impressment to capture Americans and force them to fight for England. When Congress realized that America would be dragged into the war, it passed the Embargo Act to close the American ports. This act hurt the American economy.

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The Louisiana Purchase

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The Louisiana Purchase

VOCABULARY REVIEW Chapter 14 • Lesson 2

Write a description for each of the pictures. For help, see pages 482–486 in your textbook. 1. Write a caption for this picture that includes the word impressment.

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2. Write a caption for this picture that includes the word impeach.

Unit 5 • Chapter 14 • Lesson 2

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READING PASSAGE Chapter 14 • Lesson 2

Thomas Jefferson Read this passage. Then use it to answer the Reading Comprehension questions. Thomas Jefferson is known as the author of the Declaration of Independence. He is also remembered as the president who paved the way for the Louisiana Purchase. Jefferson believed that the individual states and the American people should be more powerful than the national government. He tried to cut back the number of Federalist judges, who believed in a strong national government. Jefferson tried, but failed, to impeach a federalist judge in the Supreme Court. Jefferson also tried to protect the country from powerful forces such as Great Britain. The British navy was powerful. It ruled the seas. The British Royal Navy had grown to about 150,000 sailors during its war with France. The U.S. Navy had few ships and few sailors. Because of the war against France, many British sailors deserted, and the British were always prowling the seas for new sailors whom they would snatch from foreign ships. American sailors were often the victims of this practice of impressment. Jefferson protested to the British government, but the British continued to impress captured soldiers into their navy and forced them to fight the French. Many battles occurred in the Caribbean, which is not far from the United States, and British ships frequently sailed close to the American coastline.

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Trouble erupted in 1807, when an American ship named the Chesapeake set sail from Chesapeake Bay. The British attacked the ship and captured four sailors. Americans were outraged. Jefferson wanted America to stay out of the war, but Americans were uniting against Britain. He tried to solve the problem with the Embargo Act, but the country finally stood up to Britain in the War of 1812. Unit 5 • Chapter 14 • Lesson 2

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READING COMPREHENSION Chapter 14 • Lesson 2

Thomas Jefferson Read the passage “Thomas Jefferson.” Then use it to answer these questions. 1. Thomas Jefferson is remembered as the author of A. the Constitution. B. the Bill of Rights. C. the national anthem. D. the Declaration of Independence. 2. Thomas Jefferson believed that A. the states should be more powerful than the federal government. B. the federal government should be more powerful than the people. C. the people and the federal government should have an equal amount of power. D. the governments of foreign countries should have power over the United States.

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3. The British were at war with A. Spain. B. France. C. the United States. D. France and the United States. 4. When sailors were impressed by the British, they were A. put in jail. B. sent back to the United States. C. forced to attack the United States. D. forced to fight for Britain in the war against France. 5. Immediately after the British attack on the Chesapeake, Jefferson A. passed the Embargo Act. B. declared war on the British. C. told Americans to be patient. D. bought the Louisiana Territory.

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WRITING EXERCISE

Opportunity of a Lifetime

Chapter 14 • Lesson 2

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Lewis and Clark chose special individuals to join their expedition into the Louisiana Territory. Think about their two-year trip. Think about where these explorers traveled and what they encountered. Think about their hardships and their skills. What important qualities do you think Lewis and Clark looked for in each explorer? Plan a notice that might have been posted in stores or newspapers describing the expedition and the qualities of the ideal explorers. Use the graphic organizer below to plan your notice.

Now, based on your writing plan above, write and illustrate your one-page notice. Offer a good reason why the right individuals will have the trip of their lifetime. 242

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LESSON SUMMARY Chapter 14 • Lesson 3

The War of 1812 War with Great Britain The War of 1812 between the United States and Great Britain began in 1812. The Americans invaded Canada, but they were defeated by the British. The British attacked Washington, D.C. The Americans thought this would be an easy war, but they were wrong.

War Fever

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France and Great Britain were often fighting between 1793 and 1815. The United States tried to remain neutral, but in 1810, War Hawks in Congress wanted to take Florida from Spain and Canada from Great Britain. Many War Hawks were from areas west of the Appalachian Mountains, where many Native Americans lived. The Shawnee chief Tecumseh wanted Native Americans to unite to fight the American settlers. He had the support of the British and the Spanish. In 1812, the U.S. Congress declared war on Great Britain. The American navy won the Battle of Lake Erie, which forced the British to withdraw into Canada. The Americans had burned Canada’s capital city, so the British invaded Washington, D.C., and burned the capitol, the White House, and other buildings. When the British failed to capture Fort McHenry in Baltimore, Francis Scott Key saw the American flag waving over the fort after the battle. He wrote “The Star-Spangled Banner.” The Americans and British signed a peace treaty in 1814. Neither side won. The War Hawks became the country’s only political party. The Native Americans had to give up their land. After the war, America entered the Era of Good Feelings. After Andrew Jackson invaded Florida, the Spanish signed the Adams-Onis Treaty and agreed to sell Florida to the United States. In 1823, the Monroe Doctrine, which was issued by President Monroe, prohibited European countries from creating new colonies in North America. The United States pledged to leave existing colonies alone and to stay out of European affairs.

Unit 5 • Chapter 14 • Lesson 3

Standard 5.3

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VOCABULARY REVIEW Chapter 14 • Lesson 3

The War of 1812 Draw a line from each word to its correct definition. For help, see pages 490–495 in your textbook. 1. Neutral

A. Period of national unity in America

2. War Hawks

B. Agreement between Spain and the United States

3. Era of Good Feelings 4. Adams-Onis Treaty 5. Monroe Doctrine

C. Supporting neither side in a dispute D. Policy against European colonization established in 1823

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E. Politicians who wanted to go to war

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READING PASSAGE Chapter 14 • Lesson 3

Ready to Lead Read this passage. Then use it to answer the Reading Comprehension questions. James Monroe was a lawyer, a senator, and a governor. He was an excellent negotiator who helped to arrange the Louisiana Purchase. When he became the fifth President of the United States, he was qualified for the office and prepared for the job. Monroe put together a strong cabinet of talented men from the North and South. John Calhoun, a southerner, became his secretary of war. John Quincy Adams, a northerner, became his secretary of state. Monroe’s choices showed Americans that he wanted to unite the country. He also made a goodwill tour around the country that launched a period in American history called the Era of Good Feelings.

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The popular president was not one of the outspoken War Hawks, who wanted the United States to use force against European countries that had territories in North America. But Monroe was not completely neutral, either. Monroe encouraged his secretary of state, John Quincy Adams, to use the power of negotiation to solve the country’s border problems. John Quincy Adams convinced Louis de Onis, a representative from Spain, to sign a treaty. As a result of the Adams-Onis Treaty, Spain sold the United States its claim to Florida, all parts of the Louisiana Territory, and Oregon. The president wanted freedom and independence to take root in all the Americas. Monroe told members of Congress that he wanted to see the end of European colonization throughout the Western Hemisphere. Long after Monroe’s death in 1831, this call for a hands-off policy became known as the Monroe Doctrine.

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READING COMPREHENSION Chapter 14 • Lesson 3

Ready to Lead Read the passage “Ready to Lead.” Then use it to answer these questions. 1. James Monroe was a good negotiator who helped arrange the . 2. By choosing secretaries from

,

Monroe showed that he wanted to unite the country. 3. Monroe also went on a which began the

, .

4. Explain in your own words why Monroe wasn’t a War Hawk.

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5. Why do you think the treaty with Spain is called the Adams-Onis Treaty?

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WRITING EXERCISE Chapter 14 • Lesson 3

Win, Lose, or Draw?

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The Americans and British have signed a treaty ending the War of 1812. You are a newspaper writer whose assignment is to write an editorial about whether your people won (or lost) the war. Choose whether you are writing an editorial for a British, American Indian, or American newspaper. What were your goals? What were the results of the war? Were your people better off after the war? Use the graphic organizer below to plan your editorial. Write your opinion in the large box and three facts or events that support your opinion in the small boxes.

Now, based on your writing plan above, write your one-page editorial. Unit 5 • Chapter 14 • Lesson 3

Standards 5.3, W2.4

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READING SKILL

Compare and Contrast

Unit 5

Read this passage. Then copy the Venn diagram and use it to compare and contrast the information given. In 1787 delegates met to construct a new constitution for the United States. Two distinct groups formed around this issue—the Federalists and the Anti-Federalists. Both groups agreed that the Articles of Confederation were not good enough anymore. They agreed that the national government needed to be stronger than was provided for under the articles. This is where their agreement ended. The Federalists, including George Washington, James Madison, and Alexander Hamilton, wanted a strong national government with less local power. They believed that the national government’s job was to foster trade and commerce. They wanted to form a national bank and have the national government pay the debts that the states had run up during the Revolutionary War. The Federalists believed there should be a large peacetime army. The Anti-Federalists included Thomas Jefferson, Patrick Henry, and Samuel Adams. This group felt that the government’s role was to protect the country from foreign invasion. They believed in a strict interpretation of the Constitution and did not want it ratified without the Bill of Rights, amendments that would ensure specific rights of people. Anti-Federalists wanted states to maintain power, so that the national government would not become all-powerful. They believed the country needed only a small army and navy for defense.

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It was the cooperation of these men, despite their differences, that created the United States Constitution.

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The Industrial Revolution

LESSON SUMMARY Chapter 15 • Lesson 1

Industry Booms The Industrial Revolution changed how goods were made. In the early 1800s, people began working with machines in factories to produce things for others to buy. Before this, families lived on farms and made the things they needed by hand. One example of a machine that changed people’s lives was the cotton gin. It could clean 50 times more seeds out of cotton in a minute than a whole team of people could in a day. The cotton gin was invented by Eli Whitney. He got a patent for his invention but made little money because people copied his invention.

Textile Mills Factories that turned cotton into cloth appeared along rivers in the eastern United States in the 1800s. Mills used water to power spinning machines. Francis Cabot Lowell was one person responsible for bringing the technology to America.

Life Changes for Farmers The Industrial Revolution grew quickly in the northern United States. In the South, growing cotton became extremely profitable. People started leaving their farms to work in factories because factory work paid more. In factories, people worked long hours in dangerous conditions. On farms, time saving inventions such as the reaper and the steel-blade mechanical plow meant that fewer workers were needed to harvest the crops.

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Interchangeable Parts Prior to the Industrial Revolution, most products were made part-by-part by hand and each piece was one-of-a-kind. When Eli Whitney was hired by the government to make 10,000 muskets in 1803, he came up with the idea of interchangeable parts. Manufacturing became easier, paving the way for new advances in production.

Unit 6 • Chapter 15 • Lesson 1

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VOCABULARY REVIEW

The Industrial Revolution

Chapter 15 • Lesson 1

Complete the crossword puzzle. For help, see pages 512–518 in your textbook. 







ACROSS 2. A shift in the way goods were produced, during which many new inventions and factories emerged



© Macmillan/McGraw-Hill

4. A machine used to clean seeds from cotton 5. A machine that cuts grain

DOWN 1. Pieces made to fit any specific tool or machine 3. A government permit that gives someone the right to be the only one to make, use, or sell a new invention for a certain number of years 250

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Inventions of the Industrial Revolution on Sale Now!

READING PASSAGE Chapter 15 • Lesson 1

Read this advertisement. Then use it to answer the Reading Comprehension questions. Visit Fast-Buck Franklin’s Today! This is the biggest sale of the Industrial Revolution! Not since textile factories opened in Great Britain in the late 1700s have we seen prices this low. Turn your struggling plantation or farm into a money machine today by purchasing one of the following items: • The Cotton Gin: This ingenious, patented machine, invented by Mr. Eli Whitney in 1793, removes seeds from cotton at an astonishing rate. It can clean 50 times more cotton in a few minutes than a whole team of workers can clean in a day. • The McCormick Reaper: Tired of cutting grain by hand? Take a look at the fine selection of reapers we have in stock. This wonderful machine harvests your crops quickly and efficiently, at four times the rate of handworkers.

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• John Deere’s Blade of Steel: We all love the mechanical plow, but that pesky prairie sod is hard to bust . . . until now! Your stubborn fields are no match for these steel blades. If you’re a smart factory owner, take a gander at Mr. Whitney’s patented interchangeable parts display. Revolutionize your manufacturing process and increase output tenfold. We also have some of James Watt’s steam engines at low prices . . . perfect if you’ve been thinking about expanding your textile operation and want to move away from the river. The world is changing and the days of making just enough food and products for your family are gone. Move to the city and find a better, more profitable life with the help of machines and new inventions. It’s the wave of the future . . . on sale today! Unit 6 • Chapter 15 • Lesson 1

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READING COMPREHENSION

Inventions of the Industrial Revolution on Sale Now!

Chapter 15 • Lesson 1

Read the advertisement “Inventions of the Industrial Revolution on Sale Now!” Then use it to answer these questions. 1. What is this advertisement trying to persuade readers to do?

2. Give three examples of facts in the passage. A. B. C. 3. Give one example of an opinion in the passage.

5. Write a short paragraph about how life changed for farmers as a result of the Industrial Revolution.

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4. What do all the inventions listed have in common?

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WRITING EXERCISE Chapter 15 • Lesson 1

Story of a Mill

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You are a young mill worker in New England in the 1800s. Though you don’t have a lot of free time, your favorite thing to do when you are with your friends is to tell stories about your life in the mill. Write a story your friends will enjoy about a typical day in the mill. Think about the things a mill worker would see and do. Use descriptive sentences and develop a narrative with a clear sequence of events. Use the chart below to plan your story.

Now use the chart to write your one- to two-page story. Unit 6 • Chapter 15 • Lesson 1

Standards 5.8, W2.1

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LESSON SUMMARY Chapter 15 • Lesson 2

New Methods of Transportation River Travel Until the 1800s, rivers provided the easiest way to travel. Because most of the rivers did not connect with one another, people built canals. One of the most notable was the Erie Canal, connecting the Great Lakes with the Hudson River in New York State. Governor DeWitt Clinton headed the project and received funding from investors. In 1825, after seven years of work, the canal opened. It was more than 350 miles long and used locks to raise and lower boats. The Erie Canal was a huge success and made New York City a premier port city.

New Ways to Travel

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Overland travel was difficult in the early 1800s. People traveled in stagecoaches along muddy trails. In 1811 the federal government started work on the National Road from Maryland to Illinois. This stone paved road linked the East with the western frontier. The invention of the steam engine also improved transportation. This innovation could be used to send a steamboat upstream or to power a train. In 1830 Peter Cooper built the first American steam-enginepowered train. By 1870, the locomotive had become the main form of transportation in the United States.

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VOCABULARY REVIEW Chapter 15 • Lesson 2

New Methods of Transportation Match each vocabulary term with its definition. For help, see pages 520–523 in your textbook. 1. Stagecoach 2. Lock 3. Steamboat

A. A person who puts money into a project early in order to make a profit later B. A machine that uses compressed steam to power its motor C. A large, horse-drawn carriage

4. Investor 5. Steam engine

D. An elevator that uses water to lift or lower boats to the next level on a canal

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E. A boat powered by a steam engine

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READING PASSAGE Chapter 15 • Lesson 2

Ellie’s Train Trip Read this passage. Then use it to answer the Reading Comprehension questions. “This is a big day, Ellie,” said Mrs. Jackson. “Your first ride in a locomotive! Are you all packed?” “Yes, mother. I’ve been all packed for two weeks.” Ellie grinned. Ellie was excited. She would ride a train! “I’m a little nervous about it,” Mrs. Jackson admitted. It wasn’t her first time on a train, but she still had a difficult time trusting the fast-moving machines. “Don’t be silly, dear,” piped up Mr. Jackson. Mr. Jackson loved the innovations appearing all around them. He had taken Ellie to see the locks of the Erie Canal on her ninth birthday and was even an investor in a new railroad line. “Just look at all the wonderful things the steam engine has done for America! Why, if it weren’t for the train, we’d be stuck in a stagecoach for two straight days.” He shuddered at the thought. “Well, that may be so, but I’ll just be happy when we get there.” Mrs. Jackson nervously checked the bags. “Aww, the journey’s the fun part. Remember when we took the steamboat last year? Wonderful.” “I remember.” She looked a little green at the thought. “Oh, Father, when can I ride in a steamboat?” Ellie asked eagerly. She admired inventors such as James Watt and Samuel Morse. Morse had an exciting new communication device called the telegraph. Ellie could not wait to try it out. “Soon Ellie, but we must be on our way now.” Mr. Jackson began lifting the luggage.

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READING COMPREHENSION Chapter 15 • Lesson 2

Ellie’s Train Trip Read the passage “Ellie’s Train Trip.” Then use it to answer these questions. 1. What are Ellie and her parents about to do during this story?

2. The invention of the helped to power boats and trains. 3. How are Ellie and her father similar?

4. This story mentions several innovations. List three of them and explain how they changed people’s lives. A. B. C.

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5. Write a short paragraph about the different opinions Ellie and her mother have about new inventions.

Unit 6 • Chapter 15 • Lesson 2

Standards 5.8, R2.3, R2.4

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WRITING EXERCISE Chapter 15 • Lesson 2

Technology Reporter

© Macmillan/McGraw-Hill

You are a magazine writer during the 1800s. Your assignment is to write an article about three new inventions that appeared in America during the past 100 years. Explain to your readers how their lives will benefit from these particular innovations. At least one of the inventions you describe should be concerned with transportation. Use the chart below to plan your article.

Now use the chart to write your one-page article. 258

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LESSON SUMMARY Chapter 15 • Lesson 3

Andrew Jackson Becomes President Moving West By 1824, almost one-third of all Americans lived on the frontier. Andrew Jackson was a hero to many on the frontier. His tough demeanor earned him the nickname “Old Hickory.”

Jackson As President Andrew Jackson became the president in 1829. As president, he increased the power of the presidency and caused a split in the Democratic-Republican Party. He removed all federal money from the Bank of the United States, causing a great economic downturn. Jackson also dealt with a crisis when South Carolina refused to pay a new federal tax and threatened to leave the Union. He sent troops and worked out a compromise with the state.

Changes for Native Americans Some Native American communities flourished in the early 1800s. A Cherokee silversmith named Sequoyah created the first written Native American alphabet. Unfortunately, President Jackson was not a friend to Native Americans. He helped pass the Indian Removal Act, a law that gave the government power to force Native Americans to move to “Indian Territory.”

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A Sad Journey Cherokee people were forced to walk over 800 miles from Georgia to Indian Territory, in what is now Oklahoma. Along the way, thousands died. The journey is called the Trail of Tears. The United States government also tried to remove Seminole from their land in Florida, but the Seminole, led by Osceola, fought the government. The Seminole Wars resulted in the deaths or removal of most of Florida’s Seminole people.

Unit 6 • Chapter 15 • Lesson 3

Standards 5.8, 5.3

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VOCABULARY REVIEW Chapter 15 • Lesson 3

Andrew Jackson Becomes President Complete each sentence. For help, see pages 526–533 in your textbook. 1. About 4,000 Cherokee died during the

,a

forced march from Georgia to Oklahoma. 2. Congress passed the

in 1830, which

allowed the president to remove Native Americans from their homelands. 3. The president wanted to remove Native Americans from their land in Georgia and Florida to

in what is

now the state of Oklahoma. 4. President Jackson removed federal funds from the in 1836 because he believed the institution was unconstitutional. 5. The United States was referred to as the

in

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the 1800s because it was a group of states that had joined together.

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READING PASSAGE Chapter 15 • Lesson 3

An Imperial President Read this passage. Then use it to answer the Reading Comprehension questions. Each President of the United States brings to the office a different character. Some even manage to redefine the role of the executive branch. Andrew Jackson was such a leader. He was portrayed in political cartoons as “King Andrew” because he increased the power associated with the office. Jackson appointed friends and supporters to government posts, a practice that continues today. Andrew Jackson was 62 years old when he became president. One of his goals was to dissolve the Bank of the United States. He objected to a national bank that was so powerful in the country’s affairs yet disconnected from the control of regular people. Jackson removed federal funds from the bank in 1836.

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Jackson believed in the preservation of the Union. His resolve was tested during the Nullification Crisis of 1832. South Carolina refused to pay a new tariff tax passed by Congress and threatened to leave the Union. Jackson quickly sent troops and worked out a compromise, but the issue of whether states had a right to leave the Union would not ultimately be settled until the conclusion of the Civil War. President Jackson believed Native Americans threatened the growth of the United States. He supported the Indian Removal Act, which gave him power to move Native Americans from their land to Indian Territory. Though Cherokee challenged the government in the Supreme Court and won, Jackson refused to recognize the court’s ruling, an example of his king-like behavior. Thousands of Cherokee were forced to march 800 miles on what is now called the Trail of Tears.

Unit 6 • Chapter 15 • Lesson 3

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READING COMPREHENSION Chapter 15 • Lesson 3

An Imperial President Read the passage “An Imperial President.” Then use it to answer these questions. 1. What is the main idea of this passage?

2. Circle the correct answer below. According to this article, President Jackson was often compared to a Judge

Teacher

King

Father

3. Why was President Jackson opposed to the Bank of the United States?

4. Based on your reading of this article, list two beliefs of President Jackson. A. B.

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5. Describe the chain of events that led to the Trail of Tears.

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WRITING EXERCISE Chapter 15 • Lesson 3

On the Trail

© Macmillan/McGraw-Hill

You are a representative for the Cherokee nation. The Cherokee have just been forcibly removed from their homeland in Georgia and are walking west. Write a one-page editorial describing the Trail of Tears. Using details you have learned about the event, describe the experience vividly so your readers will understand what has happened. Use the chart to plan your editorial.

Now use the chart to write your one-page editorial about the Trail of Tears. Unit 6 • Chapter 15 • Lesson 3

Standards 5.3, W2.4

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LESSON SUMMARY Chapter 15 • Lesson 4

Immigrants and Ideas A Changing Population The population in the United States began to change in the mid1800s. A large number of immigrants arrived from Europe and Asia to find work. Chinese people came in the 1840s and later worked on the railroads. Irish immigrants came between 1846 and 1861 to escape a terrible potato shortage in which millions starved. In addition to immigrants, free blacks started making up a bigger percentage of the population at this time. Life was difficult for these men and women, who faced discrimination even in northern cities.

Growing Cities

© Macmillan/McGraw-Hill

Before 1820, cities in the United States were small. Most people lived on farms. This started to change in the mid-1800s. Port cities in particular, such as New York City, grew due to increased trade and the arrival of thousands of immigrants who often remained in the city where they entered the country. This time period also brought changes in shipping and religion. Trade with China brought a demand for new, faster boats called clipper ships, and whaling provided resources such as oil and meat. The Second Great Awakening occurred, in which preachers taught the virtue of hard work and discipline.

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Immigrants and Ideas

VOCABULARY REVIEW Chapter 15 • Lesson 4

Complete the sentences below. For help, see pages 536–539 in your textbook. 1. The religious revival during the mid-1800s, called the , appealed to pioneers because it reinforced the benefits of their hard work. 2. Sailors were awed when they learned that the American could sail from Boston to San Francisco

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in less than three months.

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Town Meeting Tonight!

READING PASSAGE Chapter 15 • Lesson 4

Read this advertisement. Then use it to answer the Reading Comprehension questions.

Town Meeting Tonight!

Town Meeting Tonight!

Our town is having a meeting. Inspired by the speakers of the Second Great Awakening meetings, we decided to hold a meeting of our own. Come listen to our wonderful speakers. Let them entertain you at this once-in-a-lifetime event! In this time of great change, it can be bewildering to look around and see all the modern wonders. Clipper ships now speed through our seas, and port cities are growing at an astounding rate. New immigrants pour onto our shores and need our help and understanding. Let our speakers help you make sense of it all. Make friends with your neighbors, whether they are from China, Ireland, or the next town over. Help us make this country a better place to live by participating in the movement for the following reforms: • women’s rights • ending slavery • educational improvements Join us tonight for an exciting experience! You’ll find out how hard work, saving money, and discipline pay off in the end. Our town is

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growing. You can help make changes that benefit everyone.

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READING COMPREHENSION Chapter 15 • Lesson 4

Town Meeting Tonight! Read the passage “Town Meeting Tonight!” Then use it to answer these questions. 1. This advertisement is trying to persuade readers to . 2. The town meeting organizers were inspired by speakers from . 3. What are the three reforms that are mentioned in the advertisment?

4. Which sentence in the advertisement is an opinion?

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5. Why is the town holding a meeting?

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Standards 5.8, R2.5

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WRITING EXERCISE Chapter 15 • Lesson 4

The Wonders of New York City

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A young European immigrant who arrived in New York City in the 1800s would probably have been very impressed by all he or she saw. Write a journal entry that such an immigrant might have written to record his or her impressions. Think about the differences between a large, American city and the countries immigrants came from. Include several descriptions of the people, buildings, and new boats. Use the chart to plan your journal entry.

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LESSON SUMMARY Chapter 16 • Lesson 1

Trails to Oregon and Utah Men of the Mountains Europeans first came to the West as fur traders. Their companies set up forts where Native Americans brought furs for trade. Independent trappers, called mountain men, began to appear in the 1820s. Men like former enslaved African Jim Beckwourth learned from Native American teachers and found paths through the mountains. Trappers found it hard to make a living when beaver hats went out of style in the 1830s. It was even harder for them when wagon trains appeared on the Oregon Trail. In 1843 John Frémont reported that the area could support a large population.

Oregon Fever The Oregon Territory covered a large area of the Pacific Northwest. Between 1841 and 1845, the number of American settlers rose from 400 to 6,000. The United States and Britain both occupied Oregon. The idea of manifest destiny drove some Americans to claim new lands. A treaty with Britain settled the U.S.–Canadian border at the 49th parallel. Many people moved to Oregon on the Oregon Trail. They traveled in wagons known as Prairie Schooners. The 2,000-mile journey could take six months and include hundreds of wagons.

© Macmillan/McGraw-Hill

Mormons Settle Utah The Mormons were attracted by Utah’s isolation. Because of their religious beliefs, they had been forced out of many places. When Brigham Young first led his followers there in 1847, he decided Utah was the right place for them. The Mormons irrigated and farmed the dry land, and Salt Lake City grew. Non-Mormons also settled Utah. Native Americans fought with settlers who took their land west of the Mississippi and shot many buffalo on the plains. Ranches and cattle herds starved Native Americans out of their world.

Unit 6 • Chapter 16 • Lesson 1

Standard 5.8

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VOCABULARY REVIEW

Trails to Oregon and Utah

Chapter 16 • Lesson 1

Write words or phrases from the box next to the three numbered phrases below. Use each word at least once. For help, see pages 548–553 in your textbook. borders

fur traders

Prairie Schooner

carried all needed supplies

Jim Beckwourth

right to expand

oxen

trappers

claim new lands

1. mountain men

2. wagon train

© Macmillan/McGraw-Hill

3. manifest destiny

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Unit 6 • Chapter 16 • Lesson 1

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Jim Beckwourth, Mountain Man

READING PASSAGE Chapter 16 • Lesson 1

Read this passage. Then use it to answer the Reading Comprehension questions. Jim Beckwourth was born in 1798 in Fredericksburg, Virginia. His father was an English aristocrat, and his mother was an enslaved African woman. Although Jim was born into slavery, his father bought his freedom. Sir Jennings took his family to St. Louis, Missouri. Because of the color of his skin, people thought Beckwourth must be a runaway enslaved African. In 1824 he signed up with a fur trader, William Henry Ashley. At the time furs were usually bought from Native Americans. Ashley’s plan was to hire men who would go into the Rocky Mountains and trap the animals themselves. Beckwourth learned alongside other legendary mountain men. He became an expert with a gun and a bowie knife. He also learned to handle an ax from Native Americans whom he befriended. Sometime in the late 1820s, he went to live with the Crow people. He became a member of the group and married a Crow woman.

© Macmillan/McGraw-Hill

Then beaver fur went out of fashion. Wagon trains heading west began to appear on the Oregon Trail, inspired by the idea of manifest destiny. In 1836 Beckwourth left Ashley’s company and the Crow. In 1851 Beckwourth discovered a pass through the mountains to California, near what is now Reno, Nevada. This became the Beckwourth Pass. He built a road and established a trading post, which became Beckwourth, California. Jim Beckwourth was a famous teller of tall tales, and the facts of his life are sometimes hard to separate from the stories and legends that surround him. His autobiography is packed with them.

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READING COMPREHENSION Chapter 16 • Lesson 1

Jim Beckwourth, Mountain Man Read the passage “Jim Beckwourth, Mountain Man.” Then use it to answer these questions. 1. Many people mistakenly thought Jim Beckwourth was A. the son of an English aristocrat. B. a successful blacksmith. C. a runaway enslaved person. D. a Native American. 2. How was Ashley’s way of obtaining furs different from the way they were usually obtained?

3. Why did Beckwourth leave the Crow and stop working for Ashley as a trapper?

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4. Beckwourth’s autobiography is full of tall tales and legends. Do you think that an autobiography of this sort can be useful? Why or why not?

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Unit 6 • Chapter 16 • Lesson 1

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WRITING EXERCISE

A Story of the Oregon Trail

Chapter 16 • Lesson 1

Plan a story about a journey on the Oregon Trail. Compare the hardships of the journey with the things that make the journey worthwhile, even enjoyable. Mention the tasks that you must do on the journey. Use the graphic organizer to help you.

© Macmillan/McGraw-Hill

*EFBT
GPS
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4UPSZ
"CPVU
UIF
0SFHPO
5SBJM

Now use the information from the graphic organizer to write a one- to two-page story. Be sure to include exciting details about your journey. Unit 6 • Chapter 16 • Lesson 1

Standards 5.8, W2.1

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LESSON SUMMARY Chapter 16 • Lesson 2

Texas and the War with Mexico Trouble in Texas Mexico won independence from Spain in 1821. Its lands included what is now New Mexico, Texas, and California. Few Mexicans lived in Texas, and its settlements were far from Mexico’s capital in Mexico City. Mexico offered land to Americans who agreed to become Mexican citizens and Catholics. Slavery was forbidden. American empresarios like Stephen Austin bought land for profit, and Americans began to settle Texas in large numbers. Many did not wish to be Mexican citizens or Catholics. Many kept enslaved workers. In 1835 some Texans revolted, aiming to become independent of Mexican rule.

In 1835 Austin and 500 Texans attacked San Antonio. After six weeks they occupied the old Spanish mission there, known as the Alamo. A force from Mexico recaptured the Alamo and killed everyone in it. Sam Houston led Texans to victory at San Jacinto. He forced the Mexican leader, Santa Anna, to sign a treaty of Texan independence. Texans voted to join the Union as a slave state. Presidents Jackson and Van Buren rejected Texas, believing that acceptance of Texas would lead to war with Mexico. Texas then became an independent nation instead. In 1845 President Polk accepted Texas, and in 1846 he declared war on Mexico. This war became known as the Mexican-American War. Polk wanted California to become a state so that the United States could have unlimited access to its Pacific ports. At the time Mexican Californios owned big areas of California. In 1846 U.S. troops supported an American Californian rebellion and captured California. In 1847 U.S. troops occupied Mexico City and put an end to the war. Under the Treaty of Guadalupe Hidalgo of 1848, the U.S.–Mexican border was set at the Rio Grande. Texas was sold to the United States, along with 55 percent of Mexico’s territories.

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Unit 6 • Chapter 16 • Lesson 2

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The Texas Rebellion

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VOCABULARY REVIEW Chapter 16 • Lesson 2

Texas and the War with Mexico Use the words from the list below to fill in the blank following each clue. For help, see pages 556–560 in your textbook. Mexican-American War

Californios

empresarios

Treaty of Guadalupe Hidalgo

vaqueros

1. This document, signed in 1848, set the Texas boundary.

2. These people took large land grants from Mexico and resold the land to settlers.

3. Begun in 1846, this conflict was over land in Texas and California.

© Macmillan/McGraw-Hill

4. These people lived in California and were Mexicans of Spanish origin.

5. Stephen Austin made money as one of these.

6. The first cowboys, these men first herded cattle in Mexico.

Unit 6 • Chapter 16 • Lesson 2

Standard 5.8

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READING PASSAGE

Sam Houston: A Special Place in History

Chapter 16 • Lesson 2

Read this passage. Then use it to answer the Reading Comprehension questions. Sam Houston has a special place in American history. He was the governor of two states yet failed to serve out his term in either state. In 1827 he was elected governor of Tennessee. He resigned his office after an unhappy marriage, which lasted only 11 weeks. Houston went off to live with the Cherokee. As a child he had run away from home and was raised partly by the Cherokee. He married a Cherokee woman and set up a trading post for cowboys and vaqueros. After a brush with the law, he left for Mexican Texas. Sam Houston joined the fight for Texan independence from Mexican rule. After empresario Stephen Austin’s unsuccessful attempt to take control of San Antonio, Houston led troops to victory at the Battle of San Jacinto. His success in Texas might have inspired John C. Frémont to rebel against Mexican rule in California and to drive the Californios from their ranches. These events preceded the Mexican-American War. When that war was over, the United States was a much larger and richer nation. By the Treaty of Guadalupe Hidalgo, the United States had gained territories that included the present-day states of Texas, California, Nevada, Utah, and parts of Arizona, New Mexico, and Colorado.

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When Texas became an independent republic, Sam Houston was its first president. When Texas joined the Union, Houston was its first senator. In 1859 he was elected governor of the state of Texas. He had fought most of his adult life to bring Texas into the Union. In 1861 he remained loyal to the Union. He refused to join the Confederacy, and for the second time in his life, he resigned a state governorship.

Unit 6 • Chapter 16 • Lesson 2

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READING COMPREHENSION

Sam Houston: A Special Place in History

Chapter 16 • Lesson 2

Read the passage “Sam Houston: A Special Place in History.” Then use it to answer these questions. 1. In what way is Sam Houston’s record as a state governor unique? A. He served as governor of two states yet failed to serve out either term. B. He was also a war hero. C. He resigned his office in Tennessee. D. He was also a senator. 2. Which fact supports the idea that Sam Houston is a Texan hero? A. He served as governor of Tennessee before moving to Texas. B. He had lived with the Cherokee. C. He led his troops to victory at the Battle of San Jacinto. D. Texas was under Mexican rule.

© Macmillan/McGraw-Hill

3. Which is the correct order of Sam Houston’s political jobs? A. Governor of Texas, senator for Texas, governor of Tennessee B. Governor of Texas, governor of Tennessee, senator for Texas C. President of Republic of Texas, senator for Texas, governor of Tennessee D. Governor of Tennessee, president of Republic of Texas, senator for Texas 4. How might Houston have inspired John C. Frémont?

Unit 6 • Chapter 16 • Lesson 2

Standards 5.8, R2.2, R2.3, R2.4

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WRITING EXERCISE Chapter 16 • Lesson 2

Remember the Alamo!

© Macmillan/McGraw-Hill

It is 1836. Santa Anna’s troops have just taken the Alamo. Plan a newspaper editorial explaining why Texas should fight on against Mexico. Briefly mention what happened at the Alamo. Present the problems of Mexican rule, and suggest solutions that will be possible if Texans keep fighting. Use the graphic organizer to plan your editorial.

Now use the information from the graphic organizer to write a one-page editorial. Remember, you want to convince the readers that Texas should keep fighting against Mexican rule. 278

Standards 5.8, W2.4

Unit 6 • Chapter 16 • Lesson 2

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The California Gold Rush

LESSON SUMMARY Chapter 16 • Lesson 3

The Rush for Gold In January 1848 James Marshall discovered gold in California. By the end of that year, 6,000 miners were searching for gold in California. The next year about 80,000 people came to California. They became known as forty-niners. Most were Americans, but a quarter came from other parts of the world. Most miners were unmarried men, but the Gold Rush provided opportunities for women, too.

California Bound In 1846 the American population of California was 1,000. By 1850 it had grown to more than 100,000. By 1852, 2,000 African Americans and 20,000 Chinese immigrants were living in California. White miners and the California legislature discriminated against nonwhite miners. The first miners used simple tools to look for gold on the surface. Soon large companies moved in with hydraulic mining equipment. Because of its harbor and its location, San Francisco became the center of trade for the region. Some people there made money by clothing, feeding, and housing the miners.

© Macmillan/McGraw-Hill

California Becomes a State By 1849 there were enough people living in California to make it a state. In 1850 a constitution was written. There was to be no slavery. That same year California became the thirty-first state of the Union, which led to the Californios losing much of their land. Southern senators in Congress had opposed California joining the Union as a free state because California would give the antislavery states an advantage in the Senate. The struggle was resolved by the Compromise of 1850.

Unit 6 • Chapter 16 • Lesson 3

Standard 5.8

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VOCABULARY REVIEW Chapter 16 • Lesson 3

The California Gold Rush Use the words from the list to fill in the blanks. For help, see pages 562–567 in your textbook. Gold Rush

forty-niner(s)

1. A

Compromise of 1850

was someone who packed up

his or her belongings and moved to California during the . 2. The

allowed California to become a state

by settling a disagreement about slavery in the U.S. Congress. 3. Because of the

, enough people had

moved to California to allow it to become a state. 4. There were three common ways for

to

© Macmillan/McGraw-Hill

travel to California from the East.

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Unit 6 • Chapter 16 • Lesson 3

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The Real Bonus

READING PASSAGE Chapter 16 • Lesson 3

Read this passage. Then use it to answer the Reading Comprehension questions. The United States and Mexico signed the Treaty of Guadalupe Hidalgo on February 2, 1848. When the treaty was signed, neither the Mexicans nor the Americans knew that James Marshall had just discovered gold at Sutter’s Mill. The treaty stated that California was now a U.S. territory. This meant that the gold belonged to Americans. In December 1848 President James K. Polk told Congress: “The accounts of the abundance of gold in that territory are of such extraordinary character as would scarcely command belief, were they not corroborated by authentic reports of officers in the public service.” The Gold Rush was official. The following year, 80,000 hopeful forty-niners flooded into California.

© Macmillan/McGraw-Hill

Most miners did not become rich. The real profit from the discovery was in the number of people who came looking for gold. In 1846 there had been 1,000 Americans living in the whole area of California. By 1850 there were 100,000 Americans there, and the population was increasing daily. Californians believed that this was enough people to create a new state. They acted quickly. On September 1, 1849, a convention met in Monterey to draft a constitution for California. Soon after, the document was presented to the people of California. On November 13 the Californian constitution was approved. Getting the approval of the U.S. Congress was another matter. In Congress there was a delicate balance between slave states and free states. California’s constitution declared California a free state. Admitting California to the Union would mean disturbing that balance in favor of the free states. It took delegates in Monterey just six weeks to draft a constitution. It took Congress nine months to reach the Compromise of 1850, which made California the thirty-first state of the Union. Unit 6 • Chapter 16 • Lesson 3

Standard 5.8

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READING COMPREHENSION Chapter 16 • Lesson 3

The Real Bonus Read the passage “The Real Bonus.” Then use it to answer these questions. 1. Marshall discovered gold at Sutter’s Mill before Mexico and the United States signed the Treaty of Guadalupe Hidalgo. True False 2. The people of California did not approve the draft constitution that was presented in 1849. True False 3. Why did President Polk believe that there was an “abundance of gold” in California? A. The gold was mentioned in the California constitution. B. The reports were confirmed by public officers. C. President Polk owned Sutter’s Mill, where the gold was found. D. He went to California to see for himself.

5. Why did it take so long for Congress to agree on the Compromise of 1850? Support your ideas with text from the passage.

282

Standards 5.8, R2.2, R2.4

Unit 6 • Chapter 16 • Lesson 3

© Macmillan/McGraw-Hill

4. The discovery of gold was seen as an unexpected bonus of the Mexican-American War. In what other way was it a bonus for California?

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WRITING EXERCISE Chapter 16 • Lesson 3

A Letter to a Friend

© Macmillan/McGraw-Hill

It is 1849. You have moved to California to search for gold. So far you have not had much luck. Plan a letter to a friend back home in the East who is considering coming out to California also to search for gold. Try to convince your friend that he or she might be better off staying put. Describe the difficulties of mining. Talk about how some miners have been discriminated against. Use the graphic organizer to plan your letter.

Now use the information from the graphic organizer to write a one- to two-page letter. Include details about your life out west. Remember to follow the correct format for a letter. Unit 6 • Chapter 16 • Lesson 3

Standards 5.8, W2.4

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READING SKILL

Draw Conclusions

Unit 6

Read this passage. Then copy the Word Web and use it to draw conclusions. In the middle of the nineteenth century in the United States, speed became an important factor in trade. Traders needed to move their cargo overseas more quickly and be able to avoid pirates and warships. The clipper ship was invented to meet these needs. The United States used clipper ships from about 1845 to 1859, but most were built between 1850 and 1857. Donald McKay, a naval architect from Boston, built many clipper ships. Clipper ships were designed for speed, which normally limited the amount of cargo the ship could carry. A clipper had a long body, or hull. The bow, or front of the ship, came to a sharp point to limit water resistance. The stern, or back, hung over the water to reduce drag. Clippers typically had three tall masts. Each mast held as many as five sails. American clipper ships generally ranged in size from 150 to 250 feet in length, although a few were larger. Clipper ships usually carried crews of 25 to 50 sailors.

© Macmillan/McGraw-Hill

Clipper ships could carry their goods from New York to San Francisco in only 89 days and from New York to Hong Kong in only 81 days. Several American clipper ships set world speed records. The James Baines sailed around the world in a record 133 days.

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LESSON SUMMARY Chapter 17 • Lesson 1

Heading Toward the Civil War Slavery Grows In 1777, Vermont was the first Northern state to prohibit slavery, and, in 1804, New Jersey was the last. In 1808, it became illegal to bring enslaved Africans to the United States, but 50,000 were brought in illegally. In the North factories attracted people from towns and villages and from other countries. While Northern cities grew, Southern plantation owners defended their way of life.

The Politics of Slavery In the early 1800s, the United States was equally divided between slave states and free states. In 1819, settlers from the Missouri territory asked to join the Union as a slave state. Southerners supported them. Northerners opposed them. In the Missouri Compromise, slavery was allowed south of the 36° parallel. North of it, slavery was forbidden, except in Missouri. To keep the balance, northern Massachusetts became the free state of Maine. The Compromise of 1850 accepted California as a free state. The Fugitive Slave Law required that all enslaved Africans who ran away be returned to their former owners. The Kansas-Nebraska Act of 1854 allowed people in those territories to decide if they would support slavery. The decision caused fighting in Kansas between Northern and Southern settlers.

© Macmillan/McGraw-Hill

Working to End Slavery William Lloyd Garrison’s newspaper, The Liberator, opposed slavery. Angelina and Sarah Grimké spoke against slavery. Escaped slaves like Frederick Douglass and Sojourner Truth also spoke for abolition. The Underground Railroad helped many slaves escape to freedom. In the Dred Scott Decision of 1857, the Supreme Court declared that slaves were an owner’s property. In 1859, John Brown led abolitionists to Harpers Ferry to arm slaves with stolen weapons. He was hanged for treason.

Unit 7 • Chapter 17 • Lesson 1

Standard 5.2

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VOCABULARY REVIEW Chapter 17 • Lesson 1

Heading Toward the Civil War For questions 1–4, choose which group best answers the question. For help, see pages 588–593 in your textbook. 1. The Underground Railroad, started in 1849 by Harriet Tubman, helped many slaves to freedom in the North. Which group was most likely to aid the Underground Railroad? Southern plantation owners

Northerners opposed to slavery

2. California joined the Union as a free state. The Fugitive Slave Law of 1850 required that all runaway slaves be returned from California to their owners. Which group would have agreed with the Fugitive Slave Law? Southern plantation owners

Northerners opposed to slavery

3. Which group was most likely to include abolitionists? Southern plantation owners

Northerners opposed to slavery

4. In the Dred Scott Decision of 1857, the Supreme Court decided that slaves were property, with “none of the rights and privileges of American citizens.” Which group would have agreed with the Dred Scott Decision? Southern plantation owners

Northerners opposed to slavery

For questions 5–6, choose the correct legislation from the list below to fill in the blank. Kansas-Nebraska Act © Macmillan/McGraw-Hill

Missouri Compromise

5. In the of 1819, slavery was allowed in only one state north of the 36° parallel. 6. In 1854 the stated that people in those territories could make their own decision about slavery, no matter which side of the 36th Parallel they were on. 286

Standard 5.2

Unit 7 • Chapter 17 • Lesson 1

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READING PASSAGE Chapter 17 • Lesson 1

Sarah and Angelina Grimké Read this passage. Then use it to answer the Reading Comprehension questions. Sarah Grimké and her younger sister Angelina were the daughters of a wealthy plantation owner in South Carolina. Having observed slavery first-hand on their father’s plantation, the sisters knew from an early age that they disagreed with it. In 1819 Sarah told her mother that she felt the Missouri Compromise was a betrayal of American values. In the late 1820s, the two sisters moved together to Philadelphia. There, they began to speak out against slavery.

© Macmillan/McGraw-Hill

Abolitionist meetings at this time were often scenes of mob violence. When William Lloyd Garrison, editor of The Liberator, wrote an editorial attacking this violence, Angelina wrote a letter to him, strongly supporting his views. Garrison published the letter, and the sisters’ lives changed forever. Because Angelina was the daughter of a Southern slave owner, abolitionists felt that her words provided powerful support for the abolitionist cause. From that time on, both sisters were deeply involved in the abolitionist movement, despite the protests of some, who felt that such activities were unfit for women. Sarah and Angelina soon became campaigners for women’s rights as well as the abolition of slavery. The sisters opposed the Fugitive Slave Law and actively supported the Underground Railroad. Together and separately, they spoke out on all the major issues of their day. At a time when events like the Kansas-Nebraska Act, the Dred Scott Decision, and the revolt at Harpers Ferry were taking the country ever closer to Civil War, Angelina and Sarah remained steadfast in their support of civil liberties.

Unit 7 • Chapter 17 • Lesson 1

Standard 5.2

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READING COMPREHENSION Chapter 17 • Lesson 1

Sarah and Angelina Grimké Read the passage “Sarah and Angelina Grimké.” Then use it to answer these questions. 1. Early in their lives, the two sisters turned against slavery. Why do you think this was considered surprising?

2. Why do you think William Lloyd Garrison published Angelina’s letter in his newspaper?

4. Sarah and Angelina Grimké have been described as “pioneers.” In what way do you think this is an accurate description?

288

Standards 5.2, R2.3, R2.4

Unit 7 • Chapter 17 • Lesson 1

© Macmillan/McGraw-Hill

3. Why did some people in the abolitionist movement not welcome the sisters to their cause?

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WRITING EXERCISE Chapter 17 • Lesson 1

A Letter to The Liberator It is the mid-1830s. William Lloyd Garrison has recently written an editorial in The Liberator, opposing violence at abolitionist meetings. You are an abolitionist. Plan a letter to The Liberator. Describe your own experiences, give reasons why you think the violence happens, and suggest how you think it could be stopped. Use the graphic organizer to help you present your arguments. 3FBTPOT
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© Macmillan/McGraw-Hill

.Z
&YQFSJFODF

Now use the information from your graphic organizer to write your letter. Unit 7 • Chapter 17 • Lesson 1

Standards 5.2, W2.4

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LESSON SUMMARY Chapter 17 • Lesson 2

The Emancipation Proclamation Leaving the Union Lincoln said that if he won the 1860 election, he would try to stop the spread of slavery. Some Southern states warned that they would secede from, or leave, the Union if he was elected. When Lincoln won, South Carolina seceded and other Southern states followed. They formed the Confederate States of America and elected Jefferson Davis as their president. Their aim was to keep states’ rights, the right of each state to make its own decisions. In April 1861, Confederate troops took Fort Sumter, and Lincoln called for an army of 75,000 men to stop the rebellion. The North had a larger population than the South. They had more factories, more farms, more railroads, and more ships. This meant they could easily feed, arm, and move their army. The Confederacy was united, on familiar land, and had more experienced officers. In 1861 General Thomas Jackson led Confederate troops to victory at Bull Run, and the Union army won the Battle of Antietam.

In September 1862, Lincoln issued the Emancipation Proclamation, and the Civil War became a war to end slavery. Southern slaves were forced to work for the Confederacy. Thousands fled north to work as laborers or to join the Union army. African Americans had separate units. They fought bravely, and Sergeant William Carney became the first of 23 African Americans to win the Congressional Medal of Honor during the war. The Union’s Anaconda Plan aimed to prevent the movement of Confederate troops by taking control of the Mississippi River. It worked. In 1863, Confederate troops surrendered to General Ulysses S. Grant at Vicksburg, and Union troops gained victory at Gettysburg. Four months later, Lincoln gave the Gettysburg Address. Short of supplies and men, the Confederate army retreated and finally surrendered in 1865. Lincoln was reelected but was assassinated.

290

Standard 5.2

Unit 7 • Chapter 17 • Lesson 2

© Macmillan/McGraw-Hill

The War Front

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VOCABULARY REVIEW Chapter 17 • Lesson 2

The Emancipation Proclamation Use the instructions to answer the vocabulary questions below. For help, see pages 596–599 in your textbook. Match each word with its definition. 1. Emancipation Proclamation

A. States leaving the Union

2. secession

B. War between people of the same country

3. Civil War

C. Statement that all enslaved Africans would be free

Use the words in the box to fill in the blanks. states’ rights

Confederate States of America

4. The states that left the Union joined together and called themselves the

.

5. The states that left the Union joined together .

© Macmillan/McGraw-Hill

and fought to keep

Unit 7 • Chapter 17 • Lesson 2

Standard 5.2

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READING PASSAGE Chapter 17 • Lesson 2

Gettysburg Read this passage. Then use it to answer the Reading Comprehension questions. November 19, 1863, was a solemn day. Over 50,000 men had died at the Battle of Gettysburg four months earlier, including more than 23,000 Union soldiers. A cemetery had been built at Gettysburg, and more than 3,500 of the Union dead had been buried there. Crowds of people came on that November day to hear Edward Everett, among the most famous speakers of the day, pay tribute to those who had died protecting the Union in the Civil War. The committee in charge of the ceremony had also invited the President to give “a few appropriate remarks.” It has been said that Lincoln did not have time to prepare and merely jotted down a few notes on the back of an envelope as he traveled to Gettysburg by train. His words were, in fact, carefully chosen. After Everett had spoken for two hours, Lincoln talked for just over two minutes. After Lincoln spoke and sat down, he said to a friend, “It is a flat failure, and the people are disappointed.” The Chicago Times later described his speech as “silly, flat, and dishwatery.” However, because of its elegant simplicity, the Gettysburg Address has come to be considered one of the greatest speeches in American history. The secession of the Southern states had led to a war over states’ rights, and the Union could not allow the existence of the Confederate States of America. The Emancipation Proclamation had changed the meaning of the war. When Lincoln spoke of the Declaration of Independence’s proposition “that all men are created equal,” he really did mean all men. That November day Lincoln honored the Union dead with a promise that America has been trying to honor ever since.

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Standard 5.2

Unit 7 • Chapter 17 • Lesson 2

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READING COMPREHENSION Chapter 17 • Lesson 2

Gettysburg Read the passage “Gettysburg.” Then use it to answer these questions. 1. Why, do you think, did the committee use the phrase “a few appropriate remarks” when they invited the President to speak?

2. How can you tell the President did what he was asked to do by the committee?

3. What do you think the Chicago Times meant by “dishwatery”?

© Macmillan/McGraw-Hill

4. At Gettysburg, Lincoln talked about the freedoms discussed in the Declaration of Independence. Write your own two-minute speech for Gettysburg. Try to imagine what Lincoln might have said.

Unit 7 • Chapter 17 • Lesson 2

Standards 5.2, R2.3, R2.4

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WRITING EXERCISE Chapter 17 • Lesson 2

A Poem About the Civil War The Civil War can be seen as both tragic and glorious. On both sides many people died, but they died fighting for what they believed. There were famous acts of heroism during brutal battles. In the end the Union was preserved. Plan a poem comparing what was gained with what was lost as a result of the Civil War. The graphic organizer will help you balance the gains and the losses. -PTTFT

© Macmillan/McGraw-Hill

(BJOT

Now use the information in your graphic organizer to write your poem. 294

Standards 5.2, W2.1

Unit 7 • Chapter 17 • Lesson 2

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LESSON SUMMARY Chapter 17 • Lesson 3

Unequal Rights Rebuilding the South When the Civil War ended, so did the Confederacy. When Lincoln was assassinated, Vice President Andrew Johnson became President. The rebuilding of the South, known as Reconstruction, began. To rejoin the Union, the former Confederate states had to ratify the Thirteenth Amendment, which abolished slavery. Many Southerners opposed equal rights for black people, and Southern state legislatures passed black codes, which limited the rights of blacks to vote, travel, and work in certain businesses. The Freedmen’s Bureau, set up just before the war ended, provided help to freed blacks and to some white farmers. The bureau set up 4,000 schools for African Americans.

© Macmillan/McGraw-Hill

New Freedoms and Hardships The First Reconstruction Act of 1867 gave the Union army control over Southern states until those states agreed to give black people voting rights. In 1868, the Fourteenth Amendment made African Americans citizens of the United States. In 1870, the Fifteenth Amendment gave African American men the right to vote. More than 500 black people held state office during Reconstruction. Many blacks worked for their former masters as sharecroppers. They were not paid cash for their labor, but the landowners provided a cabin, mules, and supplies, and the sharecroppers gave the landowners part of their crops in exchange. Few sharecroppers got ahead using this system, and many fell into debt. In 1868, Congress replaced Johnson’s Reconstruction plan with one of its own and threatened to impeach Johnson. Johnson survived by one vote. The Ku Klux Klan was formed by former Confederates in 1866 to resist new black rights. By 1877 the Union army had left the South. Southern states passed Jim Crow laws, requiring segregation—the separation of black and white people. Reconstruction had not succeeded in giving equal rights to black people.

Unit 7 • Chapter 17 • Lesson 3

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VOCABULARY REVIEW Chapter 17 • Lesson 3

Unequal Rights Use the words in the list below to fill in the blanks in the passage. For help, see pages 602–605 in your textbook. black codes

segregation

Jim Crow laws

sharecropping

Reconstruction

Freedmen’s Bureau

aimed to do more than just rebuild the South. It was also an effort to change its way of life. President Andrew Johnson aimed to create equality for black people, but many former Confederate states resisted change. Though they signed the Thirteenth and Fourteenth Amendments, they quickly introduced , which limited the freedom of black citizens to vote, to travel, and to work in certain businesses. Life was in many ways no better for free Southern blacks than it had been before the war. for their

former masters, but instead of being paid in cash, they were given shares in crops. Also, made

were enacted that legal. The

was

created to protect the rights and well-being of former slaves, and 4,000 schools were set up in an effort to educate them.

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Unit 7 • Chapter 17 • Lesson 3

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Many former slaves worked by

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Why Jim Crow?

READING PASSAGE Chapter 17 • Lesson 3

Read this passage. Then use it to answer the Reading Comprehension questions. The South resisted Reconstruction. Black codes limited the freedoms granted to black people by the Thirteenth and Fourteenth Amendments. Sharecropping limited black people’s ability to earn money. Though the Freedmen’s Bureau did its best to protect and educate former slaves, their lives remained difficult and restricted. When the Union army left the South in 1877, the lives of former slaves became harder and even more restricted. Starting in the late 1870s, Southern legislatures passed laws that made segregation legal. They were known as Jim Crow laws. Why were they given this name? Who was Jim Crow?

© Macmillan/McGraw-Hill

Thomas Dartmouth Rice was born in 1808 in New York City. His parents were English immigrants, and Rice became a member of a traveling theater. One day as he watched a slave singing and dancing, he had an idea that would make him famous. Rice’s comical rascal Jim Crow first appeared during a performance in Louisville, Kentucky, in 1828. His song “Jump Jim Crow” gained huge popularity. People here and in Britain learned to “wheel about and jump Jim Crow.” “Jim Crow” quickly became part of the American language. In 1852, author Harriet Beecher Stowe described Topsy, a character in the book Uncle Tom’s Cabin, as “a funny little specimen in the Jim Crow line.” Even earlier than that, railroad cars for black people were referred to as “Jim Crow cars.” The phrase quickly came to mean “for blacks only.” African Americans used “Jim Crow” to describe the discrimination they faced every day. When segregation laws were passed in the South, “Jim Crow” described them perfectly.

Unit 7 • Chapter 17 • Lesson 3

Standard 5.2

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READING COMPREHENSION Chapter 17 • Lesson 3

Why Jim Crow? Read the passage “Why Jim Crow?” Then use it to answer these questions. 1. Why did the Southern legislatures feel free to pass segregation laws after 1877?

2. Where did Thomas Rice first try out his Jim Crow character? Why do you think he tried it there first?

3. How do you think Jim Crow portrayed African Americans and their lives under slavery?

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4. Why do you think the phrase “Jim Crow” became part of the American language?

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WRITING EXERCISE Chapter 17 • Lesson 3

What Freedom Means After the Civil War, some freed slaves returned to work for their former masters. Amendments to the Constitution gave them rights and freedoms they never had before, but in some ways life was not much different. Plan a story about a freed slave who goes back to work as a sharecropper for his or her former master. Think about what freedom would have meant to this sharecropper after the Civil War. Use the graphic organizer to help plan your story.

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Now use your graphic organizer to write your two-page story. Unit 7 • Chapter 17 • Lesson 3

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LESSON SUMMARY Chapter 18 • Lesson 1

Coming to America Through the Golden Door Between 1870 and 1920, more than 25 million people came to the United States from southern and eastern Europe, China, and Japan. Some came to find work, and others were escaping danger in their homelands. Often they worked in factories or mines or helped build the railroad. Some nativeborn Americans felt threatened by the newcomers. The native-born Americans weren’t familiar with the new cultures or traditions, and they were angry that jobs were being given to immigrants.

Change in the United States The transcontinental railroad was completed in 1869. Trains now carried passengers and products across the country to California. Businesses called corporations sold stock, or shares of their company, to raise money it needed to expand. People who bought the stock became part owners of the company and shared in the company’s profits. There were many new inventions in the years after the Civil War, including typewriters, telephones, and adding machines.

Jobs in factories were dangerous. Workers did not receive health insurance or good wages. Many factory jobs were done by women or children in sweatshops. Sweatshops were small factories where people worked long work hours under unsafe conditions. Workers formed labor unions to fight for higher salaries and better working conditions. Unions represented all the workers in an industry. If the union was not getting what it wanted from employers, its workers would call a strike or refuse to work until the owners met their demands. One of the most famous labor leaders was Mary Harris Jones, known as “Mother Jones.” She worked to end child labor. Soon, the American Federation of Labor had about two million members.

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American Workers Unite

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VOCABULARY REVIEW Chapter 18 • Lesson 1

Coming to America Use the words below to complete the sentences. For help, see pages 610–615 in your textbook. transcontinental railroad

labor union

sweatshop

strike

corporation

1. Employees may go on

and refuse to work

unless they get a pay raise. 2. The

allowed passengers and products to

be more easily moved across the country. 3. Workers in a trade became organized into a to try to improve their working conditions and wages. 4. A

sells shares to investors to raise money.

5. Women often worked long hours under unsafe conditions in a © Macmillan/McGraw-Hill

.

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READING PASSAGE Chapter 18 • Lesson 1

A New Home Read this passage. Then use it to answer the Reading Comprehension questions. My family lived in Russia. We had difficult living conditions and there were few jobs. My parents thought we could have a better life in the United States. During the early 1900s, millions of people left their homelands and immigrated to the United States. They thought there would be higher-paying jobs and better living conditions. We took a boat across the ocean. When we arrived, we entered the United States at Ellis Island. My family moved into an apartment in New York City. It had only one room. My father got a job working in a steel factory. My mother and I worked at the Triangle Shirtwaist Company. We didn’t make much money, and we worked long hours. In 1911, there was a fire in our sweatshop, and 146 women died. After that, laws were passed that kept children from working. My mother also lost her job because there wasn’t enough work. With the help of the transcontinental railroad, we moved across the country. We took the train to California. My father became a mechanic and worked for a corporation. His labor union wanted better insurance and higher salaries. The company owners would not agree, so the workers decided to strike. My father was out of work for many weeks without pay before the corporation finally met the union’s demands. My father went back to work. I went to public school for the first time. My mother worked as a seamstress in a clothing store.

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Slowly our living conditions got better. We started to fit in. We learned the language and new customs but also kept many of our Russian traditions.

Unit 7 • Chapter 18 • Lesson 1

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READING COMPREHENSION Chapter 18 • Lesson 1

A New Home Read the passage “A New Home.” Then use it to answer these questions. 1. Why did the family come to the United States?

2. What types of jobs did the family find when they came to the United States?

3. How did the transcontinental railroad help change their lives?

4. Describe how the labor union helped the narrator’s father.

5. Describe how the strike hurt the narrator’s father.

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6. What did the family do that made them feel a part of their new country?

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WRITING EXERCISE Chapter 18 • Lesson 1

Should We Unionize? You are a factory worker in the early 1900s. Your fellow workers have been talking about forming a labor union. You are a trusted friend to many of the workers, and they have asked you to give a brief speech about your opinion during a meeting after work. What are the advantages of forming a union? What are the disadvantages or possible risks? Based on the advantages and disadvantages you have thought about, decide whether you feel the factory should form a union. Use the graphic organizer to help plan your speech. %JTBEWBOUBHFT

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Now use the information in your graphic organizer to write your speech. 304

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Unit 7 • Chapter 18 • Lesson 1

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American Cities Grow and Change

LESSON SUMMARY Chapter 18 • Lesson 2

American Cities Grow In 1890 Jacob Riis, a newspaper reporter, wanted to help immigrants have a better life. He published a book called How the Other Half Lives. This book showed the conditions that the poor faced living in run-down tenements.

Many Different Communities Immigrants who came to the United States often settled in neighborhoods with people from their own country. For example, Spanish-speaking immigrants joined Spanish speakers born in the United States in barrios. Immigrants lived together to support each other. Immigrants became Americans, but they still kept many of their traditions. Later generations thought about the “old country” less often than their parents and grandparents did. Many immigrants faced discrimination because they did not look or speak like native-born Americans. Asian immigrants faced violence and segregation. Laws kept them from becoming citizens. African Americans also faced segregation in the South. Many moved to the North as part of the Great Migration. One place they settled was Harlem in New York City, where they started the Harlem Renaissance.

© Macmillan/McGraw-Hill

Helping New Americans Immigrants formed societies to help each other. Mexican Americans had groups called mutualistas. The Chinese Six Companies helped Chinese immigrants in San Francisco. Nativeborn Americans helped immigrants, too. Jane Addams founded Chicago’s Hull House, a community center for new Americans. In the early 1900s, newspapers and magazines wrote about corruption in government and business. Americans demanded reform. President Theodore Roosevelt led the reform movement. In the 1900s there were new amendments to the Constitution. An amendment for women’s suffrage was passed in 1920.

Unit 7 • Chapter 18 • Lesson 2

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VOCABULARY REVIEW Chapter 18 • Lesson 2

American Cities Grow and Change Match the words in the list below with their definitions. For help, see pages 618–623 in your textbook. 1. Barrio 2. Discrimination 3. Great Migration 4. Harlem Renaissance 5. Mutualista 6. Chinese Six Companies 7. Reform

A. Society formed to help Mexican Americans B. Movement of African Americans to the North C. An end to corruption D. Neighborhood settled by Spanish speakers E. An organization in San Francisco that helped Chinese immigrants

8. Suffrage F. Unfair treatment because of religion, language, culture, or skin color G. The right to vote

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H. A “rebirth” inspired by African American culture

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Voices of a Changing America

READING PASSAGE Chapter 18 • Lesson 2

Read this radio transcript. Then use it to answer the Reading Comprehension questions. NARRATOR: Welcome to “Voices of a Changing America,” the radio program that takes you through America’s history. Today our focus is the change in America’s cities during the end of the nineteenth century and the beginning of the twentieth century. VOICE 1: When we came here from Mexico, we found that America was very different. My family lived in a barrio. We faced discrimination, and we did not speak English. The local mutualista helped us a lot. They helped my father find a job. We met many of our friends there. VOICE 2: In San Francisco we had the Chinese Six Companies. We faced a lot of discrimination when we came from China. The Chinese Six Companies were formed to help us.

© Macmillan/McGraw-Hill

VOICE 3: During the Great Migration, large numbers of African Americans moved from the South to the North. We still faced discrimination in the North, but there were more jobs. African Americans started the Harlem Renaissance in New York City. VOICE 4: There were many reform movements in the early twentieth century. Women faced discrimination. A new movement for women’s suffrage was promoted when women were finally allowed to speak at public meetings. NARRATOR: All of the voices you heard are of people who fought discrimination and worked for change.

Unit 7 • Chapter 18 • Lesson 2

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READING COMPREHENSION Chapter 18 • Lesson 2

Voices of a Changing America Read the radio transcript “Voices of a Changing America.” Then use it to answer these questions. 1. What is one thing each speaker faced?

2. How are a mutualista and the Chinese Six Companies alike?

3. Why did women work for suffrage?

4. Why did African American workers move to the North?

© Macmillan/McGraw-Hill

5. Each voice represents a group of people. How did these groups change American cities?

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Standards R2.3, R2.4

Unit 7 • Chapter 18 • Lesson 2

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WRITING EXERCISE Chapter 18 • Lesson 2

Life in a New Country

© Macmillan/McGraw-Hill

You are an immigrant who came to the United States in the early 1900s. Plan to write a letter home. Think about how much a local ethnic society has helped you and note three things that the society does to help new immigrants. Mention one tradition from the “old country” that you see in the United States. Mention how you feel about living in the United States. Use the chart below to organize your story.

Now use the information in your chart to write your letter. Unit 7 • Chapter 18 • Lesson 2

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LESSON SUMMARY Chapter 18 • Lesson 3

Immigrants Today Twentieth-Century Immigration When World War II ended in 1945, many cities lay in ruins. Millions of people had died, many of them civilians. About 6 million Jews had been killed in the Holocaust. Millions of people became refugees. Many of these refugees wanted to come to the United States, but Congress had put a limit on immigration in the 1920s. This policy changed after World War II. A new law was passed in 1948 to allow more refugees from Europe to come into the United States. Immigration changed again after the 1960s. Today the United States is a diverse nation with people from many races, cultures, and religions.

© Macmillan/McGraw-Hill

In 1915 almost 15 percent of Americans had been born in other countries. In the year 2000, that number was 11 percent. Many of these immigrants left their countries for political reasons. When the Vietnam War ended in 1975, more than 700,000 Southeast Asian refugees came to the United States. Economic reasons brought other immigrants. In the 1950s and 1960s, more than half a million Mexican immigrants came to work in the United States. The 1924 immigration law set a limit, or quota, on the number of immigrants that could come from certain countries. The quotas favored immigrants from European countries. Congress passed a new immigration law in 1965 and changed the quotas. More immigrants began to arrive from Latin America, the Caribbean, and Asia. Alan Greenspan, head of our federal banking system, said that immigrants contribute more than they take away from our economy. They pay more in taxes than they use in benefits.

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Unit 7 • Chapter 18 • Lesson 3

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VOCABULARY REVIEW Chapter 18 • Lesson 3

Immigrants Today Fill in the blanks using the vocabulary words listed below. For help, see pages 626–628 in your textbook. Holocaust

diverse

refugee

quota

1. A limit can also be called a 2. During the

. about 6 million Jews were

murdered. 3. Someone who flees a country to escape war, persecution, or disaster is a 4. The United States is a

. nation with people

© Macmillan/McGraw-Hill

of many cultures.

Unit 7 • Chapter 18 • Lesson 3

Standard 5.2

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READING PASSAGE Chapter 18 • Lesson 3

Family History Day Read this passage. Then use it to answer the Reading Comprehension questions. Today was Family History Day in our class. For extra credit we could talk about our family history or bring in something to share. I brought in a very old blanket from Mexico. My family came from Mexico, but we have lived in the United States for many years. My grandfather says our family was here before California was part of the United States. My ancestors settled in California when it was a part of Mexico. Our teacher, Mr. Halpern, had a surprise for us. He did not tell us that he was going to participate in Family History Day. Mr. Halpern’s family is from Poland. He brought in his uncle to tell us about the Holocaust. He was a very nice man and said we could call him Uncle Joel. It was very sad to hear that so many Jews died during that time. Uncle Joel and his family wanted to come to the United States, but they couldn’t. There was a quota and very strict rules about who could come into the United States. Years later when he was a teenager, Uncle Joel was able to come to the United States. He lived in a Jewish neighborhood in New York City. One day he saw some friends he used to play with in Poland. They were all very surprised to see each other. Uncle Joel was happy to know that his friends had escaped. My classmates brought in interesting things, too. Isabel’s family is from Mexico, like mine, but they came here in the 1950s. She brought in a small Mexican flag. Vincent’s family is from Vietnam. They came here as refugees after the Vietnam War. They have a restaurant, so his father brought in a tray of steamed rice dumplings. This is a popular snack in Vietnam. They were delicious! Vincent’s presentation may have been my favorite. Our class is very diverse.

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READING COMPREHENSION Chapter 18 • Lesson 3

Family History Day Read the passage “Family History Day.” Then use it to answer these questions. 1. Steamed rice dumplings are popular in Vietnam. True False 2. Refugees came to the United States after the Vietnam War. True False 3. Refugees left Poland during the Holocaust. True False 4. California was part of the United States before it was part of Mexico. True False

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5. Do you think the writer’s family and Isabel’s family came to the United States from Mexico for the same reasons? Why or why not?

Unit 7 • Chapter 18 • Lesson 3

Standards R2.4, R2.5

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WRITING EXERCISE

Reasons for Immigration

Chapter 18 • Lesson 3

© Macmillan/McGraw-Hill

You are writing the introduction to a book containing the stories of twentieth-century immigrants, told in their own words. The goal of the introduction is to provide readers with a brief history and explanation of immigration to the United States in the twentieth century. Write about at least two reasons why immigrants came to the United States in the twentieth century. Mention where they came from and why. Use the chart below to organize your introduction.

Now use the information in your chart to write your introduction. 314

Standards W2.3

Unit 7 • Chapter 18 • Lesson 3

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Our Core Democratic Values

LESSON SUMMARY Chapter 19 • Lesson 1

A Democratic Republic The United States is a democratic republic based on ideas in the Declaration of Independence and the Constitution. These two documents express the values on which our country is founded. The writers of the Declaration of Independence believed that all people had the unalienable rights of life, liberty, and the pursuit of happiness. According to the Declaration, people formed governments to protect these rights. Governments should act only with the consent of the people. This belief in a government that is by the people and for the people is called popular sovereignty.

© Macmillan/McGraw-Hill

Values in the Constitution The U.S. Constitution is our nation’s plan for government. It states that the government should act and make laws that will benefit everyone in the nation. In 1791 ten amendments, known as the Bill of Rights, were added to the Constitution. Since then other amendments have been added. Sometimes amendments to the Constitution are made to ensure the values laid out in the Declaration of Independence are followed. The American’s Creed is another document that reflects our nation’s values. It was written by William Tyler Page during World War I. The American’s Creed is a statement of belief that calls on citizens to protect their own freedoms as well as those of their neighbors and other citizens. The democratic values expressed in the Declaration of Independence and the Constitution are the “glue” that hold American society together, but U.S. citizens must also participate in our democracy in order for it to survive.

Unit 7 • Chapter 19 • Lesson 1

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VOCABULARY REVIEW Chapter 19 • Lesson 1

Our Core Democratic Values The vocabulary words below are two of the main themes expressed in the Declaration of Independence. Use them in a short paragraph that explains American ideals. For help, see pages 636–639 in your textbook. unalienable rights

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values

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Writing the Declaration of Independence

READING PASSAGE Chapter 19 • Lesson 1

Read this passage. Then use it to answer the Reading Comprehension questions. Thomas Jefferson believed in the right to be ruled fairly by the government. He did not agree with the way Great Britain treated the thirteen colonies. In April 1775 the Revolutionary War began, but the colonies had not yet declared their independence from Great Britain. Colonial leaders chose Thomas Jefferson to draft the Declaration of Independence because he knew how to write powerful arguments. Jefferson wrote down the ideas that would shape a new nation. He wanted to express the values that he and other Americans had come to hold dear. He believed that all people were born with important rights that must be protected by a government. Jefferson wrote: We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are Life, Liberty and the pursuit of Happiness.

© Macmillan/McGraw-Hill

Jefferson also wrote that people should have the right to choose a new government if their own did not act on their behalf. On July 2, 1776, Congress voted to sign the Declaration of Independence, which became official on July 4. Jefferson led the nation in other ways, serving as secretary of state, Vice President, and President, but writing the Declaration remained one of his proudest achievements.

Unit 7 • Chapter 19 • Lesson 1

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READING COMPREHENSION Chapter 19 • Lesson 1

Writing the Declaration of Independence Read the passage “Writing the Declaration of Independence.” Then use it to answer these questions. 1. Describe in your own words one of the values Jefferson held about government.

2. Which choice below most logically explains why our nation celebrates Independence Day each year on July 4? A. Thomas Jefferson became president. B. The Revolutionary War began. C. The Declaration of Independence was official. D. U.S. citizens chose that date. 3. Why, do you think, was Thomas Jefferson so proud of his work on the Declaration of Independence, even after he had led the country in other important ways?

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4. In your own words, explain the meaning of the phrase “all men are created equal,” and describe how it expresses a core democratic value.

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Unit 7 • Chapter 19 • Lesson 1

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WRITING EXERCISE

All for One and One for All

Chapter 19 • Lesson 1

Someone who has just moved to the United States has asked you to explain how the Declaration of Independence and U.S. Constitution have benefited citizens of this country. Write a clear explanation of the benefits in a way that interests the reader. Give a main idea and at least three specific examples to explain the effects of these documents. Plan your essay using the chart below.

© Macmillan/McGraw-Hill

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Now use the information in your chart to write a one- to two-page essay. Begin with an introduction and end with a conclusion that supports your main point. Unit 7 • Chapter 19 • Lesson 1

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LESSON SUMMARY Chapter 19 • Lesson 2

Equal Rights for All Segregation In the1880’s Jim Crow laws began segregating white and black people in the South. Members of the National Association for the Advancement of Colored People (NAACP) found many ways to fight segregation. Thurgood Marshall won a Supreme Court case that ended segregation in public schools. Rosa Parks helped to end segregation on city buses.

The Struggle for Equality In 1963, Martin Luther King, Jr., helped to organize a march on Washington, D.C. A year later the Civil Rights Act of 1964 made it illegal to discriminate against people in many areas based on their race, religion, or gender. Women also fought for laws to protect their rights. The Equal Pay Act of 1963 required equal pay for men and women who performed the same jobs. The Civil Rights Act of 1964 made it illegal for employers to discriminate against women.

Many groups were inspired by the black civil rights movement. In 1962 César Chávez and Dolores Huerta founded what became the United Farm Workers (UFW). The UFW organized strikes and boycotts for migrant workers. This movement, known as “La Causa,” led to better treatment for the workers. In 1968 Native Americans formed their own organization, the American Indian Movement (AIM). AIM demanded fairness and respect for American Indians. Slowly the United States government began to respond by returning land and certain rights to Native Americans. Americans with disabilities have also suffered from discrimination. In 1990 the Americans with Disabilities Act (ADA) made it illegal to discriminate against anyone with a disability when she or he applies for a job. The law also banned discrimination in many places such as stores and buses. Discrimination still exists, but our country has come closer to the ideal of “liberty and justice for all.”

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The Struggle Widens

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VOCABULARY REVIEW Chapter 19 • Lesson 2

Equal Rights for All Fill in the chart by answering the following questions about La Causa and the American Indian Movement. For help, see pages 642–648 in your textbook. 1. Why was each movement formed? 2. Who organized and/or led each movement? 3. What major action did each group take?

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4. What did each movement achieve?

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Unit 7 • Chapter 19 • Lesson 2

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READING PASSAGE Chapter 19 • Lesson 2

Louisa Makes a Difference Read this passage. Then use it to answer the Reading Comprehension questions. Louisa sat by the phone and took a deep breath. She was about to make an important call. Louisa had been in a car accident several years earlier and couldn’t use her legs. She had learned to get around in a wheelchair and had joined a gym so she could exercise. When her family moved to a new city, one of the first things Louisa did was look up the local gym. Louisa was disappointed to learn that the gym near her new home was not wheelchair accessible. Without a ramp, she could not enter the gym on her own. Louisa knew that the 1990 Americans with Disabilities Act required many businesses to become wheelchair accessible, but had been afraid to ask the gym to make changes. As she sat in her wheelchair by the phone, Louisa remembered studying about civil rights leaders and other people who had fought to stop discrimination. She thought of the African Americans who fought to end segregation. She thought about the migrant workers, whose movement, “La Causa,” improved pay and housing for many of California’s farm workers. She thought of the Native Americans who had formed the American Indian Movement. Finally she thought about people with disabilities who had spoken out against discrimination. Louisa picked up the phone. She was ready to make a difference.

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READING COMPREHENSION Chapter 19 • Lesson 2

Louisa Makes a Difference Read the passage “Louisa Makes a Difference.” Then use it to answer these questions. 1. The Act is what first inspired Louisa to stand up for her rights. 2. In your own words, explain why Louisa believed that the gym near her home discriminates against her and other people with disabilities.

3. Why did Louisa call the gym? A. To become a member B. To ask about the weight machines C. To ask for help getting up the stairs D. To ask for a wheelchair ramp

© Macmillan/McGraw-Hill

4. What do you think Louisa said when she called the gym, and what may have happened as a result?

Unit 7 • Chapter 19 • Lesson 2

Standards R2.3, R2.4

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WRITING EXERCISE Chapter 19 • Lesson 2

Storytelling

Now use the information in your chart to write a one- to two-page story about a person who finds a positive way to gain equality. Remember to use specific details to keep your readers’ interest. 324

Standard W2.1

Unit 7 • Chapter 19 • Lesson 2

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You are an author who has decided to write an inspiring story about a person who fights for equality. You will need to create a beginning, middle, and end to your story. The beginning should establish a setting for your story, a main character, and a situation in which the main character encounters inequality. The middle should describe a positive way in which your main character works to solve the problem. The ending should describe how the problem is solved. Use the chart below to help plan your story.

Name

Date

READING SKILL

Make Inferences

Unit 7

Read this passage. Then copy the chart and use it to make inferences. The arrest of Rosa Parks on December 1, 1955, is seen as the beginning of the Montgomery Bus Boycott. However, it took more than one incident on one day to begin such a monumental event in the history of American civil rights. African Americans had been segregated and discriminated against since the beginning of our country’s history. After enslaved people were freed in the South, life continued to be difficult for black Americans. Many cities maintained laws that did not allow blacks to use the same services as whites. These laws that kept African Americans down were exactly the ones that inspired them to rise up. Many smaller incidents led to the yearlong bus boycott. Parks had an earlier encounter with a bus driver who denied her entry. In 1949 Jo Ann Robinson sat in the front of a nearly empty bus and was screamed at by the bus driver. She ran off in tears. In the early 1950s, Vernon Johns was made to give up his seat to a white passenger. When he asked the other black passengers to leave the bus in protest, he was told, “You ought to know better.” The final straw was the arrest of Parks, a well-respected woman with a spotless record. She was a seamstress who also worked for the NAACP and had recently finished a workshop on race relations. When she was arrested on December 1, 1955, for refusing to move to the back of a bus, the process to end segregation in Montgomery began in earnest.

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Standard R2.4

325

ANSWER KEY

Chapter 1 · Lesson 1

Unit 1

Page 5 · Vocabulary Review

Page 7 · Reading Comprehension

1. B

1. D

2. D 4. A

2. Answers might include that Maya merchants traded by canoe, that chiefs headed Maya communities, and that the Maya built pyramids.

5. Archaeologist

3. A

6. Specialize

4. Answers should include worshiping their gods and making sacrifices to them.

3. C

7. A huge ice blanket

5. Answers might mention that they worshiped farming gods because farming was a major source of their food supply, so they wanted to keep the gods happy.

Page 8 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

1

© Macmillan/McGraw-Hill

0

The article has a strong opening paragraph. Several details are given for each topic. The article is cohesive, and details are factually accurate. There are no mistakes. The article has a good opening paragraph. Several details are given for each topic. The article could be better organized, but all details are factually accurate. There are a few mistakes. The article has an opening paragraph. A detail or two is given for each topic. The article is disorganized, and a few details are inaccurate. There are several mistakes. The opening paragraph is unclear. Some details are given, but they are not organized. There are many mistakes. No response/incomprehensible response.

326

Unit 1

ANSWER KEY

Chapter 1 · Lesson 2

Unit 1

Page 10 · Vocabulary Review

Page 12 · Reading Comprehension

1. Adobe

1. They lived in the dry desert and needed to bring water to their crops.

2. Irrigation

2. Their population continued to grow.

3. Kiva

3. The Pueblo

4. Dry farming

4. Answers should include that the river water levels were unpredictable. Sometimes they rose higher than expected, causing damage to canals and crops. Other times, they were much lower than expected and did not provide enough water to people. The Hohokam needed to try other methods that would not need predictable water levels.

5. Pueblo 6. Canal

Page 13 · Writing Exercise Writing Rubric Score Descriptor 4

3

© Macmillan/McGraw-Hill

2

1

0

Unit 1

The opening clearly states the goal in an interesting way. A description of the way each group overcame their environment is supported by at least three details about each farming method. A clear comparison is included. The closing sums up the essay. There are no mistakes. The opening clearly states the goal, but could be more interesting. A description of the way each group overcame their environment is supported by two or three details about each farming method. A comparison is included. The closing sums up the essay. There are few mistakes. The opening states the goal, but could be more interesting. A description of the way each group overcame their environment is supported by only one or two details about each farming method. The comparison could be more clearly stated. The closing does not clearly sum up the essay. There are several mistakes. The opening does not clearly state the goal. Only a description of the way one of the groups overcame their environment is included. The description is supported by only one or two details. The comparison is not stated. There is no closing. There are many mistakes. No response/incomprehensible response.

327

ANSWER KEY

Chapter 1 · Lesson 3

Unit 1

Page 15 · Vocabulary Review

Page 17 · Reading Comprehension

1. Obsidian is a glasslike volcanic rock that was used to make sharp knives.

1. B

2. A palisade is a high log fence used to protect a village from enemies. 3. A mound is a human-made hill or ridge of earth used for burial, religious ceremonies, and to study the sky.

2. D 3. D 4. D 5. The Europeans brought new diseases with them and many Cahokians died from these diseases.

Page 18 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

1

© Macmillan/McGraw-Hill

0

The opening states the goal in an interesting way. The three groups discussed in the lesson are mentioned as mound builders. At least three details about mound building are provided. The closing clearly sums up the lesson. There are no mistakes. The opening states the goal but could be more interesting. The three groups discussed in the lesson are mentioned as mound builders. Two or three details about mound building are provided. The closing sums up the lesson. There are few mistakes. The opening states the goal but could be more interesting. Only two of the three groups discussed in the lesson are mentioned as mound builders. Two or three details about mound building are provided. The closing does not clearly sum up the lesson. There are several mistakes. The opening does not clearly state the goal. Only one or two of the three groups discussed in the lesson are mentioned as mound builders. Only one or two details about mound building are provided. There is no closing. There are many mistakes. No response/incomprehensible response.

328

Unit 1

ANSWER KEY

Chapter 2 · Lesson 1

Unit 1

Page 20 · Vocabulary Review

Page 22 · Reading Comprehension

1. The time before 1492 when Columbus arrived in North America; The word PreColumbian is used to describe the early part of Native American history.

1. 1700s

2. Wooden pole covered with painted or carved symbols; The symbols on totem poles told stories about Native American families. 3. Special feast where the guests receive gifts from the host; Potlatches were and still are an important Native American tradition.

2. Any three of the following: to welcome visitors, to honor people who lived in that home in the past, to remember the dead, to support a roof, and to make fun of people 3. The Tlingit and the Haida 4. Some people thought the lowest figures on a totem pole were the least important ones 5. So that everyone, including children, could see them.

Page 23 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

1

© Macmillan/McGraw-Hill

0

Unit 1

The story includes a clear beginning, middle, and end. At least three symbols are provided with clear details about the characters they represent. There are no mistakes. The story includes a beginning, middle, and end. The story could have been presented in a more clear and engaging way. Two or three symbols are provided with details about the characters they represent. There are few mistakes. The story includes a beginning, middle, and end. The story could have been presented in a more clear and engaging way. At least two symbols are provided with details about the characters they represent. There are several mistakes. The story does not include a beginning, middle, and end. The story is not presented in a clear and engaging way. Only one or two symbols are provided with details about the characters they represent. There are many mistakes. No response/incomprehensible response.

329

ANSWER KEY

Chapter 2 · Lesson 2

Unit 1

Page 25 · Vocabulary Review

Page 27 · Reading Comprehension

1. mesa

1. Her grandmother made pottery.

2. Kachina

2. Anasazi and traditional Hopi

3. migrate

3. The yellowish color and the geometric shapes, animals and human faces used by Anasazi potters.

4. Hogan 5. Wickiup

4. The National Museum of Women in the Arts 5. She used a chewed yucca plant stem as a brush 6. She taught her pottery techniques to many other people.

Page 28 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

330

The opening of the letter states the goal in an interesting way. The three cultures are described. At least three details about each culture are provided. The closing clearly sums up the letter and states a choice. There are no mistakes. The opening of the letter states the goal, but could be more interesting. The three cultures are described. Two or three details about each culture are provided. The closing sums up the letter and states a choice. There are few mistakes. The opening of the letter states the goal, but could be more interesting. Two or three cultures are described. At least two details about each culture are provided. The closing sums up the letter and states a choice. There are several mistakes. The opening of the letter states the goal, but could be more interesting. Only two of the three cultures are described. Only one or two details about each culture are provided. The closing does not clearly sum up the letter and state a choice. There are many mistakes. No response/incomprehensible response.

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4

Unit 1

ANSWER KEY

Chapter 2, Lesson 3

Unit 1

Page 30 · Vocabulary Review

Page 32 · Reading Comprehension

1. G

1. The Plains people used the bison that roamed the prairie for food, shelter, clothing and tools. They used the grasses and earth to build their lodges.

2. C 3. F 4. B

2. Their heavy coats protected the buffalo from the climate. They survived by eating prairie grasses.

5. A 6. E

3. Possible answers include: shields, drums, arrow points, headdresses, halters, bracelets, medicines, paints, cradles and winter robes as well as jerky.

7. D Column 1: teepee; lodge Column 2: drought

4. Possible answers may include: The Plains people followed the buffalo. They depended on it for all their needs.

Column 3: coup stick Column 4: jerky Column 5: prairie Column 6: travois

Page 33 · Writing Exercise Writing Rubric Score Descriptor 4

3 2 © Macmillan/McGraw-Hill

1 0

Unit 1

The activity shows two paragraphs with the first containing three facts about bison and the second containing three facts about the bison’s importance to Plains people. A conclusion is drawn. There are no mistakes. The activity shows that one fact from either paragraph is missing. A conclusion is drawn. There are no mistakes. The activity shows two facts from either paragraph are missing. A conclusion is attempted but weak. There are few mistakes. The activity does not produce two paragraphs. No conclusion is drawn. There are several mistakes. No response/incomprehensible response.

331

ANSWER KEY

Chapter 2, Lesson 4

Unit 1

Page 35· Vocabulary Review

Page 37 · Reading Comprehension

1. Slash-and-burn

1. Corn, squash and beans

2. Creek Confederacy

2. Possible answers include fruits, nuts, berries, animals, shells, trees, soil.

3. Clan

3. Interplanting and companion planting

4. Compromise

4. Clan

5. Iroquois Confederacy 6. Wampum 7. Longhouse

Page 38 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

332

The letter names all three seeds. The instructions for planting include all four steps and there is a complete description of what to expect when the seeds grow. There is an explanation of how important these three crops were to the Iroquois. There are no mistakes. The letter names all three seeds. The instructions for planting do not include all four steps, or there is only a partial description of what to expect when the seeds grow. There is an explanation of how important these three crops were to the Iroquois. There are several mistakes. The letter names all three seeds. The instructions for planting do not include all four steps and there is only a partial description of what to expect when the seeds grow. There is a mention of how important these three crops were to the Iroquois, but no explanation. There are many mistakes. The letter does not name all three seeds. The instructions for planting do not include all four steps. There is no description of what to expect when the seeds grow. There is no explanation of how important these three crops were to the Iroquois. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 1

ANSWER KEY Unit 1

Main Idea and Details Page 39 · Reading Skill

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Unit 1

333

ANSWER KEY

Chapter 3, Lesson 1

Unit 2

Page 41· Vocabulary Review

Page 43 · Reading Comprehension

1. It was called the Middle Ages because it was between the time of ancient cultures and the time of modern society.

1. A

2. Merchants added a new class to European society. Previously, society had only farmers and wealthy landowners or nobles. 3. Renaissance means rebirth; The Renaissance was a time of new ideas. Reconquista means to re-conquer, or take back, lands that were taken. Reformation means to form again, or remake ideas. 4. In the Counter-Reformation, people opposed the Protestant movement.

2. B 3. Three of the following: Mongol people, Chinese and other Asian cultures, paper money, iron and salt production 4. Polo probably would not have been able to see many of the places he visited. He might not have been able to go inside the great palaces he described. He might not have seen all of the aspects of Asian culture that he was able to experience in the Khan’s service.

Page 44 · Writing Exercise Writing Rubric Score Descriptor

3

2 1 0

334

Essay details how ideas or goods from Asia affected European life. Examples may include a merchant class arising from increased trade, banking arising from the new class of people whose power came from their wealth, paper money changing buying and selling in Europe, etc. Essay includes details from passage. There are no mistakes. Essay details how some goods or ideas from Asia affected European life. Some details from passage are included. There are few mistakes. Essay details how a few ideas from Asia affected European life. Few details are included. There are several mistakes. Essay does not describe how ideas from Asia affected Europe. No details from passage are included. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 2

ANSWER KEY

Chapter 3 · Lesson 2

Unit 2

Page 46 · Vocabulary Review

Page 48 · Reading Comprehension

1. Answers for A should include the word salt; Answers for B should include the word gold.

1. D

2. Barter is the exchange of one item or good for another item. 3. The advantage is that a person or country can trade for an item it needs or wants by exchanging it for something it has plenty of. 4. The disadvantage would be that barter requires quantities of goods and you may not find a buyer.

2. C 3. B 4. Traders were willing to take the risk because they could make profits at the end of the journey. You also could think that many people were at least partially successful, which led others to use the route.

Page 49 · Writing Exercise Writing Rubric Score Descriptor 4

3 2 1

© Macmillan/McGraw-Hill

0

Letter describes in detail the hardships of travel on the Silk Road, including dangers faced and conditions of travel. Letter is supported by details from readings. There are no mistakes. Letter describes some of the conditions of travel on the Silk Road. Some details support writing. There are a few mistakes. Letter describes few of the conditions of travel on the Silk Road. Few details support writing. There are several mistakes. Letter does not describe conditions of travel on the Silk Road. No details support writing. There are many mistakes. No response/incomprehensible response.

Unit 2

335

ANSWER KEY

Chapter 3 · Lesson 3

Unit 2

Page 51 · Vocabulary Review

Page 53 · Reading Comprehension

1. Navigation

1. These stories were about places that were unknown. Explorers had never seen these things.

2. Astrolabe 3. Caravel

2. A letter arrived in Rome in the 1100s that seemed to come from Prester John. Over the years more letters appeared. They were read by people all over Europe. 3. The letters described the kingdom as peaceful and happy. If there really were rivers full of gold and a fountain of youth, visitors to the kingdom would be rich and young forever. 4. Some mapmakers included Prester John’s kingdom on their maps of the world. 5. Prince Henry must have heard of Prester John since he wanted to help the king.

Page 54 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

336

This report is vivid, dramatic, and full of information. The student shows a good grasp of geography and understands how Dias would have known he was in the Indian Ocean by seeing the coastline and checking his compass. There are no mistakes. This report is dramatic and imaginative. But the student has not shown clearly how Dias knew he had reached the Indian Ocean. There are few mistakes. The student does not quite seem to have grasped the methods that Dias used to ascertain that he had reached the Indian Ocean. There are several mistakes. It is difficult to understand this report. The student has little understanding of geography or the use of a compass. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 2

ANSWER KEY

Chapter 4, Lesson 1

Unit 2

Page 56 · Vocabulary Review

Page 58 · Reading Comprehension

1. Expedition

1. False; Artifacts and other clues tell historians about Taíno culture.

2. Log

2. True

3. Colony

3. True

4. Columbian Exchange

4. False; The Taíno made canoes from hollowed out tree trunks.

Page 59 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

1

© Macmillan/McGraw-Hill

0

The central idea, the reaction to a visit by a stranger, is presented in an interesting way. Three facts compare and contrast the Europeans with the Taíno. Each fact is supported with some details. There are no mistakes. The central idea, the reaction to a visit by a stranger, could be presented in a more interesting way. Two or three facts compare and contrast the Europeans with the Taíno. Just a couple of details support each fact. There are a few mistakes. The central idea, the reaction to a visit by a stranger, is not presented in an interesting way. Only one or two facts compare and contrast the Europeans with the Taíno. There are no details to support the facts. There are several mistakes. The opening does not state the central idea, the reaction to a visit by a stranger. Only a few facts or details are given to support the central idea. There is no closing. There are many mistakes. No response/incomprehensible response.

Unit 2

337

ANSWER KEY

Chapter 4, Lesson 2

Unit 2

Page 61 · Vocabulary Review

Page 63 · Reading Comprehension

1. C

1. La Malinche

2. D

2. He wanted to defeat the Aztec Empire and claim its riches.

3. A

3. They did not want to pay tribute to the Aztec.

4. B

4. She served as an interpreter and convinced Native Americans to join Cortés against the Aztec.

Page 64 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

1

© Macmillan/McGraw-Hill

0

The letter describes the Inca Empire in an accurate and interesting way. Inca and Spanish customs are compared and contrasted. The descriptions are supported by several convincing details. There are no mistakes. The letter describes the Inca Empire accurately. Inca and Spanish customs are compared and contrasted. The descriptions are supported by a few convincing details. There are a few mistakes. The letter describes the Inca Empire. Inca customs may or may not be compared to Spanish customs. The descriptions are supported by only one or two details. There are several mistakes. The letter contains little information about the Inca Empire. Inca and Spanish customs are not compared. Details are omitted or inaccurate. No response/incomprehensible response.

338

Unit 2

ANSWER KEY

Chapter 4, Lesson 3 Page 66 · Vocabulary Review 

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Page 68 · Reading Comprehension 1. Freed; Native Americans

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3. Answers should include that Las Casas freed the Native Americans on his land, went to Spain to plead for freedom for Native Americans, and convinced the Spanish king to pass the New Laws against slavery.

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Page 69 · Writing Exercise Writing Rubric Score Descriptor 4

3

© Macmillan/McGraw-Hill

2

1

0

Unit 2

The opening states the central idea, the similarities and differences between Mexico City and Tenochtitlán, in an interesting way. Three facts about buildings, location, and people are described. Details about the similarities and differences of each topic are provided. The closing clearly sums up the central idea. There are no mistakes. The opening states the central idea, but it could be more interesting. Two or three facts compare and contrast Mexico City with Tenochtitlán. Only one or two details support each fact. The closing clearly sums up the central idea. There are a few mistakes. The opening states the central idea, but it is not interesting. Only one or two facts compare and contrast Mexico City with Tenochtitlán. There are no details to support the facts. The closing does not clearly sum up the central idea. There are several mistakes. The opening does not state the central idea very clearly. Only a few facts or details are given to support the central idea. There is no closing. There are many mistakes. No response/incomprehensible response.

339

ANSWER KEY

Chapter 4, Lesson 4

Unit 2

Page 71 · Vocabulary Review

Page 73 · Reading Comprehension

1. East coast

1. What he thought were gold cities were really Pueblo villages.

2. Mission

2. The Spanish demanded food and supplies from the Pueblo.

3. Southwest 4. Southwest

3. Answers should include that the Spanish fled the Pueblo land and the Pueblo were able to practice their own religion and ceremonies again.

5. Missions

4. After years of the Spanish making demands of the Native Americans and taking their land, Popé was angry. When the Spanish began arresting religious leaders, he decided to plan the revolt.

Page 74 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

340

The opening states the central idea, a description of three failed expeditions, in an interesting way. Three expeditions/explorers are evaluated (Ponce de Léon, Francisco Vásquez de Coronado, Fray Marcos de Niza, or Alvar Nuñez Cabeza de Vaca). Details about the year, purpose, and result of each expedition are provided. The closing clearly explains why the expeditions might have failed. There are no mistakes. The opening states the central idea, but it could be more interesting. Three expeditions/explorers are evaluated. Two or three details about each expedition are provided. The closing explains why the expeditions might have failed. There are a few mistakes. The opening states the central idea, but it is not interesting. Only two expeditions/explorers are evaluated. Only one or two details about each expedition are provided. The closing does not clearly sum up the central idea. There are several mistakes. The opening does not state the central idea. Only one or two expeditions/explorers are evaluated. Only one detail about each expedition is provided. There is no closing. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 2

ANSWER KEY

Chapter 5 · Lesson 1

Unit 2

Page 76 · Vocabulary Review

Page 78 · Reading Comprehension

1. Answers should include that the Northwest Passage was a supposed route across North America that connected the Atlantic and Pacific oceans, that many European nations wanted to find it, and that none ever did.

1. joint stock company

2. Answers should include that merchant companies pooled the resources of several merchants so that they could afford an expensive exploration and that the merchants agreed to share the profits from the voyage.

5. Answers might include that perhaps the spice traders did not want English cloth, or perhaps English cloth was not of as high quality as the Indian cotton.

2. 1581 3. fur, tar, iron, and copper 4. the Netherlands

6. Answers might include that the merchant companies shared the risks of trading, grew rich, raised more money than could be raised by just one merchant, or shared rewards, or profits.

Page 79 · Writing Exercise Writing Rubric Score Descriptor 4 3 2

1

© Macmillan/McGraw-Hill

0

The letter contains four discrete topics. Each topic is supported by factually accurate details. There are no mistakes. The letter contains three discrete topics. Each topic is supported by factually accurate details. There are few mistakes. The letter contains two discrete topics. Each topic is supported by details which may be factually inaccurate in some places. There are several mistakes. The letter contains one discrete topic. The topic is not supported by any details or the details are factually inaccurate. There are many mistakes. No response/incomprehensible response.

Unit 2

341

ANSWER KEY

Chapter 5 · Lesson 2

Unit 2

Page 81 · Vocabulary Review

Page 83 · Reading Comprehension

1. Coureur de bois

1. coureurs de bois

2. Portage

2. The portages helped the traders carry their furs between waterways by giving them a land path.

3. Voyageur

3. One way the French used the furs was to make hats. 4. The French government wanted to license the fur traders because they wanted to profit from the trading. 5. Answers might include that it was necessary because the Native Americans were originally the fur trappers or that Native Americans were more familiar with the land because they had lived there for much longer than the French.

Page 84 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

342

The opening uses descriptive words and scenarios to make the passage interesting. The passage is factually accurate. There are no mistakes. The opening uses descriptive words and scenarios to make the passage interesting. The passage is factually accurate. There are few mistakes. The opening needs more descriptive words and scenarios to make the passage more interesting. The passage has a few factual inaccuracies. There are several mistakes. The opening has no or very few descriptive words or scenarios. The passage has several factual inaccuracies. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 2

ANSWER KEY

Chapter 5 · Lesson 3

Unit 2

Page 86 · Vocabulary Review

Page 88 · Reading Comprehension

1. Indentured servant

1. Tobacco

2. House of Burgesses

2. D

3. Charter

3. Five, seven

4. Cash crop

4. Answers should include that jobs were scarce in England, and the people wanted the chance to start a new life in the colonies. 5. Answers might include that the colonists wanted a government that represented them in the colonies or that the colonists did not like being governed by England.

Page 89 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

1

© Macmillan/McGraw-Hill

0

The editorial mentions clear reasons for supporting the House of Burgesses, plausible arguments against it, and persuasive responses to those arguments. The editorial is persuasive. There are no mistakes. The editorial mentions reasons for supporting the House of Burgesses, possible arguments against it, and responses to those arguments. The editorial could be more persuasive. There are few mistakes. The editorial omits reasons for supporting the House of Burgesses, arguments against it, or responses to those arguments. The editorial is not very persuasive. There are several mistakes. The editorial omits reasons for supporting the House of Burgesses, arguments against it, and/or responses to those arguments. The editorial is not persuasive. There are many mistakes. No response/incomprehensible response.

Unit 2

343

ANSWER KEY

Sequence of Events

Unit 2

Page 90 · Reading Skill

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© Macmillan/McGraw-Hill

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344

Unit 2

ANSWER KEY

Chapter 6 · Lesson 1

Unit 3

Page 92 · Vocabulary Review

Page 94 · Reading Comprehension

1. D

1. Larger and larger areas of land were cultivated, so more workers were necessary.

2. C

2. Indentured servants had to work very hard in hot weather. They could earn their freedom after five to seven years, but they were often abused. They received some money when free.

3. B 4. A

3. People of any religion had to pay taxes to the Anglican Church. 4. To some officials of these colonies, religious tolerance meant that people of some religions were allowed to practice freely. 5. Religious tolerance means that all people are free to practice the religions they choose.

Page 95 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

© Macmillan/McGraw-Hill

1

0

Unit 3

The article’s topic is an event that really happened in Maryland in the 1600s. It opens in an interesting way and follows the 5W format. Many vivid details are included to support the structure. The article closes well. The article’s topic is an event that really happened in Maryland in the 1600s. It opens well and follows the 5W format. Some details are included to support the structure. The article closes well. The article’s topic could have happened in Maryland in the 1600s. It tries to follow the 5W format, but leaves out one of the Ws. A few details are included to support the structure. The article closes weakly. The article’s topic may or may not have happened in Maryland in the 1600s. It does not follow the 5W format. Only one or two details are included to support the structure. The article does not close well. No response/incomprehensible response.

345

ANSWER KEY

Chapter 6 · Lesson 2 Page 97 · Vocabulary Review

Unit 3

2. He negotiated with the English for peace and traded with them so that the Creeks benefited.

1. Debtor

3. Mary Musgrove’s role was valuable to the English settlers of Georgia and to the Creeks because she was a translator between the two groups.

2. Indigo 3. Proprietor

Page 99 · Reading Comprehension 1. Tomochichi served as a mediator between the English and the Creek Indians.

4. Mary worked for peace between the Creeks and English, and she traded between the two groups, which helped them economically. 5. 5, 3, 2, 4, 1

Page 100 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

346

The essay clearly compares and contrasts Oglethorpe’s plan for Georgia with the way the colony actually developed. It includes at least three details about Oglethorpe’s plan and the actual development of the colony. (Oglethorpe’s Plan: debtors from England would settle Georgia; colonists would grow silkworms and grapes; settlers would do all of the work, and slavery would not be allowed. Both: Oglethorpe made friends with Chief Tomochichi; the chief helped Oglethorpe by selling him land. Actual Development: the colonists who settled in Georgia were mostly skilled people not debtors; silkworms could not be raised in Georgia, and colonists grew corn, tobacco, rice and indigo; there were not enough settlers in the colony to do all the work, and slavery became legal in 1750.) There are no mistakes. The essay compares and contrasts Oglethorpe’s plan for Georgia with the way the colony actually developed. It includes two or three details about Oglethorpe’s plan and the actual development of the colony. There are few mistakes. The essay compares and contrasts Oglethorpe’s plan for Georgia with the way the colony actually developed, but it could be more clear. It includes at least two details about Oglethorpe’s plan and the actual development of the colony, but some of the details may be inaccurate. There are several mistakes. The essay does not clearly compare and contrast Oglethorpe’s plan for Georgia with the way the colony actually developed. It includes one or two details about the colony, but some of the details may be inaccurate. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 3

ANSWER KEY

Chapter 6 · Lesson 3 Page 102 · Vocabulary Review

Unit 3

Page 104 · Reading Comprehension

Big plantation owners kept many enslaved Africans. They also employed men called overseers, who told the workers what to do and punished them. But not all African Americans were enslaved. Five percent of African Americans in the Southern Colonies were free. This was sometimes because they had been indentured servants, and sometimes because they were the sons and daughters of indentured servants. Others had bought their freedom. But the law did not give much protection to free African Americans. Some of them formed communities in the foothills of the Appalachians, known as the backcountry.

1. They visited relatives on other plantations, sang, and told stories 2. In some versions, the tribe members had lost their power to fly because it had been stolen from them. In other versions, they had forgotten how to fly. 3. Answers should include that families were important because they provided love, comfort, and companionship. 4. Answers might include that it was good for children to know that there was a better life than the one they themselves led, or that memories and stories gave them hope and entertained them. 5. Answers should include that this story was important because enslaved Africans believed they were like the tribe members who had lost their power to fly. They hoped that one day their children, like the people in the story, would learn to fly again, and be free and happy.

Page 105 · Writing Exercise Writing Rubric Score Descriptor 4

© Macmillan/McGraw-Hill

3

2

1

0

Unit 3

The diary entry is a full and clearly detailed account of a day in the life of a backcountry child. The hardships of the backcountry are described and factually accurate. There are no mistakes. The diary entry is a good account of a day in the life of a backcountry child. The hardships of the backcountry are described and factually accurate. There are few mistakes. The diary entry is a fair account of a day in the life of a backcountry child. The hardships of the backcountry are described with a few factual inaccuracies. There are several mistakes. The diary entry is a poor account of a day in the life of a backcountry child. The hardships of the backcountry are not mentioned. There are many mistakes. No response/incomprehensible response.

347

ANSWER KEY

Chapter 7 · Lesson 1

Unit 3

Page 107 · Vocabulary Review

Page 109 · Reading Comprehension

1. The Pilgrims who settled at Plymouth were Separatists.

1. A

2. All Separatists were Puritans. 3. A tribal leader was a sachem. 4. The Mayflower Compact was signed by the Pilgrim men. 5. The Mayflower Compact was a document that established a government in Plymouth.

2. The Puritans wanted ministers and church member to have a more active role in the church. 3. Separatists believed that it was necessary to break away from the church. 4. The Pilgrims were Separatists who came to Plymouth on the Mayflower. 5. Native Americans helped the Pilgrims fertilize the soil, grow corn, trap animals, and fish.

Page 110 · Writing Exercise Writing Rubric 4

3

2

1

348

0

The student has written two letters that clearly reflect the point of view of a Puritan and the point of view of a Separatist. Each letter includes a clearly detailed discussion of the changes wanted and how these changes should be made. There are no mistakes. The student has written two letters: one from the point of view of a Puritan and one from the point of view of a Separatist. Each letter includes a discussion of the changes wanted and how these changes should be made. Some of the details included are not accurate or are included in the wrong letter. There are few mistakes. The student has written two letters from the same point of view or one letter that mixes the Puritan and Separatist points of view. The letter or letters include a discussion of the changes wanted but may not describe how these changes should be made. Some of the details included are not accurate. There are several mistakes The student has not written two letters that accurately reflect the point of view of a Puritan and a Separatist. The writing does not fully describe either the changes wanted or how these changes should be made. Details may be included, but they are not accurate. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

Score Descriptor

Unit 3

ANSWER KEY

Chapter 7 · Lesson 2

Unit 3

Page 112 · Vocabulary Review

Page 114 · Reading Comprehension

1. All male settlers, or “free men,” must sign a contract, or covenant, stating that he and his family will abide by the rules of the Puritan church.

1. John Winthrop was the governor of the Massachusetts Bay Colony.

2. All free men are allowed to attend town meetings, where matters including creation of laws and election of government officials are decided by voting. Meetings are held in the meeting house. 3. The area is called the common. Sheep are often grazed there to keep the grass trimmed. It is a pleasant park open to all.

2. Winthrop believed Puritans should behave according to the laws in the Christian Bible. 3. Anne Hutchinson was a Puritan who came to Boston in 1634. She challenged Winthrop’s ideas. 4. Hutchinson opposed Wintrop’s ideas that people needed a minister in order to have a relationship with God.

Page 115 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

© Macmillan/McGraw-Hill

1

0

Unit 3

The article describes at least two of Winthrop’s leadership qualities. It includes descriptions of at least two ways in which the colony grew. Each description of growth is related to Winthrop’s leadership qualities and efforts. There are no mistakes. The article describes at least two of Winthrop’s leadership qualities. It includes descriptions of at least two ways in which the colony grew, but not all descriptions are related to Winthrop’s leadership qualities and efforts. There are a few mistakes. The article describes at least two of Winthrop’s leadership qualities. It includes a description of only one way in which the colony grew. It does not mention how Winthrop’s leadership contributed to that growth. There are several mistakes. The article describes only one of Winthrop’s leadership qualities. It does not describe how the colony grew or how Winthrop contributed to that growth. There are many mistakes. No response/incomprehensible response.

349

ANSWER KEY

Chapter 7 · Lesson 3

Unit 3

Page 117 · Vocabulary Review

Page 119 · Reading Comprehension

1. Pequot War: Answers will vary and could include four of the following: between Pequot and colonists; one of the worst conflicts between Native Americans and colonists; Connecticut; 1637.

1. D

2. King Philip’s War: Answers will vary and could include four of the following: between Wampanoag and colonists; 1675; Wampanoag leader was Metacomet; English called Metacomet King Philip; thousands killed, including Metacomet; Metacomet’s family sold into slavery.

2. C 3. B, C, D 4. He feels guilt at having helped bring about a devastating and permanent defeat of Native Americans in New England. King Philip’s War marked the end of Wampanoag culture as they had known it, and, though the writer may feel such defeat is inevitable and necessary, he is nevertheless remorseful.

3. Answers should include that Roger Williams believed that the Massachusetts Bay Colony should tolerate the religious beliefs of others.

Page 120 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

350

Both sides of King Philip’s War are presented. There are at least two reasons given for each side. The opening is compelling and the closing summarizes the essay well. There are no mistakes. Both sides of King Philip’s War are presented. There are less than two reasons given for each side. There is an opening but it could be more interesting. The closing doesn’t summarize well. There are a few mistakes. Both sides of King Philip’s War are presented. There are only reasons given for one side. There is an opening but no closing. There are several mistakes. Only one side of King Philip’s War is presented. There is only one reason given for this side. There is no opening and no closing. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 3

ANSWER KEY

Chapter 7 · Lesson 4

Unit 3

Page 122 · Vocabulary Review

Page 124 · Reading Comprehension

1. Journeyman

1. At a dame school

2. Dame school

2. A hornbook contained basic skills for students to study.

3. Hornbook

3. It was attended by both boys and girls. Most dame schools were for girls only.

4. First Great Awakening 5. Apprentice

4. Because he wanted to become a minister.

Page 125 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

1

© Macmillan/McGraw-Hill

0

The report lists all three types of change caused by the Great Awakening. There are at least two details supporting each one. There is an opening describing the Great Awakening. There is a closing that summarizes the report well. There are no mistakes. The report describes two or three types of change caused by the Great Awakening, but there are two or less details supporting each one. There is an opening describing the Great Awakening. There is a closing, but it could summarize better. There are a few mistakes. The report lists two types of change caused by the Great Awakening, but there are one or no details to support each type. There is an opening describing the Great Awakening, but not very clearly. There is no closing. There are several mistakes. The report lists only one type of change caused by the Great Awakening. There are few or no details. It does not have an opening describing the Great Awakening. There is no closing. There are many mistakes. No response/incomprehensible response.

Unit 3

351

ANSWER KEY

Chapter 8 · Lesson 1

Unit 3

Page 127 · Vocabulary Review

Page 129 · Reading Comprehension

1. Patroon

1. A vassal had to promise loyalty to a lord, help him, and provide fighting men if the lord needed them.

2. Free trade 3. Patroon

2. Tenants in Dutch colonies did not pay rent for ten years, and the patroon provided a teacher and minister for them.

4. Patroon 5. Free trade

3. Serfs were not allowed to own property or leave the land, and they could not marry without the lord’s permission. 4. Answers should include that there were no vassals in the patroon system; serfs were bound to the land for life and tenants were not; tenants immigrated to a colony and serfs did not; patroons provided a teacher and a minister, but not protection. 5. Answers should include that free trade was allowed and limits were placed on the patroon’s power.

Page 130 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

352

The opening clearly states the writer’s opinion. The writer’s opinion is supported by at least three details (the Dutch can continue worshipping in their own churches; troops cannot be housed in people’s homes without payment; laws added the right to trial by jury; Peter Stuyvesant, the leader of New Netherland, had a bad temper and harsh personality, which made him unpopular). The article is convincing. There are no mistakes. The opening states the writer’s opinion. The writer’s opinion is supported by two or three details. The article is somewhat convincing. There are few mistakes. The writer’s opinion is not clearly stated. The writer’s opinion is supported by one or two details. The article is not very convincing. There are some mistakes. The writer’s opinion is not clearly stated. The writer’s opinion is supported by only one detail. The article is not convincing. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 3

ANSWER KEY

Chapter 8 · Lesson 2 Page 132 · Vocabulary Review

Unit 3

Page 134 · Reading Comprehension

1. Revolution

1. B

2. Holy Experiment

2. England

3. Quaker

3. No, members of the Society of Friends are also called Quakers.

4. Walking Purchase

4. Answers may mention that the writer was sad to hear that the Native Americans had been cheated; and Quakers believe that everyone should be treated fairly; Penn started the colony with the idea of fair treatment.

5. Unicameral 6. Revolution 7. Quaker 8. Unicameral 9. Holy Experiment

5. Answers should include the following details: Admiral Penn helped King Charles after the revolution, and to show his gratitude, the king gave land to Penn’s son.

10. Walking Purchase

Page 135 · Writing Exercise Writing Rubric Score Descriptor 4

© Macmillan/McGraw-Hill

3

2

1

0 Unit 3

The opening clearly states the purpose of pamphlet (convincing people to move to colony). Paragraphs are linked and follow a logical line of thought. The writer gives four reasons for moving to Pennsylvania (peaceful Quakers live there, Christians are allowed to worship freely, the city of Philadelphia is a busy port, many of the buildings are made of brick to withstand fires, the city has wide streets that are lined with trees, the colony is a prosperous center of commerce, people from many countries live there). There are no mistakes. The opening mentions the purpose of pamphlet. Paragraphs are linked and follow a logical line of thought but could be more explicit. The writer gives three reasons for moving to Pennsylvania. There are few mistakes. The opening does not clearly state the purpose of pamphlet. The paragraphs are loosely linked and barely follow a logical line of thought. The writer gives two or three reasons for moving to Pennsylvania. There are some mistakes. The pamphlet does not have a recognizable opening and does not state the purpose for writing. Paragraphs are not linked and do not follow a logical line of thought. The writer gives one or two reasons for moving to Pennsylvania. There are many mistakes. No response/incomprehensible response.

353

ANSWER KEY

Chapter 8 · Lesson 3

Unit 3

Page 137 · Vocabulary Review

Page 139 · Reading Comprehension

1. heritage

1. The Indians/Native Americans taught settlers about girdling.

2. grain 3. Answer should be a complete sentence and show that student can use the word heritage correctly. 4. Answer should be a complete sentence and show that student can use the word grain correctly.

2. It clears trees over fields. 3. Answers may mention that other colonies needed more grain; Surplus Sam could make more money selling extra grain. 4. Answers should include that an immigrant might find that people in the colonies dressed and spoke differently; people in the colonies practiced girdling; people in the colonies had different farming methods; there were Indians living in the colonies.

Page 140 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

1

© Macmillan/McGraw-Hill

0

The story is interesting and includes visual detail. At least three events take place in the story. The events are in chronological order. There are no mistakes. The story is somewhat interesting and includes some visual detail. Two or three events take place in the story. The events are in chronological order. There are few mistakes. The story is somewhat interesting but lacks visual detail. One or two events take place in the story. The events are not in chronological order. There are some mistakes. The story is not interesting and lacks visual detail. Only one event takes place in the story. There are many mistakes. No response/incomprehensible response.

354

Unit 3

ANSWER KEY

Chapter 9 · Lesson 1

Unit 3

Page 142 · Vocabulary Review

Page 144 · Reading Comprehension

1. A. Powhatan Wars

1. Metacomet had seen his people dying of diseases introduced by the English colonists. The English had gone back on many treaties. He thought the English had poisoned his brother.

Answers may include: series of conflicts; 40 years; Chief Powhatan; Governor de La Warr; governor thought colonists were kidnapped B. King Philip’s War

2. D

Answers may include: one war; over a year long; English nicknamed Metacomet King Philip; Metacomet killed at end of war; family sold into slavery 2. Possible answer: Governor de La Warr thought the Virginia colonists had been taken hostage.

3. True 4. Metacomet had been causing trouble for the colonists. He may have thought that the colonists executed his friend as a way of showing him that they were the real rulers of the area. 5. Answers should show an awareness that the action of the Swansea boy was the final straw. It may also be argued that the execution of Metacomet’s friend was the final act of provocation, but that was not, in itself, an act of war.

Page 145 · Writing Exercise Writing Rubric Score Descriptor 4

3

© Macmillan/McGraw-Hill

2

1

0

Unit 3

The article clearly explains Lord de la Warr and Chief Opechancanough’s mistakes and the effects of each one. The writer makes a good case for the idea that communication can prevent violence. There are no mistakes. The article clearly explains both mistakes, but the effects are not as clear. The writer makes a fairly good case for the idea that communication can prevent violence. There are few mistakes. The article includes an explanation for at least one mistake and one effect, but they could be more clearly stated. The writer does not make a good case for the idea that communication can prevent nonviolence. There are several mistakes. The article does not clearly explain either the mistakes or the effects The writer does not make a good case for the idea that communication can prevent violence. There are many mistakes. No response/incomprehensible response.

355

ANSWER KEY

Chapter 9 · Lesson 2

Unit 3

Page 147 · Vocabulary Review

Page 149 · Reading Comprehension

1. The slave trade was the practice of kidnapping or buying Africans and bringing them by ship to the colonies. The slave codes were the laws that explained the rules of slavery.

1. A noun

2. Answers will vary, but should reflect the student’s understanding of the phrase. 3. Answers will vary but should use the word spiritual in the sense of a religious song.

2. The person outsmarted slaveholders. 3. B 4. Answers will vary. Possible answer: Their relationship was friendly, trusting, and respectful, while a more typical relationship might have been guarded and hostile. 5. Stories like this one were popular because they showed how the slaves could get the better of their masters. Slaves liked to think that maybe they were smarter than their masters, and the slave in this story is definitely smarter than his master. Slaves longed for freedom, and this story shows how freedom could be won.

Page 150 · Writing Exercise Writing Rubric Score Descriptor

3 2 1 0

356

This is a very good account of Stono’s Rebellion. It answers all of the five questions (from the section “The Stono Rebellion” on page 302 of the text). It tells the story in a dramatic way. There are no mistakes. The report answers four of the five questions. It is somewhat dramatic. There are few mistakes. The report answers three of the five questions. It is not very dramatic. There are several mistakes. The report answers one or two of the five questions. It has no sense of the drama of the event. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 3

ANSWER KEY

Chapter 9 · Lesson 3

Unit 3

Page 152 · Vocabulary Review

Page 154· Reading Comprehension

1. Triangular trade

1. D

2. The Middle Passage was the second leg in the triangular trade, from Africa to the West Indies.

2. False

3. Answers will vary but should demonstrate the knowledge that industry is a business that produces one kind of product or service (e.g., the shipbuilding industry, the lumber industry, the music industry).

3. Answers will vary but should include that he was educated and was a valuable help to King. 4. Answers may mention that the book played a big part in the abolition of slavery, was the first book ever written by a slave, and it is seen as the starting point of black literature in English. Students will probably answer on a more emotional level, citing the trials he went through.

Page 155 · Writing Exercise Writing Rubric Score Descriptor 4 3

2

1

© Macmillan/McGraw-Hill

0

Unit 3

All three parts of the triangular trade are mentioned. The verses are four lines long and incorporate rhyme. There are no mistakes. All three parts of the triangular trade are mentioned, but the verses are of irregular length, and there is no rhyming scheme. There are few mistakes. Only two parts of the triangular trade are mentioned. The verses are of irregular length, and there is little or no rhyming. There are several mistakes. Only one part of the triangular trade is mentioned. There are no verses and little or no rhyming. There are many mistakes. No response/incomprehensible response.

357

ANSWER KEY

Chapter 9 · Lesson 4

Unit 3

Page 157 · Vocabulary Review

Page 159 · Reading Comprehension

1. An assembly is a lawmaking body.

1. Signature and official seal of the governor

2. Answers will vary, but should reflect the student’s understanding of the word.

2. C

3. Answers will vary.

3. B 4. It would have weakened the king’s authority in the colony. 5. Answers should recognize that the assemblies and the colonial governors had fundamentally different aims. Assemblies did their best to help the colonists, and governors did their best to make as much money as possible for England and the English.

Page 160 · Writing Exercise Writing Rubric Score Descriptor

3 2

1 0

358

The report includes at least three details in chronological order. (For example, farmer Peters complained that the governor wasn’t being fair to farmers, then Josh Owens said that Harvey Lawrence had been caught swearing in public again and should be put in the public pillory, then Morton Jones brought up the issue of women owning property.) It is easy to tell who is saying what. There are no mistakes. The report includes three details in chronological order, but it is not clear who brought up which issue. There are few mistakes. The report includes only two details. It is unclear which issue was brought up first or who brought up which issue. There are several mistakes. The report includes only one detail. It is unclear who brought up the issue. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 3

ANSWER KEY Unit 3

Summarize Page 161 · Reading Skill

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© Macmillan/McGraw-Hill

1BSBHSBQI


Unit 3

359

ANSWER KEY

Chapter 10 · Lesson 1 Page 163 · Vocabulary Review Ã

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1. Juan Rodríguez Cabrillo 2. They were afraid of losing their land, way of life, and good health.



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Page 165 · Reading Comprehension

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3. Kayaa is younger and more hopeful about their new lifestyle. He tends to look on the bright side of things. Mian is older and worried about the lives of the native people living on the Spanish mission.




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Unit 4



4. Possible answers include: The lives of the two brothers are very different as a result of moving to the Spanish mission. They were baptized and received different Christian names. They have a structured day with work and religious classes. Before, the brothers probably spent their time fishing and gathering food instead of growing it.

Page 166 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

360

The opening starts the entry in an interesting way. At least three descriptions of life as a pueblo alcalde are given. Each point is supported by information and facts from the text. The closing sums up the story. There are no mistakes. The opening starts the entry but could be more interesting. Two or three descriptions of life as a pueblo alcalde are given. Some points need to be supported by more information and facts from the text. The closing sums up the story. There are few mistakes. The opening starts the entry but could be more interesting. One or two descriptions of life as a pueblo alcalde are given. Some points need to be supported by more information and facts from the text. The closing does not clearly sum up the story. There are several mistakes. The entry is not started clearly. A few descriptions of life as a pueblo alcalde are given. There is no closing. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 4

ANSWER KEY

Chapter 10 · Lesson 2

Unit 4

Page 168 · Vocabulary Review

Page 170 · Reading Comprehension

1. Territory

1. La Salle, 1682

2. Tributary

2. They both started out as French fur trading posts. 3. Disease killed many colonists; there weren’t enough settlers to populate the huge colony. 4. Answers will vary. Possible answer: New Orleans became the biggest French settlement for several reasons. It had an ideal location at the mouth of the Mississippi River. It became wealthy due to the work of African slaves on numerous plantations. Several different crops were grown there, including indigo, rice, and tobacco.

Page 171 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

© Macmillan/McGraw-Hill

1

0

Unit 4

The letter follows correct letter format. At least three descriptions of New Orleans are given. Each point is supported by information and facts from the text. There are no mistakes. The letter follows correct letter format. Two or three descriptions of New Orleans are given. Some points need to be supported by more information and facts from the text. There are few mistakes. The format of the letter has a few errors. One or two descriptions of New Orleans are given. Some points need to be supported by more information and facts from the text. There are several mistakes. The format of the letter is incorrect. Descriptions of New Orleans are given, but they are not supported by facts from the text. There are many mistakes. No response/incomprehensible response.

361

ANSWER KEY

Chapter 10 · Lesson 3 Page 173 · Vocabulary Review

Unit 4

4. Great Britain and France were enemies at this time, in constant conflict as both imperial powers sought to expand and defend their empires.

1. Treaty of Paris 2. Proclamation of 1763 3. French and Indian War

Page 175 · Reading Comprehension 1. 1763, Treaty of Paris 2. They planned to pass the Proclamation of 1763, setting aside land west of the Appalachian Mountains for Native Americans. 3. Answers might include any of the following: France lost most of its territory in North America; American colonists became more confident, and their relationship with Great Britain began to change; Great Britain gained a lot of territory in North America.

5. Answers might include that the French and Indian War had a profound impact on American colonists. They learned how to fight, how to trust their own leaders, and how to take greater control of their destiny. As a result of the war, many colonists started to become frustrated with Britain. The Proclamation of 1763 and increased British attention to American colonial affairs angered many colonists.

Page 176 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

362

At least three points about the French and Indian War are given. Each point is supported by information and facts from the text. The closing sums up the text. There are no mistakes. Two or three points about the French and Indian War are given. Some points need to be supported by more information and facts from the text. The closing sums up the text. There are few mistakes. One or two points about the French and Indian War are given. Some points need to be supported by more information and facts from the text. The closing does not clearly sum up the text. There are several mistakes. A few points about the French and Indian War are given. The points are not supported by information from the text. There is no closing. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 4

ANSWER KEY

Chapter 11 · Lesson 1 Page 178 · Vocabulary Review 

Page 180 · Reading Comprehension 1. Yes, she supports the British taxes on the colonies.

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4. It is likely that they are old friends. Jenny has gone off to the colonies and has grown to think like someone in a country increasingly separate from England. Elizabeth, on the other hand, still sees New England as a group of colonies that owes allegiance to the king. The differing views of the women’s husbands also would have influenced them.

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Page 181 · Writing Exercise Writing Rubric Score Descriptor 4

3 2

© Macmillan/McGraw-Hill

1 0

Unit 4

The summary of events is thorough with cause and effect noted. There are reasonable ideas about king’s compromises, e.g., allowing colonists some form of representation in parliament or sharing tax revenue. There are no mistakes. The key events are well summarized. Some suggestions for compromise could be stronger. There are few mistakes. There are one or two key events and/or causes and effects missing from summary. There are no suggestions for compromise. There are several mistakes. The summary is weak and there are no suggestions for compromise. There are many mistakes. No response/incomprehensible response.

363

ANSWER KEY

Chapter 11 · Lesson 2

Unit 4

Page 183 · Vocabulary Review

Page 185 · Reading Comprehension

1. B, D, and E

1. False

2. A, C, and F

2. True 3. False 4. True 5. Answers might include brave, patriotic, daring, fearless, and so on.

Page 186 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

1

© Macmillan/McGraw-Hill

0

The speech states the central idea, the need to fight against British rule, in a persuasive way. At least three good reasons support the central idea. There are no mistakes. The speech states the central idea, the need to fight against British rule, in a persuasive way. At least two good reasons support the central idea. There are a few mistakes. The speech states the central idea, the need to fight against British rule, in a slightly persuasive way. At least one good reason supports the central idea. There are several mistakes. The speech does not state the central idea. Only a few details are given. There is no closing. There are many mistakes. No response/incomprehensible response.

364

Unit 4

ANSWER KEY

Chapter 11 · Lesson 3

Unit 4

Page 188 · Vocabulary Review

Page 190 · Reading Comprehension

1. Continental army

1. C

2. Declaration of Independence

2. B

3. Second Continental Congress

3. A 4. True 5. True

Page 191 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

1

© Macmillan/McGraw-Hill

0

The opening clearly states the central idea. The paper presents an alternative history supported by at least three feasible cause-andeffect relationships. There are no mistakes. The opening states the central idea. The paper presents an alternative history supported by at least two cause-and-effect relationships. There are few mistakes. The opening states the central idea. The paper presents an alternative history, but it is not feasible or not supported by causeand-effect relationships. There are several mistakes. The opening does not state the central idea. The paper fails to present an alternative history. There are many mistakes. No response/incomprehensible response.

Unit 4

365

ANSWER KEY

Chapter 12 · Lesson 1 Page 195 · Vocabulary Review 





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Page 196 · Writing Exercise Writing Rubric Score Descriptor 4 3

2

1

© Macmillan/McGraw-Hill

0

There is a strong opening. All five Ws are addressed. A closing clearly sums up the aspects of the war. There are no mistakes. There is a good opening. Four or less Ws are addressed. There is a closing, but it could present a stronger summary. There are a few mistakes. There is a weak opening. Three or less Ws are addressed. There is a closing, but it does not clearly sum up the aspects of the war. There are several mistakes. There is no opening. Two or less Ws are addressed. There is no closing. There are many mistakes. No response/incomprehensible response.

366

Unit 4

ANSWER KEY

Chapter 12 · Lesson 2

Unit 4

Page 198 · Vocabulary Review

Page 200 · Reading Comprehension

1. Betrays his or her country

1. D

2. Marines were soldiers who could fight on land or at sea.

2. Supplies had to be dragged through thick forest; colonists attacked traveling soldiers; Burgoyne’s luxury items had to be added to the supply train.

3. The treaty allied France with the United States. The French sent troops and supplies to aid in the war. It marked a shift in European attitudes toward the new country. 4. Privateers could attack ships and seize treasure. However, they operated under the legal permission of the American government.

3. A series of small attacks, small victories, and privateer activities made it difficult for the British to advance, despite their superior size and strength—just as picnickers can be defeated by tiny ants!

Page 201 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

© Macmillan/McGraw-Hill

1

0

Unit 4

The letter contains a clear summary of events surrounding the battle. The letter discusses a soldier’s feelings about the war in a believable way. There are no mistakes. The letter contains a fair summary of events surrounding the battle with no major factual inaccuracies. The letter discusses a soldier’s feelings about the war in a believable way. There are few mistakes. The letter contains an incomplete summary of events surrounding the battle with some major factual inaccuracies. The letter discusses a soldier’s feelings about the war. There are several mistakes. The letter contains an incomplete summary of events surrounding the battle with several major factual inaccuracies. The letter fails to discuss a soldier’s feelings about the war. There are many mistakes. No response/incomprehensible response.

367

ANSWER KEY

Chapter 12 · Lesson 3

Unit 4

Page 203 · Vocabulary Review

Page 205 · Reading Comprehension

1. France and Spain

1. C

2. Answers should include three of the following: the British recognized American independence; the Mississippi River became the western border of the United States; the Mississippi was open to ships from France, Spain, Great Britain, and the United States; Spain regained Florida; France regained Senegal.

2. B 3. B 4. Answers might include that the American desire not to be ruled by Britain makes the nation ungovernable and the war effort futile.

Page 206 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

1

© Macmillan/McGraw-Hill

0

The letter raises each of the key points from Sir Alfred’s letter. The letter makes a logical rebuttal of each point. Each rebuttal is factually accurate. There are no mistakes. The letter raises most of the key points from Sir Alfred’s letter. The letter makes a logical rebuttal of each point. Each rebuttal is factually accurate. There are few mistakes. The letter raises some of the key points from Sir Alfred’s letter. The letter attempts a rebuttal of each point, but they are not very clear. There are a few factual inaccuracies. There are several mistakes. The letter raises one or no key points from Sir Alfred’s letter. There are no rebuttals. There are many mistakes. No response/incomprehensible response.

368

Unit 4

ANSWER KEY

Cause and Effect

Unit 4

Page 207 · Reading Skill

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369

ANSWER KEY

Chapter 13 · Lesson 1

Unit 5

Page 209 · Vocabulary Review

Page 211 · Reading Comprehension

1. Shays’s Rebellion

1. More and more settlers were coming into the area. Land developers wanted to buy the land so they could sell it. The government had to respond to this.

2. Northwest Ordinance 3. Articles of Confederation 4. Republic

2. It was a system of government that outlined how the territories could become states. It provided for the advancement of education and some people’s freedoms and did not allow slavery. 3. They sold land at high prices to farmers who wanted to use the rich farmland for food and trade. 4. The merchants’ refusal to accept paper money and their demands for payment in silver or gold. 5. False. The Congress thought the new nation needed a strong central government to ensure economic and political stability in all the states.

Page 212 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

370

The main idea comes through the well-organized plot. Many vivid details are given, and the characters are introduced. Conflict is clear and strongly resolved in a satisfying closing. There are no mistakes. The main idea comes through the fairly well-organized plot. Three or four vivid details are given, and the characters are introduced. Conflict is resolved in a good closing. There are a few mistakes. The main idea could come through in a stronger way and the plot could be better organized. One or two details are given and they could be more vivid. At least two characters are introduced. Conflict could be better resolved in a stronger closing. There are several mistakes. The main idea does not come through well, and the plot is disorganized. Few details are given, and characters are not introduced. Conflict is unclear or unresolved in a weak closing. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 5

ANSWER KEY

Chapter 13 · Lesson 2

Unit 5

Page 214 · Vocabulary Review

Page 216 · Reading Comprehension

1. Veto

1. Answers may include that Madison was one of the hardest-working delegates; he came prepared with the Virginia Plan; he helped the convention arrive at the Great Compromise.

2. Senate 3. Electoral College 4. Legislature

2. Madison’s journal is the only record we have of the debates during the Constitutional Convention.

5. Constitutional Convention 6. Great Compromise 7. House of Representatives

3. Students might infer that Madison listened to everyone and he probably believed the best solution was one that was fair to all the states.

8. Delegate

Page 217 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

1

© Macmillan/McGraw-Hill

0

The main idea is clearly expressed. Many vivid details support the argument, which is fully presented in two paragraphs. There is a strong opening and closing. There are no mistakes. The main idea is clearly expressed. Several vivid details support the argument, which is fully presented in two paragraphs. There is a good opening and closing. There are a few mistakes. The main idea is expressed, but it could be clearer. There are few details to support the argument, which could be better presented or may be shorter than two paragraphs. The opening or closing may not exist or one could be better. There are several mistakes. The main idea is not clearly expressed. The supporting details are not relevant or not clearly presented or are incomplete. There are many mistakes. No response/incomprehensible response.

Unit 5

371

ANSWER KEY

Chapter 13 · Lesson 3

Unit 5

Page 219 · Vocabulary Review

Page 221 · Reading Comprehension

1. Legislative Branch-X

1. B

2. Preamble-O

2. C

3. Judicial Branch-X

3. A

4. Supreme Court-X

4. Opinion; fact; fact; opinion

5. Federal System-O

5. They were successful. We know this because the Constitution has been the foundation of our country for over 200 years.

6. Executive Branch-X 7. Checks and Balances-O

Page 222 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

1

© Macmillan/McGraw-Hill

0

Letter includes at least three items from the Constitution, their descriptions or definitions, and a valid reason why each would benefit the nation. The letter includes an interesting opening and conclusion. There are no mistakes. Letter includes at least three items from the Constitution, their descriptions or definitions, and a reason why each would benefit the nation. One of the reasons may be invalid or missing. The letter includes a good opening and conclusion. There are a few mistakes. Letter includes two items from the Constitution. Descriptions or definitions, and a reason why each would benefit the nation may be invalid or missing. The letter has either an opening or a conclusion. There are several mistakes. Letter includes one item from the Constitution. A description or definition, and a reason why it would benefit the nation are missing or invalid. The letter lacks an opening and a conclusion. There are many mistakes. No response/incomprehensible response.

372

Unit 5

ANSWER KEY

Chapter 13 · Lesson 4

Unit 5

Page 224 · Vocabulary Review

Page 226 · Reading Comprehension

1. Bill of Rights

1. Madison had to include the Bill of Rights.

2. rule of law

2. It was important to have three branches so that they would be equal in power.

3. amendment

3. Rule of law means that all government officials have to follow the same rules that the citizens of the United States must follow.

4. Antifederalists 5. Federalists 6. popular sovereignty

4. Madison believed a strong central government would be best. Henry believed that the Constitution took power away from individual states and gave all of the power to the central government. 5. Madison compromised and included the Bill of Rights in the Constitution.

Page 227 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

© Macmillan/McGraw-Hill

1

0

Unit 5

The statement is clearly written with two rights and two responsibilities given. A connection is made between each set of rights and responsibilities, and vivid details are supplied. There are no mistakes. The statement is clearly written but may be missing one right or one responsibility. A connection is made between at least one set of rights and responsibilities, and details are supplied. There are few mistakes. The statement is written but is missing one or more rights and one or more responsibilities. A connection is made between at least one set of rights and responsibilities, but it could be clearer, and more details could be supplied. There are several mistakes. The statement is not clearly written. Several rights and responsibilities are missing, or there is no connection between them. Few details are supplied. There are many mistakes. No response/incomprehensible response.

373

ANSWER KEY

Chapter 13 · Lesson 5

Unit 5

Page 229 · Vocabulary Review

Page 231 · Reading Comprehension

1. C

1. B

2. A

2. C

3. B

3. B 4. C 5. It was near the Mason-Dixon Line, which divided the North from the South.

Page 232 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

1

© Macmillan/McGraw-Hill

0

The opening states the central idea, the perfect new capital for the United States, in an interesting way. Three facts compare and contrast the dream capital and Washington, D.C. Each fact is supported with some details. The closing clearly sums up the central idea. There are no mistakes. The opening states the central idea, but it could be more interesting. Two or three facts compare and contrast the dream capital and Washington, D.C. Just a couple details support each fact. The closing clearly sums up the central idea. There are few mistakes. The opening states the central idea, but it is not interesting. Only one or two facts compare and contrast the dream capital and Washington, D.C. There are no details to support the facts. The closing does not clearly sum up the central idea. There are several mistakes. The opening does not state the central idea very clearly. Only a few facts or details are given to support the central idea. There is no closing. There are many mistakes. No response/incomprehensible response.

374

Unit 5

ANSWER KEY

Chapter 14 · Lesson 1

Unit 5

Page 234 · Vocabulary Review

Page 236 · Reading Comprehension

1. Poverty

1. Native Americans often attacked the pioneers.

2. Pioneer

2. Native Americans were the earliest Americans.

3. Pioneer 4. Poverty

3. Answers should explain that he was called “Mad” Anthony Wayne because of his unpredictable behavior on the battlefield or because his military actions were often foolish. 4. Because Native American forces hid behind trees that had blown over in a tornado. 5. Answers should state that the Native Americans gave up their land and that western expansion continued.

Page 237 · Writing Exercise Writing Rubric Score Descriptor 4

© Macmillan/McGraw-Hill

3

2

1

0

Unit 5

The opening states the central idea, the pros and cons of life as a pioneer, in an interesting way. Three challenges (harsh conditions, danger, unfamiliar land, etc.) and one reward (new land, ways to earn money, etc.) are described to support the central idea. Each example is supported with some details. The closing clearly states the student’s recommendation for or against the pioneer life. There are no mistakes. The opening states the central idea, but it could be more interesting. Two or three reasons are given to support the central idea. Just a couple of details support each reason. The closing clearly states the student’s recommendation for or against the pioneer life. There are a few mistakes. The opening states the central idea, but it is not interesting. Only one or two reasons are given to support the central idea. There are no details to support the reasons. The closing does not clearly state the student’s recommendation. There are several mistakes. The opening does not state the central idea very clearly. Only a few details are given to support the central idea. There is no closing. There are many mistakes. No response/incomprehensible response.

375

ANSWER KEY

Chapter 14 · Lesson 2

Unit 5

Page 239 · Vocabulary Review

Page 241 · Reading Comprehension

1. Possible answer: The British followed a policy of impressment. This picture shows American sailors being taken by the British.

1. D

2. Possible answer: The House of Representatives voted to impeach a Supreme Court justice in 1804. This picture shows the vote for impeachment in the House of Representatives.

2. A 3. B 4. D 5. A

3. Possible answer: In 1803, the United States bought the Louisiana Territory from the French government. This was known as the Louisiana Purchase. This map shows the land that was part of the Louisiana Purchase.

Page 242 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

376

The opening of the notice states the central idea, the need for special explorers for an incredible expedition, in an interesting way. Qualities (ability to live in the wilderness, create maps, work as a team, etc.) describe the perfect candidate. Details about the journey support each quality. The closing clearly states why the explorer will have the trip of a lifetime. There are no mistakes. The opening of the notice states the central idea, but it could be more interesting. Qualities describe the perfect candidate. Just a couple of details about the journey support these qualities. The closing clearly states why the explorer will have the trip of a lifetime. There are a few mistakes. The opening of the notice states the central idea, but it is not interesting. Only one quality describes the perfect candidate. There are a couple of details to support this quality. The closing does not clearly state that this will be the trip of a lifetime. There are several mistakes. The opening of the notice does not state the central idea very clearly. Only a couple details are given to support the central idea. The closing does not sum up the central idea. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 5

ANSWER KEY

Chapter 14 · Lesson 3

Unit 5

Page 244 · Vocabulary Review

Page 246 · Reading Comprehension

1. C

1. Louisiana Purchase

2. E

2. The North and the South

3. A

3. Goodwill tour; Era of Good Feelings

4. B

4. Answers should mention that Monroe thought problems created by European territories in North America could be solved through the power of negotiation.

5. D

5. The Adams-Onis Treaty was named for the two men who negotiated the treaty: John Quincy Adams and Louis de Onis.

Page 247 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

© Macmillan/McGraw-Hill

1

0

Unit 5

The opening states the central idea, whether the author feels the war was won, lost, or a draw in an interesting way. Three facts (e.g., the British were unable to capture Fort McHenry, the British fleet in Lake Champlain was destroyed, the British forces were crushed in the Battle of New Orleans) support the author’s opinion. Each fact is supported with some details. The closing clearly sums up the central idea. There are no mistakes. The opening states the central idea, but it could be more interesting. Two or three facts confirm the author’s opinion. Just a couple of details support each fact. The closing clearly sums up the central idea. There are a few mistakes. The opening states the central idea, but it is not interesting. Only one or two facts support the author’s opinion. There are no details to support the facts. The closing does not clearly sum up the central idea. There are several mistakes. The opening does not state the central idea very clearly. Only a few facts or details are given to support opinion. There is no closing. There are many mistakes. No response/incomprehensible response.

377

ANSWER KEY

Compare and Contrast

Unit 5

Page 248 · Reading Skill

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Unit 5

ANSWER KEY

Chapter 15 · Lesson 1 Page 250 · Vocabulary Review 

Page 252 · Reading Comprehension 1. Buy products such as the cotton gin, reaper, or steel-blade plow.

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Page 253 · Writing Exercise Writing Rubric Score Descriptor 4

© Macmillan/McGraw-Hill

3

2

1 0 Unit 6

The opening starts the story in an interesting way. At least three descriptions of life as a mill worker are given (when worker gets up in the morning, what worker does at work, what worker eats during the day, etc.). Each event in the story is supported by information and facts from the text. The closing sums up the story. There are no mistakes. The opening starts the story, but could be more interesting. Two or three descriptions of life as a mill worker are given. Some events in the story need to be better supported by information and facts from the text. The closing sums up the story. There are few mistakes. The opening starts the story, but could be more interesting. One or two descriptions of life as a mill worker are given. Some events in the story need to be better supported by information and facts from the text. The closing does not clearly sum up the story. There are several mistakes. The story is not started clearly. No descriptions of life as a mill worker are given. There is no closing. There are many mistakes. No response/incomprehensible response.

379

ANSWER KEY

Chapter 15 · Lesson 2 Page 255 · Vocabulary Review

Unit 6

4. A. Locomotives and/or steamboats (or steam engine), which made travel via boat and train much quicker. B. The Erie Canal and/or lock, which made it possible to connect the Great Lakes to the Atlantic Ocean. C. The telegraph, which made communication over long distances possible.

1. C 2. D 3. E 4. A 5. B

Page 257 · Reading Comprehension 1. Travel on a steam-powered locomotive. 2. The steam engine 3. They both love new inventions and want to try them out.

5. Ellie and her mother have very different opinions about new inventions. Ellie is excited by them and trusts them. She is eager and willing to try them out and actively reads to learn more. Ellie’s mother is wary of new inventions. She is content to let things stay as they are and lead a simple life. Ellie’s mother is a little afraid of all the changes.

Page 258 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

380

The opening states the goal in an interesting way. At least three explanations of inventions or innovations, at least one of which is in transportation, are given to support the goal. Each point is supported by information and facts from the text. The closing sums up the article. There are no mistakes. The opening states the goal, but could be more interesting. Two or three explanations of inventions or innovations, at least one of which is in transportation, are given to support the goal. Some points need to be better supported by information and facts from the text. The closing sums up the article. There are few mistakes. The opening states the goal, but could be more interesting. At least two explanations of inventions or innovations, one of which is in transportation, are given to support the goal. Some points need to be better supported by information and facts from the text. The closing does not clearly sum up the article. There are several mistakes. The goal is not stated clearly. Two or less explanations of inventions or innovations are given to support the goal. There is no mention of an innovation in transportation. There is no closing. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 6

ANSWER KEY

Chapter 15 · Lesson 3

Unit 6

Page 260 · Vocabulary Review

Page 262 · Reading Comprehension

1. Trail of Tears

1. President Jackson was called an imperial president because he increased the President’s power.

2. Indian Removal Act 3. Indian Territory

2. C

4. Bank of the United States

3. Jackson saw the Bank of the United States as a powerful institution that was not controlled by the common people.

5. Union

4. A. Jackson believed the Union must be preserved. B. Jackson believed that Native Americans threatened the growth of the United States. 5. President Jackson wanted to remove Native Americans from their land in the east. He championed the Indian Removal Act, which passed through Congress in 1830. Cherokee refused to leave and took their case to the Supreme Court, where they won. Jackson refused to honor the ruling and sent troops to drive Cherokee from their homelands.

Page 263 · Writing Exercise Writing Rubric Score Descriptor 4

© Macmillan/McGraw-Hill

3

2

1 0

Unit 6

The opening starts the editorial in an interesting way. At least three descriptions of the Trail of Tears are given. Each event is supported by information and facts from the text. There are no mistakes. The opening could be more interesting. Two or three descriptions of the Trail of Tears are given. Some events need to be better supported by information and facts from the text. There are few mistakes. The opening could be more interesting. One or two descriptions of the Trail of Tears are given. Some events need to be better supported by information and facts from the text. There are several mistakes. The editorial is not started clearly. Only one description of the Trail of Tears are given. There are many mistakes. No response/incomprehensible response.

381

ANSWER KEY

Chapter 15 · Lesson 4

Unit 6

Page 265 · Vocabulary Review

Page 267 · Reading Comprehension

1. Second Great Awakening

1. Attend a meeting.

2. clipper ship

2. the Second Great Awakening 3. Women’s rights; ending slavery; educational improvements 4. Possible answers include “This is a once-in-alifetime event!” 5. To inspire the townspeople to make positive changes during a time of increased growth.

Page 268 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

1

© Macmillan/McGraw-Hill

0

The opening starts the entry in an interesting way. At least three descriptions of New York City are given. Each description in the entry is supported by information and facts from the text. The closing sums up the entry. There are no mistakes. The opening starts the entry, but could be more interesting. Two or three descriptions of New York City are given. Some descriptions in the entry need to be better supported by information and facts from the text. The closing sums up the entry. There are few mistakes. The opening starts the entry, but could be more interesting. One or two descriptions of New York City are given. Some descriptions in the entry need to be better supported by information and facts from the text. The closing does not clearly sum up the entry. There are several mistakes. The entry is not started clearly. At least three descriptions of New York City are given. There is no closing. There are many mistakes. No response/incomprehensible response.

382

Unit 6

ANSWER KEY

Chapter 16 · Lesson 1 Page 270 · Vocabulary Review 1. Fur traders, Jim Beckwourth, trappers 2. Carried all needed supplies, oxen, Prairie Schooner 3. Borders, claim new lands, right to expand

Page 272 · Reading Comprehension 1. C 2. Until this time skins were usually obtained by trading with Native Americans. Ashley’s idea was to hire men who would trap the animals themselves. 3. Beckwourth left the Crow and stopped working for Ashley because beaver fur went out of fashion. He could no longer make a living as a trapper.

Unit 6

4. Answer must be yes or no, with reasons to support the answer. An answer might suggest that an autobiography full of tall tales can be useful. One of the purposes of an autobiography is to help the reader get to know the writer. If the writer is a storyteller like Beckwourth, the reader gets to know him for what he really is. The facts may not all be true, but the writer is being true to his nature. Also, if the stories are good, this kind of autobiography is entertaining to read, even if it is not strictly true. Answers might also suggest that it is not useful because it’s too difficult to tell if the story is true or not, which is more important to the reader than insight into the writer’s life and personality.

Page 273 · Writing Exercise Writing Rubric Score Descriptor 4

© Macmillan/McGraw-Hill

3

2

1

0 Unit 6

The story gives an excellent account of the hardships, hopes, and pleasures of the journey. The details of a traveler on the Oregon Trail are well described and factually accurate. The story clearly establishes a plot, point of view, setting, and conflict. There are no mistakes. The story gives a good account of the hardships, hopes, and pleasures of the journey. The details of a traveler on the Oregon Trail are well described with a few factual errors. The story establishes a plot, point of view, setting, and conflict. There are few mistakes. The story gives a fair account of the hardships, hopes, and pleasures of the journey. A few details of a traveler on the Oregon Trail are described with several factual errors. The story’s plot, point of view, setting, and conflict are not very clear. There are several mistakes. The story gives a poor account of the hardships, hopes, and pleasures of the journey. A few details of a traveler on the Oregon Trail are described with many factual errors. The story’s plot, point of view, setting, and conflict are unclear. There are many mistakes. No response/incomprehensible response.

383

ANSWER KEY

Chapter 16 · Lesson 2

Unit 6

Page 275 · Vocabulary Review

Page 277 · Reading Comprehension

1. Treaty of Guadalupe Hidalgo

1. A

2. Empresarios

2. C

3. The Mexican-American War

3. D

4. Californios

4. Answers might include that Houston showed that it was possible to defeat the Mexican troops and to drive them out. Frémont saw that Houston had done this in Texas and aimed to do the same in California.

5. Empresario 6. Vaqueros

Page 278 · Writing Exercise Writing Rubric Score Descriptor 4

3

2

1

© Macmillan/McGraw-Hill

0

This piece is very well written, in the manner of a newspaper editorial. The tone is persuasive. The editorial gives good reasons why Texas should keep on fighting. There are no mistakes. This piece is well written, mostly in the manner of a newspaper editorial. The tone is mostly persuasive but could be more persuasive. The editorial gives good reasons why Texas should keep on fighting. There are few mistakes. This piece is written somewhat in the manner of a newspaper editorial. The tone is somewhat persuasive. The editorial gives one adequate reason why Texas should keep on fighting. There are several mistakes. This piece is not written in the manner of a newspaper editorial. The tone is not persuasive. The editorial gives no good reasons why Texas should keep on fighting. There are many mistakes. No response/incomprehensible response.

384

Unit 6

ANSWER KEY

Chapter 16 · Lesson 3

Unit 6

Page 280 · Vocabulary Review

Page 282 · Reading Comprehension

1. Forty-niner; Gold Rush

1. True

2. Compromise of 1850

2. False

3. Gold Rush

3. B

4. Forty-niners

4. Answers should include that the Gold Rush created a large American population in California. By September 1849 Californians believed that their population was large enough for California to become a state of the Union. 5. Answers should include that there was a balance in Congress between slave states and free states. The admission of a free California would upset that balance in favor of free states. Congress had to find a way to admit California but keep the balance between slave states and free states. Answers should include facts from the passage.

Page 283 · Writing Exercise Writing Rubric Score Descriptor 4

3

© Macmillan/McGraw-Hill

2

1

0

Unit 6

The letter is persuasive and well written. It states at least three factually accurate details about life as a miner. There is some mention of discrimination toward certain miners. The correct letter format is used. There are no mistakes. The letter is persuasive and well written. It states at least two factually accurate details about life as a miner. There is mention of discrimination toward certain miners. The format of the letter is correct with a few minor errors. There are few mistakes. The letter is somewhat persuasive but could be better written. It states at least one factually accurate detail about life as a miner. There is no mention of discrimination toward certain miners. The format of the letter has several errors. There are several mistakes. The letter is not persuasive. It states no factually accurate details about life as a miner. There is no mention of discrimination toward certain miners. The format of the letter has several errors. There are many mistakes. No response/incomprehensible response.

385

ANSWER KEY

Draw Conclusions

Unit 6

Page 284 · Reading Skill

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© Macmillan/McGraw-Hill

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Unit 6

ANSWER KEY

Chapter 17 · Lesson 1 Page 286 · Vocabulary Review

Unit 7

3. Garrison published the letter because it came from a woman with personal experience of slavery. He knew this made the letter an especially powerful statement of support for the abolitionist movement. Also, he may have thought that Angelina’s letter would encourage more women to join the abolitionists.

1. Northerners opposed to slavery 2. Southern plantation owners 3. Northerners opposed to slavery 4. Southern plantation owners 5. Missouri Compromise 6. Kansas-Nebraska Act

Page 288 · Reading Comprehension 1. They turned their backs on their own privileges to fight for what they felt was right. 2. People on both sides had strong feelings about slavery. Abolitionists felt that slavery was morally wrong, and slave owners felt that the abolition of slavery would threaten their way of life.

4. Some abolitionists felt it was wrong for women to hold such strong opinions. They did not believe that women should play an active part in public life. 5. Sarah and Angelina were pioneers in many ways. They came out of the slave-owning South to speak against slavery, against their own family and culture. They were among the first American women to speak in public. Angelina was the first woman to be invited to speak at the Massachusetts State Legislature. The sisters were also pioneers in the early women’s rights movement.

Page 289 · Writing Exercise Writing Rubric Score Descriptor 4

© Macmillan/McGraw-Hill

3

2

1

0

Unit 7

The letter is vivid and carefully presented. The reader’s concerns are expressed well and the conclusions are arrived at by well described experience and reasoned argument. Garrison would definitely publish it. There are no mistakes. Garrison might think twice before publishing this letter. The writer’s experiences are vividly described but tend to get in the way of reasonable argument. The writer holds strong convictions, but the letter is too emotional and personal. There are few mistakes. The letter is powerfully felt but poorly organized. The writer has evidently experienced the violence that is the main concern but does not really have clear or workable ideas about how to deal with the problem. There are several mistakes. Garrison would not publish this letter. The writer has learned very little from attending abolitionist meetings and has few ideas about how to deal with the trouble that so often blights them. The writer’s arguments are thin and poorly organized. There are many mistakes. No response/incomprehensible response.

387

ANSWER KEY

Chapter 17 · Lesson 2 Page 291 · Vocabulary Review

Unit 7

3. Dishwater might be tepid, bland, used, and/ or uninteresting.

1. C 2. A 3. B 4. Confederate States of America 5. States’ rights

Page 293 · Reading Comprehension 1. The Civil War was still raging, and Lincoln might not have had time to come to Gettysburg. The committee arranged to have Everett present the main address and invited Lincoln in the hope that he might find time in his busy schedule. 2. The President did what he was asked. His very short speech can be called “a few appropriate remarks.”

4. The student’s answer should acknowledge that Lincoln did a great deal more in the Gettysburg Address than remember the dead and dedicate the cemetery. The student should address the problem of whether Lincoln was “using” the occasion to talk about politics and the nature of the freedoms discussed in the Declaration of Independence. The student should recognize that Lincoln was in fact talking about why those men had died and what they had died for. He was honoring the dead by honoring the cause for which they had given their lives. Part of the greatness of the speech lies in the promise that Lincoln made to the fallen and in redefining the words of the Declaration of Independence to make a new promise to the nation they died for.

Page 294 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

388

The writer demonstrates a clear understanding of what was achieved and what was destroyed. The writer also shows an understanding of how the formal discipline of a poem may be used to debate and balance conflicting ideas. There are no mistakes. This poem weighs the gains against the losses well but does not go quite far enough in exploring them. The poem is formally good, but the debate is weighted too much on one side. There are a few mistakes. There are not enough gains and not enough losses in this answer. The sense of poetic form is good, but there is not enough sense of debate here. The poem lacks drama and atmosphere. There are several mistakes. There seems to be so little lost and so little gained that this poem almost suggests that the Civil War was hardly worth fighting. There is little sense of poetic form here and little sense of drama. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 7

ANSWER KEY

Chapter 17 · Lesson 3 Page 296 · Vocabulary Review

Unit 7

Page 298 · Reading Comprehension

Reconstruction aimed to do more than just rebuild the South. It was also an effort to change its way of life. President Andrew Johnson aimed to create equality for black people, but many former Confederate states resisted change. Though they signed the Thirteenth and Fourteenth Amendments, they quickly introduced black codes, which limited the freedom of black citizens to vote, to travel, and to work in certain businesses. Life was in many ways no better for free Southern blacks than it had been before the war. Many former slaves worked by sharecropping for their former masters, but instead of being paid in cash, they were given shares in crops. Also, Jim Crow laws were enacted that made segregation legal. The Freedmen’s Bureau was created to protect the rights and well-being of former slaves, and 4,000 schools were set up in an effort to educate them.

1. The Union army left the former Confederate states in 1877, leaving them free to legislate without any immediate threat of punishment. 2. He tried it out in Louisville, Kentucky. Kentucky was a Southern state, with many slaves and slave owners. Southern audiences would be more likely to react well to such a performance than audiences in the North. 3. The comical rascal Jim Crow was a parody that made fun of African Americans and made light of how difficult their lives were under slavery. 4. The familiar image of Jim Crow was useful to whites as a shorthand way of describing customs, and later laws, of segregation. African Americans turned the phrase to their own advantage by using the Jim Crow figure as an expression of white attitudes toward black men. The student might also make the point that the theft of black identity was associated with the theft of liberty.

Page 299 · Writing Exercise Writing Rubric Score Descriptor 4

© Macmillan/McGraw-Hill

3

2

1

0 Unit 7

This story has a strong narrative structure, has good atmosphere, and is full of accurate historical detail. The characters are well drawn. The story is believable and moving. There are no mistakes. The historical detail is accurate, but the student has not quite used it to create a story. The characters are well drawn but a little generalized. There is some overwriting, which gets in the way of credibility and real atmosphere. There are few mistakes. There is a lack of historical detail here, which weakens the sense of time and place. The characterization is thin and generalized. The narrative lacks substance and reads as a sequence of events rather than as a particular person’s story. There are several mistakes. This barely reads as a story, and as a sequence of historical events it is incomplete and inaccurate. There is no real attempt at characterization or period atmosphere. There are many mistakes. No response/incomprehensible response.

389

ANSWER KEY

Chapter 18 · Lesson 1

Unit 7

Page 301 · Vocabulary Review

Page 303 · Reading Comprehension

1. Strike

1. The family came to the United States to improve their living conditions.

2. Transcontinental railroad

2. The family worked in factories and sweatshops.

3. Labor union 4. Corporation

3. The family was able to travel across the country and look for better opportunities.

5. Sweatshop

4. The labor union tried to help the narrator’s father by getting him better insurance and a higher salary. 5. The strike hurt the narrator’s father because when they went on strike, the father earned no money. 6. The family learned the language and customs of their new home.

Page 304 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

390

The speech has an introduction and a conclusion. The speech discusses several advantages (e.g., more pay, better working conditions, etc.) and disadvantages (e.g., may have to strike and lose pay, risk physical violence, etc.) and concludes which outweighs the other. There are no mistakes. The speech has an introduction and a conclusion. It lists one advantage and disadvantage and comes to a conclusion. There are a few mistakes. The speech has an introduction and a conclusion. It may be missing advantages or disadvantages or come to a conclusion that is not supported by the text of the speech. There are several mistakes. The speech is missing an introduction and a conclusion. It cites no examples of advantages/disadvantages and comes to no conclusion. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 7

ANSWER KEY

Chapter 18 · Lesson 2

Unit 7

Page 306 · Vocabulary Review

3. They wanted to have a part in voting.

1. D

3. B

5. A

7. C

2. F

4. H

6. E

8. G

4. They wanted better jobs and to escape discrimination.

Page 308 · Reading Comprehension 1. Each speaker faced discrimination.

5. Answers can include that immigrants brought their language, customs, and traditions; African Americans started the Harlem Renaissance; women worked for reform and suffrage.

2. Both are organizations that helped immigrants.

Page 309 · Writing Exercise Writing Rubric Score Descriptor 4

3

© Macmillan/McGraw-Hill

2

1

0 Unit 7

The student has written a well-organized and detailed letter about a new immigrant’s experience in the United States. The letter talks about an ethnic society and tells three ways in which that society helps new immigrants (e.g., help celebrate, lend money, organize community events). It also mentions one tradition from the writer’s native country (e.g., traditional holiday celebrations) and tells how the writer feels about living in the United States. There are no mistakes. The student has written an organized letter about a new immigrant’s experience in the United States. The letter talks about an ethnic society and tells three ways in which that society helps new immigrants. It also mentions one tradition from the writer’s native country and tells how the writer feels about living in the United States. There are a few mistakes. The student has written an unorganized letter about a new immigrant’s experience in the United States. The letter mentions an ethnic society and tells two ways in which that society helps new immigrants. It does not mention a tradition from the writer’s native country but tells how the writer feels about living in the United States. There are several mistakes. The student has written about a new immigrant’s experience in the United States, but the paper is not in the form of a letter. It mentions an ethnic society and tells one way in which that society helps new immigrants. It does not mention a tradition from the writer’s native country or tell how the writer feels about living in the United States. There are many mistakes. No response/incomprehensible response.

391

ANSWER KEY

Chapter 18 · Lesson 3

Unit 7

Page 311 · Vocabulary Review

Page 313 · Reading Comprehension

1. Quota

1. True

3. False

2. Holocaust

2. True

4. False

3. Refugee

5. Answers can include that the writer’s family came to California to live in a Spanish colony, and that Isabel’s family came many years later when California was a U.S. state. Students should indicate whether they think these families came for the same reason. For example: yes, because they all came for new opportunities; no, because they came at different times.

4. Diverse

Page 314 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

392

The student has written a logical and well-organized paper about the causes of twentieth-century immigration to the United States. More than two reasons for immigration are mentioned (e.g., war, persecution, natural disasters). The student mentions more than two of the regions from which these immigrants came (e.g., Mexico, Southeast Asia). The student talks about how a change in quotas affected immigration. There are no mistakes. The student has written a logical and organized paper about the causes of twentieth-century immigration to the United States. Two reasons for immigration are mentioned. The student mentions two of the regions from which these immigrants came. The student talks about how a change in quotas affected immigration. There are a few mistakes. The student has written a paper about the causes of twentiethcentury immigration to the United States. Two reasons for immigration are mentioned. The student mentions two of the regions from which these immigrants came. The student talks about how a change in quotas affected immigration. There are several mistakes. The student has written an unorganized paper about the causes of twentieth-century immigration to the United States. One reason for immigration is mentioned. The student mentions one of the regions from which these immigrants came. The student does not talk about how a change in quotas affected immigration. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 7

ANSWER KEY

Chapter 19 · Lesson 1 Page 316 · Vocabulary Review A brief paragraph should use both of the lesson’s vocabulary words to describe important American values expressed in the Declaration of Independence, such as the protection of unalienable rights and popular sovereignty.

Page 318 · Reading Comprehension 1. Answer can convey the idea that Jefferson believed deeply in people’s right to be ruled fairly by their government. 2. C

Unit 7

3. Answer can express the idea that the Declaration of Independence is a lasting document that presents important core values and helped shape a new nation. 4. Answer can convey the idea that the phrase means that all people, no matter their background or beliefs, have the same rights to life, liberty, and the pursuit of happiness. Answer should also mention that the phrase expresses the core democratic value of giving each person a voice in running the country by choosing leaders for the government, and that the government should serve all the people, both the powerful and those less powerful.

Page 319 · Writing Exercise Writing Rubric Score Descriptor 4

3

© Macmillan/McGraw-Hill

2

1

0 Unit 7

The introduction is interesting and states the main idea, that the Declaration and the Constitution have benefited U.S. citizens in several or many ways. At least three specific examples from pages 636–639 in the textbook are given to support this statement. These examples deal with both the Declaration and the Constitution and are written in a clear fashion and logical order. The conclusion sums up the argument. There are no mistakes. The introduction states a main idea, but it could be more interesting or clear. Two or three specific examples from pages 636–639 in the textbook are given to support this statement. These examples deal with both the Declaration and the Constitution but are not always written in the most clear and logical fashion. The conclusion sums up the argument. There are few mistakes. The opening states a main idea but nothing more. Two examples from pages 636–639 in the textbook are given to support this statement. These examples deal with both the Declaration and the Constitution but are not always written in a clear and logical fashion. The conclusion does not clearly sum up the argument. There are several mistakes. The introduction does not include a main idea. Only one example from pages 636–639 in the textbook is discussed. This example deals only with the Declaration or the Constitution. There is no conclusion. There are many mistakes. No response/incomprehensible response.

393

ANSWER KEY

Chapter 19 · Lesson 2 Page 321 · Vocabulary Review

Unit 7

4. Began a process by which U.S. government began returning land to Native Americans, states were required to honor agreements with Native Americans.

La Causa 1. Formed to achieve better wages and conditions for migrant farm workers. 2. Organized and led by labor leaders César Chávez, Dolores Huerta, and Larry Itliong. 3. Grape pickers in Delano marched 250 miles to Sacramento to publicize their demands. 4. Grape growers agreed to improve wages and conditions for migrant workers. American Indian Movement 1. Formed to draw attention to the rights and needs of Native Americans.

Page 323 · Reading Comprehension 1. Americans with Disabilities 2. Answer should convey the idea that the gym was in effect discriminating against people with certain disabilities. 3. D 4. Answer should describe a phone call between Louisa and someone at the gym. The answer should also include a result of this phone call.

2. Organized and led by a group of Chippewa. 3. Members seized Alcatraz Island.

Page 324 · Writing Exercise Writing Rubric Score Descriptor

3

2

1

0

394

The beginning of the story establishes a setting, main character, and situation. The middle includes an account of how the main character reacts. The ending describes a positive and inspiring resolution. The writer uses specific details. There are no mistakes. The beginning of the story establishes a main character and situation involving inequality but lacks a specific setting. The middle includes an account of how the main character reacts. The ending describes a resolution. The story would benefit from more specific details. There are few mistakes. The beginning of the story establishes a main character, but the situation is hard to follow. The middle includes an account of how the main character reacts. The ending lacks a clear resolution. There are few specific details. There are several mistakes. The beginning of the story does not clearly establish a setting, main character, and situation involving inequality. The middle includes an account of how the main character chooses to react, but it could be clearer. The ending lacks a clear resolution. There are few, if any, specific details. There are many mistakes. No response/incomprehensible response.

© Macmillan/McGraw-Hill

4

Unit 7

ANSWER KEY

Make Inferences

Unit 7

Page 325 · Reading Skill Inferences could include the following:

© Macmillan/McGraw-Hill

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B
HSPVQ
PG
QFPQMF
XIP
BT
JOEJWJEVBMT
IBWF
TVõFSFE
TJNJMBS
JOKVTUJDFT
DPNF
UPHFUIFS
UP
mHIU
CBDL
BHBJOTU
UIPTF
JO
QPXFS
*U
XBT
UIF
BDDVNVMB UJPO
PG
EJTDPOUFOU
GPS
UIF
XBZ
UIFZ
XFSF
CFJOH
USFBUFE
TIPXO
JO
UIFTF
JOTUBODFT
UIBU
DSFBUFE
B
NVDI
CJHHFS
NPWFNFOU
5IF
mOBM
TUSBX
XBT
3PTB
1BSLTT
SFGVTBM
UP
NPWF
UP
UIF
CBDL
PG
UIF
CVT
5IJT
TFU
Põ
B
DIBMMFOHF
UIBU
QFPQMF
XFSF
SFBEZ
UP
BDDFQU

395

© Macmillan/McGraw-Hill

Teacher’s Notes

396

Grade 5

© Macmillan/McGraw-Hill

Teacher’s Notes

Grade 5

397

© Macmillan/McGraw-Hill

Teacher’s Notes

398

Grade 5

© Macmillan/McGraw-Hill

Teacher’s Notes

Grade 5

399

© Macmillan/McGraw-Hill

Teacher’s Notes

400

Grade 5