UNIT 9 RESOURCES

A Changing Society,
1968 – Present
CHAPTER 28 Politics and Economics, 1968–1980
CHAPTER 29 Resurgence of Conservatism, 1980–1992
CHAPTER 30 A Time of Change, 1980–2000
CHAPTER 31 A New Century Begins, 2001–Present
Book Organization
Glencoe offers resources that accompany The American Vision to expand, enrich, review,
and assess every lesson you teach and for every student you teach. Now Glencoe has orga-
nized its many resources for the way you teach.

HOW THIS BOOK IS ORGANIZED

Each Unit Resources book offers blackline masters at unit, chapter, and section levels
for each unit. Each book is divided into three parts—unit-based resources, chapter-based
resources, and section-based resources. Glencoe has included tabs at the side of every
activity page in this book to help you navigate through it.

UNIT-BASED RESOURCES
We have organized this book so that all unit resources appear at the beginning. Although
you may choose to use the specific activities at any time during the course of unit study,
Glencoe has placed these resources up front so that you can review your options. For exam-
ple, the Geography and History Activities and American Literature Readings appear in the
front part of this book, but you may plan to use these activities in class at any time during
the study of the unit.

CHAPTER-BASED AND SECTION-BASED RESOURCES

Chapter-based resources follow the unit materials. For example, Chapter 28 blackline mas-
ters appear in this book immediately following Unit 9 materials. The materials appear in the
order you teach—Chapter 28 activities; Chapter 28 section activities; Chapter 29 activities;
Chapter 29 section activities; and so on.

A COMPLETE ANSWER KEY

A complete answer key appears at the back of this book. This answer key includes
answers for all activities in this book in the order in which the activities appear.

Image Credits
39 Alan Schein/The Stock Market; 41 Randy Wicks/The Signal; 57 Courtesy MADD.org; 73 Bettmann/CORBIS; 75 Universal
Press Syndicate; 105 Archive France/Archive Photos; 107 Jimmy Margulies/The Record, NJ; 139 Martin Stollberg/Alamy Images;
141 Tribune Media Services, Inc.

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1 2 3 4 5 6 7 8 9 10 024 10 09 08 07
Unit 9 Chapter 29 Resources ...............................53
Reading Skills Activity 29 ..................................55
Table of Contents Historical Analysis Skills Activity 29 ..................56
To the Teacher ......................................................v Differentiated Instruction Activity 29.................57
English Learner Activity 29 ................................59
Unit 9 Resources ...........................................1 Content Vocabulary Activity 29..........................61
Geography and History Activity 9 ........................3 Academic Vocabulary Activity 29.......................63
Economics and History Activity 9.........................7 Reinforcing Skills Activity 29 .............................65
History Simulations and Problem Solving 9.........9 Critical Thinking Skills Activity 29 .....................66
American Literature Readings 9.........................13 Time Line Activity 29 .........................................67
Linking Past and Present Activity 29 .................68
Chapter 28 Resources ...............................19
Primary Source Reading 29-1 ............................69
Reading Skills Activity 28 ..................................21 Primary Source Reading 29-2 ............................71
Historical Analysis Skills Activity 28 ..................22 American Art and Music Activity 29 ..................73
Differentiated Instruction Activity 28.................23 Interpreting Political Cartoons Activity 29 .........75
English Learner Activity 28 ................................25 Reteaching Activity 29 .......................................77
Content Vocabulary Activity 28..........................27 Enrichment Activity 29.......................................78
Academic Vocabulary Activity 28.......................28
Reinforcing Skills Activity 28 .............................31 Chapter 29 Section Resources ...............79
Critical Thinking Skills Activity 28 .....................32 Guided Reading Activity 29-1 ............................80
Time Line Activity 28 .........................................33 Guided Reading Activity 29-2 ............................81
Linking Past and Present Activity 28 .................34 Guided Reading Activity 29-3 ............................82
Primary Source Reading 28-1 ............................35 Guided Reading Activity 29-4 ............................83
Primary Source Reading 28-2 ............................37
American Art and Music Activity 28 ..................39 Chapter 30 Resources ...............................85
Interpreting Political Cartoons Activity 28 .........41 Reading Skills Activity 30 ..................................87
Reteaching Activity 28 .......................................43 Historical Analysis Skills Activity 30 ..................88
Enrichment Activity 28.......................................45 Differentiated Instruction Activity 30.................89
English Learner Activity 30 ................................91
Chapter 28 Section Resources ...............47 Content Vocabulary Activity 30 .........................93
Guided Reading Activity 28-1 ............................48 Academic Vocabulary Activity 30.......................95
Guided Reading Activity 28-2 ............................49 Reinforcing Skills Activity 30 .............................97
Guided Reading Activity 28-3 ............................50 Critical Thinking Skills Activity 30 .....................98
Guided Reading Activity 28-4 ............................51 Time Line Activity 30 .........................................99
Guided Reading Activity 28-5 ............................52 Linking Past and Present Activity 30 ...............100

iii
Primary Source Reading 30-1 ..........................101 Academic Vocabulary Activity 31 .....................129
Primary Source Reading 30-2..........................103 Reinforcing Skills Activity 31 ...........................131
American Art and Music Activity 30 ................105 Critical Thinking Skills Activity 31 ...................132
Interpreting Political Cartoons Activity 30.......107 Time Line Activity 31 .......................................133
Reteaching Activity 30 .....................................109 Linking Past and Present Activity 31................134
Enrichment Activity 30.....................................111 Primary Source Reading 31-1 ..........................135
Primary Source Reading 31-2 ..........................137
Chapter 30 Section Resources .............113 American Art and Music Activity 31 ................139
Guided Reading Activity 30-1 ..........................114 Interpreting Political Cartoons Activity 31 .......141
Guided Reading Activity 30-2 ..........................115 Reteaching Activity 31 .....................................143
Guided Reading Activity 30-3 ..........................116 Enrichment Activity 31.....................................145
Guided Reading Activity 30-4 ..........................117

Chapter 31 Section Resources .............147

Chapter 31 Resources .............................119 Guided Reading Activity 31-1 ..........................148
Reading Skills Activity 31.................................121 Guided Reading Activity 31-2 ..........................149
Historical Analysis Skills Activity 31 ................122 Guided Reading Activity 31-3 ..........................150
Differentiated Instruction Activity 31...............123 Guided Reading Activity 31-4 ..........................151
English Learner Activity 31 ..............................125
Content Vocabulary Activity 31........................127 Answer Key .....................................................153

iv
To the Teacher
THE AMERICAN VISION— Differentiated Instruction Activities
THE TOTAL PACKAGE These activities use a variety of reading materi-
als to help students understand the history being
Glencoe’s Unit Resource books are packed with
taught. In each activity the source material is fol-
activities for the varied needs of all of your stu-
lowed by questions that require students to
dents. They include the following activities:
think critically about the information presented.
Geography and History Activities On the second page are teaching strategies
These activities help students become familiar designed to assist teachers in tailoring the activ-
with map skills and the role that geography has ity to different learning styles.
played in history. Students will interpret and
English Learner Activities
analyze maps in relation to historical events.
These worksheets provide a variety of activities
Economics and History Activities that enable students to revisit the connections
These activities are designed to provide students among facts in their textbook and to review
with the opportunity to analyze and interpret major concepts. These activities may be used for
economic concepts and events in relation to his- remediation or reinforcement.
tory. These assignments make use of graphs and
Content Vocabulary Activities
economic data to help students appreciate how
These review and reinforcement activities help
history and economics are interrelated.
students master unfamiliar terms used in the
History Simulations and Problem Solving student text. The worksheets emphasize identifi-
These activities provide situations for students to cation of word meanings and provide reinforce-
use critical thinking and other skills in simulated ment of language skills.
historical settings. These reenactment activities
Academic Vocabulary Activities
give students the experience of participating in
These review and reinforcement activities help
debates, political campaigns, journalism, literary
students master unfamiliar terms used in their
salons, and more.
text. The worksheets emphasize identification of
American Literature Readings word meanings and provide reinforcement of
These readings provide students with the oppor- language skills.
tunity to read literature by or about people who
Reinforcing Skills Activities
lived during different historical periods. Each
These activities allow students to practice their
selection is preceded by background information
critical thinking and social studies skills with the
and a guided reading suggestion, and followed
information learned in the student text, and then
by comprehension and critical thinking questions.
apply them to other situations. These chapter-
Reading Skills Activities based activities will help students develop the
These activities are designed to emphasize the basic skills needed to adapt to new situations
skills that students need to develop strategies for and content.
organizing and processing information. Each
Critical Thinking Skills Activities
activity provides students with an opportunity
These activities help students develop their abili-
to practice and apply the skill using selected
ties to interpret, compare, contrast, and assess
passages from their texts.
information, and then use these abilities to
Historical Analysis Skills Activities analyze, make predictions, and reach logical and
These activities allow students to practice ana- valid judgments and conclusions. These high-
lyzing, evaluating, and interpreting historical level thinking activities are vitally important to a
events and their effects. Each activity provides student’s ability to function in an ever-changing
students with an opportunity to practice and world.
apply the skill using a particular event or pas-
sage from related primary sources.

(continued)

v
To the Teacher (continued)

Time Line Activities Interpreting Political Cartoons Activities

Time lines are used to help students become These activities give students the opportunity to
aware of chronology in major historical events. review different periods of history by learning
Comparative time lines allow students to see how to interpret political cartoons. Each activity
relationships among events in different regions provides a political cartoon, background infor-
of the country or among events in different mation about it, and critical thinking questions
countries. to help students interpret the cartoon’s message.

Linking Past and Present Activities Reteaching Activities

By recognizing the link between the past and the These are a variety of activities designed to
present, students will better understand the rele- enable students to visualize the connections
vancy of history to their lives. These activities among facts in their textbook and to review
take a look at the development and changes that major concepts. Graphs, charts, and tables are
have occurred in such areas as crime and pun- among the many types of graphic organizers
ishment, taxation, women’s rights, sports, and used.
even animation and music.
Enrichment Activities
Primary Source Readings These activities introduce students to content
These activities allow students to "see" history that is different from, but related to, the themes,
through the eyes of those who witnessed historic ideas, and information in the student textbook.
events, lived during historic periods, and partici- Enrichment activities help students develop a
pated in historic movements or changes. Each broader and deeper understanding of the con-
reading is preceded by an interpretive paragraph cepts and ideas presented in the chapters.
and concludes with questions related to the pri-
mary source. Guided Reading Activities
These activities provide help for students who
American Art and Music Activities are having difficulty organizing the information
These activities provide an opportunity for stu- found in the sections. Students fill in missing
dents to sample the cultural history of a period information in outlines and sentence completion
and to compare and contrast cultural contribu- activities and respond to short-answer questions.
tions, both past and present. A brief biography of
each artist is followed by comprehension and
critical thinking questions.

vi
 9
UNIT
Unit 9 Resources
Geography and History Activity 9
Smart Growth: A Solution to Urban Sprawl. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Economics and History Activity 9

The Entrepreneur. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

History Simulations and Problem Solving 9

The Legacy of the Watergate Scandal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

American Literature Readings 9

“My Native Costume” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
From Autobiography of a Face. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
From “Unlikely Heroes” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
“On the Pulse of Morning” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

1
 Name Date Class

★ GEOGRAPHY AND HISTORY ACTIVITY 9

Smart Growth: A Solution to Urban Sprawl

CONCERN FOR COMMUNITIES and the many hours people must spend

9
People in communities across the United behind the wheel. Adding new lanes and

UNIT
States are changing their attitudes about the building new roads does not seem to solve
current sprawling patterns of urban growth. the problem. Rather than decreasing con-
Traffic congestion, air and water pollution, gestion, additional lanes and roads lead to
and loss of farmland and open spaces have more urban sprawl and traffic.
led Americans to reconsider how and where Urban sprawl also increases the risk of
they build their communities. The popula- flooding and water pollution. Flooding
tion of the United States is expected to occurs more frequently because new devel-
increase 50 percent by 2050, so urban opments are often built on floodplains or
growth is inevitable. The question is not wetlands. Furthermore, as the wetlands are
whether new homes, businesses, shops, or developed, their natural flood-absorbing
movie theaters are needed—it is where they capabilities diminish. From 1988 to 1998,
will be built. destruction caused by flooding cost
Communities are learning about “smart American taxpayers more than $473 billion.
growth.” Smart growth involves better plan- Wetlands can also remove up to 90 percent
ning and does not abandon an existing
infrastructure—such as roads, schools, and
sewers—just to build another community
Figure 1—Most Sprawl-
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

farther out. People are investigating the

long-range benefits of a more town-centered Threatened U.S. Cities in 1998
community. These communities provide Large Cities—Population: 1 million or more
public transportation and are pedestrian- 1. Atlanta, Georgia
friendly. They strive to preserve open spaces 2. St. Louis, Missouri
and have a mixture of types of housing, 3. Washington, D.C.
shops, and businesses. These ideas have 4. Cincinnati, Ohio
emerged because people want the sense of 5. Kansas City, Missouri
community that comes with traditional
neighborhoods, and they have learned some Medium Cities—Population: 500,000 to 1 million
harsh lessons about the negative impact of 1. Orlando, Florida
urban sprawl on the environment. 2. Austin, Texas
3. Las Vegas, Nevada
CONSEQUENCES OF URBAN SPRAWL 4. West Palm Beach, Florida
5. Akron, Ohio
One of the biggest impacts of urban
sprawl is the increased use of vehicles. It is Small Cities—Population: 200,000 to 500,000
common for subdivisions of homes to be 1. McAllen, Texas
miles away from workplaces or shopping 2. Raleigh, North Carolina
centers. Developments with no available 3. Pensacola, Florida
public transportation force people to drive 4. Daytona Beach, Florida
to every destination. Congested streets and 5. Little Rock, Arkansas
highways cause air pollution, and quality of
life is affected by frustrating traffic jams SOURCE: Sierra Club Sprawl Report
(continued)
3
 Name Date Class

★ GEOGRAPHY AND HISTORY ACTIVITY 9 (continued)

of the pollutants in water, so their role is needs to balance its impact on the environ-
significant to the health of the environment. ment, the economy, and the people in a
Another result of urban sprawl is the community. It must avoid harming the
destruction of more than one million acres environment, but not to the detriment of
UNIT

of farmland, parks, and open spaces each the economy or the people. Likewise, eco-
year. When these areas are turned into strip nomic prosperity should not compromise
malls, highways, and housing develop- or hurt the environment or the community.
9

ments, ecosystems are destroyed. Balancing these factors is a challenge.

SMART GROWTH IN AUSTIN, TEXAS

Austin, Texas, is one of the cities faced Figure 2—Traditional Neighborhoods
with serious urban sprawl. (See Figure 1.) Versus Suburban Development
Rapid growth in population and employ-
ment triggered the urban sprawl around Traditional Neighborhood
Austin, prompting the city to develop its Public
Neighborhood Center
Smart Growth Initiative. Two major goals of transportation stop
Arterial street
the Smart Growth Initiative are to determine
how and where growth occurs in the Austin
area, and to improve the quality of life of its
citizens. In order to improve the quality of
life, the city aims to preserve and enhance
existing neighborhoods, protect environmen-

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

tal quality, improve public transportation Park
and access to it, and strengthen the city’s
economy.
Austin has created models of how the Green space Connector Streets
city wants development to grow. One of the
models is called Traditional Neighborhood
Development. This type of development is
based on patterns found in older neighbor- Suburban Development
hoods and towns. Traditional neighbor- Public transportation stop
Arterial Street
hoods differ from current suburban devel-
opment in a number of ways. See Figure 2 Commercial Park
area
and Figure 3 for comparisons of these two
types of communities.

SMART GROWTH IS “SUSTAINABLE”

Part of Austin’s plan for smart growth
is the Sustainable Development Initiative.
“Sustainable development” means that Cul-de-sac streets Residential Collector street
development should be able to last for the
long-term. In order to last, development

4
 Name Date Class

★ GEOGRAPHY AND HISTORY ACTIVITY 9 (continued)

The challenge of smart growth is being Communities that succeed at smart growth
met by good community planning. Many have a vision of where they want to go
promising and innovative solutions to and of what their values are. With their
urban sprawl are being investigated and vision and values in mind, they then plan
implemented across the United States. for the future.

9
UNIT
Figure 3—Characteristics of Development
Characteristics of Current Suburban Characteristics of Traditional
Developments Neighborhoods

• Areas are designed as single-use zones. • A range of uses exists within a neighborhood.
For example, all single-family houses in There are different types of buildings to live
one place; multi-family buildings in another in and places to work, shop, and play. Shops
place; shopping, office parks, and industry in and businesses are often located in a neigh-
other places. borhood center.

• There is a rigid separation of housing, based • There are zoning limits on the size, location,
on the types of houses and cost. and design of buildings rather than on the
strict separation of uses.

• Traffic is funneled from many disconnected • There is an interconnected network of nar-

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

cul-de-sac streets to a few larger streets, row streets that provide a variety of routes
called collector and arterial streets. This for local traffic and are safe and pleasant for
causes traffic congestion on the larger streets pedestrians.
because they are the only streets that run
through to a destination.

• There is no public transportation available for • Several transportation options are available
residents. Streets are wide and designed for such as buses, light rail systems, or bicycle
cars only. There are often no sidewalks for and walking paths.
walking. Pedestrians may find walking
unpleasant or even dangerous.

• The almost total dependence on vehicles • Public spaces such as parks and plazas
due to the distances among housing, work, provide gathering places for people in the
shopping, and recreation areas does not neighborhood.
promote neighborhood gathering places.

5
 Name Date Class

★ GEOGRAPHY AND HISTORY ACTIVITY 9 (continued)

APPLYING GEOGRAPHY TO HISTORY

DID YOU KNOW?
Directions: Write the answer to each ques-
tion in the space provided. 쑱 In Oregon, farmland losses have been
reduced from 30,000 acres annually to
UNIT

Recalling Information about 2,000 acres through smart-growth

measures that included drawing develop-
1. List characteristics of smart-growth
9

ment boundaries around cities and limiting

development. development beyond those boundaries.
쑱 As urban sprawl increased between 1970
and 1990, the number of miles Americans
drove each year doubled from one trillion
to two trillion.
쑱 In 1999 the city of Phoenix, Arizona, devel-
oped open land at the rate of 1.2 acres per
hour. By the end of that year, the land area
2. What three things need to be balanced of the city of Phoenix was equivalent in size
for sustainable development? to the state of Delaware.

Critical Thinking

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

5. Determine Cause and Effect Why do
you think increasing road capacity caus-
es more traffic and urban sprawl rather
3. What is one of the biggest impacts of than reducing the problems of traffic
urban sprawl on individuals and the jams and congestion?
environment?

6. Synthesizing Information On a sepa-

rate sheet of paper, list the things you
value that currently exist in your com-
4. What are two major goals of the Smart munity. Then list the things you value
Growth Initiative in Austin, Texas? that you wish were available in your
community. Things of value may
include your neighbors, churches,
schools, sports complexes, art events,
shops, parks, or even a favorite tree or
stream. Using smart-growth ideas, draw
a diagram of your perfect neighborhood.

6
 Name Date Class

Economics and History Activity 9

The Entrepreneur
Imagine that you have invented a com- Figure 1—Price/Earnings Ratio
puter operating system that is twice as fast, Price
twice as reliable, and half the price of any- Earnings
thing on the market. How do you success- Price Per Earnings Ratio (P/E)

9
fully seize and capitalize on that economic Share Per Share [A ⫼ B]

UNIT
Company (A) (B) (C)
opportunity? You would likely start your
own business and become an entrepreneur. Elixir of Life $40.00 $4.00 10
An entrepreneur brings together the dif- WonderGlo $36.00 $3.00 12
ferent kinds of economic resources—such
as workers, machinery, and natural CyberSuccess $60.00 $2.00 30
resources—to produce goods, such as your
operating system, or to provide services, companies, however, had high stock prices
such as online shopping. The entrepreneur and little or no earnings, so their PE ratio
has the business skills, knowledge, imagi- was quite high. New economy advocates
nation, and risk-taking abilities to manage argued that the PE way of valuing stocks
and promote economic activity. did not apply to the new economy because
Entrepreneurs must also incur the costs high earnings would come in the future.
of failed efforts. About 30 percent of new Many investors in the 1990s were caught
business enterprises fail. Of the 70 percent up in this speculative fever of counting on
that do survive, only a few become wildly fantastically high future earnings without a
successful businesses such as Microsoft, real basis. The bubble burst on the investing
The Limited, or Google. frenzy toward the end of 2000, as Figure 2
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

on the next page shows. It compares the

THE NEW ECONOMY hypothetical earnings of a $10,000 invest-
ment based on the highest performing tech-
The so-called “new economy” of the
nology stocks and the stock market in gen-
1990s created a wave of entrepreneurs. The
eral. The steep rise in the technology sector
term new economy refers to the telecommu-
beginning in 1996 fell by 2000. To measure
nications, Internet, and computer sectors of
the full loss, keep in mind that the technol-
the economy. These sectors grew tremen-
ogy curve in this chart shows the perform-
dously with the spread of computerization.
ance of the leading technology stocks.
In the 1990s, many people believed that
Numerous start-up technology and dot.com
these three sectors would create vast new
businesses failed completely, and investors
economic opportunities by transforming the
lost their money.
economy as much as industrialization did in
the 1800s.
Many of these people also believed that the THE NEW ECONOMY REVISITED
old rules for smart investing did not apply The new economy is realistically both
to the new economy. The price/earnings new and old. The technological changes
ratio (PE) of a stock is a key measure in beginning in the 1990s have created new
deciding if a stock is a reasonable invest- opportunities for entrepreneurs and
ment. As shown in Figure 1, the ratio is investors. The new economy plays by the
calculated by dividing the price of a share same economic rules, however. Intense
of stock by the company’s earnings per stock speculation usually is followed by
share. Generally, a PE between 10 and 15 major losses. The sharp losses beginning in
is considered sound. Many new economy the year 2000 support that point.

7
 Name Date Class

Economics and History Activity 9 (continued)

Figure 2–Hypothetical Earnings of a $10,000 Investment in

Leading Technology Stocks

$130,000
UNIT

$110,000
9

$90,000
S & P Technology
Index
$70,000
Dow Jones
Industrial Average
$50,000

$30,000

$10,000
1990 1994 1996 1998 1999 2000

SOURCE: Fifth Third Bank, Fifth Third Funds, Portfolio Highlights, First Quarter 2001.

APPLYING ECONOMICS TO HISTORY though the new companies had little,

if any, earnings?
Directions: Use the information you have
6. If a company’s stock price is $50 and

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

read and the information in Figure 1 and
its earnings per share is $5, what is its
Figure 2 to answer the following questions
PE?
on a separate sheet of paper.
CRITICAL THINKING
RECALLING INFORMATION
7. Making Generalizations The American
1. To what sectors of the economy does
economy has suffered through many
the term new economy refer?
times of wild speculation, such as in
2. What does an entrepreneur do? land, gold, industrial stocks, and digital
technology stocks. Commonly, what
3. By approximately how much did the
touches off a speculative period is that
$10,000 invested in the leading tech-
some people make a large amount of
nology stocks rise between 1998 and
money, and then everyone jumps on
1999? By approximately how much did
board. What is this second group
it fall between 1999 and 2000?
assuming will happen to make them
4. For the imaginary stocks in Figure 1, large profits as well? Is this assumption
which one has the PE ratio that tells reasonable? Explain your answer.
you to be wary of investing in it?
8. Determine Cause and Effect
5. What argument did advocates of the Why is a sharp speculative rise in the
new economy use to persuade people market generally followed by a sharp
to invest in the new economy even downturn?

8
 History Simulations and Problem Solving 9—Teaching Strategy
★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

★ Simulation 9: The Legacy of the Watergate Scandal

Topic ✓ Articles regarding the presidential pri-

In this simulation, students will hold a maries of 1976, the subsequent can-
campaign strategy meeting for the 1976 didacies of Jimmy Carter and Gerald
presidential election. Ford, and the 1980 presidential race

9
✓ Historical analyses of the Nixon

UNIT
Purpose presidency
The Watergate scandal not only ended
the presidency of Richard M. Nixon and Procedures/Pacing Guide
cut short his domestic and foreign policy This simulation activity is designed to
agendas, but it seemed to confirm the cyn- be conducted over the course of one
ical distrust many Americans had begun to week (five class periods, plus out-of-
feel toward their own government. This class preparation time).
simulation will allow students to examine Day 1—Introduce the Simulation
(1) the foreign and domestic policies pur-
sued by the Nixon administration and Have the students read Simulation
where they might have lead the nation Sheet 1 and answer the questions. Guide
had they been fully implemented, and (2) students in a broad discussion of the
the turn American politics—particularly Nixon administration’s first term, the out-
presidential politics—would have taken come of the 1972 presidential election,
had the Watergate scandal not shaken so the state of the country in the early
many Americans’ faith in the presidency 1970s, and the facts pertaining to the
and American political institutions. Watergate scandal. Ensure that students’
understanding of Nixon’s foreign and
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Objectives domestic policies are historically accurate.

By participating in this simulation, Near the end of class, organize stu-
students will: dents into groups consisting of (1) a
• Examine the accomplishments and fail- candidate, (2) a chief-of-staff, (3) a
ures of the Nixon administration. domestic policy adviser, (4) a foreign
policy adviser, and (5) a campaign man-
• Predict the issues on which the ager. Have an equal number of
Republican and Democratic parties
would have campaigned in the 1976 Republican and Democratic groups, if
presidential election had Nixon served possible. Explain that it is the summer
out his full second term. of 1974 and their campaign team is
holding a strategy meeting for the 1976
• Determine the legacy of the Watergate presidential election. Explain that the
scandal on Americans’ political partici-
candidate and chief-of-staff determine
pation and subsequent presidential
policies, with the candidate having the
candidacies.
final say; domestic and foreign policy
Suggested Resources advisers identify important issues and
advise the candidate; and the campaign
✓ Data on voter turnout in presidential
elections, 1960–1980 manager plans campaign strategy, deter-
mining which issues play well with vot-
✓ Polling data indicating Americans’ trust ers. Each team member should be
in government, 1960–1980
knowledgeable about all aspects of the

(continued)
9
 History Simulations and Problem Solving 9—Teaching Strategy
★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

★ Simulation 9: The Legacy of the Watergate Scandal

(continued)

campaign, but should especially focus on

his or her own area of expertise. Tell stu- Day 4—Conduct the Simulation
dents that each group will present a sim-
Have each group perform their cam-
ulated campaign strategy meeting on Day
UNIT

paign strategy meeting using the follow-

4. Distribute copies of Simulation Sheet 2
ing format:
to all students and ask them to begin
★ Step One—Call the Meeting to
9

their out-of-class research immediately.

Order. This is the responsibility of the
Day 2—Prepare for the Simulation chief-of-staff.
Students should identify potential ★ Step Two—Discuss the Issues.
issues and candidates for their party for The chief-of-staff should query other
the 1976 presidential election by answer- team members about the questions on
ing the questions on Simulation Sheet 2. Simulation Sheet 2. All team members
Groups should research their answers can have input on the questions, but the
using library resources, the Internet, and candidate and chief-of-staff should pay
materials you provide. A study of Nixon’s special attention to each “specialist.”
first-term policies and Democratic and ★ Step Three—Determine
Republican responses to them will help Positions. The candidate leads this part
students form views about (1) what a sec- of the discussion, taking his or her
ond Nixon term might have looked like, advisers’ views into consideration.
and (2) the issues Democrats would have ★ Step Four—Develop a Campaign
championed in the 1976 election. If nec- Strategy. The campaign manager leads
essary, direct students to think about the this part of the discussion, again with

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

role Jimmy Carter’s status played in the heavy input from the other team
1976 primaries and election. To what members.
extent did the Watergate scandal loom Make sure that the positions taken by
over the election that year? the candidate are historically accurate
Near the end of class, each group and “in character.” Encourage students to
should align itself with a particular candi- take notes throughout each simulation.
date. If possible, try to avoid having
more than one group choose the same
candidate. Day 5—Solve the Problem
Pose the following questions to stu-
Day 3—Prepare for the Simulation dents as homework or as a basis for a
Students should meet in their assigned classroom discussion about the simula-
groups to share the results of their tion: Who do you think the 1976
research, plan for the next day’s campaign Republican and Democratic presidential
strategy meeting, and prepare for their candidates would have been had the
roles. Provide students with the simulation Watergate scandal not forced Richard
format (given under Day 4 procedures). Nixon out of office? Who do you think
would have won the election? Why?
Would presidential campaigns differ
today had the Watergate scandal never
occurred? Explain your answer.

10
 Name Date Class

i ns and Problem Solvi

History Simulat ng 9 S i m u l a ti o n S h ee t 1

The Legacy of the Watergate Scandal

9
Directions: In this simulation, you will decide • helped create the Environmental

UNIT
how United States foreign and domestic pol- Protection Agency and Occupational
icy and the political landscape of America in Safety and Health Administration
the 1970s and 1980s would have looked had • proposed a guaranteed annual income
the Watergate scandal, which ultimately for poor Americans.
forced the resignation of President Richard The Vietnam War continues to bitterly
M. Nixon, not occurred. To help you pre- divide the nation. Nixon has reduced the
pare, read the background information. number of troops in Vietnam. However, he
Then answer the questions that follow. has resumed bombing in North Vietnam
BACKGROUND INFORMATION and expanded the war into Cambodia and
Laos, which has angered millions.
It is November 1972. Republican Richard However, even his most enthusiastic foes
Nixon has been reelected president by an have been amazed by his pursuit of diplo-
overwhelming margin. He has beaten his matic relations with the communist regime
liberal Democratic challenger, George in the People’s Republic of China and of
McGovern, 47.1 million to 29.1 million in improved relations—and nuclear arms limi-
the popular vote and 520 to 17 in the elec- tation—with the Soviet Union.
toral college. After the election, Nixon and At the Democratic National Committee
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

his aides discuss the previous four years. headquarters, located in the Watergate
The president: building just a few blocks from the White
• approved cost-of-living adjustments to House, planning has already begun for the
Social Security benefits 1976 election. Republican hopefuls are also
• reduced military spending assessing their chances to succeed Nixon.
• supported selected affirmative action What issues and candidates will emerge in
programs for minorities the next four years . . . and beyond?

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

1. Briefly describe some accomplishments 2. Are the results of the 1972 presidential
and failures of Richard Nixon’s first election a “vindication” of Nixon’s first-
term of office. term policies? Why or why not?

11
 Name Date Class

i ns and Problem Solvi

History Simulat ng 9 Simulation Sheet 2

The Legacy of the Watergate Scandal

UNIT

Directions: It is the summer of 1974. oughly examined the results of the most
Potential candidates in the 1976 presidential recent election. To help you forecast the
upcoming election, answer the following
9

election are assembling campaign teams

and planning their strategy. You have thor- questions.

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

Candidate: Your role:

1. Based on Richard Nixon’s accomplishments and failures during his first term in office,
determine what course his second term is taking and assess his likely success. Focus
especially on the economy, civil rights, Soviet/Chinese relations, and the Vietnam War.

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

2. What issues will be the focus of the 1976 campaign? What are your candidate’s views on
these issues?

3. Develop a potential winning campaign strategy for your candidate. Create a campaign
slogan.

4. Your candidate can win his/her party’s nomination if

5. Your candidate can win the election if

12
 Name Date Class

★
American
★ ★
Literature
★ ★
Readings
★ ★
9 ★ ★ ★ ★ ★

A Changing Society
INTRODUCTION

9
The final years of the twentieth century saw lean economic times as well as prosperity

UNIT
and optimism unlike any since the 1920s. Technology launched us beyond our wildest
dreams, and the ability to use technology became both an equalizing and a dividing factor.
Racial problems continued, but eventually a more balanced social diversity has arisen.

“My Native Costume”

Martin Espada

★ About the Selection Martin Espada (1957– ) is a Puerto Rican

American born in Brooklyn, New York. His father, an activist for the right of
Puerto Ricans to be treated equally in America, passed on to his son a fine-
tuned sense of justice and irony. Martin Espada is a much-published author of
poetry and essays, a lawyer, an activist like his father, and a professor of English.

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

As you read, create a list of ways people have stereotyped each other throughout
the nation’s history. Then answer the questions that follow.

W hen you come to visit,

said a teacher
from the suburban school,
The children want to see
a native costume,
the teacher said.
don’t forget to wear
So I went
your native costume.
to the suburban school,
But I’m a lawyer, embroidered guayabera
I said. short-sleeved shirt
My native costume over a turtleneck,
is a pinstriped suit. and said, Look kids,
cultural adaptation.
You know, the teacher said,
a Puerto Rican costume.
Like a guayabera? “My Native Costume” from Zapata’s Disciple by Martin Espada.
The shirt? I said. Copyright © 1998 by Martin Espada. Reprinted by permission of South
But it’s February. End Press.

(continued)
13
 Name Date Class

★
American
★ ★
Literature
★ ★
Readings
★ ★
9 (continued)
★ ★ ★ ★ ★

READER RESPONSE
Directions: Answer the following questions on the lines below.
1. What is the teacher’s focus in this poem? What is the author’s focus?
UNIT
9

2. What does the author say is his native costume? Why does he say this?

3. CRITICAL THINKING What do you think the author meant when he stated, “Look kids,
cultural adaptation”?

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

14
 Name Date Class

★
American
★ ★
Literature
★ ★
Readings
★ ★
9 ★ ★ ★ ★ ★

from Autobiography of a Face

Lucy Grealy

9
UNIT
★ About the Selection Lucy Grealy (1963–2002) was an award-winning poet
and college professor. When she was in the fourth grade, it was discovered she
had Ewing’s sarcoma, a form of cancer that resulted in the removal of half her
lower jaw—and 30 operations in 18 years. Her book Autobiography of a Face is
an account of those 18 years and what it means to look different in a society
obsessed with appearances.

GUIDED READING
As you read, think of ways you have felt alienated or have made others feel
alienated. Then answer the questions that follow.

M y friend Stephen and I used to do pony

parties together. The festivities took place
on the well-tended lawns of the vast suburban com-
though, I didn’t secretly relish my audience, and if it
were possible I would have stood behind that curtain
forever, my head bent in an eternal act of deference.
munities that had sprung up around Diamond D I was, however, dependent upon my audience. Their
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Stables in the rural acres of Rockland County. Mrs. approval or disapproval defined everything for me,
Daniels, the owner of Diamond D, took advantage of and I believed with every cell in my body that
the opportunity and readily dispatched a couple of approval wasn’t written into my particular script.
ponies for birthday parties. . . . I was fourteen years old. . . .
Once we reached the party, there was a great That first day I walked a small pinto in circle after
rush of excitement. The children, realizing that the circle practically drunk with the aroma of the horses.
ponies had arrived, would come running from the But with each circle, each new child lifted into the
back yard in their silly hats; their now forgotten bal- tiny saddle, I became more and more uncomfort-
loons, bobbing colorfully behind them, would fly off able, and with each circuit my head dropped just a
in search of some tree or telephone wire. . . . little bit further in shame. With time I became adept
My pleasure at the sight of the children didn’t last at handling the horses, and even more adept at
long, however. I knew what was coming. As soon as avoiding the direct stares of the children.
they got over the thrill of being near the ponies, When our trailer pulled into the driveway for a
they’d notice me. Half my jaw was missing, which pony party, I would briefly remember my own
gave my face a strange triangular shape, accentuated excitement at being around ponies for the first time.
by the fact that I was unable to keep my mouth com- But I also knew that these children lived apart from
pletely closed. When I first started doing pony par- me. Through them I learned the language of para-
ties, my hair was still short and wispy, still growing noia; every whisper I heard was a comment about
in from the chemo, but as it grew I made things the way I looked, every laugh a joke at my expense.
worse by continuously bowing my head and hiding Partly I was honing my self-consciousness into a
behind the curtain of hair, furtively peering out at torture device, sharp and efficient enough to last
the world like some nervous actor. Unlike the actor, me the rest of my life. Partly I was right: they were

(continued)
15
 Name Date Class

★
American
★ ★
Literature
★ ★
Readings
★ ★
9 (continued)
★ ★ ★ ★ ★

staring at me, laughing at me. The cruelty of children drama, I had been looking forward to going to the
is immense, almost startling in its precision. The kids lunchroom. As it happened, I sat down next to a
at the parties were fairly young and, surrounded by table full of boys.
adults, they rarely made cruel remarks outright. But They pointed openly and laughed, calling out
UNIT

their open, uncensored stares were more painful than loudly enough for me to hear, “What on earth is
the deliberate taunts of my peers at school, where that ?” “That is the ugliest girl I have ever seen.” I
9

insecurities drove everything and everyone like some knew in my heart that their comments had nothing
looming, evil presence in a haunted machine. . . . to do with me, that it was all about them appearing
The summer passed, and junior high school tough and cool to their friends. But these boys were
loomed. Jan, Teresa, and Sarah were all very excited older than the ones in grade school, and for the very
at the prospect of being “grownups,” of attending first time I realized they were passing judgment on
different classes, of having their own locker. Their my suitability, or lack of it, as a girlfriend. . . .
excitement was contagious, and the night before the The horses remained my one real source of relief.
first day of school, I proudly marked my assorted When I was in their presence, nothing else mattered.
notebooks for my different subjects and secretly Animals were both the lives I took care of and the
scuffed my new shoes to make them look old. lives who took care of me. Horses neither disap-
Everyone must have been nervous, but I was sure proved nor approved of what I looked like. All that
I was the only one who felt true apprehension. I counted was how I treated them, how my actions
found myself sidling through the halls I’d been look- weighted themselves in the world. . . .
ing forward to, trying to pretend that I didn’t notice From Autobiography of a Face by Lucy Grealy. Copyright © 1994 by
the other kids, almost all of them strangers from Lucy Grealy. Reprinted by permission of Houghton Mifflin Company. All
adjoining towns, staring at me. Having seen plenty of rights reserved.

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

teen movies with their promise of intrigue and

READER RESPONSE
Directions: Answer the following questions on the lines below.
1. Why was the author nervous about a new school?

2. What reason did the author give for the cruelty of the junior high boys?

3. What does the reaction of the author’s classmates suggest about the way people often
treat people who are different?

4. CRITICAL THINKING What lesson can be learned from the author’s last paragraph?

16
 Name Date Class

★
American
★ ★
Literature
★ ★
Readings
★ ★
9 ★ ★ ★ ★ ★

from “Unlikely Heroes”

Charles Kuralt

9
UNIT
★ About the Selection Charles Kuralt (1934–1997) was a journalist and radio
and television broadcaster in the genre of Walt Whitman and Ernie Pyle. Kuralt
was a man who believed that people are basically good and that America is the
finest place on the earth—that our differences actually make us a better whole.
His travels across the nation came to us through his books and his features on
the CBS television network.

GUIDED READING
As you read, consider how the rancher and his wife might have treated Martin
Espada and Lucy Grealy. Then answer the questions that follow.

F ifty miles down a dirt road in Wyoming one

time, the old bus suffered two flat tires, which
was one flat tire too many. We sat there for an hour
everyday kindness of the back roads more than
makes up for the acts of greed in the headlines.
Some people out there spend their whole lives self-
wondering what to do about it before a rancher lessly. You could call them heroes.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

came along in his pickup truck. “Looks like you boys “Unlikely Heroes” from On the Road with Charles Kuralt by Charles
need some help,” he said. He took us to a gas sta- Kuralt. Copyright © 1985 by CBS Inc. Used by permission of G.P.
tion on the highway, waited until the flats were fixed, Putnam’s Sons, a division of Penguin Putnam Inc.
drove us back to the bus, and helped us jack up the
wheels and change the tires. By then it was getting READER RESPONSE
dark. He said, “Nothing to do but take you boys
home with me, I guess.” His wife cooked us elk Directions: Answer the following questions
steaks for dinner, tucked us under warm quilts for on a separate sheet of paper.
the night, and sent us off full of flapjacks and 1. What does the rancher do for Kuralt and
sausage the next morning. Her husband followed us his friends?
to the highway to make sure we didn’t have any 2. What does Kuralt say is the general feel-
more flat tires. I don’t know what he planned to do ing about Americans?
with those twenty-four hours, but he ended up giv-
ing most of them to some stranded strangers. 3. What is Kuralt’s point of view about
To read the front pages, you might conclude that Americans after his experience with the
Americans are mostly out for themselves, venal, rancher?
grasping, and mean-spirited. The front pages have 4. CRITICAL THINKING Kuralt believes peo-
room only for defense contractors who cheat and ple are basically good; Grealy believes
politicians with their hands in the till. But you can’t they can be extremely cruel; Espada
travel the back roads very long without discovering a points out that they can be unthinking.
multitude of gentle people doing good for others What do these different opinions or
with no expectation of gain or recognition. The experiences say about people in general?

17
 Name Date Class

★
American
★ ★
Literature
★ ★
Readings
★ ★
9 ★ ★ ★ ★ ★

“On the Pulse of Morning”

Maya Angelou
UNIT

★ About the Selection Maya Angelou (1928– ) has excelled in many

9

forms of writing—autobiography, poetry, fiction, plays, songs, newspaper reports,

and television programs. She worked on a newspaper in Egypt, lectured at the
University of Ghana, and directed a film in Hollywood. President Bill Clinton hon-
ored her achievements by asking her to read her work at his 1993 inauguration.
Angelou wrote and read the poem, “On the Pulse of Morning,” at the inauguration.

GUIDED READING
As you read these excerpts from the poem, note to whom the Rock cries out.
Then answer the questions that follow.

****************** READER RESPONSE

Today, the Rock cries out to us, clearly, forcefully,
Come, you may stand upon my Directions: Answer the following questions
Back and face your distant destiny, on a separate sheet of paper.

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

But seek no haven in my shadow.
1. What does the Rock invite the reader to
I will give you no hiding place down here. do? What may the reader NOT do?
You, created only a little lower than 2. Summarize what the author means when
The angels, have crouched too long in she states, “History, despite its wrenching
The bruising darkness, pain,/ Cannot be unlived, and if faced/
Have lain too long With courage, need not be lived again.”
Face down in ignorance. 3. CRITICAL THINKING To what is the author
************* referring when she speaks of the
You, who gave me my first name, you Cherokee Nation?
Pawnee, Apache and Seneca, you
Cherokee Nation, who rested with me, then
Forced on bloody feet, left me to the employment of
Other seekers—desperate for gain,
Starving for gold.
*****************
History, despite its wrenching pain,
Cannot be unlived, and if faced
With courage, need not be lived again.
******************
From “On the Pulse of Morning” by Maya Angelou, copyright © 1993 by
Maya Angelou. Used by permission of Random House, Inc.

18
 Chapter 28 Resources
Politics and Economics, 1968–1980

28
CHAPTER
Reading Skills Activity 28 Linking Past and Present Activity 28
Problems and Solutions . . . . . . . . . . . . 21 Tribulations of the Auto Industry . . . . 34

Historical Analysis Skills Activity 28 Primary Source Reading 28-1

Sequencing Events . . . . . . . . . . . . . . . . 22 Watergate Is Linked to the
White House. . . . . . . . . . . . . . . . . . . . . 35
Differentiated Instruction Activity 28
Limiting Nuclear Weapons. . . . . . . . . . 23 Primary Source Reading 28-2
A National Crisis. . . . . . . . . . . . . . . . . . 37
English Learner Activity 28
Politics and Economics, 1968–1980 . . . 25 American Art and Music Activity 28
Philip Johnson . . . . . . . . . . . . . . . . . . . 39
Content Vocabulary Activity 28
Politics and Economics, 1968–1980 . . . 27 Interpreting Political Cartoons
Activity 28
Academic Vocabulary Activity 28 Environmental Awareness . . . . . . . . . . 41
Politics and Economics, 1968–1980 . . . 29
Reteaching Activity 28
Reinforcing Skills Activity 28 Politics and Economics, 1968–1980 . . . 43
Analyzing Secondary Sources . . . . . . . 31
Enrichment Activity 28
Critical Thinking Skills Activity 28 Wounded Knee. . . . . . . . . . . . . . . . . . . 45
Identifying the Main Idea . . . . . . . . . . 32

Time Line Activity 28

The Watergate Scandal . . . . . . . . . . . . 33

19
 Name Date Class

★ Reading Skills Activity 28

Problems and Solutions

★ LEARNING THE SKILL
In previous chapters you have learned about Problem/Solution, a structure
authors use to organize information and give meaning to their text. When authors
use this structure, they first describe the problems. They then discuss the different
solutions used to deal with those problems. There are some key words that will help
you recognize the problem/solution structure. Words signalling a problem include
trouble, challenge, puzzle, difficulty, problem, question, crisis, or doubt. Words that signal
a solution include answer, solve, idea, agree, discovery, improve, propose, solution, over-

28
come, resolve, response, decision, or reply.

CHAPTER
★ PRACTICING THE SKILL
DIRECTIONS: Read the following sentences from your text in which the author has used
problem/solution to describe the economic problems Nixon faced during his administration.
Underline the words in the sentences that indicate the problem/solution structure. Then
discuss how the author has used these words to describe the challenges and the attempted
solutions.
1. Another economic problem was the decline of manufacturing.
2. Thus, in the early 1970s, President Nixon faced a new and puzzling economic dilemma
nicknamed “stagflation” — a combination of rising prices and economic stagnation.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. Nixon decided to focus on controlling inflation. The government moved first to cut
spending and raise taxes.
4. When this failed, the president tried to stop inflation by imposing a 90-day freeze
on wages and prices and then issuing federal regulations limiting future wage and
price increases.

★ APPLYING THE SKILL

DIRECTIONS: Use what you have learned about the problem/solution structure to explore
the information in this chapter. Divide the class into several groups, with each group choos-
ing a different part or section of the chapter. On a separate piece of paper, make a chart with
two columns labelled Problem and Solution. As your group skims through the text, find the
signal words indicating a problem/solution situation. On the charts, describe the problem in
the Problem column and the solution in the Solution column. Then discuss as a group whether
these solutions to the problems were successful or not. Use details from the text to support
your opinions.

21
 Name Date Class

★ Historical Analysis Skills Activity 28

Sequencing Events
★ LEARNING THE SKILL
In order to understand the causes and effects of historical events, you must know
the order in which the events took place. Sequencing events means placing the
events in the order in which they occurred. This skill will help you develop a deeper
understanding of history. Follow these steps when determining the sequence of
events:
CHAPTER

• Read the selection to gain an overview of important events.

• Look for dates and sequence words like before, after, during, then, and later.
• If you have difficulty putting the events in order, use a time line or a flow
chart to help you visualize the sequence of events.
28

★ PRACTICING THE SKILL

DIRECTIONS: Read the following excerpt from your textbook about the Watergate coverup.
Then answer the questions.
In the wake of the Watergate break-in, the media discovered that one of the burglars, James
McCord, was not only an ex-CIA official but also a member of the Committee for the Re-election of
the President (CRP). Reports soon surfaced that the burglars had been paid to execute the break-in

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

from a secret CRP fund controlled by the White House.
At this point, the cover-up began. White House officials destroyed incriminating documents and
gave false testimony to investigators. Meanwhile, President Nixon stepped in. . . . With Nixon’s con-
sent, administration officials asked the CIA to stop the FBI from investigating the source of the
money paid to the burglars.
1. Identify some sequence words that help you understand the order in which the events
took place.
2. Organize the facts in the excerpt sequentially, beginning with the Watergate break-in.

★ APPLYING THE SKILL

DIRECTIONS: Read Section 5 of the chapter in its entirety. As you read, note important events
in the development of environmentalism. Make a time line of the events. Then, write a para-
graph summarizing the development of the environmentalist movement. Include five events
from your time line in the paragraph. Be sure to keep the events in sequential order.

22
 Name Date Class

★ Differentiated Instruction Activity 28

Limiting Nuclear Weapons

In order to make progress toward limiting nuclear weapons and signing the
SALT II Treaty, the United States and the Soviet Union first had to agree on their
current weapons arsenal. Read the chart below. Note that an ICBM is an interconti-
nental ballistic missile, a MIRV is a multiple independently targetable re-entry
vehicle, an SLBM is a submarine-launched ballistic missile, and an ASBM is an
air-to-surface ballistic missile.

FROM MEMORANDUM OF UNDERSTANDING BETWEEN THE UNITED STATES OF AMERICA

AND THE UNION OF SOVIET SOCIALIST REPUBLICS, NOVEMBER 1, 1978

28
CHAPTER
U.S.A. USSR
Launchers of ICBMs 1,054 1,398
Fixed launchers of ICBMs 1,054 1,398
Launchers of ICBMs equipped with MIRVs 550 576
Launchers of SLBMs 656 950
Launchers of SLBMs equipped with MIRVs 496 128
Heavy Bombers 574 156
Heavy bombers equipped for cruise missiles capable 0 0
of a range in excess of 600 kilometers
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Heavy bombers equipped only for ASBMs 0 0

ASBMs 0 0
ASBMs equipped with MIRVs 0 0

Directions: On a separate sheet of paper, answer the following questions based

on the chart.
1. Analyzing Information How do the statistics reflected in this chart demonstrate the
theory of “mutual assured destruction”?
2. Analyzing Information Why would this accounting of existing arms be a necessary
step in moving from “mutual assured destruction” to “mutual assured security”?

(continued)
23
 Name Date Class

★ Differentiated Instruction Activity 28 (continued)

Teaching Strategies for Different Learning Styles

The following activities are ways the basic lesson can be modified to accommo-
date students’ different learning styles:
English Learners (EL) Put the chart in context by writing and saying “Goal: Disarmament.”
Be sure students know the words missiles and launchers. Assure students that it is more
important to focus on the numbers in the chart rather than on the differences between types
of weapons. As needed, help students with the terms “mutual assured destruction” and
“mutual assured security,” which appear in the questions.
CHAPTER

Advanced Learners (AL) Have students find out what the potential threat to the United
States was from just one of these weapons, such as a submarine-launched ballistic missile,
and report back to the class.
Below Grade Level (BL) Have students color-code the chart. For all categories of weapons in
28

which the United States and USSR were equal or approximately equal, have students shade
the rows in pencil. For all categories with significant differences in favor of the United States,
have students circle the numbers in red. For categories with significant differences in favor
of the Soviet Union, have students circle the numbers in blue. After students have finished,
discuss what the numbers show in terms of either side’s ability to harm the other.
A completed chart can be found below.

USA USSR

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

Launchers of ICBMs 1,054 1,398
Fixed launchers of ICBMs 1,054 1,398
Launchers of ICBMs equipped with MIRVs 550 576
Launchers of SLBMs 656 950
Launchers of SLBMs equipped with MIRVs 496 128
Heavy Bombers 574 156
Heavy bombers equipped for cruise missiles capable 0 0
of a range in excess of 600 kilometers
Heavy bombers equipped only for ASBMs 0 0
ASBMs 0 0
ASBMs equipped with MIRVs 0 0

On Grade Level (OL) Have students read the information and work independently to
answer the questions in complete sentences.

24
 Name Date Class

English Learner Activity 28 ★ ★ ★ ★ ★ ★

Politics and Economics, 1968–1980

★ A. PRE-READING ACTIVITY
Previewing the Material
Directions: Before reading the primary source quotation from The Limits of Power on page 938,
answer these questions.
1. What potential threats did the United States face from the Soviet Union?

28
CHAPTER
2. Détente was based on the notion that the United States and the Soviet Union could work
together because they had common interests. What other time in history did these coun-
tries work together?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

★ B. PRE-READING ACTIVITY
Vocabulary Review
Directions: Reviewing the words and expressions below will help you understand
the reading.
aggression (n.): forceful action intended to dominate or master
aggressor (n.): one who practices aggression
avoidance (n.): the act of preventing an event’s occurrence
détente (n.): the relaxation of tensions between nations
deter (v.): to turn aside, discourage, or prevent from happening
opposite (adj.): occupying an opposing position
potential (adj.): possible or capable of occurring
profitable (adj.): yielding advantageous returns or results
purpose (n.): something set up as an object to be attained; intention
recognize (v.): to realize or acknowledge
restrain (v.): to limit, restrict, or keep under control
understanding (n.): a mutual agreement
(continued)
25
 Name Date Class

English Learner Activity 28 (continued) ★ ★ ★ ★ ★

★ C. READING COMPREHENSION ACTIVITY

Understanding Details
Directions: Circle the word or phrase that completes these sentences correctly according to
the reading on page 938.
1. The understanding that President Nixon hoped to build with the Soviet Union and
China was called (avoidance / détente).
2. One purpose of an understanding between the United States and its rivals was to
(restrain / encourage) aggression.
CHAPTER

3. Nixon hoped that leaders in the Soviet Union and China would realize that aggression
and war were not (possible / profitable).
4. Nixon’s policy of détente was intended to avoid (economic stagnation / nuclear war).
28

5. The United States and its rivals, China and the U.S.S.R., had opposite purposes, but
common (interests / cultures).

★ D. WORD BUILDING ACTIVITY

Word Forms
Remember: Words have different forms for nouns, verbs, adjectives, and adverbs.

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

Directions: Circle the correct form of the word to complete these sentences.
1. (Avoiding / Avoidance) nuclear war was a priority for U.S. foreign policy.
2. It was easy to (understand / understanding) why Nixon wanted to improve relations
with China.
3. The president hoped to develop a policy that was (profit / profitable) for all the coun-
tries involved.
4. A military confrontation between the United States and the Soviet Union would be
(potentially / potential) disastrous.
5. Nixon believed that engagement and negotiation were the best way to discourage
(aggression / aggressor) on the part of the U.S.S.R.

26
 Name Date Class

★ Content Vocabulary Activity 28

Politics and Economics, 1968–1980

DIRECTIONS: Choose the content vocabulary word or term to identify that best completes
each sentence. Write the correct term in the space provided. Then answer the question at the
bottom of the page.

détente affirmative action smog

executive privilege fossil fuels special prosecutor
summit busing impounding
revenue sharing

28
1. Nixon was one of several presidents to use , the principle that

CHAPTER
communications of the executive branch should remain confidential to protect national
security.

2. Nixon became the first American president to visit the Soviet Union and participate in a
, or diplomatic meeting of heads of state.

3. One effect of pollution is , or fog made heavier and darker by

smoke and chemical fumes.

4. Under the Nixon administration, Congress passed a series of

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

bills that granted federal funds to state and local agencies to use as they saw fit.

5. A policy of required companies, schools, and institutions doing

business with the federal government to recruit African Americans.

6. President Nixon used a policy called to relax tensions between

the United States and its two major Communist rivals: China and the Soviet Union.

7. A is a lawyer appointed to investigate cases of wrongdoing

within the government.

8. Nixon sought to increase the power of the executive branch, sometimes

, or refusing to release, funds appropriated by Congress.

9. Coal is one example of a , or a source of energy that is in limited

supply.

10. was a practice designed to give children of all races equal access
to a quality education.

11. Describe the economy of the 1970s using the following terms: inflation, embargo, and
stagflation.

____________________________________________________________________________________________________________________________________________________________

27
 Name Date Class

Academic Vocabulary Activity 28 ★ ★ ★ ★ ★

Politics and Economics, 1968–1980

Key Words
Academic Words Words with Multiple Meanings Content Vocabulary
alternative liberal embargo
appropriate welfare inflation
challenger stagflation

28
criteria

CHAPTER
deregulation
incident
intensify
theory

★ A. WORD MEANING ACTIVITY

Vocabulary in Context
Directions: Using the context clues, choose the best definition for each underlined word.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1. The president claimed that the Watergate incident was nothing more than a simple
burglary.
A. theft B. event C. report
2. Affirmative action encouraged public universities to include race among their other
criteria for deciding which students to accept.
A. standards B. refusal C. alliance
3. Many people believed that busing was an appropriate response to racial inequality
in education.
A. correct B. thoughtful C. unnecessary
4. Nixon’s challenger in the 1972 election was Senator George McGovern.
A. supporter B. strength C. opponent
5. The appearance of smog in the skies over cities intensified concern about the
environment.
A. repressed B. increased C. surprised

(continued)
29
 Name Date Class

Academic Vocabulary Activity 28 (continued) ★ ★ ★ ★

TEST YOUR KNOWLEDGE

Directions: Use your knowledge of the underlined word to choose the word that best
completes the sentence.
1. An incident is the same as a(n) (event / belief).
2. If someone is your challenger, they are attempting to (punish / defeat) you.
3. A theory is most like a(n) (rule / idea).
4. If an industry undergoes deregulation, companies in that industry have to obey
CHAPTER

(fewer / more) laws.

5. Criteria can help you (make a judgment / memorize a fact).
6. An appropriate response is one that is (unexpected / suitable).
7. If a storm intensifies, it becomes (quieter / stronger).
28

8. If an orange is an alternative to a banana, that means it is a (different / lesser) choice.

9. The term liberal is most likely to be used in the field of (politics / geography).
10. Welfare is usually received from the (environment / government).

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

30
 Name Date Class

★ Reinforcing Chapter Skills Activity 28

Analyzing Secondary Sources

★ LEARNING THE SKILL
Secondary source documents, such as your textbook, weave together a variety
of primary sources. To judge the quality and reliability of a secondary source docu-
ment, you need to analyze the primary sources cited by the author. As you read from
a secondary source, look for references in the text such as footnotes or acknowledg-
ments. Consider the authorship of the primary sources used. What biases might they
have? Ask yourself how well the primary source material supports the information
provided. Does the author use a variety of well-balanced sources? Does the author’s

28
interpretation make sense in light of the source documents used?

CHAPTER
★ PRACTICING THE SKILL
Directions: Read the excerpt below from Kenneth E. Morris’s biography of President Jimmy
Carter titled Jimmy Carter: American Moralist. Then answer the questions that follow on a sep-
arate sheet of paper.
The presidential election, like the nation’s bicentennial celebration of the year, was by most
accounts anticlimactic. Disaffection with politics was at a higher level than ever recorded. Only 54
percent of the voting-age public ultimately cast ballots in the November election, the lowest turnout
for a presidential election in twenty-eight years. Of those who were registered but chose not to
vote, significant increases were found among those who explained that they either did not like any
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

of the candidates or were simply uninterested in politics. 51 As for the nation’s bicentennial celebra-
tion, a reporter noted that on July 4 plenty of hotel rooms remained empty in the historic cities of
Washington and Philadelphia. “Few felt like celebrating America this year,” observed Kandy Stroud,
and “there was not that much to celebrate.” 52
51B. Drummond Ayres, Jr., “Ad Nauseam: Campaigns Take over California TV,” New York Times,
Oct. 14, 1994, p. A1.
52Bob Dart, “Attack Ads’ Negative Drumbeat Growing,” Atlanta Journal, Oct. 11, 1994, p. A7.
1. How does the author let you know that he is referencing primary sources in this passage?
2. What primary sources are referenced in this passage?
3. Do these sources effectively support the author’s point of view? Why or why not?

★ APPLYING THE SKILL

Directions: Choose a biography from your library about a person who interests you. Read
or skim the biography, and then answer the following questions on a separate sheet of paper.
1. How does the author cite primary sources in the biography?
2. What types of primary sources does the author use? Provide examples of at least five
specific sources cited.
3. Do the sources effectively support the author’s point of view? Why or why not?

31
 Name Date Class

Critical Thinking Skills Activity 28 Identifying the Main Idea

LEARNING THE SKILL

Identifying the main idea in an essay or article will help you see the “big picture”
by organizing information and assessing the most important concepts to remember.
Every piece of writing contains a main idea, which is amplified and supported by
the rest of the sentences. Be aware, however, that the main idea, which is usually
given in a topic sentence, can occur anywhere in the selection.
Use the following guidelines to help you identify the main idea:
• Read the material carefully and determine the purpose of the presenter.
• Look for the main idea and restate it in your own words.
CHAPTER

• Look for the same main idea in a topic sentence.

• Read the material again to identify other sentences that support the main idea.

PRACTICING YOUR SKILLS

28

Directions: Read the excerpt below from a speech delivered in 1969 by Spiro T. Agnew, who
was vice president of the United States at that time. Then answer the questions that follow.
. . . When the President [Nixon] completed his address . . . his words and policies were subjected
to instant analysis and querulous [argumentative] criticism. The audience of 70 million Americans
[who had] gathered to hear the President of the United States was inherited by a small band of
[television] network commentators and self-appointed analysts, the majority of whom expressed in
one way or another their hostility to what he had to say.

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

. . . Now every American has a right to disagree with the President of the United States and to
express publicly that disagreement. But the President of the United States has a right to communi-
cate directly with the people who elected him, and the people of this country have the right to
make up their own minds and form their own opinions about a Presidential address without having
a President’s words and thoughts characterized through the prejudices of hostile critics before they
can even be digested.

1. Summarize the main idea of the excerpt in your own words.

2. What additional details support the main idea?

32
 Name Date Class

★ Time Line Activity 28

The Watergate Scandal

Directions: Use the information on the time line to fill in the blanks below.

October 1972 FBI agents conclude that the

Watergate burglary is part of a massive July 1974 House
campaign of political spying by the Nixon Judiciary Committee
Administration. passes the first of three
articles of impeachment.
June 1972 Five men are
November 1972 Nixon is July 1974 The Supreme August 1974 Richard

28
arrested in the Watergate
re-elected with over 60 Court rules that Nixon Nixon resigns; Vice
hotel and office complex
percent of the popular President Gerald Ford

CHAPTER
for trying to bug the must turn over White
vote. House tapes. becomes president.
offices of the DNC.

1972 1973 1974 1975

January 1973 James McCord October 1973 The

and Gordon Liddy are convicted “Saturday Night
April 1973 Nixon fires July 1973 Alexander
of conspiracy, burglary, and Massacre”—Nixon
John Dean. Butterfield reveals the exis-
wiretapping. fires Archibald Cox.
tence of a secret taping sys-
tem in the White House.
March 1973 McCord
writes a letter implicating
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

May 1973 Archibald Cox is appointed July 1973 Nixon refuses to

White House counsel
special prosecutor of Watergate; Senate turn over the presidential
John Dean.
Watergate committee begins nationally tapes.
televised hearings.

The Watergate scandal gets its name from the (1) where five men were
arrested for burglarizing the offices of the Democratic National Committee (DNC) in June
1972. Despite this incident, Richard Nixon was re-elected in (2) by one of the
largest margins in U.S. history.
In (3) , James McCord and Gordon Liddy, members of the Committee for
the Re-election of the President, were convicted. In March 1973, McCord implicated White
House counsel (4) in the cover-up of the burglary. In (5) , Nixon
fired John Dean. In May, (6) was named Watergate special prosecutor. That
same month, the (7) began nationally televised hearings.
In July 1973, former White House staffer Alexander Butterfield testified about a secret
(8) that recorded conversations in the White House. However, President Nixon
refused to turn over the tapes. In July 1974, the (9) ruled that Nixon must turn
over the tapes. The House then passed the first of three (10) . In August 1974,
Nixon became the first president to (11) from office.

33
 Name Date Class

d Present Activ
Lin king Past an it y 28

Tribulations of the Auto Industry

The mid-1960s through the In some ways American con-
1970s brought major changes to sumers have not learned the les-
the automobile industry. U.S. sons of the 1970s. Gas-guzzling
automakers had been operating sport utility vehicles (SUVs) are
mostly free of government regulation. In 1965 the the most common vehicle on the road these days.
book Unsafe at Any Speed, by Ralph Nader, revealed Because they sit on a truck frame, SUVs are classified
serious safety concerns with cars. Public pressure as light trucks, which have more lenient fuel-efficiency
caused lawmakers to take a closer look at the industry. standards than do passenger cars. With so many SUVs
CHAPTER

In 1966 Congress enacted the National Traffic and now on the road, vehicle-produced pollution has
Motor Vehicle Safety Act, requiring carmakers to add increased. A push is now underway to require SUVs to
safety features. The 1965 Motor Vehicle Air Pollution meet the same emissions standards as passenger cars.
and Control Act was the world’s first law aimed at Also, recent studies have revealed serious safety
28

reducing the harmful fumes cars produce. The Clean concerns with SUVs. Because of their large size, they
Air Act of 1970 made vehicle-emission limits even tend to crush smaller cars in accidents. Also, most are
stricter. top-heavy, causing them to roll over too easily in an
The oil shortage caused by the 1973 OPEC oil accident, often resulting in deaths.
embargo led Congress to pass a law requiring manu- Japanese carmakers are again leading the way in
facturers to make cars more fuel-efficient. The 1974 environmentally-friendly innovations. In 2000 Honda,
cars averaged 14 miles per gallon. The law required followed shortly by Toyota, introduced a new breed:
new cars to average 27 1/2 miles per gallon by 1985. the hybrid car. Hybrids have both a gasoline engine

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

Meanwhile, long lines at the gas pumps and and an electric motor. The results are reduced emis-
sharply higher prices turned consumers’ interest away sions and many more miles per gallon than traditional
from large American cars to smaller, more fuel- gas-powered cars. The Honda can get close to 70
efficient imported cars. Japanese cars began to make miles per gallon. After many years in development,
an impact in the American market. By 1980 imported these cars are finally inexpensive enough for con-
cars had captured more than 25 percent of the U.S. sumers to afford. As gas prices rise to well over $2 a
market. About 80 percent of those sales were gallon, more Americans are considering hybrids. U.S.
Japanese cars. In 1980 Japan surpassed the United automakers are responding to the interest. Ford
States as the world’s largest car supplier. Chrysler, one began offering a hybrid SUV in 2003 and several
of the largest U.S. automakers, plunged into financial automakers, along with Honda, Toyota, and Ford, are
trouble. It needed $1.5 billion in government-backed planning more hybrid cars, SUVs, and trucks.
loans to survive.

CRITICAL THINKING
Directions: Answer the questions below on a separate sheet of paper.
1. Determining Cause and Effect How did the 1973 oil embargo affect the U.S. auto
industry?
2. Making Inferences Why do you think consumers began buying SUVs?
3. Analyzing Information What might cause more consumers to buy hybrid cars?

34
 Name Date Class

Primary Source Reading 28-1 ★ ★ ★ ★ ★ ★

Watergate Is Linked to Reader’s Dictionary

the White House
adjudication: in the court system
★ About the Selection
At the time of the Watergate break-in, Bob
between the Watergate burglary and the
Woodward and Carl Bernstein were working
White House.
as local reporters for the Washington Post.
Woodward and Bernstein followed the story
GUIDED READING

28
from start to finish, uncovering what came
to be called the “Watergate scandal.” In the As you read, determine what methods

CHAPTER
reading below, Woodward and Bernstein Woodward used to gather his information.
describe their first realization of a connection Then answer the questions that follow.

★ ★
A t the office next morning, Woodward made a list of the leads. . . . But the
first priority on that Monday was [Howard] Hunt. The Miami suspects’ [the
Miami men arrested for the Watergate break-in] belongings were listed in a
confidential police inventory that Bachinski had obtained. There were “two
pieces of yellow-lined paper, one addressed to ‘Dear Friend Mr. Howard’ and
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

another to ‘Dear Mr. H.H.,’” and an unmailed envelope containing Hunt’s per-
sonal check for $6.36 made out to the Lakewood Country Club in Rockville,
along with a bill for the same amount. . . .
. . . Woodward, who had been assigned to write Tuesday’s Watergate story,
picked up the telephone and dialed 456-1414—the White House. He asked
for Howard Hunt. The switchboard operator rang an extension. There was no
answer. Woodward was about to hang up when the operator came back on
line. “There is one other place he might be,” she said. “In Mr. Colson’s office.”
“Mr. Hunt is not here now,” Colson’s secretary told Woodward, and gave him
the number of a Washington public relations firm, Robert R. Mullen and
Company, where she said Hunt worked as a writer.
Woodward walked across to the national desk at the east end of the news-
room and asked one of the assistant national editors, J.D. Alexander, who
Colson was. . . . Charles W. Colson, special counsel to the President of the
United States, was the White House “hatchet man,” he said.
Woodward called the White House back and asked a clerk in the personnel
office if Howard Hunt was on the payroll. She said she would have to check
the records. A few moments later, she told Woodward that Howard Hunt was
a consultant working for Colson.
Woodward called the Mullen public-relations firm and asked for Howard
Hunt.
“Howard Hunt here,” the voice said.
Woodward identified himself.
(continued)
35
 Name Date Class

Primary Source Reading 28-1 (continued) ★ ★ ★ ★ ★

“Yes. What is it?” Hunt sounded impatient.

Woodward asked Hunt why his name and phone number were in the
address books of two of the men arrested at the Watergate.
“Good God!” Howard Hunt said. Then he quickly added, “In view that the
matter is under adjudication, I have no comment,” and slammed down the
phone. . . .
Woodward called Ken W. Clawson, the deputy director of White House
communications, who had been a Post reporter until the previous January.
He told Clawson what was in the address books and police inventory, then
asked what Hunt’s duties at the White House were. . . .
CHAPTER

An hour later, Clawson called back to say that Hunt had worked as a White
House consultant on declassification of the Pentagon Papers and, more
recently, on a narcotics intelligence project. . . .
Woodward phoned Robert F. Bennett, president of the Mullen public-
relations firm, and asked about Hunt. Bennett, the son of Republican Senator
28

Wallace F. Bennett of Utah, said, “I guess it’s no secret that Howard was with
the CIA.”
It had been a secret to Woodward. He called the CIA, where a spokesman
said that Hunt had been with the agency from 1949 to 1970. . . .
Barry Sussman, the city editor, was intrigued. He dug into the Post library’s
clippings on Colson and found a February 1971 story in which an anonymous
source described Colson as one of the “original back room boys . . . the bro-

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

kers, the guys who fix things when they break down and do the dirty work
when it’s necessary.” Woodward’s story about Hunt, which identified him as a
consultant who had worked in the White House for Colson, included the quo-
tation and noted that it came from a profile written by “Ken W. Clawson, a cur-
rent White House aide who until recently was a [Washington Post] reporter.”
The story was headlined “White House Consultant Linked to Bugging
Suspects.”
That morning at the Florida White House in Key Biscayne, presidential
press secretary Ronald L. Ziegler briefly answered a question about the break-
in at the Watergate by observing: “Certain elements may try to stretch this
beyond what it is.” Ziegler described the incident as “a third-rate burglary
attempt” not worthy of further White House comment.

From All the President’s Men by Carl Bernstein and Bob Woodward. Copyright © 1974 by Carl Bernstein and Bob Woodward. Reprinted
by permission.

READER RESPONSE
Directions: Answer the following questions on a separate sheet of paper.
1. What evidence does Woodward have of Hunt’s involvement in the Watergate break-in?
2. In what capacity had Hunt worked for the White House?
3. What does Robert Bennett unknowingly tell Woodward?
4. Critical Thinking How does Ron Ziegler respond to revelations about the break-in?

36
 Name Date Class

Primary Source Reading 28-2 ★ ★ ★ ★ ★ ★

A National Crisis
★ About the Selection larger problem, to which he referred as
“a crisis of confidence.” Excerpted below
By the end of the 1970s, Americans were
is a portion of his speech.
angered and frightened by rising inflation,
the continuation of the energy crisis, and
the worsening hostage situation in Iran. GUIDED READING
On July 15, 1979, President Carter prepared As you read, note what President Carter
to speak to the nation once again on the considered the greatest threat to American

28
energy problem. However, his first remarks democracy. Then answer the questions that
addressed what he considered an even follow.

CHAPTER
★ ★
Iwant to talk to you right now about a fundamental threat to American
democracy. . . .
The threat is nearly invisible in ordinary ways. It is a crisis of confidence. It
is a crisis that strikes at the very heart and soul and spirit of our national will.
We can see this crisis in the growing doubt about the meaning of our own
lives and in the loss of a unity of purpose for our Nation.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

The erosion of our confidence in the future is threatening to destroy the

social and the political fabric of America.
The confidence that we have always had as a people is not simply some
romantic dream or a proverb in a dusty book that we read just on the Fourth
of July. It is the idea which founded our Nation and has guided our develop-
ment as a people. Confidence in the future has supported everything else—
public institutions and private enterprise, our own families, and the very
Constitution of the United States. Confidence has defined our course and has
served as a link between generations. We’ve always believed in something
called progress. We’ve always had a faith that the days of our children would
be better than our own.
Our people are losing that faith. . . .
The symptoms of this crisis of the American spirit are all around us. For the
first time in the history of our country a majority of our people believe that
the next 5 years will be worse than the past 5 years. Two-thirds of our people
do not even vote. The productivity of American workers is actually dropping,
and the willingness of Americans to save for the future has fallen below that
of all other people in the Western world.
As you know, there is a growing disrespect for government and for
churches and for schools, the news media, and other institutions. This is not
a message of happiness or reassurance, but it is the truth and it is a warning.

(continued)
37
 Name Date Class

Primary Source Reading 28-2 (continued) ★ ★ ★ ★ ★

These changes did not happen overnight. They’ve come upon us gradually
over the last generation, years that were filled with shocks and tragedy.
We were sure that ours was a nation of the ballot, not the bullet, until the
murders of John Kennedy and Robert Kennedy and Martin Luther King, Jr. We
were taught that our armies were always invincible and our causes were
always just, only to suffer the agony of Vietnam. We respected the Presidency
as a place of honor until the shock of Watergate.
We remember when the phrase “sound as a dollar” was an expression of
absolute dependability, until 10 years of inflation began to shrink our dollar
and our savings. We believed that our nation’s resources were limitless until
CHAPTER

1973 when we had to face a growing dependence on foreign oil.

These wounds are still very deep. They have never been healed. Looking
for a way out of this crisis, our people have turned to the Federal
Government and found it isolated from the mainstream of our Nation’s life.
Washington, D.C., has become an island. The gap between our citizens and
28

our Government has never been so wide. The people are looking for honest
answers, not easy answers; clear leadership, not false claims and evasiveness
and politics as usual. What you see often in Washington and elsewhere
around the country is a system of government that seems incapable of
action. You see a Congress twisted and pulled in every direction by hundreds
of well-financed and powerful special interests.
You see every extreme position defended to the last vote, almost to the

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

last breath by one unyielding group or another. You often see a balanced and
a fair approach that demands sacrifice, a little sacrifice from everyone, aban-
doned like an orphan without support and without friends.
Often you see paralysis and stagnation and drift. You don’t like it, and nei-
ther do I. What can we do?
First of all, we must face the truth and then we can change our course. We
simply must have faith in each other, faith in our ability to govern ourselves,
and faith in the future of this Nation. Restoring that faith and that confidence
to America is now the most important task we face. It is a true challenge of
this generation of Americans.

Source: Presidential Documents, week ending July 20, 1979. Printed in The Annals of America, Vol. 21. Encyclopedia Britannica, Inc., 1987.

READER RESPONSE
Directions: Answer the following questions on a separate sheet of paper.
1. According to President Carter, how has confidence been important to the United States?
2. What fault does he attribute to the federal government?
3. What are two symptoms of this crisis of the national spirit?
4. Critical Thinking What do you think caused the crisis of confidence?

38
 Name Date Class

★ American Art and Music Activity 28

Philip Johnson
✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯

Philip Johnson was born in Cleveland, Ohio In 1958, Johnson worked with Ludwig
in 1906. Johnson grew up at a time when Mies van der Rohe on one of the most
old traditions and beliefs were being dis- famous examples of the International Style:
carded for new ideas. These new ideas the Seagram Building in New York City. It
embraced science, technology, and rational- is a perfect rectangular box reaching thirty-
ity. This new thinking was called eight stories high. The Seagram Building
Modernism, and its influence was felt in lit- became a model for skyscrapers built dur-
erature as well as other arts. As a student, ing the next thirty years.

28
Johnson became swept up in it. He studied After World War II, the economy of the

CHAPTER
philosophy at Harvard University, and he United States was booming and many sky-
also became interested in architecture and scrapers were built for office space. The
how it was changing. International Style had become fashion-
In 1932, Johnson became the director of able—the buildings looked sleek and mod-
the architecture department of the Museum ern—and most skyscrapers were built in
of Modern Art in New York City. That year, this style. Johnson played a major role in
the museum held an exhibit of modern promoting the style and its architects. Many
architecture and published a catalog called of the European architects who designed in
The International Style: Architecture Since this style had moved to the United States
1922. The International Style was the most and held influential positions. These archi-
famous form of Modernism, and Johnson’s tects designed many new buildings and
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

catalog summarized for the first time the

elements of this new architecture. This style
became the most influential building style
of the twentieth century and explains why
so many buildings look alike—like square
structures of concrete, metal, and glass. At
the time he put together the catalog, Philip
Johnson was not even an architect.
Eventually Johnson studied architecture
at Harvard. In 1949, his reputation was
solidified with the design of his own house:
the Glass House. The box-like house, often
praised by critics, is remarkable in that its
walls and ceiling are entirely made of glass!
Simplicity, minimalism, and “less is
t
e Stock Marke

more” were the guiding principles behind

the International Style. A building’s func-
tional elements such as its frame were left
Alan Schein/Th

exposed and turned into artistic elements.

The style was very practical, unlike previ-
ous styles that led to heavy stone buildings
with dark interiors covered inside and out
with elaborate ornamentation. The AT&T building, designed by Johnson
(continued)
39
 Name Date Class

★ American Art and Music Activity 28 (continued)

shaped the minds of many students. Today, became known as a landmark of Postmodern
most skyscrapers are steel and glass boxes architecture. This tall, simple skyscraper has
because of these architects. a colonnade, or a row of columns, at the bot-
A new style began to emerge, however, tom and on top the curved shape of an eigh-
in the 1980s, and Johnson played a vital role teenth century furniture decoration. The
in its creation. He started to feel that archi- building was very controversial—many
tecture could be more interesting than the thought the decoration on top was frivolous
type that was starting to dominate city or silly—however, the building contributed
landscapes. The new style that emerged to the new Postmodern style. Johnson’s
was eventually called Postmodernism. This design was an evolution of Modernism and
style called for using the best features of all the International Style. Over the next twenty
CHAPTER

styles, historical and modern. years, most architects would follow the new
Johnson’s 1978 design for the corporate Postmodern style of design. In 2005, Johnson
headquarters of AT&T in New York City died at the age of 98 in New Canaan, CT.

1. Describe the International Style.

28

2. Why was building in the International Style so popular in the 1950s?

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

3. What role did Philip Johnson play in creating Postmodernism?

Critical Thinking ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯

4. Drawing Conclusions How was Johnson influential in the 1930s without even being an
architect?

5. Making Inferences Why would an architect design a skyscraper using the International
Style?

40
 Name Date Class

I NTERPRETING P OLITICAL C ARTOONS Activity 28

ENVIRONMENTAL AWARENESS
The 1980s brought a new societal awareness of environmental issues
and concerns. Scientists and environmental advocates published dramatic
findings showing that the habits of Americans—from individuals in their
homes to industrial corporations—were harming our environment and
threatening our planet. Today our habits are slowly changing, but there
are still many environmental issues upon which to focus, such as ever-
expanding landfills and emissions harmful to the atmosphere.

28
Directions: Study the cartoon below, and then answer the questions that
follow.

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

© Randy Wicks/The Signal.

(continued)
41
 Name Date Class

ANALYZING THE CARTOON ACTIVITY 28 (continued)

1. Is this cartoon primarily addressing our ignorance toward the
environment or the way in which Native Americans have been
treated?

2. How does this cartoonist seem to feel about the current American
interest in protecting the environment?
CHAPTER

3. What is the irony in the cartoon?

28

4. Why do you think the cartoonist chose not to illustrate the car-
toon more fully?

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

CRITICAL THINKING
5. Making Generalizations Why do you think Americans seem to
have taken the environment for granted, allowing these problems
to develop?

6. Drawing Conclusions Look at the Native American figure. How

is he stereotyped? Do you think this stereotype helps or
hinders the message of the cartoon? Explain your response.

42
 Name Date Class

★ Reteaching Activity 28

Politics and Economics, 1968–1980

Scandal and stagflation marred the 1970s. The Arab-Israeli War led to a domestic energy
crisis when OPEC imposed an embargo on nations supporting Israel. The economy stalled
and inflation soared. The Watergate events shook the nation’s confidence in politicians.
DIRECTIONS: Describe the significance of the following domestic and foreign events or poli-
cies that occurred during the presidencies of Nixon, Ford, and Carter.

Significance of Events/Policies of the 1970s

28
CHAPTER
1. Domestic event: Stagflation
Nixon

2. Foreign policy: Détente

3. Domestic event: Nixon pardon

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

Ford

4. Foreign policy: Helsinki Accords

5. Domestic event: “Malaise” speech

Carter

6. Foreign event: Iran hostage crisis

7. Critical Thinking The oil embargo emphasized the need for energy conservation. Name
two or three steps you are taking to conserve energy and natural resources.

43
 Name Date Class

★ Enrichment Activity 28 ★ ★

Wounded Knee
President Nixon promised to end social yearned for traditions that had nearly been
and racial divisions, and to bring Americans eradicated. In 1973 government officials and
together. Some minorities, however, strug- members of the American Indian Movement
gled to maintain their cultural identity. One (AIM) clashed at Wounded Knee in South
group in particular—Native Americans— Dakota.

DIRECTIONS: Below is an excerpt by Mary Crow Dog, a Sioux woman who participated
in the takeover of Wounded Knee in 1973. Read the excerpt, and then answer the questions

28
that follow.

★ ★

CHAPTER
It was the Ghost Dance religion which was at the core of the first Wounded Knee, and Indian religion
as much as politics was also at the heart of the second Wounded Knee in 1973. By common consent
[Leonard] Crow Dog was the spiritual leader inside the knee, and together with medicine man Wallace
Black Elk he performed all the ceremonies. . . .
On the evening before the dance, Leonard addressed the people . . . “Tomorrow we’ll ghost-dance.
You’re not goin’ to say ‘I got to rest.’ There’ll be no rest, no intermission, no coffee break. . . .
“If one of us gets into the power, the spiritual power, we’ll hold hands. If he falls down let him. If he
goes into convulsions, don’t be scared. We won’t call a medic. The spirit’s goin’ to be the doctor.
“There’s a song I’ll sing, a song from the spirit. . . . In your mind you might see your brothers, your rela-
tions that have been killed by the white man.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

“We’ll elevate ourselves from this world to another world from where you can see. . . . The Ghost Dance
spirit will be in us. . . . We’ll start physically and go on spiritually and then you’ll get into the power. We’re
goin’ to start right here, at Wounded Knee, in 1973.
“Everybody’s heard about the Ghost Dance but nobody’s ever seen it. The United States prohibited it.
There was to be no Ghost Dance, no Sun Dance, no Indian religion.
“But the hoop has not been broken. So decide tonight—for the whole—unborn generations. If you want
to dance with me tomorrow, you be ready!”
For the dance, Leonard had selected a hollow between hills where the feds could neither see the
dancers nor shoot at them. And he had made this place wakan—sacred. And so the Sioux were ghost-
dancing again for the first time in over eighty years. They danced for four days. . . . And that dance took
place around the first day of spring, a new spring for the Sioux nation. . . .
The Oglala holy man Black Elk, who died some fifty years ago, in his book said about Wounded Knee:
“I can still see the butchered women and children lying heaped and scattered all along the crooked gulch
as plain as when I saw them with eyes still young. And I can see something else died there in the bloody
mud, and was buried in the blizzard. A people’s dream died there. It was a beautiful dream.
“And I, to whom so great a vision was given in my youth—you see me now a pitiful old man who has
done nothing, for the nation’s hoop is broken and scattered. There is no center any longer, and the sacred
tree is dead.”
In that ravine, at Cankpe Opi [Wounded Knee in the Sioux language], we gathered up the broken pieces
of the sacred hoop and put them together again. All who were at Wounded Knee, Buddy Lamont,
Clearwater, and our medicine men, we mended the nation’s hoop. The sacred tree is not dead!
Excerpt from Lakota Woman by Mary Crow Dog. Copyright © 1990 by Mary Crow Dog and Richard Erdoes.
Reprinted by permission of Grove/Atlantic, Inc.

★ ★
(continued)
45
 Name Date Class

★ Enrichment Activity 28 (continued)

Questions to Consider

1. According to the excerpt, how was the Wounded Knee takeover of 1973 related to the
tragedy of 1890?
CHAPTER

2. How might one call the AIM struggle of the 1970s a conservative effort?
28

3. What do you think Mary Crow Dog meant when she said, “We mended the nation’s
hoop. The sacred tree is not dead”?

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

4. GO A STEP FURTHER ➤ Imagine you are a member of the AIM and are taking a role
in the Ghost Dance. As a participant in the ceremony, you share a letter written by
your great-grandfather encouraging future generations to hold on to Native American
culture. Write the letter as if your great-grandfather had written it.

46
 Chapter 28
Section Resources
Guided Reading Activity 28-1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Guided Reading Activity 28-2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Guided Reading Activity 28-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

SECTIONS
Guided Reading Activity 28-4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Guided Reading Activity 28-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

47
 Name Date Class

★ Guided Reading Activity 28-1

DIRECTIONS: Filling in the Blanks In the space provided, write the word or words that best
complete the sentence. Refer to your textbook to fill in the blanks.
1. The presidential candidate in 1968 who appealed to many frustrated citizens was
, a Republican.
2. Nixon’s principal opponent was Democrat , who had served as
vice president under Lyndon Johnson.
3. To gain Southern support, Nixon had met with powerful South Carolina senator
.
4. Nixon’s dismantled a number of federal programs and gave
more control to state and local governments.
5. Critics of the nation’s welfare system, , argued that the system
was structured so that it was actually better for poor people to apply for benefits than to
take a low-paying job.
SECTION

6. Nixon and his national security adviser, , believed that abandon-

ing the war in Vietnam would damage the United States’ position in the world.
7. The stated that the United States would expect its allies to take
care of their own defense.
28-1

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

8. Nixon was a staunch anti-Communist, but he and Kissinger rejected the notion of a
in which the superpowers confronted each other.
9. Nixon and Kissinger also believed that engagement and negotiation with
offered a better way for the United States to achieve its interna-
tional goals.
10. With Kissinger’s help, Nixon fashioned an approach called , or
relaxation of tensions between the United States and its major Communist rivals.
11. Nixon began to improve relations with China when he lifted and
withdrew the Seventh Fleet from defending Taiwan.
12. In making a trip to China in 1972, Nixon hoped not only to strengthen ties with the
Chinese, but also to encourage the Soviets to more actively pursue
.
13. When Nixon flew to on May 22, 1972, he became the first presi-
dent since World War II to visit the Soviet Union.
14. During the historic Moscow summit, the two superpowers signed the first
to limit nuclear arms.

48
 Name Date Class

★ Guided Reading Activity 28-2

DIRECTIONS: Outlining Read the section and complete the outline below. Refer to your text-
book to fill in the blanks.
I. The Roots of Watergate
A. The scandal known as Watergate originated from the Nixon administration’s
attempts to cover up its involvement in the break-in at the
headquarters.
B. Determined to win the 1972 election at all costs, Nixon’s staffers began spying on
and spreading rumors and false reports.
C. Although Nixon may not have ordered the break-in, he did order a
.
D. On Election Day, Nixon won electoral votes, while his oppo-
nent won only 17.
II. The Cover-Up Unravels

28-2
A. In June 1973, John Dean testified that a former had ordered the
Watergate break-in.

SECTION
B. On July 16, 1973, a White House aid testified that Nixon had ordered a
installed in the White House.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

C. Nixon refused to turn over the tapes, pleading —the

principle that White House conversations should remain confidential to protect
national security.
D. Meanwhile, the vice president , was forced to resign for having
taken bribes.
E. Several days after Nixon handed over the tapes, the House Judiciary Committee
voted to Nixon, or officially charge him with misconduct.
F. On August 9, 1974, Nixon .
G. The Watergate crisis prompted a series of new laws intended to limit the power of the
.
H. Watergate left many Americans with a deep distrust of their public officials, but
others saw the affair as proof that in the United States, no person is
.

49
 Name Date Class

★ Guided Reading Activity 28-3

DIRECTIONS: Recalling Facts Read the section and answer the questions below. Refer to your
textbook to write the answers.
1. What did President Johnson’s administration do to cause inflation to rise?

2. What regions provided much of the oil on which the United States depended?

3. Why did OPEC members stop shipping petroleum to some countries in 1973?

4. What did high prices for oil-based products mean for Americans?

5. What was stagflation?

6. What turned many Americans against détente?

SECTION

7. What did the American voters find appealing about Jimmy Carter?

8. What did Carter feel was the nation’s most serious problem?
28-3

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

9. Who did Carter appoint as the first African American ambassador to the United
Nations?

10. What did President Carter do to remove a major symbol of U.S. interventionism in
Latin America?

11. How did President Carter react to the Soviet invasion of Afghanistan in 1979?

12. What was Carter’s greatest foreign policy triumph?

13. Who replaced the Shah as the leader of Iran after the country was declared an Islamic
republic?

14. What was the result of an American attempt to rescue hostages being held in Iran?

50
 Name Date Class

★ Guided Reading Activity 28-4

DIRECTIONS: Identifying Supporting Details Read each main idea. Use your textbook to
supply the details that support or explain each main idea.
★ Main Idea: During the 1960s and 1970s, African Americans built on the civil rights achieve-
ments of the 1950s to advance their social, political, and legal status.
1. Detail: The problems facing most African Americans lay in their lack of access to
and adequate schooling.
2. Detail: called for companies, institutions, and schools doing
business with the federal government to recruit African Americans.
3. Detail: Critics of these programs saw a form of in which quali-
fied white workers were kept from jobs.
4. Detail: The 1978 Supreme Court decision in declared that
schools had an interest in maintaining a diverse student body, and could use race as
part of the admissions process.
★ Main Idea: The most impoverished minority group in America, Native Americans, began

28-4
organizing for civil rights.
5. Detail: The of 1968 guaranteed reservation residents the

SECTION
protections of the Bill of Rights, but if also recognized the legitimacy of local reserva-
tion law.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. Detail: The occupied an abandoned federal prison on Alcatraz

Island, and also held a protest at Wounded Knee, South Dakota.
7. Detail: Native Americans in some areas are allowed to operate
under their own laws, even though state laws prevent others from doing so.
★ Main Idea: During the 1970s, people with disabilities fought for greater rights and access to
education and jobs.
8. Detail: The Architectural Barriers Act of 1968 mandated that new buildings con-
structed with had to be accessible to disabled persons.
9. Detail: In education practices, one trend was to , or bring into
the regular classroom, students with disabilities.
10. Detail: In 1990, Congress enacted far-reaching legislation known as the
, which banned discrimination against persons with disabilities
in several areas.

51
 Name Date Class

★ Guided Reading Activity 28-5

DIRECTIONS: Using Headings and Subheadings Locate each heading below in your text-
book. Then use the information under the correct subheading to help you write each answer.
I. The Origins of Environmentalism
A. What was the accomplishment of the Environmental Defense Fund in 1972?

B. What became one of the most controversial and powerful books of the 1960s?

C. How did the chemical industry react to Rachel Carson’s arguments?

D. When was the first Earth Day, and to what was it devoted?

E. What was the purpose of the Natural Resources Defense Council?

SECTION

II. The Environmental Movement Blossoms

A. What was the role of the Environmental Protection Agency (EPA)?
28-5

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

B. What were the goals of the Clean Air Act of 1970?

C. Where was one of the most powerful displays of community activism in the country
in the 1970s?

D. What source of electricity did a number of citizens become concerned about in the
1970s?

E. Why was nuclear energy thought to be better than fossil fuels?

F. What was the result of an incident which occurred at the Three Mile Island nuclear
facility in Pennsylvania?

52
 Chapter 29 Resources
Resurgence of Conservatism, 1980–1992

29
CHAPTER
Reading Skills Activity 29 Time Line Activity 29
Comparing and Contrasting . . . . . . . . . 55 The Fall of Communism . . . . . . . . . . . . 67

Historical Analysis Skills Activity 29 Linking Past and Present Activity 29

Interpreting a Bar Graph . . . . . . . . . . . 56 Video Games . . . . . . . . . . . . . . . . . . . . 68

Universal Access Activity 29 Primary Source Reading 29-1

The Effort to Stop The Reagan Era Begins . . . . . . . . . . . . 69
Drunk Driving. . . . . . . . . . . . . . . . . . . . 57
Primary Source Reading 29-2
English Learner Activity 29 Me, Me, Me, Me . . . . . . . . . . . . . . . . . . 71
Resurgence of Conservatism,
1980–1992. . . . . . . . . . . . . . . . . . . . . . . 59 American Art and Music Activity 29
Maya Lin . . . . . . . . . . . . . . . . . . . . . . . . 73
Content Vocabulary Activity 29
Resurgence of Conservatism, Interpreting Political Cartoons
1980–1992 . . . . . . . . . . . . . . . . . . . . . . . 61 Activity 29
Piercing the Reagan Doctrine . . . . . . . 75
Academic Vocabulary Activity 29
Resurgence of Conservatism, Reteaching Activity 29
1980–1992. . . . . . . . . . . . . . . . . . . . . . . 63 Resurgence of Conservatism,
1980–1992. . . . . . . . . . . . . . . . . . . . . . . 77
Reinforcing Skills Activity 29
Analyzing Secondary Sources . . . . . . . 65 Enrichment Activity 29
The Persian Gulf War. . . . . . . . . . . . . . 78
Critical Thinking Skills Activity 29
Detecting Bias. . . . . . . . . . . . . . . . . . . . 66

53
 Name Date Class

★ Reading Skills Activity 29

Comparing and Contrasting

★ LEARNING THE SKILL
One of the ways to become an effective reader is to look for similarities and differ-
ences in any new text you are reading. You may compare or contrast new informa-
tion to other new information you have learned. You may also compare and contrast
such information to other things you already know. In everyday life, you use this
skill all the time. For example, if you visit a new place, you might compare and con-
trast it with other places you have visited. As you have seen in your textbook,
authors help you identify similarities and differences by using signal words such as

29
like, same, still, and at the same time for when they compare and however, rather,

CHAPTER
although, or on the other hand when they contrast.

★ PRACTICING THE SKILL

DIRECTIONS: Read the following paragraphs from your text about Presidents Bush and
Clinton. Underline the signal words that allow you to compare and contrast ideas.
Although the recession had weakened his popularity, Bush won the Republican nomination. Bush promised to
address voters’ economic concerns and he blamed congressional Democrats for the gridlock that seemingly para-
lyzed the nation’s government.
The Democrats nominated Arkansas governor William Jefferson Clinton, despite stories that questioned his
character and the fact that he did not serve in Vietnam. Calling himself a “New Democrat” to separate himself
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

from more liberal Democrats, Clinton promised to cut middle-class taxes, reduce government spending, and
reform the nation’s health care and welfare programs. His campaign repeatedly blamed Bush for the recession.
Discuss how the author contrasts Bush’s win of the nomination with his weakening
popularity, and how the author shows the contrast between Clinton and other Democrats.

★ APPLYING THE SKILL

DIRECTIONS: Use what you have learned about comparing and contrasting to explore what you
have learned in this chapter. On a separate piece of paper, make a chart with the headings
Similarities and Differences. Choose a section of this chapter and find signal words that indi-
cate similarities and differences, and note them in each column of your chart. Then write a
summary paragraph detailing how the author uses comparison and contrast to talk about
the historical events in the section you reviewed.

55
 Name Date Class

★ Historical Analysis Skills Activity 29

Interpreting a Bar Graph

★ LEARNING THE SKILL
Historians use graphs and charts to display statistical data that they have col-
lected. Graphs and charts provide a visual form of the tabular data. They make it
easier to interpret and analyze the information and help you see what trends and
patterns exist. The most common types of graphs are line graphs, bar graphs, and
circle graphs. Graphs generally include a title that tells what the graph is about and
a key or legend to help you interpret the statistical data. The type of graph chosen
CHAPTER

depends on the type of data that has been collected. A bar graph uses the length of
horizontal or vertical bars to show actual values or percentages of the whole. Bar
graphs can be used to show multiple sets of data.
29

★ PRACTICING THE SKILL

DIRECTIONS: In Chapter 29, you read about the changes in income for Americans. The fol-
lowing is a bar graph of the change of the share in collective income for American house-
holds from 1980–1992. Each bar represents a “quintile,” which is 20% of the population. The
numbers that accompany the bars show the change in each group’s share of the total amount
of income. Study the graph carefully and then answer the questions that follow.
Change in Share of Aggregate
Income for Households, 1980-1992

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

20
17.7

15

10
7.3

0
-2.8
-5
-6.5
-10 -8.7
-11.6
-15
Lowest Second Third Fourth Highest Top 5
Quintile percent
Source: U.S. Census Bureau, Current Population Survey,
March 1981 and 1993.

1. How would you describe the change in share of income for the lowest, second, third,
and fourth quintiles?
2. Which group’s share decreased the most?
3. Whose share increased the most between 1980 and 1992?
4. How did the highest quintile fare between 1980 and 1992?

★ APPLYING THE SKILL

DIRECTIONS: Use the graph above to answer the following questions on a separate sheet of
paper.
1. Why did Reagan favor monetarism and supply-side economics?
2. How did Reagan’s economic policies affect American earners, according to the graph?
3. According to your text, by 1983 the economy began to recover, and by 1989, twenty
million new jobs were created. How does this information fit with the graph?

56
 Name Date Class

★ Differentiated Instruction Activity 29

The Effort to Stop Drunk Driving

In 1980, Candy Lightner founded Mothers against Drunk Driving (MADD) following
the death of her 13-year-old daughter Cari, in Fair Oaks California. Since then, MADD
has grown to approximately 400 offices and 2 million members and supporters
nationwide. The organization has also been instrumental in the passage of thousands
of life-saving laws, changing society’s behavior and raising awareness about the dan-
gers of drunk driving. Below is one example of how MADD has raised awareness.

29
CHAPTER
= one life
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

If 17,000 people died tomorrow, would you notice?

Of course you would. There would be 24-hour news coverage. Dramatic headlines. And a
devastating effect on our country forever. But last year, drinking and driving did kill about

17,000 people. It injured half a million more. But because it happened over a year rather than in
a single day, most of us hardly noticed. It’s a growing problem, with a simple answer. If you drink,

find a safe way home. And help remove the marks that drunk driving leaves on our country.
© Mothers Against Drunk Driving. All rights reserved.

Pin placements do not represent actual crash sites. www.madd.org

copyright

Directions: On a separate sheet of paper, answer the following questions based on the public
service announcement above.

1. Evaluating Information What does this announcement aim to illustrate?

2. Evaluating Information How well do you think this announcement gets it point across?
(continued)
57
 Name Date Class

★ Differentiated Instruction Activity 29 (continued)

FOR THE TEACHER

Teaching Strategies for Different Learning Styles
The following activities are the ways the basic lesson can be modified to accommodate
students’ different learning styles:
English Learners (EL) Explain that MADD stands for Mothers Against Drunk Driving.
MADD is an acronym, which is a word formed from the first letter of each word in a com-
pound term. Be sure that students understand the term drunk driving.
Advanced Learners (AL) Have students study the public service announcement. Ask them
CHAPTER

to make their own public service announcements, either individually or in groups.

Emphasize that these announcements should be able to make their point with a picture and
a few sentences.
Below Grade Level (BL) Have students work in groups to answer the questions.
29

On Grade Level (OL) Have students analyze the public service announcement and work
independently to answer the questions in complete sentences or a paragraph.

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

58
 Name Date Class

English Learner Activity 29 ★ ★ ★ ★ ★ ★

Resurgence of Conservatism, 1980–1992

★ A. PRE-READING ACTIVITY
Previewing the Material
Directions: Before reading the selection from page 976 of your text, answer these questions.
1. What do you know about Ronald Reagan’s presidency? Do you think he was a successful
or unsuccessful president? Why?

29
CHAPTER
2. At the end of his presidency, Reagan believed that patriotism and national pride grew
during his time in office. Would you describe Americans today as patriotic and proud?
Why or why not?

★ B. PRE-READING ACTIVITY
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Vocabulary Review
Directions: Reviewing the words and expressions below will help you understand the
reading.
counter (n.): a flat surface where business is transacted
entrepreneur (n.): one who organizes, manages, and assumes the risks of a business or
enterprise
factory (n.): a place where goods are manufactured
faith (n.): belief in something, especially with strong conviction
handful (n.): a small quantity or number
heroic (adj.): exhibiting or marked by courage and daring
national (adj.): of or relating to a nation
opportunity (n.): a good chance for advancement or progress
patriotism (n.): love for or devotion to one's country
produce (v.): to bear, make, or yield something
sustain (v.): to buoy up; to give support or relief to
value (n.): a principle or belief

(continued)
59
 Name Date Class

English Learner Activity 29 (continued) ★ ★ ★ ★ ★

★ C. LANGUAGE USAGE ACTIVITY

Endings in –s
Language Study Note: Reviewing –s Endings
English endings in –s have two grammatical functions:
• To show plural nouns (house/houses, car/cars, boy/boys)
• To show third person singular present verbs (Dad/he helps, Mom/she calls, it sends)
Here are some rules for using the –s ending:
The One S Rule says there may be an –s on the subject OR the verb, but never on both.
Incorrect: In the 1980s, entertainers begins to organize benefit concerts.
CHAPTER

Correct: In the 1980s, entertainers begin to organize benefit concerts.

Do not put an –s on a verb following a compound subject joined by and.
Incorrect: The president and vice president meets every day.
Correct: The president and vice president meet every day.
29

Do not put an –s on an adjective. Adjectives are not singular and plural.

Incorrect: Do socials programs cost taxpayers too much?
Correct: Do social programs cost taxpayers too much?
Do not put an –s on a noncount noun. (weather, health, peace)
Incorrect: The president receives advices from his advisors.
Correct: The president receives advice from his advisors.
Put an –s on nouns after plural determiners. (all, two, these, many, both, several, a few)

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

Incorrect: The huge size of the AIDS quilt impressed its many visitor.
Correct: The huge size of the AIDS quilt impressed its many visitors.
Do not put an –s on nouns that have an irregular plural. (person/people, child/children)
Incorrect: Both childrens have visited the Vietnam War Memorial.
Correct: Both children have visited the Vietnam War Memorial.

Directions: Fill in the blank with the correct form of the verb or noun. Pay attention
to –s ending rules and spelling.
1. As the shuttle nears the end of its service life, both NASA and several independent com-
panies have begun work on _________________ capable of reaching orbit.
A. vehicle B. vehicles
2. Liberals are _________________ of free speech and privacy, and opposed to the govern-
ment supporting or endorsing religious beliefs, no matter how indirectly.
A. strongs supporter B. strong supporters
3. Conservatives distrust the power of _________________.
A. government B. governments
4. Reagan and Gorbachev _________________ in a series of summit meetings.
A. mets B. met
5. During the 1980s, young _________________ entering the workforce often placed an
emphasis on acquiring goods and getting ahead in their jobs.
A. peoples B. people
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 Name Date Class

★ Content Vocabulary Activity 29

Resurgence of Conservatism, 1980–1992

DIRECTIONS: Unscramble the terms in the left column. Choose the term that best fits each
description in the right column. Write the letter of the correct term in the space provided.
Then answer the questions that follow.

A. swoindigzn 1. the amount by which expenses exceed income

2. young, college-educated adult who has a well-
B. staivernovec paying job and lives and works in or near a city
3. one who wants an active federal government in

29
C. gubted fitdice the economy, but not one that governs social
behavior

CHAPTER
D. starsroogs teemmvon 4. an evangelist who conducts television programs
5. federal tax paid by businesses when they sell
E. slantligeveet stocks or real estate
6. one who believes in limited government power
F. pyepiu
7. reducing a company in size by laying off workers
and managers to become more efficient
G. blleari
8. the selling of large quantities of goods at very low
prices
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

H. pupsly-esdi oncescoim
9. economic theory that lower taxes will boost the
economy as money is invested
I. ntduocis getnirali
10. a group of people organizing at the local level
away from political or cultural centers
J. plaitac snagi atx

11. Explain Mikhail Gorbachev’s policies of perestroika and glasnost.

12. Discuss the term “mutual assured destruction” and Reagan’s views of its use during the
Cold War.

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Academic Vocabulary Activity 29 ★ ★ ★ ★ ★

Resurgence of Conservatism, 1980–1992

Key Words

Academic Words Words with Multiple Meanings Content Vocabulary

confirmation pass conservative
indicate liberal
initiative supply-side economics

29
orientation

CHAPTER
retain
stability
via
visible

★ A. WORD MEANING ACTIVITY

Vocabulary in Context
Directions: Using the context clues, choose the best definition for each underlined word.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1. By 1980 the population of the Sunbelt had surpassed the Northeast, which gave the
conservative regions of the country more electoral votes.
A. remote B. average C. traditional
2. To many religious Americans, the contempt some university students in the 1960s
showed for authority seemed to indicate a general breakdown in American values and
morality.
A. demand B. suggest C. figure
3. Many Americans were tired of upheaval and wanted stability and a return to what they
remembered as a better time.
A. change B. diversity C. permanence
4. Perhaps the most visible example of the Reagan Doctrine was in Afghanistan.
A. natural B. wonderful C. obvious
5. General Colin Powell wanted to “take the initiative out of the enemy’s hands” by attack-
ing Iraq with ground troops as well as air strikes.
A. advantage B. drawback C. position

(continued)
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Academic Vocabulary Activity 29 (continued) ★ ★ ★ ★

TEST YOUR KNOWLEDGE

Directions: Label the word pairs as antonyms (A) or synonyms (S). Antonyms are words
with opposite meanings; synonyms are words with similar meanings.
1. _____ indicate – hint
2. _____ stability – steadiness
3. _____ confirmation – denial
4. _____ visible – hidden
CHAPTER

5. _____ via – through

6. _____ orientation – direction
7. _____ initiative – obstacle
29

8. _____ retain – keep

9. _____ pass – fail
10. _____ conservative – nontraditional
11. _____ liberal – broadminded
12. _____ economic – financial

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

64
 Name Date Class

★ Reinforcing Skills Activity 29

Analyzing Secondary Sources

★ LEARNING THE SKILL
To analyze news media in print and electronic forms as secondary sources, first
consider the source of the story. Does the reporter cite sources? Are the sources
reliable? Is the news reported from the scene of events or secondhand? Also look for
evidence of unbiased reporting. Does the reporter present both sides of the issue?

★ PRACTICING THE SKILL

29
DIRECTIONS: The excerpt below is from a June 4, 1989, New York Times article, “Crackdown In
Beijing: Troops Attack and Crush Beijing Protest.” Read the excerpt, and then answer the

CHAPTER
questions that follow on a separate sheet of paper.

The official news programs this morning bodies had yet to be taken to its morgue. A doctor
reported that the People’s Liberation Army had at the Beijing Union Medical College Hospital, two
crushed a “counter-revolutionary rebellion” in the miles northeast of the square, reported 17 deaths.
capital. They said that more than 1,000 police and Beijing Tongren Hospital, one mile southeast of the
troops had been injured and some killed, and that square, reported 13 deaths and more than 100
civilians had been killed, but did not give details. . . . critically wounded.
The announcement by the Beijing news pro- “As doctors, we often see deaths,” said a doctor
gram suggested that Prime Minister Li Peng, who is at the Tongren Hospital. “But we’ve never seen
backed by hard-liners in the Communist Party, was such a tragedy like this. Every room in the hospital
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

still on top in his power struggle for control of the is covered with blood. We are terribly short of
Chinese leadership. The violent suppression of the blood, but citizens are lining up outside to give
student movement also suggested that for now, blood.”
the hard-liners are firmly in control, and that those Four other hospitals also reported receiving
who favor conciliation, like party leader Zhao bodies, but refused to say how many.
Ziyang, at least temporarily have little influence In addition, this reporter saw five people killed
on policy. . . . by gunfire and many more wounded on the east
It was also impossible to determine how many side of the square. Witnesses described at least six
civilians had been killed or injured. Beijing Fuxing more people who had been run over by armored
Hospital, 3.3 miles to the west of Tiananmen personnel carriers, and about 25 more who had
Square, reported more than 38 deaths and more been shot to death in the area. . . .
than 100 wounded, and said that many more

1. What events is this reporter describing?

2. What sources does the reporter cite? List them.
3. Do you see any evidence of bias in this report? Give examples.

★ APPLYING THE SKILL

DIRECTIONS: Identify an issue of interest currently in the news. Find a news article in your
local newspaper that addresses your topic. Then watch television news coverage of your
topic and take notes. What similarities and differences do you see between these mediums
and their coverage? How many sources are cited in each medium? In which source do you
see the most bias? Give specific examples to support your answers.

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 Name Date Class

Critical Thinking Skills Activity 29 Detecting Bias

LEARNING THE SKILL

A person’s point of view is the way he or she interprets topics or events. A number
of factors affect a person’s point of view, including age, gender, economic status, eth-
nic background or nationality, and religion. The ability to detect bias in a point of
view will help you determine the objectivity of an argument or the accuracy of a
description.
Use the following guidelines to help you detect bias:
• Read the material and identify the general subject.
• Identify the tone or attitude the author takes toward the subject.
CHAPTER

• Identify any aspects of the topic that the author has emphasized or excluded.
• Identify any words or phrases suggesting a personal opinion.

PRACTICING THE SKILL

29

DIRECTIONS: Read the introduction and the excerpt below from George F. Kennan’s editorial
“The G.O.P. Won the Cold War? Ridiculous.” It was published in The New York Times on
October 28, 1992. Then answer the questions that follow on a separate sheet of paper.
Many people have credited Ronald Reagan and his hard-line stance for ending the Cold War. In fact,
relations between the Soviet Union and the United States did improve during Reagan’s second term in
office, and the Soviet Union did collapse shortly after the end of Reagan’s presidency and during the term
of the next Republican president, George H. W. Bush. Here is part of what George F. Kennan wrote on the

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

subject:
The suggestion that any Administration had the power to influence decisively the course of a
tremendous domestic political upheaval in another great country on another side of the globe is
simply childish. No great country has that sort of influence on the internal developments of another
one. …
The more America’s political leaders were seen in Moscow as committed to an ultimately
military rather than political resolution of Soviet-American tension, the greater was the tendency in
Moscow to tighten the controls by both party and police, and the greater the braking effect on all
liberalizing tendencies in the regime. Thus the general effect of the cold war extremism was to
delay rather than to hasten the great change that over took the Soviet Union at the end of the
1980s. …
Nobody—no country, no party, no person—“won” the cold war.

1. What is the general subject of the excerpt?

2. What is the title of the document from which this excerpt was taken? What does the title
tell you about George F. Kennan’s views on how or why the Cold War ended?
3. What words or phrases in the excerpt indicate Kennan’s point of view?
4. Based on the excerpt, do you agree or disagree with Kennan’s point of view? Explain
your reasoning.

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★ Time Line Activity 29

The Fall of Communism

The fall of communism was a series of events that took place in many different
countries within a relatively short period of time.
DIRECTIONS: Use the time line information to describe how revolution and the fall of commu-
nism took place in the countries listed below.

1991 Communist hard-liners institute a coup in Russia and hold

President Gorbachev under house arrest; Boris Yeltsin organizes

29
June 1987 Ronald thousands to resist the coup in Moscow; the Soviet Union collapses.
December 1987 Reagan
Reagan gives a speech

CHAPTER
and Gorbachev sign the January 1989 The Hungarian
at the Berlin Wall and 1988 Gorbachev
INF Treaty, which calls Parliament votes for the establish-
issues a challenge, “Mr. becomes president
for the destruction of ment of multiple political parties and
Gorbachev, . . . tear of the USSR.
some nuclear weapons. sets a date for multiparty elections.
down this wall.”

1987 1989 1991

May 1989 Hungarian soldiers pull 1990 Russia holds

down the fence on their border with November 1989 The December 1989
free elections.
Austria; East German immigrants Berlin Wall between Protestors overthrow
flood into the country and escape East and West the Romanian gov-
Germany comes ernment; President December 1989
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

over the border into Austria.

down. Thousands are Ceausescu
˛ and his President Husak of
reunited with friends wife are tried and Czechoslovakia
June 1989 Poland holds free elections. resigns and a mainly
The Solidarity Party wins 99 out of 100 and family members. executed within days.
non-Communist gov-
Senate seats. ernment takes power.

Hungary:

Poland:
Czechoslovakia:
Romania:

Germany:

Russia:

The year 1989 is known as “The Year of Victory” because of the number of Communist gov-
ernments that fell during that year. List the countries that rejected communism in 1989.

67
 Name Date Class

d Present Activ
Lin king Past an it y 29

Video Games
Pong was the hit of the Rapid advances in technology
THEN arcade in 1972. With thick verti- NOW have allowed programmers to
cal lines as paddles, players bat- create ever more complex
ted a little white light-ball across games. Today’s games are truly
the center dividing line that served as a net. With a multimedia—full of color, sound, visual effects, and
deft flick of the knob, a player could add “spin” to realistic movement. Some even use human actors.
change the ball’s flight path. Popular games are designed around themes of adven-
Video games are played using an electronic device ture, horror, sports, war, space, and mystery.
CHAPTER

and a display screen. A tiny computer called a micro- Video games can develop a number of skills. Some
processor controls the games. A set of instructions use game elements to teach children to read, write,
contained in a program tells the computer what to do. and solve problems. Games such as Tetris and Frogger
Video games are interactive—the course of the game develop hand-eye coordination. As play continues,
29

depends on the players’ actions. these games speed up or become more complex to
Pong, introduced by the American company Atari, increase the challenge. More sophisticated games
became the first successful commercial video game. It such as Myst add an element of judgment, presenting
got its name from one of its only special effects—the players with puzzles to solve to progress in the game.
sound of the ball hitting the paddle. Its instructions Strategy games add another layer of sophistication.
were quite simple: “Avoid missing the ball for a high Players must make complicated decisions that influ-
score.” ence the long-range course of the game.
In 1972 Magnavox introduced Odyssey, the first Home games can be played on game units

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

home video-game machine. Players plugged the attached to a TV, on handheld devices, or on a com-
machine into the TV and inserted game cartridges. puter. Game programs are supplied as cartridges or
Atari released its home CD-ROMs. Players
system in 1977. With interact with the game
Atari’s famous Space using devices such as
Invaders game, players joysticks, trackballs,
shot down rows of aliens as they marched relentlessly steering wheels, and light guns. The three-dimensional
and ever faster down the screen. effects of virtual reality games can give players the
The video game industry grew rapidly through the feeling of being physically inside the game’s world.
early 1980s, aided by the popularity of games such as Video game players can play each other on the same
PacMan and Donkey Kong. With superior graphics terminal or against other players anywhere in the
and animations, Japanese Nintendo and Sega systems world by Internet.
soon dominated the home market.

CRITICAL THINKING
Directions: Answer the questions below on a separate sheet of paper.
1. Analyzing Information What elements do you think make great video games?
2. Making Inferences What objections do you think people have about video games?
3. Identifying the Main Idea In what ways can video games benefit players?

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Primary Source Reading 29-1 ★ ★ ★ ★ ★ ★

The Reagan Era Begins Reader’s Dictionary

★ About the Selection deficit: excess of spending over income
The excerpt below is from President sustained: prolonged
Reagan’s first inaugural speech (1981). In it
he stresses three major themes of Reagan
politics: economic growth, keeping the GUIDED READING
government out of business and people’s As you read, note what crisis—according
lives, and the importance of individual to President Reagan—faces the country.

29
achievement. Then answer the questions that follow.

CHAPTER
★ ★
W e suffer from the longest and one of the worst sustained inflations in
our national history. It distorts our economic decisions, penalizes thrift
and crushes the struggling young and the fixed-income elderly alike. It threat-
ens to shatter the lives of millions of people.
Idle industries have cast workers into unemployment, human misery and
personal indignity.
Those who do work are denied a fair return for their labor by a tax system
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

which penalizes successful achievement and keeps us from maintaining full

productivity.
But great as our tax burden is, it has not kept pace with public spending.
For decades we have piled deficit upon deficit, mortgaging our future and our
children’s future for the temporary convenience of the present.
To continue this long trend is to guarantee tremendous social, cultural,
political and economic upheavals. . . .
In this present crisis, government is not the solution to our problem, gov-
ernment is the problem.
From time to time we’ve been tempted to believe that society has become
too complex to be managed by self-rule, that government by an elite group is
superior to government for, by, and of the people.
But if no one among us is capable of governing himself, then who among
us has the capacity to govern someone else? . . .
We are a nation that has a government—not the other way around. And
this makes us special among the nations of the earth.
Our Government has no power except that granted it by the people. It is
time to check and reverse the growth of government which shows signs of
having grown beyond the consent of the governed.
It is my intention to curb the size and influence of the Federal establishment
and to demand recognition of the distinction between the powers granted to
the Federal Government and those reserved to the states or to the people.

(continued)
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 Name Date Class

Primary Source Reading 29-1 (continued) ★ ★ ★ ★ ★

All of us—all of us need to be reminded that the Federal Government did

not create the states; the states created the Federal Government.
Now, so there will be no misunderstanding, it’s not my intention to do
away with government.
It is rather to make it work—work with us, not over us; to stand by our
side, not ride on our back. . . .
If we look at the answer as to why for so many years we achieved so
much . . . it was because here in this land we unleashed the energy and indi-
vidual genius of man. . . .
Freedom and the dignity of the individual have been more available and
CHAPTER

assured here than in any other place on earth. . . .

It is no coincidence that our present troubles parallel and are proportion-
ate to the intervention and intrusion in our lives that result from unnecessary
and excessive growth of Government. . . .
29

Source: Witness to America: An Illustrated Documentary History of the United States from the Revolution to Today. New York:
HarperCollins Publishers, 1999.

READER RESPONSE
Directions: Answer the following questions on the lines below.
1. According to President Reagan, what is the current tax system doing?

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

2. What effects is inflation having on the country?

3. What is President Reagan’s intention concerning government?

4. Critical Thinking Do you agree or disagree with Reagan’s assessment? Explain your
answer.

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Primary Source Reading 29-2 ★ ★ ★ ★ ★ ★

Me, Me, Me, Me Reader’s Dictionary

★ About the Selection bucolic: like a beautiful countryside
The 1980s saw the flowering of what epiphanic: having a realization
came to be known as the Me Generation. It Krugerrand: gold coin used as currency in
was a time when money and the status it South Africa
bought mattered most. It was also a time of Shangri-La: imaginary remote paradise
self-involvement or, as the critics put it, sic transit: Latin term that means everything
indulgent narcissism. The conspicuous con- passes away

29
sumption that so many young people had Xanadu: mythical Asian city described by the
rejected in the 1960s returned in high style. poet Coleridge as a “stately pleasure-dome”

CHAPTER
More than a few of those participating in
the 1980s’ spending and shopping spree
life in one of America’s glitziest play-
were those same people, now middle-aged
grounds for the rich—Aspen, Colorado.
and making good money. Most, however,
were younger adults riding the economic
crest of President Reagan’s pro-business GUIDED READING
policies and the beginnings of the As you read, identify what life was like
technology-driven stock market. In 1988 for those who flocked to Aspen. Then
Ronald Steel wrote a first-hand account of answer the questions that follow.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

★ ★
W e swooped in low and dropped down into a lush valley dotted with con-
dos as far as the eye could see. I had a café crème and a pain au choco-
lat at the airport snack bar, and watched as the suntans and tennis rackets
come and go. Eventually I sauntered over to an exceedingly hip clerk and
asked when he thought my bags would be in. “No problem,” he reassured
me. “On the next plane from Denver. Or maybe the one after. They always
come through eventually.” No hurry. No problem.
Donning my cool, I hopped into a Mellow Yellow taxi and headed for the
village of Aspen, which nestles in a valley cupped between mountains as
lushly green as Astroturf. Between the simulated redwood and cedar condos
are sprinkled quaint Victorian houses. . . . They and their quarter-acre plots
sell for upward of $400,000 each. Only a commodity trader or cocaine dealer
could afford them. Happily Aspen has many such entrepreneurs. . . . From the
marbled Jacuzzis they watch the last rays of the sun bathe Aspen Mountain
in a golden Krugerrand glow and ponder the justice of a system that has
brought them such rewards. . . .
Keeping in shape is a tyranny from which there is no respite. But for the
golden young people of Aspen it is an affirmation of life. It is also the pass-
port into it, for fatties are not permitted. And a good life it is: congenial folks,
amusing restaurants, a constant inflow of new bodies, and hardly a rumble of
(continued)
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 Name Date Class

Primary Source Reading 29-2 (continued) ★ ★ ★ ★ ★

the troubles that preoccupy the outside world. The very rich fly in and out on
their Lear jets to check up on their property and test the slopes or the tennis
courts. The locals house-sit for them and provide services that the rich
require. This allows the youngish locals to stay on in their Shangri-La. Few of
them can afford to live in Aspen itself.
They come for the scenery . . . for the hassle free existence . . . for the days
that are interchangeable in their bucolic ordinariness, and the nights that
offer hope of instant adventure or psychic transformation . . . for the experi-
ence of living . . . just a little bit outside of time. . . . The place lends itself to
dreams. Not so long ago it was a scruffy mining town that time and venture
CHAPTER

capitalists had forgotten.

. . . Sic transit. But that isn’t the lesson of Aspen either. All dreams speed
too fast, all Xanadus become cracked boards and dust. So why not dance a
little faster under the strobe light at the Paragon Café—the one in front of the
video camera that captures your image and projects it on a screen above
29

you, so that you can see yourself on MTV? To be the observer of oneself—
what could be more tantalizing or forbiddingly satisfying? Who can even
bother to notice one’s partner at such an epiphanic moment? Come back
tomorrow night for more.

Source: “Forever Young in Aspen,” The New Republic, August 9, 1988.

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

READER RESPONSE
Directions: Answer the following questions on the lines below.
1. According to Steel, what is an affirmation of life for the young of Aspen?

2. What is the atmosphere of life that attracts people to Aspen?

3. How does Steel make the point that people in Aspen are very involved with themselves?

4. Critical Thinking Why can the locals not afford to live in their own town?

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★ American Art and Music Activity 29

Maya Lin
✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯

The naturalistic tradition of American walls was to be 246 feet (75 meters) long—
art refers to a style of sculpture and archi- long enough to have inscribed on them
tecture in which a sensitivity to nature is each of the 57,692 names of Americans who
one of the artist’s primary goals. It is a style were killed in Vietnam between 1959 and
that has been popular in the past—and a 1973.
style that remains popular today. One of the Today, Lin’s design for the now-famous
best examples of American sculptural archi- memorial draws hundreds of thousands of
tecture done in the naturalistic style, dating visitors each year to its simple black walls.

29
to the 1980s, is the Vietnam War Memorial, For all of its current popularity, however,

CHAPTER
which is located at the western end of the Lin’s original design met with a great deal
Mall in Washington, D.C. Its designer is a of criticism and outrage. Although her
woman named Maya Lin. design was selected from many presented,
As an undergraduate student in archi- and eventually was approved, many critics,
tecture at Yale University in Connecticut, led mostly by Vietnam veterans themselves,
Lin created the original design for the great had a different idea about the type of
war memorial. Hers was chosen out of sev- memorial they wished to have erected.
eral outstanding entries as the design of Some thought the architect’s design was too
choice by a number of government commit- plain and abstract to convey the wealth of
tees and agencies overseeing the Vietnam emotions carried by the families of
War Memorial project. deceased loved ones or of the veterans who
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Maya Lin’s design for the memorial ultimately made it back home after the
called for two walls of polished black gran- war’s end. They wished instead for a
ite that met in a “V” shape. Each of the memorial similar in subject, scope, and size
Bettmann/CORBIS

Maya Lin with original design for Vietnam Memorial (continued)

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 Name Date Class

★ American Art and Music Activity 29 (continued)

to the statue of the United States Marines beneath a loved-one’s name, and where
raising the American flag on Iwo Jima, the tourists go to look and to remember.
memorial commemorating veterans and In 1988, Lin was asked to design a civil
heroes of World War II. rights memorial for Montgomery, Alabama.
In the end, a compromise was reached. Lin was inspired for her design by Dr.
Maya Lin’s memorial design was amended Martin Luther King, Jr.’s “I Have a Dream”
with the addition of a bronze sculpture speech. The memorial consists of a curved
depicting three American soldiers who are granite wall inscribed with King’s words
weighed down with heavy armaments. The and a granite disk inscribed with the names
sculpture was designed by Frederick Hart of forty people who died for their belief in
and was placed in a shady grove of trees to the civil rights movement. Water flows gen-
CHAPTER

one side of Lin’s two inscribed walls. tly over all of the polished granite.
But it is Lin’s memorial which continues While Lin has also designed buildings,
to attract people to its dark walls filled with her most famous work continues to be
names. It is an eloquent, quiet, reverent place. installation art and memorials, including
It is a place where devoted family members works in North Carolina, Ohio, and
29

and friends place small remembrances Connecticut.

1. How was Lin’s design for the Vietnam War Memorial selected?

2. What does the Vietnam War Memorial look like?

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

3. What was done to please the critics of Lin’s design?

Critical Thinking ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯

4. Predicting In your opinion, what makes the Vietnam War Memorial such a powerful piece
of sculptural architecture?

5. Analyzing Information In what ways does the memorial reflect the naturalistic style of art?

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 Name Date Class

I NTERPRETING P OLITICAL C ARTOONS Activity 29

PIERCING THE REAGAN DOCTRINE

President Reagan’s firm anti-Communist stance led him to support
movements within foreign countries to prop up or install governments
sympathetic to America, but not necessarily in touch with their citizens.
Similar attempts by other U.S. administrations often had not worked
well in the past. However, the practice of direct or covert support was
especially popular among those who criticized containment as an anti-
Communist policy.

29
Directions: Study the cartoon below, looking especially for references to past
attempts to control or create foreign governments. Then answer the questions

CHAPTER
that follow. Use a separate sheet of paper if necessary.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

OLIPHANT © Universal Press Syndicate. Reprinted with permission. All rights reserved.

(continued)
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 Name Date Class

ANALYZING THE CARTOON ACTIVITY 29 (continued)

1. Who is Westmoreland? What provides graphic clues to his identity?

2. Who are the Sandinistas?

3. Who is the man on the horse? How would you describe his
expression? What is this expression supposed to tell us?
CHAPTER

4. What words in the cartoon refer to the American involvement in

Vietnam?
29

CRITICAL THINKING
5. Analyzing Information Pat Oliphant, the cartoonist, always put
one or more talking birds in the bottom of his cartoons. What is
their function?

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

6. Making Inferences Look at the figure to Westmoreland’s left.
What is he? What can you infer about Oliphant’s point of view
towards him from how he is drawn?

7. Drawing Conclusions What historical reference does President

Reagan make when responding to Westmoreland? What evidence
makes you come to your conclusion? Why does Oliphant make this
reference?

8. Identifying the Main Idea Create a title for this cartoon that
expresses the main idea to which it relates.

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 Name Date Class

★ Reteaching Activity 29

Resurgence of Conservatism, 1980–1992

Conservative ideas gradually took hold in the 1980s as many people wanted less govern-
ment involvement in the economy and a return to traditional values. The presidency of
Ronald Reagan brought a new conservative attitude to government.
DIRECTIONS: Define or describe the following terms involved in the new conservatism and
the changing world of the 1980s and early 1990s.

1. Glasnost:

29
2. Reaganomics:

CHAPTER
3. Moral Majority:

4. Strict judicial constructionism:

5. Reagan doctrine:
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. Strategic Defense Initiative:

7. Operation Desert Storm:

8. Downsizing:

9. Yuppies:

10. Critical Thinking After reviewing the distinctions between liberalism and conser-
vatism, formulate your own position concerning the government’s role in economic,
social, judicial, and environmental issues. (Remember, it is possible to hold conservative
views on some issues and liberal views on others.)

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★ Enrichment Activity 29 ★ ★

The Persian Gulf War

When Iraq invaded Kuwait in August each took every opportunity to present
1990, the United States led the world’s their nation’s version of events. As might
demands that Iraqi forces withdraw. As be expected, the two leaders had major
the confrontation continued, Iraq’s presi- differences in the ways they viewed the
dent Saddam Hussein and President Bush dispute.

DIRECTIONS: Use library or Internet resources to research speeches given by both leaders
about the invasion of Kuwait by Iraq. From the information that you research, complete the
CHAPTER

chart below. Summarize the points of view of each leader.

Points of View
29

George H. W. Bush Saddam Hussein

Purpose of Iraq’s invasion

Reasons for the conflict

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

Goals of the United States

Actions of the United States

before Desert Storm

Actions of the United States

during Desert Storm

★ ★
GO A STEP FURTHER ➤ Point of view is how a person views a situation. Find examples in
the media of various points of view related to the war on terrorism. Write a summary of the
various points of view.

78
 Chapter 29
Section Resources
Guided Reading Activity 29-1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Guided Reading Activity 29-2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Guided Reading Activity 29-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

SECTIONS
Guided Reading Activity 29-4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

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★ Guided Reading Activity 29-1

DIRECTIONS: Identifying Supporting Details Read each main idea. Use your textbook to
supply the details that support or explain each main idea.

★ Main Idea: Conservatives and liberals disagreed on the role of government.

1. Detail: In general, liberals believe that the government should regulate
to protect people from the power of large corporations and
wealthy elites.
2. Detail: Liberals are suspicious of any attempt by the government to regulate
.
3. Detail: Conservatives generally oppose and government pro-
grams that transfer wealth.
4. Detail: Conservatives believe that taxes and government programs reduce the amount
of in society.
SECTION

★ Main Idea: Geographical regions tend to support either liberal or conservative ideas.
5. Detail: Conservative ideas revived during the Cold War because some Americans
believed that liberal economic ideas were leading the United States toward
.
29-1

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

6. Detail: In 1955 founded a new magazine that helped to revive
conservative ideas in the United States.
7. Detail: Two regions of the country, the and ,
were more conservative than others during the 1950s and 1960s.
8. Detail: Although Barry Goldwater lost the presidential election of 1964, his candidacy
showed Republicans that the best way to attract was to support
conservative policies.
9. Detail: As riots erupted and drug use and crime soared during the 1960s and 1970s,
many Americans moved to the .
10. Detail: Many Americans of deep religious faith were shocked by and concerned about
the Supreme Court decision in .
11. Detail: Evangelical ministers used to reach a large nationwide
audience.

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★ Guided Reading Activity 29-2

DIRECTIONS: Using Headings and Subheadings Locate each heading below in your text-
book. Then use the information under the correct subheading to help you write each answer.
I. The Road to the White House
A. What people did Reagan’s 1980 campaign for the presidency appeal to?

B. What did Reagan promise to do if he were elected president?

II. Domestic Policies

A. How did Reagan propose to keep the deficit under control?

B. When did economic expansion begin to take place, and what were the results?

III. Reagan Oversees a Military Buildup

29-2
A. What did Reagan believe would happen to the Soviet Union if the United States con-
tinued to build up its military resources?

SECTION
B. How did Reagan’s defense spending affect the annual budget deficit?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

C. What was the Reagan Doctrine?

D. What was the Iran-Contra scandal?

E. What was nuclear deterrence, or “mutual assured destruction”?

F. What was the Strategic Defense Initiative?

G. What was the first treaty to call for the destruction of nuclear weapons?

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★ Guided Reading Activity 29-3

DIRECTIONS: Filling in the Blanks In the space provided, write the word or words that best
complete the sentence. Refer to your textbook to fill in the blanks.
1. The rapid economic growth and emphasis on accumulating wealth in the 1980s was
partly caused by the .
2. By the mid-1990s, the top 5 percent of Americans earned well over
percent of the nation’s income.
3. , or the practice of selling large quantities of goods at low prices,
had a major impact on the economy in the 1980s.
4. Entrepreneurs helped to change broadcasting by spreading and
specialty channels across the country.
5. In 1981 music and technology merged, and went on the air.
6. Rap, the new sound of the ‘80s, offered rhythmic lyrics that often focused on the
experience in the inner city.
SECTION

7. Early video games grew out of .

8. became the new spot for young people to meet.
9. Ongoing problems with in the 1980s made many neighborhoods
dangerous.
29-3

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

10. In 1980 was founded to look for effective solutions to underage
drinking problems and drunk driving.
11. In 1981 researchers identified a disease which caused seemingly healthy young men to
become sick and die. They named it , or AIDS.
12. The marked the beginning of the gay activist movement.
13. Musicians in England organized concerts in 1984 to help starving
people in Ethiopia.
14. organized Farm Aid to help American farmers.
15. became an influential interest group in the 1980s because they
tended to vote in large numbers.

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★ Guided Reading Activity 29-4

DIRECTIONS: Outlining Read the section and complete the outline below. Refer to your text-
book to fill in the blanks.
I. The Soviet Union Collapses
A. When Ronald Reagan left office in 1988, Americans wanted a continuation of his
domestic policies— and .
B. George Bush easily defeated , who was portrayed as too liberal
and .
C. To save his country’s economy, Soviet leader Gorbachev instituted
or “restructuring” and allowed some .
D. He also instituted or “openness,” which allowed more freedom
of , allowing people to discuss politics openly.
II. A “New World Order”
A. In May 1989, the Chinese government crushed a student protest in

29-4
, causing the United States and several European countries to
halt arm sales and reduce their with China, and the World Bank

SECTION
to .
B. In August 1990, Iraq’s dictator sent his army to invade oil-rich
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

, ultimately causing the coalition forces of the UN to launch

Operation Desert Storm.
III. Domestic Challenges
A. President Bush had inherited a and a , and
the same year the Persian Gulf crisis began, the economy plunged into a
.
B. Shortly after taking office, Bush’s decision to improve the economy with a
turned many voters against him.
C. The Democrats nominated , while an independent candidate,
, presented another strong challenge.
D. Bill Clinton was the first person from the to enter the White
House.

83
 Chapter 30 Resources
A Time of Change, 1980–2000

30
CHAPTER
Reading Skills Activity 30 Linking Past and Present Activity 30
Predicting . . . . . . . . . . . . . . . . . . . . . . . 87 E-Commerce: Changing the Way the
World Shops . . . . . . . . . . . . . . . . . . . 100
Historical Analysis Skills Activity 30
Sequencing Events . . . . . . . . . . . . . . . 88 Primary Source Reading 30-1
The Electronic Plantation . . . . . . . . . 101
Differentiated Instruction Activity 30
Technological Development and Primary Source Reading 30-2
Advances . . . . . . . . . . . . . . . . . . . . . . . 89 Reforming Health Care . . . . . . . . . . . 103

English Learner Activity 30 American Art and Music Activity 30

A Time of Change, 1980–2000. . . . . . . 91 Ray Charles. . . . . . . . . . . . . . . . . . . . . 105

Content Vocabulary Activity 30 Interpreting Political Cartoons

A Time of Change, 1980–2000. . . . . . 93 Activity 30
Third Parties . . . . . . . . . . . . . . . . . . . 107
Academic Vocabulary Activity 30
A Time of Change, 1980–2000 . . . . . . 95 Reteaching Activity 30
A Time of Change, 1980–2000. . . . . . 109
Reinforcing Skills Activity 30
Reading a Cartogram . . . . . . . . . . . . . 97 Enrichment Activity 30
A Changing America . . . . . . . . . . . . . 111
Critical Thinking Skills Activity 30
Distinguishing Fact from Opinion . . . . 98

Time Line Activity 30

The History of Personal Computers . . . .99

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★ Reading Skills Activity 30

Predicting
★ LEARNING THE SKILL
An important part of reading is predicting what is likely to happen. Making accu-
rate predictions depends both on gathering reliable facts and understanding why
people and nations behave as they do.

Use the following guidelines to help you make predictions:

30
• Define the situation. What people or groups are involved?

CHAPTER
What alternatives exist?

• Determine the background of the situation. What factors caused the

present situation?

• Determine what has happened in other situations in the past.

• Make a prediction, incorporating your knowledge and observations of

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

★ PRACTICING THE SKILL

DIRECTIONS: Read the following paragraph about regional trade agreements from your text.
Then answer the questions that follow on a separate sheet of paper.
One way to increase international trade was to create regional trade pacts. In 1994 President Clinton convinced
the Senate to ratify the North American Free Trade Agreement (NAFTA). This agreement joined Canada, the
United States, and Mexico in a free-trade zone. With NAFTA in operation, exports of American goods to both
Canada and Mexico rose dramatically. From 1993 to 2000, it is estimated that combined exports to those two
countries rose from $142 to $290 billion, an increase of 104 percent.
1. Why would a free trade agreement such as NAFTA help the economy of the
United States?
2. What situations in the past provide examples of U.S. government policy having an
impact on international trade?

★ APPLYING THE SKILL

DIRECTIONS: Use what you have learned about predicting to explore the information in this
chapter. Choose a partner to do this activity. Each of you should go through the chapter and
find words or passages that are interesting to you. Write down a prediction about the events
on a separate sheet of paper. Then exchange sheets of paper with your partner. Discuss
whether each of you has a better understanding of the unclear passages now that you have
more information.

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★ Historical Analysis Skills Activity 30

Sequencing Events
★ LEARNING THE SKILL
The events you read about in your textbook do not take place simply by them-
selves. They are usually related to or the direct result of other, earlier events.
Understanding the causes and effects of events will help you to piece together the
order in which events happened, or the sequence of events. Doing this will give you
a better understanding of the significance of historical events.
CHAPTER

★ PRACTICING THE SKILL

DIRECTIONS: Read the following excerpt from Chapter 30 about the origins of U.S. involve-
ment in Bosnia and Kosovo after the breakup of Yugoslavia. On a separate sheet of paper,
use your knowledge from the chapter to answer the questions that follow.
30

The United States also was concerned about mounting tensions in southeastern Europe. During the Cold War,
Yugoslavia had been a single federated nation made up of many different ethnic groups under a strong
Communist government. In 1991, after the collapse of communism, Yugoslavia split apart.
In Bosnia, one of the former Yugoslav republics, a vicious three-way civil war erupted between Orthodox
Christian Serbs, Catholic Croatians, and Bosnian Muslims. Despite international pressure, the fighting continued
until 1995. The Serbs began what they called ethnic cleansing—the brutal expulsion of an ethnic group from a
geographic area so that only Serbs can live there. In some cases, Serbian troops slaughtered the Muslims instead
of moving them.

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

1. What events led to the breakup of Yugoslavia?
2. What happened after the breakup?

★ APPLYING THE SKILL

DIRECTIONS: In your textbook, read the information under the heading “Peacemaking in the
Middle East” on page 1015. Identify the key events discussed in the passage. Using what you
know about the history in the Middle East and the information in the passage, create a time
line, list, or flow chart that places the key events in the order in which they occurred.

88
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★ Differentiated Instruction Activity 30

Technological Development and Advances

One of the great technological and scientific breakthroughs since World War II has
been an increased understanding of the genetic makeup of cells. This has helped lead
to the creation of a new field of endeavor: biotechnology. Read this essay to learn more.
WHAT IS BIOTECHNOLOGY?
Type the words define biotechnology into a popular search engine, and it will probably dis-
play more than twenty definitions. Most will say that biotechnology uses biology, or the sci-
ence of living things, to develop or produce new products and processes. Biotechnologists
focus on solving problems like curing and preventing illnesses, increasing crop yields, and
preserving food. Using supercomputers and powerful specialized software, scientists can

30
map and track the building blocks of living structures.

CHAPTER
Why, then, is biotechnology so controversial? After all, people have used living organ-
isms throughout history to make new products. We have bred animals (thoroughbred horses
and poodles), created new plants (ever eat a tangelo?), and used fermentation for many
purposes. All of these activities fall within the definition of biotechnology.
The capabilities of biotechnology changed significantly in 1953. That year, Watson and
Crick deciphered the structure of DNA, the part of living cells that carries genetic informa-
tion. That discovery created the potential for a new kind of biotechnology, one that uses the
genetic material of cells. One example is recombinant DNA technology, in which an entirely
new substance is produced. Scientists take a copy of a piece of DNA containing one target
gene or a specific group of genes and transfer it to, or recombine it with, another organism.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

The controversy over biotechnology arises primarily over this idea of scientists
“creating” new life. Should biotechnologists put the genetic material of one living thing
into another? If so, what are the moral, social, and health implications? What do we have
to fear, what do we have to protect, and what do we have to gain from such activity?
The real and possible gains are perhaps the easiest to understand. Recombinant DNA
technology has already been used to engineer, or bioengineer, a range of pharmaceutical
products and treatments. It has been applied to a variety of medical problems, from baldness
to cancer. By engineering new drugs and treatments, biotechnologists have helped prolong
the lives of AIDS patients and others who suffer from terrible diseases. DNA technology has
helped law enforcement agencies identify criminals. It has freed innocent people from jail
and even from wrongful capital punishment. New pest-resistant crops have been created
that do not need chemical sprays.
Not everyone welcomes all of the changes brought about by biotechnology. For example,
many people fear genetically modified foods. They are concerned not only about how these
foods may affect humans, but also about how they might alter existing plants and animals.
People view this use of technology as a fundamental and dangerous change in the basic
nature of the living things we consume.

Directions: On a separate sheet of paper, answer the following questions about the essay.

1. Distinguishing Fact from Opinion Identify five facts stated in this essay.

2. Distinguishing Fact from Opinion List an opinion stated in this essay. (continued)
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★ Differentiated Instruction Activity 30 (continued)

FOR THE TEACHER

Teaching Strategies for Different Learning Styles
The following activities are ways the basic lesson can be modified to accommodate students’
different learning styles:
English Learners (EL) Suggest that students read the essay paragraph by paragraph. After
each paragraph, ask them to stop to record one question or main idea before they continue to
the next paragraph. As needed, beginning learners may be paired with advanced learners for
both reading and writing activities.

Advanced Learners (AL) Have students further research the issue of genetically modified
CHAPTER

food and report their findings to the class.

Below Grade Level (BL) Create a concept map with students and help them complete it.
See example below.

What are some

30

What is it?
of the processes?

1. using living things to make new breeding

processes and products
2. using genetic information to make fermenting
new processes and products
creating

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

purifying

Biotechnology recombining

cloning

new cures for pest-free genetically

medicines diseases crops modified food
What are some examples of products?

On Grade Level (OL) Have students read the essay and work independently to answer the
questions in complete sentences or list form.

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English Learner Activity 30 ★ ★ ★ ★ ★ ★

A Time of Change, 1980–2000

★ A. PRE-READING ACTIVITY
Previewing the Material
Directions: Before reading the Primary Source quote from President Bill Clinton on page
1011, answer the following questions.
1. Based on the words of President Clinton, what is his position on a balanced budget

30
amendment?____________________________________________________________________

CHAPTER
2. Do you think that the United States should have a balanced budget amendment?

★ B. PRE-READING ACTIVITY
Vocabulary Review
Directions: Reviewing the words and expressions below will help you understand the
reading.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

balanced budget (n): the total sum of money a government collects in a year is equal to the
amount it spends
amendment (n.): a change, as of a law or bill
deficit (n.): the amount by which money available falls short of money needed
expenditures (n.): a spending or using up of money
recession (n.): a temporary falling off of business activity
livelihood (n.): means of living or supporting life
peril (n.): exposure to harm or injury

(continued)
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English Learner Activity 30 (continued) ★ ★ ★ ★ ★

★ C. READING COMPREHENSION ACTIVITY

Understanding Details
Directions: Circle the word or phrase that completes each sentence correctly according to the
reading on page 1011.
1. Clinton states that the deficit (increases / decreases) whenever the economy weakens.
2. A balanced budget amendment would force the government to (raise / lower) taxes
whenever the economy weakened.
CHAPTER

3. Clinton believed a balanced budget amendment would (help / threaten) the livelihoods
of millions of Americans.
4. According to Clinton, the federal deficit depends on Congressional decisions and (the
amount of taxes paid / the state of the economy).
30

★ G. EDITING ACTIVITY
Reviewing Nouns, Verbs, and Adjectives
Directions: Read the paragraph carefully and use the context to correct the six errors in
nouns, verbs, and adjectives. Remember to change the number for nouns or tense for verbs if
needed.

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

Clinton believed that the key to economic growth was to lower interest rates. Low inter-
est rates would enable businesses to borrow more money, to expand and creation more jobs.
Low rates would also make it easily for consumers to borrow money for mortgages, car
loans, and other items, which in turn would promote the economic. One way to bring inter-
est rates down was to reduction the federal deficit. In trying to cut the deficit, however,
Clinton faced a seriousness problem. About half of all government spending went to pro-
grams such as Social Security, Medicare, and veterans’ benefits, which were very hard to cut
because so many Americans dependable on them.

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★ Content Vocabulary Activity 30

A Time of Change, 1980–2000

Directions: Circle the term that best fits each description.
1. Lying when one has sworn an oath to tell the truth

A. obstruction of justice B. perjury C. abuse of power

2. A computer processor containing both memory and computing functions on a single chip

A. central processing unit B. power supply C. microprocessor

30
3. The basic currency shared by countries of the European Union

CHAPTER
A. euro B. franc C. pound

4. To work from home via computer

A. home office B. linking electronically C. telecommute

5. Websites that function as a kind of pubic diary or notebook

A. blogs B. web browsers C. search engines

6. An increase in average world temperatures over time

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

A. ozone B. global warming C. CFCs

7. People who flee from a country to seek safety elsewhere

A. refugees B. dissidents C. immigrants

8. A complete electronic circuit on a single chip of silicon

A. integrated circuit B. file share C. hard drive

9. A pardon for political offenses against a government

A. asylum B. amnesty C. acquittal

10. The expulsion of an ethnic group from a geographic area

A. racial cleansing B. public cleansing C. ethnic cleansing

11. The idea that the world is becoming increasingly interconnected

A. globalism B. free trade C. international cooperation

12. Process by which new U.S. citizens send for relatives to join them in the United States

A. immigration acts B. migration chains C. civil rights reform

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Academic Vocabulary Activity 30 ★ ★ ★ ★ ★

A Time of Change, 1980–2000

Key Words

allocate device participant

awareness illegal refinement
cited modify resident

30
communications unprecedented

CHAPTER
★ A. WORD MEANING ACTIVITY
Vocabulary in Context
Directions: Using the context clues, choose the best definition of each underlined word.
1. The rise of the global economy also increased awareness of global environmental issues.
A. knowledge B. indifference C. support
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. The growing problem of illegal immigration also prompted changes in immigration law.
A. popular B. traditional C. unlawful
3. In 1990, California, Texas, New York, Illinois, and Florida had the highest populations of
foreign-born residents.
A. workers B. refugees C. citizens
4. Supporters of the WTO cited benefits for American consumers, including cheaper prices,
new markets, and copyright protection for the American entertainment industry.
A. refuted B. mentioned C. overlooked
5. Macintosh computer users could manipulate on-screen graphic symbols with a hand-
operated device called a mouse.
A. tool B. program C. command
6. The Illegal Immigration Reform and Immigrant Responsibility Act of 1996 allocated more
resources to stop illegal immigration.
A. blocked B. provided C. deleted

(continued)
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Academic Vocabulary Activity 30 (continued) ★ ★ ★ ★

TEST YOUR KNOWLEDGE

Directions: Use the context to choose the word or phrase that completes each sentence
correctly.
1. After buying the rights to a Seattle programmer’s software, Bill Gates made some
refinements and various other (improvements / purchases) to create MS-DOS.
2. Participants in the Dayton, Ohio, peace talks agreed to a plan, with (enemies / attendees)
signing a treaty known as the Dayton Accords.
3. A modified version of President Clinton’s tax increase plan narrowly passed in Congress,
but only after (changes / deals) were made.
CHAPTER

4. The Internet is the physical network of computers connected together by phone lines,
cable lines, and wireless communications, allowing users to send (messages / money)
around the world.
5. As First Lady, Hillary Rodham Clinton was (typical of / different from) those before her,
30

as evidenced by her unprecedented role as head of a task force on national health.

Directions: Choose the word or phrase that means the opposite of the word given.
6. modify (remain the same / change)
7. illegal (lawful / against the law)
8. awareness (ignorance of / knowledge of)
9. allocate (provide for / take away)

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

Directions: Use your knowledge of the underlined word to decide if each statement is true
(T) or false (F).
10. A resident of a community is a person who is just visiting.
11. A device used to manipulate computer graphics is a tool.
12. Unprecedented events are those that have happened so many
times no one notices them.
13. A participant in a meeting is someone who does not join in.
14. If a computer programmer makes a refinement to software, he or
she improves it.
15. Effects of global warming cited by scientists are those that are
mentioned or listed.

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★ Reinforcing Skills Activity 30

Reading a Cartogram
★ LEARNING THE SKILL
Cartograms are maps that distort boundaries to show a value—other than land
area—for a particular region. Because the size of a country or region is based on a
specific value such as population, cartograms are excellent tools for making compar-
isons. To read a cartogram, begin with the title and key. These elements tell you the
value used to render the cartogram. Look at the sizes of the countries or regions
featured. Then compare the cartogram with a conventional map so you can see the
variations in size.

30
CHAPTER
★ PRACTICING THE SKILL
DIRECTIONS: Analyze the thematic map and cartogram below. Then answer the questions
that follow on a separate sheet of paper.

1996 Presidential returns

Winner’s percentage of total popular vote
CLINTON DOLE
(Democrat) (Republican)
50.0 and over 50.0 and over
47.0 to 49.9 47.0 to 49.9
Less than 47.0 Less than 47.0
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

= 5,000 Square Miles

Thematic map

1996 Presidential returns

Winner’s percentage of total popular vote
CLINTON DOLE
(Democrat) (Republican)
50.0 and over 50.0 and over
47.0 to 49.9 47.0 to 49.9
Less than 47.0 Less than 47.0

= 500,000 People
Cartogram

1. What is the subject of both visuals?

2. Compare the cartogram to the thematic map. Which regions are most distorted in size?
3. Provide a brief explanation for this distortion.
4. Which visual do you think is most representative of the data shown?

★ APPLYING THE SKILL

DIRECTIONS: Create a cartogram for a recent local, state, or national election. Select a basic unit
of measure, and then determine the relative size of each area or region according to the num-
ber of votes received. For example, if one candidate received five times more votes in an area,
that area should appear five times larger than your base unit of measure.
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Critical Thinking Skills Activity 30 Distinguishing Fact from Opinion

LEARNING THE SKILL

To be an effective reader, you must be able to tell the difference between fact and
opinion. A fact is a statement that can be or has already been proven. An opinion is a
person’s statement of what he or she believes, and cannot necessarily be proven.
Authors will often use facts as a means to support an opinion, but they can also state
the opinions of others without injecting their own opinions into their writing. Words
such as believed, should and favored are clues that you’re reading an opinion.

PRACTICING THE SKILL

DIRECTIONS: Read the following paragraph from your text. Then write one sentence from
CHAPTER

the paragraph that is a fact. Write a second sentence that you recognize is an opinion.
In addition to the immigrants entering through legal channels, others arrived without official permission.
The largest number of unauthorized immigrants came from Mexico, El Salvador, and Guatemala. The Reagan
administration’s amnesty program in 1986 had been designed to eliminate the problem of undocumented
aliens, but over the next 20 years the number of unauthorized immigrants tripled. American public opinion
30

divided over whether unauthorized immigrants should be able to obtain driver’s licenses or send their children
to public schools and receive other government services. Some believed that unauthorized immigrants should
be deported. Others favored allowing them to apply for temporary work visas so the government could keep
track of them, and permitting them to earn permanent residence if they learned English, paid back taxes, and
had no criminal record.

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

98
 Name Date Class

★ Time Line Activity 30

The History of Personal Computers

The growth of the computer industry was one of the major advances of the
1990s. Countless inventors and events laid the foundation for the advancement
of computer technology. The world’s first electronic digital computer, called ENIAC (Electronic
Numerical Integrator and Computer), became operational in 1946. In 1959, Robert Noyce devel-
oped the first integrated circuit, or silicon chip. Other technology companies soon sprang up
around Noyce’s company south of San Francisco, and this area became known as Silicon Val-
ley. In 1968 Noyce and Gordon Moore formed a company named Intel, which combined inte-
grated circuits on one chip, known as a microprocessor. The microprocessor was important

30
because one chip could perform both memory and computing functions.

CHAPTER
In 1976 Steve Jobs and Stephen Wozniak completed a computer they called Apple I, and
founded the Apple Computer Company. In 1977 Apple produced the Apple II computer, which
was the first affordable computer that was easy enough for people to use at home. Seven years
later, Apple introduced the Macintosh. The Macintosh was popular because of its use of icons,
or pictures, on the display, so that the user did not have to remember complicated codes.
Meanwhile, in 1980 IBM hired a new company called Microsoft to develop an operating
system for its new computer. Microsoft sold IBM a system called MS-DOS, but kept the rights
to the system. In 1981 IBM introduced its first PC, or personal computer.
Microsoft, meanwhile, continued to grow. In 1985 the company introduced the “Windows”
operating system, which enabled PCs to use mouse-activated, on-screen graphic icons. In 1990
Microsoft’s sales topped $1 billion.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Computer use changed dramatically in 1989 when Timothy Berners-Lee, a British com-
puter scientist, invented the World Wide Web. Four years later, a browser program was intro-
duced that made the Internet accessible to everyone. The use of the Internet exploded in the
mid-1990s, with people around the world accessing it for personal and business use. The growth
of the computer industry continues to accelerate with new developments and products created
every day.
DIRECTIONS: Use the background information above to create a time line about the history of
the personal computer industry.

1945 1960 1975 1990

99
 Name Date Class

d Present Activ
Lin king Past an it y 30

E-Commerce: Changing the Way the World Shops

The World Wide Web officially opened for business Mosaic evolved into today’s popular browsers
in 1991. Before then, the National Science Foundation Netscape and Internet Explorer. With these browsers,
(NSF), which controlled the backbone of the huge net- Web surfers can view sites with full multimedia capa-
work of computers called the Internet, banned com- bilities, including graphics, animations, sound, and
mercial use of it. The NSF lifted the restriction in 1990, full-motion video.
paving the way for electronic commerce (e-com- Today shoppers can buy just about any product
merce). online. According to the Census Bureau of the U.S.
E-commerce means doing business on the Internet. Department of Commerce, total e-commerce sales for
CHAPTER

It includes businesses selling to other businesses, busi- 2006 were estimated at $108.7 billion, which repre-
nesses selling to consumers, consumers selling to one sents 2.8 percent of total sales.
another, and even the online exchange of information Comparison shopping is a major advantage to
that is part of conducting business. Retailing is the sale shopping online. Customers can easily check features
30

of goods and services to consumers—the ultimate of competing products and compare prices at different
users. Retailing online has become known as e-tailing. stores without leaving home. After selecting the prod-
The 1993 introduction of Mosaic, the first graphics- uct they want, they can pay online with a credit card,
based browser, began a revolution in and the product will soon arrive at their
Web use. For the first time, the Web was door. Shoppers do not have to pay for
accessible to the average user with point- gas to go to the mall, fight the crowds, or
and-click ease. Web exchanges could now spend time going from store to store for
include images, not just text. That year, comparisons.

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

traffic on the Internet expanded 341,634 Although security is still a major con-
percent! By 1996, only 5 years after the cern today, many more consumers are
Internet opened its commercial doors, completing their transactions online than
shoppers bought products worth over $1 ever before. Online stores now offer a
billion. number of security features. Most
Security was a major concern for encrypt, or scramble, customer data
shoppers. Who would have access to before transmitting it. A closed-lock icon
their credit card number and personal information on the browser screen indicates a secure part of the
transmitted over the Internet? In the early years, many site. Stores often require customers to use passwords
consumers used the Internet to select a product, but to access their account information.
made the purchase by phone or at a physical store.

CRITICAL THINKING
Directions: Answer the questions below on a separate sheet of paper.
1. Making Inferences What kinds of products do you think would sell better than others
on the Internet? Why?
2. Analyzing Information What are some ways that a company can benefit from its own
Web site besides selling products?
3. Analyzing Information What features of an online store would entice you to shop
there?

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Primary Source Reading 30-1 ★ ★ ★ ★ ★ ★

The Electronic Plantation Reader’s Dictionary

★ About the Selection attrition: reduction in numbers due to resigna-
Like many workers in the 1990s, Roger tions, retirement, or death
Swardson landed a job in the information barnacle: marine animal that permanently
and communication sector of the economy. affixes itself to rocks or boats or whales
He did not invent software or found a suc- terminable: to discontinue employment
cessful start-up company; rather, Swardson
was one of the millions of everyday work-

30
ers who make this sector run. He worked
as a telephone service representative at a GUIDED READING

CHAPTER
direct-mail catalog company. Like low-level As you read, determine if you could or
work in agriculture or industry, these jobs would want to work in an environment like
pay poorly. They also have no job security Swardson’s employer. Then answer the
and offer no benefits. questions that follow.

★ ★
O ut in the economic sector where you work all week but can’t make a liv-
ing, lots of us are fastened like barnacles to the computer revolution.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Soldering tiny leads on circuit boards. Plugging data into terminals. All sorts
of things that tend to share one characteristic: repetition. Some of the jobs,
like mine, consist of sitting in a chair while, all day long people call you from
all over the country to buy things like T-shirts. . . .
This morning I walk through a new industrial park to the . . . lone door in the
block-long wall of a warehouse. Once inside, I show my picture ID to the guard
behind the glass window and stick another plastic card in the time clock.
I initial the sheet that tells me when to take my morning and afternoon
15-minute breaks and half-hour lunch period. I nod good morning to two
women at the group leader station that overlooks the room. They smile and
nod back. Both are concentrating on computer terminals that identify scores
of telephone service representatives (TSRs) like me who have logged onto
the system this morning. The screens tell the group leaders exactly what all
the TSRs are doing. . . .
. . . “Interface” is a word that tells millions of American workers where
we fit. We are devices between you and a computer system. Various terms
further identify the device: data entry, customer service, word processing,
telemarketing, and others. . . . Every night we update computer records so
that multinational corporations can begin the day on top of things. . . .
Even so, most of us are among the more than 14 million Americans who
work every week but are still classified by the government as poor. . . .
Here’s another way we are classified. The first sentence of my employee
handbook tells me that the company “believes in the practice of employment
(continued)
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Primary Source Reading 30-1 (continued) ★ ★ ★ ★ ★

at will, which means that employment is terminable by either the employee

or the company at any time, for any reason.” We are devices that accommo-
date the economic needs of our era. Flexible. Disposable.
Even recyclable.
Say a company is “downsizing” or “delayering” or whatever other term
describes the job cuts. Through a combination of early retirement, attrition,
and layoffs they manage to take 200 current semi-skilled employees off the
payroll over the course of a year. Say their employees were paid an average
of $12 an hour with full benefits. The company then hires a temporary
agency to fill openings as they occur. The agency may even have an office in
CHAPTER

the company’s building, and the agency finds the people and trains them if
necessary. The jobs will pay from $5 to $7 an hour. . . .
. . . [T]oday, through the wonders of current economic policy, it is possible
to replace yourself at a bargain rate.
When your temporaries show up, they are told their hours will vary as nec-
30

essary with one week’s advance notice. The temps will rarely get a full week’s
work. They can be sent home any time during the day or let go permanently
for any reason. They will receive no benefits. . . . In a relatively short time you
have a high-performance, completely flexible workforce. . . .
This is the employment system of the 90s, made possible by a bankrupt
economy and an increasingly desperate workforce. . . .
The rest of us come and go. The young. Men without jobs. People picking

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

up some extra money. But women between 40 and 60 are always there,
plugging away at countless uninspiring jobs that need doing day in and day
out, year in and year out.
On break they sit together eating homemade food out of Tupperware
while the rest of us use the vending machines. They show each other craft
handiwork. They bring packets of photos. They take work seriously and talk
about the merchandise and what kind of a day they’re having. They do well
at jobs many make fun of or would not do. And they succeed at life as it is.

Source: “Greetings from the Electronic Plantation,” City Pages, October 21, 1992.

READER RESPONSE
Directions: Answer the following questions on a separate sheet of paper.
1. According to Swardson, what is the shared characteristic of the jobs he writes about?
2. What kind of workforce do these companies want?
3. What does Swardson mean when he says, “Today it is possible to replace yourself at a
bargain rate”?
4. Critical Thinking What is Swardson’s view of or attitude toward the women workers?

102
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Primary Source Reading 30-2 ★ ★ ★ ★ ★ ★

Reforming Health Care

★ About the Selection GUIDED READING
Hillary Rodham Clinton was an As you read, note the principles
influential First Lady. Although she that guided how the Clintons
spearheaded the effort to develop a thought about health care. Then
comprehensive health care plan for answer the questions that follow.
the nation, an overhaul of the
health care system did not happen.

30
CHAPTER
★ ★
W e have lost some of the hope and optimism of [an] earlier time. Today,
we too often meet our greatest challenges, whether it is the raising of
children or reforming the health care system with a sense that our problems
have grown too large and unmanageable. And I don’t need to tell you that
kind of attitude begins to undermine one’s sense of hope, optimism, and
even competence.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

We know now—and you know better than I—that over the last decade our
health care system has been under extraordinary stress.
Most doctors and other health care professionals choose careers in health
and medicine because they want to help people. But too often because our
system isn’t working and we haven’t taken full responsibility for fixing it, that
motive is clouded by perceptions that doctors aren’t the same as they used
to be. They’re not really doing what they used to do. They don’t really care
like they once did.
. . . [W]e have to work to renew a trust in who doctors are and what
doctors do.
. . . [W]e need to start with a fundamental commitment to making the
practice of medicine again a visible honored link in our efforts to promote
the common good . . . [by] changing the incentives and the way the entire
system operates. That has to be our primary commitment.
. . . [S]o let us start with some basic principles that are remarkably like the
ones that you have adopted in your statements, and in particular in Health
Access America. We must guarantee all Americans access to a comprehensive
package of benefits, no matter where they work, where they live, or whether
they have ever been sick before. If we do not reach universal access, we can-
not deal with our other problems.
And that is a point that you understand that you have to help the rest of
the country understand—that until we do provide security for every American
(continued)
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Primary Source Reading 30-2 (continued) ★ ★ ★ ★ ★

when it comes to health care, we cannot fix what is wrong with the health care
system. Secondly, we have to control costs. . . . One thing we can all agree on
is that we have to cut down on the paperwork and reduce the bureaucracy. . . .
We also have to be sure that when we look at costs, we look at it not just
from a financial perspective, but also from a human perspective.
We will not only stand for universal coverage, but in addition the following:
community rating so that we can assure all Americans they will be taken care
of, eliminating restrictions based on preexisting conditions so that every
American will be eligible; a nationally guaranteed comprehensive benefits
package that will emphasize primary and preventive health care as well as
CHAPTER

hospitalization and other care; the kind of choice and quality assurances that
we will need to have to make sure this new system not only operates well
during the transition but gets a firm footing as it moves in to the future and
we will therefore be emphasizing more on practice parameters and out-
comes research so that you, too, can know better what works.
30

Finally, if we do not, as I said earlier, provide universal coverage, we cannot

do any of what I have just been speaking about because we cannot fulfill our
basic commitment to you as physicians, us as a society, that we will care for
one another. . . .
. . . But I believe that if one looks at what is at stake, we are not talking just
about reforming the way we finance health care, we are not talking just about
the particulars of how we deliver health care, we are talking about creating a

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

new sense of community and caring in this country in which we once again
value your contribution, value the dignity of all people.

Source: “Address to the American Medical Association,” Famous American Speeches: A Multimedia History, 1850 to the Present.
CD-ROM. Phoenix: ORYX, 1996.

READER RESPONSE
Directions: Answer the following questions on the lines below.
1. What is the basic principle which Hillary Rodham Clinton proposes?

2. What are the basic goals of the new health care system?

3. Critical Thinking Why do you think some doctors had objections to the speech?

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★ American Art and Music Activity 30

Ray Charles
✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯

A neighbor taught Ray Charles to play a was noticed by the owner of a more presti-
piano in a café at age five. Eventually gious club called the Rocking Chair, who
Charles would achieve international fame hired Charles to play every weekend.
as a musician and create a new style of Charles then had regular work and his own
music. The “Father of Soul,” as he is known, trio, and he was becoming a local star as
was born in Georgia in 1930 and raised in well. He only stayed in Seattle, however, for
rural north Florida during the Great a couple of years.
Depression. His musical roots grew out of It was at the Rocking Chair that Charles

30
church gospel music and music broadcast met a representative from a record com-

CHAPTER
on the radio from the Grand Old Opry. pany who wanted him to record an album.
When Charles was five years old, he He moved to Los Angeles, California, and
began losing his sight, and by the time he started recording music and touring the
was seven he was blind. He attended the country with other bands. At age twenty-
State School for the Blind in St. Augustine, two, Charles signed a contract with the
Florida. There he learned braille, a system music company Atlantic Records. Atlantic
of writing that the blind read by touch, recognized his talent and let him write his
rather than by sight, and combined it with own music—an unusual practice at the
his love of music. By reading a section of time—which proved to be very successful.
music in braille and then playing it, he
developed a strong memory. Along with the
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

piano, Charles learned to play several other

instruments, including the saxophone,
organ, and clarinet. He wrote his first piece
of music at age twelve. His teachers trained
him in classical music and would scold him
when they caught him playing jazz.
In 1945, before Charles was fifteen, his
mother died. The loss was tragic to him and
he left school. He traveled throughout
Florida, playing the piano to earn money.
For a short while, he traveled with a coun-
try and western band. It was a hard life—
the work was not regular and he often went
hungry. When he was allowed to sing, he
sang in the style of his idol, Nat ‘King’ Cole.
rchive Photos

By age seventeen, Charles had grown

restless in Florida. He needed a change, so
he bought a bus ticket for Seattle,
Archive France/A

Washington. The night he got into Seattle,

Ray Charles talked his way into a talent
show and, while performing, caught the
eye of a local club owner. He was soon Ray Charles in concert
playing at the Elk’s Club in a three-member
band that he organized. At the club, Charles (continued)
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★ American Art and Music Activity 30 (continued)

Most profits came from the sale of singles— Charles became an activist in the civil
single songs released by the company on rights movement of the 1960s. This started
records and for the radio—but Atlantic after he refused to play to a segregated audi-
still allowed Charles to make full-length ence one night in Georgia. The concert pro-
albums. His first jazz album was recorded moter then sued Charles for lost income, and
with his close friend, Quincy Jones. Charles lost the court case. Blindness gave
By the early 1950s, Charles was him a special perspective: “If I looked at a
developing his own style of music and man or a woman, I wanted to see inside.
singing. By his early twenties, Charles was Being distracted by shading or coloring is
already very skilled in jazz, blues, gospel, stupid. It gets in the way. It’s something I
and country and western. His greatest just can’t see.” He was a friend of Dr. Martin
CHAPTER

contribution to music was perhaps his com- Luther King, Jr., and helped raise money for
bination of blues and gospel: a combination the civil rights movement. He also spoke out
that created a new form of music called against apartheid, a policy of government
soul. Charles would take gospel songs and where the white minority ruled over an
sing them with the rhythm and passion of African majority, in South Africa.
30

a blues song, or he would sing blues songs In 1992 President Bill Clinton awarded
in the gospel style. These songs, sung in Charles the National Medal of the Arts for
Charles’s own gruff and throaty voice, were his great contributions to American music.
new and emotional. In 2004, Ray Charles died in Beverly Hills,
California.

1. What styles of music did Ray Charles play?

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

2. What were Ray Charles’s musical influences?

3. What is soul music?

Critical Thinking ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯

4. Synthesizing Information What hardships did Ray Charles face early in life?

5. Determining Cause and Effect How do you think Ray Charles influenced the styles of
today’s music?

(continued)
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 Name Date Class

I NTERPRETING P OLITICAL C ARTOONS Activity 30

THIRD PARTIES
Beginning with the Federalists and Antifederalists, and solidified by
the Democrats and Republicans, America has always had a two-party
system. Nonetheless, American history is full of attempts to organize and
maintain other parties, such as the Progressive Party, which nominated
Teddy Roosevelt in 1912; the Socialist Party, for which Eugene Debs gar-
nered over 900,000 votes in 1920; and the States’ Rights Party, which nom-
inated Strom Thurmond for president in 1948. Critics of the two-party
system typically argue that there is no real difference between the two

30
parties because each leans to the center and each is in the pockets of pow-

CHAPTER
erful special interests. The 1990s saw a third party—the Reform Party—
rise to national prominence when Ross Perot received 19 percent of the
popular vote in the 1992 presidential election.

Directions: Study the cartoon below, and then answer the questions that
follow.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

(continued)
107
 Name Date Class

ANALYZING THE CARTOON ACTIVITY 30 (continued)

1. Who are the candidates, from left to right?

2. What aspect of the cartoon tells the reader that the debate should
not be taken seriously?
CHAPTER

3. According to the “debate rules,” what two things will candidates

try to do?
30

CRITICAL THINKING
4. Analyzing Information To which political party does each candi-
date in the cartoon belong?

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

5. Making Inferences From this cartoon, what can you infer about
Americans’ expectations of televised presidential debates?

6. Drawing Conclusions Why does television tend to reduce the

candidates’ messages to sound-bites and slogans?

108
 Name Date Class

1
★ Reteaching Activity 30

A Time of Change, 1980–2000

The Information Age transformed global communications and trade as the millennium
drew to a close. President Clinton tried to negotiate peace internationally in both the trou-
bled Middle East and Bosnia. Republicans took control of both houses of Congress in 1994.
Immigration—particularly from Latin America and Asia—emerged as a political issue.
Regional trading blocs were formed, and international concerns were raised about global
warming.

DIRECTIONS: Refer to the list below to complete the sentences.

30
• ARPANET • Dayton Accords • Contract with America
• refugees • European Union • North American Free Trade

CHAPTER
• AmeriCorps • Kyoto Protocol Agreement
• Apple Computer • Department of Homeland Security

1. Canada, the United States, and Mexico formed the in order

to increase international trade in the region.

2. After Clinton’s health care initiative failed, Congressional Republicans proposed 10

major changes in a .

3. In 1993 some European countries created the to promote eco-

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

nomic and political cooperation among European nations.

4. The 1995 attempted to end the conflict in Bosnia.

5. The Internet can trace its roots to , the Defense Department’s

electronic mail system first used in 1969.

6. The fierce competition between and IBM for the personal

computer market made computers more affordable to the average consumer.

7. In 2001, immigration was put under the control of the newly created
.

8. In the twenty-five years following the Cuban Revolution, more than 800,000
arrived in the United States from Cuba.

9. The 1997 was intended to reduce harmful emissions to pro-

tect the environment.

10. Participants in the program work to improve low-income

housing, teach children to read, and clean up the environment.

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 Name Date Class

★ Enrichment Activity 30 ★ ★

A Changing America
The population of the United States con- racial and multi-ethnic. The acceptance of
tinues to become increasingly diverse. With one another’s differences is the goal of the
each passing year, we become more multi- twenty-first century.

DIRECTIONS: The two excerpts below discuss the racial diversity of the United States. Read
the excerpts, and then answer the questions that follow.

★ ★

30
CHAPTER
President Bill Clinton
As we approach the 21st century, we recognize both the great challenges and the exciting promise that
the future holds for us.
In the next century, we will have an opportunity to become the world’s first truly multiracial, multiethnic
democracy. Today, there are more children from more diverse backgrounds in our public schools than at
any other time in our history, with one in five from immigrant families. For example, just across the
Potomac River from our Nation’s capital, Virginia’s Fairfax County School District boasts children from 180
different racial, national and ethnic groups who are fluent in more than 100 different native languages. We
must ensure that our educational system nurtures the creativity of every American student, empowers
them with the skills and knowledge to reach their full potential, and offers them the opportunity to suc-
ceed in the lives they will live and the jobs they will hold in the future. . . .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

We have much to accomplish in the next century as we continue our journey to become a nation that
respects our differences, celebrates our diversity, and unites around our shared values. . . .

From Changing America, A Report of the Council of Economic Advisers

As the new century looms, the population of the United States continues to grow increasingly diverse.
In recent years, Hispanics and minority racial groups (defined here as racial and ethnic groups that make
up less than 50 percent of the population and include non-Hispanic blacks, Asians and American Indians)
have each grown faster than the population as a whole. In 1970 these groups together represented only
16 percent of the population. By 1998 this share had increased to 27 percent. Assuming current trends
continue, the Bureau of the Census projects that these groups will account for almost half of the U.S. pop-
ulation by 2050. Although such projections are necessarily imprecise, they do indicate that the racial and
ethnic diversity of the United States will expand substantially in the next century.

★ ★

(continued)
111
 Name Date Class

★ Enrichment Activity 30 (continued)

Questions to Consider

1. What is Clinton’s concern for immigrant children?

CHAPTER

2. By the year 2050, how much of the U.S. population will consist of non-Hispanic blacks,
Asians, and American Indians?
30

3. How do you think people can celebrate diversity, while uniting around shared values?

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

4. GO A STEP FURTHER ➤ The shift in the racial makeup of the United States has already
brought about change in many areas of our society. Develop a list of changes that have
already occurred in education, media and entertainment, government, and consumer
goods. Speculate on changes that may occur in the future if the current trends in racial
makeup continue.

112
 Chapter 30
Section Resources

Guided Reading Activity 30-1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

Guided Reading Activity 30-2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Guided Reading Activity 30-3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

SECTIONS
Guided Reading Activity 30-4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

113
 Name Date Class

★ Guided Reading Activity 30-1

DIRECTIONS: Recalling Facts Read the section and answer the questions below. Refer to your
textbook to write the answers.
1. When did the world’s first electronic digital computer (ENIAC) go into operation?

2. What is an integrated circuit, and when was the first one developed?

3. What was the first practical and affordable computer for personal use?

4. What did Bill Gates and Microsoft design?

5. How did compact computers change the workplace?

SECTION

6. How did the Telecommunications Act of 1996 change the industry?

7. In which system does the Internet have its roots?

30-1

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

8. How many people were regularly using the Internet by 2007?

9. What was the impact of Internet-related stocks in the late 1990s?

10. What are some companies that found success on the Internet and what services do they
provide?

11. How do Internet companies earn money?

12. What are blogs?

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 Name Date Class

★ Guided Reading Activity 30-2

DIRECTIONS: Recording Who, What, When, Where, Why, and How Read the section and
answer the questions below. Refer to your textbook to write the answers.
1. What was the state of the national deficit when Bill Clinton took over as president?

2. What did Clinton believe was the key to economic growth?

3. How did Clinton believe this would help the economy?

4. How much of all government spending went to entitlement programs such as Social
Security in early 1993?

5. Why are entitlement programs hard to cut?

6. Who opposed Hillary Rodham Clinton’s health benefits plan?

30-2
SECTION
7. What happened to the proposed health benefits plan?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

8. How did the Family Medical Leave Act work?

9. What were the elements of the Brady Bill?

10. What were some of the elements of the Contract with America?

11. What event forced Republicans in Congress to work with President Clinton rather than
against him?
12. What was the status of the United States economy as the 1996 campaign began?

13. How did the impeachment of President Clinton end up?

14. Who convinced military rulers in Haiti to step aside, thereby avoiding a military con-
frontation?
15. What agreement was reached between Israeli Prime Minister Yitzhak Rabin and
Palestinian Liberation Organization leader Yasir Arafat in 1993?

115
 Name Date Class

★ Guided Reading Activity 30-3

DIRECTIONS: Identifying Supporting Details Read each main idea. Use your textbook to
supply the details that support or explain each main idea.

★ Main Idea: The Immigration Act of 1965 eliminated preferences for certain European
immigrants; illegal immigration became a problem.

1. Detail: The Immigration Act of 1965 abolished the quota system.

2. Detail: The law also introduced limits on immigration from the .
3. Detail: The new law was presented as an extension of America’s growing commitment
to equal rights for .
4. Detail: Beginning in 1948, from countries ravaged by World War
II were admitted to the United States.
5. Detail: The growing problem of led to the passage of new laws in
1986 and 1996.
6. Detail: In 2001, immigration came under the control of the newly created
SECTION

★ Main Idea: In the late twentieth century, immigrants from Latin America and Asia out-
30-3

numbered European immigrants.

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

7. Detail: High numbers of immigrants increased the of California,
Texas, New York, and other states.
8. Detail: Just over of the immigrants who arrived in the 1990s came
from Europe.
9. Detail: More than half of new immigrants in the 1990s came from .
10. Detail: So many Cuban immigrants settled in the Miami area that only
is home to more Cubans.
11. Detail: The amnesty program of 1986 intended to eliminate the problem of
, but the number of immigrants tripled over the next 20 years.
12. Detail: accounted for three-quarters of all legal immigration.

116
 Name Date Class

★ Guided Reading Activity 30-4

DIRECTIONS: Filling in the Blanks In the space provided, write the word or words that best
complete the sentence. Refer to your textbook to fill in the blanks.
1. Opponents of a global economy warned that participation by the United States would
cause to move to nations where wages were low.
2. One means of increasing international trade was to create such as
the North American Free Trade Agreement (NAFTA).
3. In 1993 the was created to promote economic and political cooper-
ation among the many European nations.
4. Some 120 nations formed the to administer international trade
agreements.
5. American supporters of this organization cited benefits for U.S. consumers, including
cheaper imports, , and copyright protection for the American
entertainment industry.

30-4
6. , with its huge population, offered vast potential as a market for
American goods.

SECTION
7. Unions feared that inexpensive would flood U.S. markets.
8. The rise of a global economy also increased awareness of global .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

9. In 1987, 23 nations agreed to phase out the production of and

other chemicals that could weaken the ozone layer.
10. could eventually lead to more droughts and other forms of
extreme weather.
11. In 1997, the was signed by thirty-eight nations and the EU.

117
 Chapter 31 Resources
A New Century Begins, 2000–Present

31
CHAPTER
Reading Skills Activity 31 Linking Past and Present Activity 31
Drawing Conclusions. . . . . . . . . . . . . . 121 Controversy over Domestic
Surveillance. . . . . . . . . . . . . . . . . . . . . 134
Historical Analysis Skills Activity 31
Interpreting Political Cartoons. . . . . . 122 Primary Source Reading 31-1
Richard Clarke Speaks Out. . . . . . . . . 135
Differentiated Instruction Activity 31
President Bush Addresses Primary Source Reading 31-2
the Nation . . . . . . . . . . . . . . . . . . . . . . 123 FEMA’s Response to
Hurricane Katrina . . . . . . . . . . . . . . . . 137
English Learner Activity 31
A New Century Begins, American Art and Music Activity 31
2000–Present . . . . . . . . . . . . . . . . . . . 125 Beyoncé Knowles . . . . . . . . . . . . . . . . 139

Content Vocabulary Activity 31 Interpreting Political Cartoons

A New Century Begins, Activity 31
2000–Present . . . . . . . . . . . . . . . . . . . 127 Mission Accomplished?. . . . . . . . . . . . 141

Academic Vocabulary Activity 31 Reteaching Activity 31

A New Century Begins, A New Century Begins,
2000–Present . . . . . . . . . . . . . . . . . . . 129 2001–Present . . . . . . . . . . . . . . . . . . . 143

Reinforcing Skills Activity 31 Enrichment Activity 31

Comparing Data . . . . . . . . . . . . . . . . . 131 Liberty vs. Security . . . . . . . . . . . . . . . 145

Critical Thinking Skills Activity 31

Distinguishing Fact from Opinion . . . 132

Time Line Activity 31

Too Close to Call. . . . . . . . . . . . . . . . . 133
119
 Name Date Class

★ Reading Skills Activity 31

Drawing Conclusions
★ LEARNING THE SKILL
Drawing conclusions is a skill that requires readers to analyze and interpret facts
and information to arrive at a conclusion, or a reasonable judgment that sums up the
information. Drawing conclusions may often involve gleaning information that is
not explicitly mentioned in the text. You can use information you already know
about a subject to help you draw conclusions.

★ PRACTICING THE SKILL

31
DIRECTIONS: Read the following excerpt from the heading “The Government’s Inadequate

CHAPTER
Response” in Section Four of Chapter 31 that describes the government’s response to
Hurricane Katrina. Underline the parts of the text that support the conclusion stated
in the heading.
“Television news broadcast scenes of the squalid condition of the survivors, asking why the government was
failing to respond more quickly. The mayor of New Orleans was faulted for not issuing a mandatory evacuation
until the storm was less than a day away, and for having failed to provide transportation for those who could not
leave on their own. The governor of Louisiana engaged in a dispute with federal officials over who should take
charge of the state’s National Guard units. The Federal Emergency Management Agency (FEMA) seemed
unprepared in its response.”
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

★ APPLYING THE SKILL

DIRECTIONS: Use the skills you have learned to draw further conclusions on material within
the chapter. Divide the class into small groups, with each group choosing a different part or
section of the chapter. Each group should skim through its assigned section and formulate a
conclusion based on the reading. On a separate sheet of paper write down the conclusion
and the elements of the text that support that conclusion. Have each group trade only their
conclusion with another group and ask the other group to find elements in the text that
support (or even refute) that conclusion.

121
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★ Historical Analysis Skills Activity 31

Interpreting Political Cartoons

★ LEARNING THE SKILL
Expressions of opinion are often presented as political cartoons. Using caricatures
(exaggerated pictures) and symbols (ideas, images, or objects that stand for or sug-
gest something else), political cartoons help readers see relationships and draw con-
clusions about personalities and events.
Use the following guidelines to help you interpret political cartoons:
• Determine the main theme or subject of the cartoon.
• Find out what the cartoon’s caricatures and symbols represent.
CHAPTER

• Identify the issues that are addressed.

• Draw conclusions about the cartoonist’s point of view.

★ PRACTICING THE SKILL

31

Directions: Examine the political cartoon below about the 2000 presidential election and
featuring candidates Al Gore and George W. Bush. Then answer the questions that follow
on a separate sheet of paper.

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

Mike Luckovich of the Atlanta Journal-Constitution

1. What is the theme (or themes) of the cartoon?

2. Do Al Gore’s words make any sense? What do they symbolize or represent?
3. What feature of George W. Bush is caricatured or exaggerated in this cartoon?
4. Do you think the cartoonist supported Bush or Gore in the 2000 election? Explain.

★ APPLYING THE SKILL

DIRECTIONS: Draw a political cartoon expressing your opinion about a current issue at your
school, in your neighborhood, or one that is happening nationally.
122
 Name Date Class

★ Differentiated Instruction Activity 31

President Bush Addresses the Nation

On September 20, 2001, nine days after the terrorist attacks on New York City and
the Pentagon, President George W. Bush delivered a televised speech explaining the
role of al-Qaeda and Osama bin Laden in the attacks and condemning the Taliban
regime of Afghanistan, who provided a safe haven to al-Qaeda members. Read the
following excerpt from the speech and answer the questions below.

Americans are asking: How will we fight and win this war? We will direct
every resource at our command—every means of diplomacy, every tool of
intelligence, every instrument of law enforcement, every financial influence,

31
and every necessary weapon of war—to the disruption and to the defeat of the
global terror network.

CHAPTER
This war will not be like the war against Iraq a decade ago, with a decisive
liberation of territory and a swift conclusion. Our response involves far more
than instant retaliation and isolated strikes. Americans should not expect one
battle, but a lengthy campaign, unlike any other we have ever seen. It may
include dramatic strikes, visible on TV, and covert operations, secret even in
success. We will starve terrorists of funding, turn them one against another,
drive them from place to place, until there is no refuge or no rest. And we will
pursue nations that provide aid or safe haven to terrorism. Every nation, in
every region, now has a decision to make. Either you are with us, or you are
with the terrorists.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

SOURCE: http://www.whitehouse.gov/news/releases/2001/09/print/20010920-8.html

Directions: On a separate sheet of paper, answer the following questions based on the
excerpt above.
1. Analyzing Information What means would be used to fight this war, according to
Bush?
2. Analyzing Information How does Bush compare the ensuing war to the war against
Iraq a decade prior?

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★ Differentiated Instruction Activity 31 (continued)

FOR THE TEACHER

Teaching Strategies for Different Learning Styles
The following activities are the ways the basic lesson can be modified to accommodate
students’ different learning styles:
English Learners (EL) Pair students with proficient speakers and assign a paragraph from
the passage to each pair. Have pairs review their paragraph and identify unfamiliar words,
such as resource, command, diplomacy, enforcement, financial, disruption, and network. Assist
pairs in developing definitions for each unfamiliar word.
CHAPTER

Advanced Learners (AL) Have students use the Internet to research the media’s response to
Bush’s controversial statement “Either you are with us, or you are with the terrorists.” Direct
students to write a short paragraph describing what they found and explaining why the
statement was controversial.
31

Below Grade Level (BL) Work with students to use details in the passage to create a table
showing what specific plans Bush describes in fighting the war on terror and what resources
he says will be used.
On Grade Level (OL) Have students use the Internet to access the entire speech. Direct stu-
dents to write a short synopsis of the entire speech to share with other students in front of
the class.

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

124
 Name Date Class

English Learner Activity 31 ★ ★ ★ ★ ★ ★

A New Century Begins, 2000–Present

★ A. PRE-READING ACTIVITY
Previewing the Material
Directions: Before reading the material from the Address to the Nation on page 1041, answer
the following questions.
1. The Northern Alliance was a group of people already fighting against the Taliban when
the United States entered Afghanistan. Why would the United States want to work with
the Northern Alliance?

31
CHAPTER
2. The Taliban was not directly responsible for the attacks on September 11, 2001, but it sup-
ported al-Qaeda. Why would the United States want to force the Taliban out of
Afghanistan?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

★ B. PRE-READING ACTIVITY
Vocabulary Review
Directions: Reviewing the words and expressions below will help you understand
the reading.
focus (v.): to concentrate attention or effort
broad (adj.): extending far and wide
neutral (adj.): not engaged on either side of a dispute
sponsor (v.): to financially or otherwise support a person or organization
outlaw (n.): a lawless person or fugitive from the law
lonely (adj.): being without company, cut off from others
peril (n.): to risk being injured or destroyed
waver (v.): to fluctuate in opinion, allegiance, or direction
falter (v.): to hesitate in purpose or action
prevail (v.): to triumph over an avdversary (continued)
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 Name Date Class

English Learner Activity 31 (continued) ★ ★ ★ ★ ★

★ C. READING COMPREHENSION ACTIVITY

Understanding Details
Directions: Circle the word or phrase that fits the definition of each underlined word and
completes each sentence correctly according to the passage provided above.
1. President Bush believed that battling terrorism required a broad, or (wide/narrow) strat-
egy.
2. When a country sponsors terrorism, that country (supports/opposes) it.
CHAPTER

3. A country is lonely when it has no (enemies/allies).

4. To waver is to (fluctuate/remain steady) in word or in action.
5. When a country prevails in a battle, it (wins/loses) that battle.
31

★ D. WORD BUILDING ACTIVITY

Word Meanings
Directions: Circle the word in each row that has a different meaning than the other two.
1. focus think forget
2. neutral impartial biased

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

3. criminal authorized outlaw
4. safety peril danger
5. maintain falter weaken

126
 Name Date Class

★ Content Vocabulary Activity 31

A New Century Begins, 2000–Present

Directions: Choose the content vocabulary word or term to identify that best completes each
sentence. Write the correct term in the space provided.

anthrax state-sponsored terrorism strategic defense

chad weapons of mass destruction (WMD) terrorism
earmark

1.

31
is the use of violence by nongovernmental groups against
civilians to achieve a political goal.

CHAPTER
2. A is a small piece of cardboard punched out of a voting ballot.
3. Several nations have used , a type of bacteria, to create biological
weapons.
4. Nuclear, chemical, and biological weapons are all examples of
––weapons that can kill large numbers of people all at once.
5. is terrorism in which a nation supports a terrorist group by pro-
viding money, weapons, and training.
6. A(n) is a provision added to a spending bill that specifies the
expenditure of federal money for particular projects.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. One program Bush strongly favored was ––the effort to develop

missiles and other devices that could shoot down nuclear missiles.

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 Name Date Class

Academic Vocabulary Activity 31 ★ ★ ★ ★ ★

A New Century Begins, 2000–Present

Key Words
Academic Words Content Vocabulary
controversial anthrax
eliminate chad
inspector earmark

31
interpretation state-sponsored terrorism

CHAPTER
monitor strategic defense
obtain terrorism
priority weapons of mass destruction (WMD)
procedure
resolve
significantly

★ A. WORD MEANING ACTIVITY

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

Fill in the Blank

Directions: Choose the term that best completes each sentence. Write the correct term in the
space provided. Add plural endings where necessary.
1. After taking office, the president’s first was to cut taxes and
improve the economy.
2. Opponents of President Bush’s Medicare reform bill feared the bill
would cost too much.
3. After September 11, 2001, Americans showed their unity and by
displaying American flags and working together.
4. New Islamic movements call for a strict of the Quran, the Muslim
holy book.
5. The Patriot Act allowed authorities to nationwide search warrants
in cases involving terrorism.
6. United Nations searched for weapons of mass destruction in Iraq.
7. The Iraqi army was unable to slow the advance of U.S.-led coali-
tion forces during the initial invasion in 2003.
8. One reason the United States went to war with Iraq was to the
possibility of weapons of mass destruction being given to terrorists.
(continued)
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 Name Date Class

Academic Vocabulary Activity 31 (continued) ★ ★ ★ ★

9. The National Security Agency expanded its practice to domestic

calls made to overseas locations if they had good reason to believe that one party in the
call was a member of or affiliated with al-Qaeda.
10. Some Senators worried that Senator Majority Leader Bill Frist’s plan to ban filibusters of
presidential nominees would change Senate too much.

TEST YOUR KNOWLEDGE

Directions: Choose the best definition for each word listed.
CHAPTER

1. controversial
A. provoking strong B. creating public approval C. ending a discussion
disagreement
2. eliminate
31

A. to judge against B. to get rid of C. to make fearful

3. interpretation
A. a revision B. a shortening C. an explanation
4. monitor
A. to watch over B. to stop C. to erase

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

5. obtain
A. to ask for something B. to get something C. to stop from doing
6. procedure
A. a method for performing B. a record of activities C. a discussion of events
tasks
7. resolve
A. the state of being B. the state of being C. the state of being
unfocused determined afraid
8. significantly
A. totally B. considerably C. quickly

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★ Reinforcing Skills Activity 31

Comparing Data

★ LEARNING THE SKILL

Comparing data can help you analyze how trends have developed and changed
over time. When you compare data presented in tables, read each table’s title and
headings carefully. Look for increases, decreases, similarities, and differences.

★ PRACTICING THE SKILL

Directions: Study the two graphs below with data taken from exit polls after the 2000 and

31
2004 presidential elections. Exit polls are conducted with voters right after they leave the
polling place. Then answer the questions that follow on another sheet of paper.

CHAPTER
2000 U.S. Presidential Election Results 2004 U.S. Presidential Election Results

Vote by Age Gore Bush Nader Vote by Age Kerry Bush Nader

18–64 48% 48% 3% 18–64 48% 51% 0%

65 and older 50% 47% 2% 65 and older 47% 52% 0%

Vote by Party Vote by Party Kerry Bush
Gore Bush Nader Nader
Identification Identification
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Democrat 86% 11% 2% Democrat 89% 11% 0%

Republican 8% 91% 1% Republican 6% 93% 0%

Independent 45% 47% 6% Independent 49% 48% 1%

SOURCES: http://www.cnn.com/ELECTION/2000/results/
http://www.cnn.com/ELECTION/2004/pages/results/states/US/P/00/epolls.0.html

1. Did the percentage of voters 65 and older who voted for Nader in 2004 increase or
decrease from 2000?
2. How did the result of the Independent vote change from 2000 to 2004?
3. Did more Democrats or Republicans vote against their party identification in each election?

★ APPLYING THE SKILL

Directions: Work with a partner to create a short questionnaire to ask other people your age
about their favorite bands, foods, stores, etc. Then work separately to have 10 friends answer
your questionnaire. Come back as a pair to analyze and compare your data. Together, write a
short paragraph that describes how your and your partner’s data compares.

131
 Name Date Class

Critical Thinking Skills Activity 31 Distinguishing Fact from Opinion

LEARNING THE SKILL

Information that you read or hear includes both fact and opinions. A fact is a state-
ment that can be proven to be accurate. An opinion may be based on facts, but it also
includes the point of view of the writer or speaker.
Use the following guidelines to help you distinguish fact from opinion:
• Identify the facts by determining which statements can be proved.
• Consult reliable sources such as encyclopedias, almanacs, etc., to verify
the facts.
• Identify the opinions by looking for statements of feeling or belief. Opinions
CHAPTER

often contain such phrases as I believe, in my view, and I think.

• Identify the statement’s purpose. What does the presenter want you to
believe or do?
31

PRACTICING THE SKILL

Directions: Read the following newspaper headlines concerning the 2006 midterm elections.
Look for clues that help you identify which headlines contain facts and which contain
opinions. Then, using a separate sheet of paper, determine whether each headline is a
fact or opinion and explain your answer.

1. “Spelling out the new agendas: Democrats must adopt a centrist course”
The San Diego Union Tribune

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

November 19, 2006

2. “Foreign Policy Issues Drive Candidates in 2006 Midterm Elections”

The Washington File
October 30, 2006

3. “Youth voter turnout sharply up in 2006 midterm elections, rate rises to at least
24 percent experts say”
U.S. Newswire
November 8, 2006

4. “Bush, Dems promise cooperation as Senate shifts”

CNN.com
November 9, 2006

5. “Still waiting for bipartisanship”

The New York Times
November 17, 2006

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★ Time Line Activity 31

TOO CLOSE TO CALL

The 2000 presidential election was one of the closest in American history. Democratic
candidate Al Gore won the popular vote, but to win the presidency, candidates must win
270 electoral votes. Both Bush and Gore needed Florida’s electoral votes to win the elec-
tion. But results in Florida were so close that state law required a recount. A protracted
dispute over which candidate won Florida left the presidency hanging in the balance.

Directions: Use the information on the time line to answer the questions below.

31
CHAPTER
November 8, 2000 Results in Florida are November 24, 2000 U.S. Supreme
too close to call the election. Florida law Court steps in to decide whether
calls for a machine recount of ballots. the Florida Supreme Court had
acted constitutionally in allowing
November 21, 2000 The Florida the recounts and extending the
November 7, 2000
Supreme Court orders hand counts deadline for certification.
Election Day. Bush and
Gore are both close to an to continue and gives five days for
counties to complete them. November 26, 2000 While hand recounts
electoral college majority.
continue, vote certification deadline expires.
Florida certifies Bush as the winner.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

November 2000 December 2000 January 2001

November 9, 2000
December 13, 2000 Gore
Concerned over ballots that
December 8, 2000 The concedes the election.
may have been rejected by
Florida Supreme Court
vote-counting machines, Gore
orders a vote recount. January 20, 2001 Bush is
and his team request a hand
recount of ballots. sworn in as president.
December 12, 2000 In a 5-4 decision,
November 12, 2000 Several Florida the U.S. Supreme Court orders that all
counties begin hand recounts of vote recounts stop.
votes. Bush’s team goes to federal
court to try to stop hand recounts.

1. Why did a manual recount of votes take place in Florida?

2. Why did Gore and his team call for a hand recount of votes?
3. How did Bush’s team respond to hand recounts in Florida?
4. Why did the U.S. Supreme Court become involved in the recount controversy?

133
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d Present Activ
Lin king Past an it y 31

Controversy over Domestic Surveillance

In order to prosecute a radi- In 2001, the National Security
cal political group called the Agency (NSA), with authoriza-
White Panthers, who were tion from the Bush administra-
believed to have bombed a CIA tion, began conducting
office in Michigan in 1968, President Richard Nixon increased instances of wiretapping, or tracking and
authorized federal agents to record phone conversa- intercepting, telephone calls between the United
tions of the group’s members. The wiretapping was States and overseas locations in cases where it was
conducted without court-ordered warrants. Nixon’s believed that a U.S. resident having ties to al-Qaeda
CHAPTER

Attorney General, John Mitchell, submitted a state- might be involved in the call. “If al-Qaeda is calling
ment saying that the surveillance was necessary to someone in America, we want to know what they’re
prevent domestic groups from attacking the govern- saying on that call,” Bush said.
ment. But the Supreme Court ruled that the wiretaps President Bush bypassed the courts set up by FISA to
exceeded the president’s Constitutional powers, and provide warrants for wiretapping because he believed
31

the case against the White Panthers was dropped. the courts were too slow. He believed he had the author-
Partly in response to Nixon’s abuse of domestic sur- ity to expand wiretapping without warrants to help fight
veillance, the Foreign Intelligence Surveillance Act terrorism. The wiretapping was controversial because
(FISA) was created in 1978 to describe how intelligence many people believed the program violated American
information may be legally collected in the United citizens’ privacy, specifically the Fourth Amendment’s
States. The act allows for wiretapping of U.S. citizens protections against illegal search and seizure.
In August 2006, a federal judge declared wiretapping
and permanent resident aliens if there is cause to
without warrants to be unconstitutional, and the federal
believe that the individual may be involved in a crimi-

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

government appealed the case. In January 2007, the
nal act. In most cases involving U.S. persons, FISA
Bush administration agreed to follow the rules of FISA
requires a court-ordered warrant in order to conduct
and allow the FISA court to watch over its domestic sur-
the surveillance. FISA created special secret courts to
veillance program. It also agreed to hand over material
issue these warrants for wiretapping, or other forms of
that it had collected in its surveillance program to
electronic surveillance. Congress. However, U.S. Attorney General Alberto
Gonzales argued that the president’s authority to wiretap
phone calls was granted by Congress after 9/11 through
the USA Patriot Act and a Congressional Authorization of
Use of Military Force. Some people, including Gonzales,
believed that this act granted the president authority to
secretly gather intelligence on al-Qaeda without comply-
ing with FISA. Others, including members of Congress
who had helped to create the FISA court, believed the
president had violated the Constitution.

CRITICAL THINKING
Directions: Answer the questions below on a separate sheet of paper.
1. Determining Cause and Effect Why was FISA set up?
2. Detecting Bias Why did Gonzales support Bush’s authorization of wiretapping
without warrants?
3. Identifying the Main Idea Why is warrantless wiretapping a controversial topic?

134
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Primary Source Reading 31–1 ★ ★ ★ ★ ★ ★

Richard Clarke Speaks Out BACKGROUND: The National Security

Council (NSC), comprising the president and
★ About the Selection his advisors and cabinet members, deals
with national security and foreign policy. In
Richard Clarke began his career in the fed- 2001 Condoleezza Rice became the National
eral government in 1973 in the Office of the Security Advisor, a position which serves as
Secretary of Defense. He worked as an advi- the chief advisor to the President of the
sor for presidents Reagan, George H. W. United States on national security issues.
Bush, Bill Clinton, and George W. Bush. In
1998 Clarke became the first national coordi-
GUIDED READING

31
nator for Security, Infrastructure Protection,
and Counterterrorism. Clarke continued in As you read, pay attention to Clarke’s

CHAPTER
that position under George W. Bush until he warnings about al-Qaeda and how govern-
retired in 2003. In his book Against All ment officials responded. Then answer the
Enemies, published in 2004, Clarke argues questions that follow.
that Bush and his advisors failed to take the
threat of a large-scale al-Qaeda attack seri-
ously and that the 9/11 attacks could have
been prevented. Clarke also criticizes Bush
for focusing on Iraq after 9/11, a nation not
involved in the attacks.

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

R ice viewed the NSC as a “foreign policy” coordination mechanism and not
some place where issues such as terrorism in the U.S., or domestic pre-
paredness for weapons of mass destruction, or computer network security
should be addressed.
I realized that Rice, and her deputy, Steve Hadley, were still operating with
the old Cold War paradigm from when they had worked on the NSC . . . It
struck me that neither of them had worked on the new post-Cold War secu-
rity issues.
I tried to explain: “This office is new, you’re right. It’s post-Cold War secu-
rity, not focused just on nation-state threats. The boundaries between
domestic and foreign have blurred. Threats to the U.S. now are not Soviet
ballistic missiles carrying bombs, they’re terrorists carrying bombs.” . . .
Within a week of the inauguration, I wrote to Rice and Hadley asking
“urgently” for a Principals, or Cabinet-level, meeting to review the imminent
al-Qaeda threat. . . . The first meeting, in the small wood-paneled Situation
Room conference room, did not go well.
Rice’s deputy, Steve Hadley, began the meeting by asking me to brief the
group. I turned immediately to the pending decisions needed to deal with al-
Qaeda. “We need to put pressure on both the Taliban and al-Qaeda by arm-
ing the Northern Alliance and other groups in Afghanistan. Simultaneously,
we need to target bin Laden and his leadership by reinitiating flights of the
Predator [an unmanned surveillance plane].”
(continued)
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Primary Source Reading 31–1 (continued) ★ ★ ★ ★ ★

Paul Wolfowitz, Donald Rumsfeld’s deputy at Defense, fidgeted and

scowled. Hadley asked him if he was all right. “Well, I just don’t understand
why we are beginning by talking about this one man bin Laden,” Wolfowitz
responded.
I answered as clearly and forcefully as I could: “We are talking about a net-
work of terrorist organizations called al-Qaeda, that happens to be led by bin
Laden, and we are talking about that network because it and it alone poses
an immediate and serious threat to the United States.”
“Well, there are others that do as well, as least as much. Iraqi terrorism, for
example,” Wolfowitz replied, looking not at me but at Hadley.
CHAPTER

“I am unaware of any Iraqi-sponsored terrorism directed at the United

States, Paul, since 1993, and I think FBI and CIA concur in that judgment,
right, John?” I pointed at CIA Deputy Director John McLaughlin, who was
obviously not eager to get in the middle of a debate between the White
House and the Pentagon but nonetheless replied, “Yes, that is right, Dick. We
31

have no evidence of any active Iraqi terrorist threat against the U.S.”
Finally, Wolfowitz turned to me. “You give bin Laden too much credit. He
could not do all these things like the 1993 attack on New York, not without a
state sponsor. Just because FBI and CIA have failed to find the linkages does
not mean they don't exist.”

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

READER RESPONSE
Directions: Answer the following questions on a separate sheet of paper.
1. Why does Clarke try to change Rice’s understanding of the purpose of the National
Security Council (NSC)?
2. How does Clarke suggest dealing with al-Qaeda?
3. What terrorist group does Wolfowitz believe poses a significant threat to American
national security?
4. Critical Thinking How do you think the government should have responded to
Clarke’s warnings?

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Primary Source Reading 31-2 ★ ★ ★ ★ ★ ★

FEMA’s Response to GUIDED READING

Hurricane Katrina As you read, identify what questions the
hearing members ask of Brown and how
Brown responds. Then answer the ques-
★ About the Selection tions that follow.
On September 12, 2005, FEMA (Federal
Emergency Management Association) direc-
tor Michael Brown resigned following
intense criticism of FEMA’s response to

31
Hurricane Katrina. On September 27,
Brown testified before Congress in hearings

CHAPTER
to discuss the federal, state, and local
response to Hurricane Katrina and to
answer the questions about what went
wrong, and how could the response have
been better.

★ ★
[U.S. Representative Thomas M. Davis III (R-VA)]: Based on what you know now, what
would you do differently? And specifically, what would you have done to evacuate New
Orleans sooner? What would you have done to ensure unified command? What would you
have done to address the security needs at the Superdome and then throughout the city of
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

New Orleans? What would you have done to maintain communications? And what would you
have done to get the National Guard or the military there sooner, knowing now what you
know and seeing the problems that ensued? And what were the biggest mistakes that you
think FEMA made—and you being their command and control?

BROWN: Let me start out by addressing the premise of the question, which I don't entirely
agree with—that what could FEMA have done in terms of the evacuation? What could FEMA
have done in terms of communications, law enforcement? Those are not FEMA roles. FEMA
doesn't evacuate communities. FEMA does not do law enforcement. FEMA does not do com-
munications. But having said that, I have got to tell you in hindsight there are things that I, as
the former director of FEMA, wish that I had done that maybe would address those particular
areas. . . . If I, Mike Brown individual, could have done something to convince them that this
was the big one, and they needed to order a mandatory evacuation, I would have done it.

DAVIS: Is there any federal authority anywhere in evacuation where the federal government
can come in, in the case of reticence on the part of state, that you are aware of?

BROWN: Mr. Chairman, not that I am aware of. In terms of communications, one of the
things that I didn't mention in the litany of things that we pre-positioned is something called
a MERS unit, our mobile emergency response system. Those are vehicles that are command
and control units that have satellite hookups, telephone hook-ups, video hook-ups, enable us

(continued)
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Primary Source Reading 31–2 (continued) ★ ★ ★ ★ ★

to do communications. I pre-positioned those in all three states, so that we would have

communications wherever we needed it. I eventually sent one of those command units—in
fact, it’s one of the largest ones we have, called Red October—I eventually sent one of those
into New Orleans for Mayor Nagin to use. In retrospect, I wish I had done that four days
earlier. Had I done it four days earlier, though, guess what? It probably wouldn't have got-
ten there. So I am now second guessing myself, and perhaps I should have pre-positioned
it there before Katrina made landfall. But again, that’s not the role of the federal govern-
ment. That's Mike Brown Monday morning quarterbacking, having seen everything that took
place and trying to figure out what could I have done? … My biggest mistake was not rec-
ognizing, by Saturday, that Louisiana was dysfunctional.
CHAPTER

DAVIS: Dr. Max Mayfield, who is the head of the Hurricane Center, is quoted on
September 5th as saying, They knew that this one was different. You knew that Katrina
would be an extraordinary—that it would be catastrophic, beyond anything the Gulf had
ever seen. In all honesty, was FEMA really prepared or trained to handle this massive a dis-
31

aster, even though you had prepared assets, and so on—a lot of problems with getting stuff
back into the city, getting ice, water, basic needs in there?

BROWN: Mr. Chairman, this event stretched FEMA beyond its capabilities. There's no
question about that. It did it in several ways. One is FEMA, over the past several years, has
lost a lot of manpower. At one point during my tenure, because of assessments by the
Department of Homeland Security, FEMA has lost—at one point, we were short 500 people

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

in an organization of about 2,500.

DAVIS: But you have the ability to call on other agencies, didn’t you, down there?

BROWN: Yes.

DAVIS: And to get other things. FEMA is small by itself, but your ability to coordinate with
other agencies and the assets of the federal government were greater—and we still weren’t
ready even with that. Is that fair to say?

BROWN: It is.

READER RESPONSE
Directions: Answer the following questions on a separate sheet of paper.
1. What does Davis say was the major problem with the evacuation of New Orleans?
2. How does Brown first respond to Davis’s question on how FEMA could have worked
to evacuate New Orleans sooner?
3. What problem does Brown identify with the local government of New Orleans and
Louisiana?
4. Critical Thinking Why does Brown criticize the Department of Homeland Security in
relation to FEMA?

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★ American Art and Music Activity 31

Beyoncé Knowles
✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯

Blessed with a creative drive, a strong debuted in 2003. The album included such
work ethic, and good looks, Beyoncé hits such as “Crazy in Love,” which fea-
Knowles has proven herself to be a multi- tured guest rapper Jay-Z, and “Baby Boy.”
talented singer, songwriter, dancer, and It received five Grammy Awards and has
actress. Knowles was born on September 4, sold more than 6 million copies worldwide.
1981, to Tina and Mathew Knowles. She Knowles first solo tour ended in 2004. That
enjoyed music and dance from an early age, same year, Destiny’s Child reunited to
and formed the band that would become release its final album, Destiny Fulfilled,

31
Destiny’s Child when she was only nine and the following year the band embarked

CHAPTER
years old. Early on, the band, consisting of on a world tour and released a greatest
Beyoncé and Kelly Rowland, LaTavia hits collection.
Roberson, and LaToya Luckett, performed
in Tina Knowles’ hair salon and then Having said that “everything that I do
moved on to local venues. They got their creatively has to make me work harder and
first big break on the television talent show hopefully steer me in a direction I’ve never
Star Search. been before,” Knowles has pushed herself
to try new things in her music and in her
In 1997, the band signed a contract with career. In 2005 she and her mother, Tina
Columbia Records and released its first Knowles, who was the stylist for Destiny’s
album in 1998. Featuring such hits as “No, Child, launched a clothing line called
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

No, No” and “With Me,” the self-titled

release sold 3 million copies worldwide.
With a second album, The Writing’s on the
Wall, Destiny’s Child scored its first num-
ber-one hit, “Bills, Bills, Bills.” The song
“Say My Name” won two awards at the
2001 Grammy Awards. In mid-2000 the
group’s line-up changed and Knowles and
Rowland were joined by Michelle Williams.

The 2000 release Survivor proved to be

another big hit and garnered another
Grammy, as well as a Soul Train Lady of
Soul Award and a third NAACP Image
Award for Outstanding Group or Duo. In
t
e Stock Marke

2001 Knowles became the first African

American woman to win the American
Society of Composers, Authors, and
Alan Schein/Th

Publishers (ASCAP) Pop Music Award for

Pop Songwriter of the Year.

Knowles struck out on her own with the

solo album Dangerously in Love, which Beyoncé Knowles
(continued)
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 Name Date Class

★ American Art and Music Activity 31 (continued)

House of Deréon, named after Beyoncé’s featured the singles “Deja Vu,” “Ring the
maternal grandmother. With numerous film Alarm,” and “Irreplaceable.”
and television appearances already under
her belt, Knowles began filming on Knowles achievements are not limited to
Dreamgirls, the cinematic version of the the entertainment industry. She and Kelly
Broadway hit musical, in early 2006. In the Rowland established a community outreach
film, she plays Deena Jones, the lead singer center in Houston, Texas. Knowles has also
of a R&B girl group. Shortly after the film- spearheaded a charity called the Survivor
ing ended, Knowles returned to the studio Foundation to provide housing for victims
to work on a new album entitled BDay, of Hurricane Katrina, which caused wide-
which was released on her 25th birthday. spread devastation to the Gulf Coast region
CHAPTER

The album became an immediate hit and of the United States in 2005.

1. How old was Beyoncé Knowles when she started the band that would become Destiny’s
Child?
31

2. What was Destiny’s Child’s first number-one hit?

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

3. Where did the name of Knowles’s charity for Hurricane Katrina victims come from?

Critical Thinking ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯

4. Making Inferences Why do you think Knowles and Rowland might have established a
community outreach center in Houston?

5. Predicting What will the success of Beyoncé Knowles and Destiny’s Child mean for
young children with similar interests?

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 Name Date Class

I NTERPRETING P OLITICAL C ARTOONS Activity 31

APATHY AMONG AMERICAN VOTERS

The history of the United States is based on democracy. Democracy,
in turn, is founded upon the idea that supreme authority rests with the
people, who express their opinions and desires primarily through voting.
Low voter turnout in recent elections, however, seems to signal a state
of apathy, or lack of interest, among voters. In addition, fewer and
fewer citizens take part in such political activities as volunteering for
campaigns.

31
Directions: Study the cartoon below, and then answer the questions that
follow.

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

Tribune Media Services, Inc. All rights reserved. Reprinted with permission.

(continued)
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 Name Date Class

ANALYZING THE CARTOON ACTIVITY 31 (continued)

1. What is the biggest symbol of apathy in the cartoon?

2. Why is the symbol of apathy effective?

3. What view is the cartoonist expressing about the state of voter

CHAPTER

interest in the United States?

31

CRITICAL THINKING
4. Making Predictions What impact might a lack of voter interest
and participation have on the democratic process?

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

5. Identifying Cause-and-Effect Relationships What do you think
are some of the causes of apathy in American voters?

6. Identifying the Main Idea Write a title that expresses the main
point of this cartoon. Explain your choice.

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 Name Date Class

★ Reteaching Activity 31

A New Century Begins, 2001–Present

As America entered a new century, it saw one of the closest and most disputed presiden-
tial races in history between George W. Bush and Al Gore. Bush was declared the winner,
and his first term was marked by terrorist attacks on the World Trade Center and the
Pentagon. Fighting terrorism then became the nation’s first priority. After toppling the
Taliban regime in Afghanistan, the United States invaded Iraq in 2003. After Bush won a sec-
ond term in 2004, his administration was beset by challenges from Hurricane Katrina, the
ongoing war in Iraq, and the Republicans’ loss of Congressional control in 2006.
DIRECTIONS: Refer to the list below to complete the sentences.

31
Abu Ghraib chad Osama bin Laden

CHAPTER
al-Qaeda Guantanamo Bay Saddam Hussein
“axis of evil” Northern Alliance weapons of mass destruction (WMD)

1. A terrorist group called , led by a man named

, was responsible for attacks inside the United States.

2. President Bush and his advisers were concerned that Iraq may have been producing
that could be given to terrorists.

3. Bush demanded that Iraq’s leader, , give up Iraq’s weapons of

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

mass destruction.

4. The United States aided the Afghan group known as the in the
war in Afghanistan.

5. In his 2002 State of the Union speech, President Bush warned that Iraq, Iran, and North
Korea formed an which posed a grave threat to the world.

6. Some Iraqi prisoners of war were abused by Americans at an Iraqi prison called
.

7. The little piece of paper punched out of a ballot called a led to

vote-counting questions in the presidential election of 2000.

8. Men who were captured on a battlefield were held at an American military base in
Cuba called .
9. Critical Thinking Based on what you have read about the lengthy war in Iraq, how
would you have responded to the public’s criticism of the war had you been president
at the time?

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 Name Date Class

★ Enrichment Activity 31 ★ ★

Liberty vs. Security

Following the 2001 terrorist attacks in New PATRIOT Act and simply the Patriot Act, gave
York and Washington, D.C., the U.S. govern- broad new powers to the federal government
ment struggled to maintain a balance between when it was passed in 2001. In cases involving
national security and civil liberties. The United terrorism, the law made it easier to track sus-
and Strengthening America by Providing pects’ phone calls and email. After a con-
Appropriate Tools Required to Intercept and tentious debate, Congress renewed the Patriot
Obstruct Terrorism Act, also known as the USA Act on March 9, 2006.

31
DIRECTIONS: Read the editorials below concerning the renewal of the USA PATRIOT Act,
and then answer the questions that follow.

CHAPTER
★ ★
“Reauthorize the Patriot Act”
U.S. Attorney General Alberto R. Gonzales
Washington Post
December 14, 2005

On Sept. 11, 2001, terrorists inspired by hatred murdered nearly 3,000 innocent Americans. In response,
Congress overwhelmingly passed the USA Patriot Act. Now, before it adjourns for the year, Congress must
act again to reauthorize this critical piece of legislation. Al Qaeda and other terrorist organizations are at
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

work: Their stated goal is to kill Americans, cripple our economy and demoralize our people.

The bill to be considered this week is a good one. It equips law enforcement with the tools needed to
fight terrorists, and it also includes new civil liberties protections. Members of Congress should put aside
the rhetoric and focus on the facts surrounding this vital legislation.

The Patriot Act has been successful in helping prevent acts of terrorism in many ways. First, it updated
anti-terrorism and criminal laws to reflect evolving technologies. Second, it increased penalties for those
who commit terrorist crimes. Third, it gave terrorism investigators the same tools used by those who pur-
sue drug dealers and the Mafia. Most important, the act helped break down the wall preventing regular
exchange of information between the law enforcement and intelligence communities.

(continued)
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 Name Date Class

★ Enrichment Activity 31 (continued) ★ ★

“Let sense, not fear, guide the Patriot Act”

The Seattle Times
September 29, 2005

The Patriot Act, now up for reauthorization, was passed at a time of maximum fear. America had been
attacked. Security was the urgent concern. Now is a more normal time, and Congress needs to rewrite this
law to make it consistent with our civil liberties.

The Constitution promises all Americans “due process of law” before government takes away life, liberty or
property. It also guarantees “the right of the people to be secure in their persons, houses, papers, and
CHAPTER

effects, against unreasonable searches and seizures.” The police may search, but first they need to con-
vince a judge that they know what they're looking for, need to have it and have “probable cause” to look
in a specific place.

The current Patriot Act compromises these principles, sometimes severely. One section of the act allows
the police to secretly search a home and not tell the owner for six months. … The act also allows the FBI
31

to seize a person's medical, business, library and gun-purchase records by getting an order from a special
court that does not demand probable cause.

★ ★

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

Questions to Consider

1. According to Gonzales, how does the USA PATRIOT Act help fight terrorism?
2. According to the second editorial, what civil liberties does the USA PATRIOT Act
infringe upon?
3. According to the second editorial, how does the USA PATRIOT Act infringe on civil
liberties?
4. GO A STEP FURTHER ➤ Using the Internet, find more editorials concerning the USA
PATRIOT Act. Study the viewpoints in each editorial. You may want to create a chart
showing the pros and cons of this legislation. Using your readings to help support your
opinion, write a persuasive essay that describes your position on this matter.

146
 Chapter 31
Section Resources
Guided Reading Activity 31-1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Guided Reading Activity 31-2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Guided Reading Activity 31-3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

SECTIONS
Guided Reading Activity 31-4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

147
 Name Date Class

★ Guided Reading Activity 31-1

DIRECTIONS: Using Headings and Subheadings Locate each heading below in your text-
book. Then use the information under the correct subheading to help you write each answer.
I. The Election of 2000
A. Who were the Democratic presidential and vice presidential candidates in the 2000
election?
B. Who were the Republican presidential and vice presidential nominees?

C. Who presented a challenge to the major party candidates?

D. Why did Florida initiate a recount?

E. What was the controversy over chads?

SECTION

F. What did the Supreme Court rule in Bush v. Gore?

G. Who was certified as the winner in Florida, and by how many votes?
31-1

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

II. Bush Becomes President
A. What did Bush promise in his inaugural address?

B. What happened to the economy during the election campaign?

C. What happened as a result of a tax cut in the summer of 2001?

D. What major changes did Bush propose for education?

E. What was the strategic defense program?

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 Name Date Class

★ Guided Reading Activity 31-2

DIRECTIONS: Recalling Facts Read the section and answer the questions below. Refer to
your textbook to write the answers.

1. What did hijackers do on September 11, 2001?

2. How did Americans respond to the September 11, 2001, attacks?

3. What is terrorism?

4. What role did America’s need for oil play in Middle Eastern terrorism?

5. What do fundamentalist militant Muslims seek?

31-2
6. Why was al-Qaeda originally formed? How did that purpose eventually change?

SECTION
7. According to a letter written by Donald Rumsfeld, what made the war on terrorism
“like none other”?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

8. What was one way President Bush planned to fight terrorist groups, aside from
military force?

9. What federal agency was created to protect the country from further terrorist attacks?

10. What type of bioterrorism did Americans face in October of 2001?

11. What targets in Afghanistan did the United States begin bombing in October 2001?

149
 Name Date Class

★ Guided Reading Activity 31-3

DIRECTIONS: Outlining Read the section and complete the outline below. Refer to your text-
book to fill in the blanks.
I. The War on Terror Continues
A. After the September 11 attacks, the United States went to war in Afghanistan to bring
down the regime.
B. The United States worked with the , a coalition of Afghan
groups that had been fighting the Taliban.
C. Osama bin Laden is believed to have crossed into , a mountain-
ous region of Pakistan.
II. Iraq and Weapons of Mass Destruction
A. Nuclear, chemical, and biological weapons are examples of the
that concerned President Bush and his advisers.
B. The United States relied on a , which said that if any nation used
SECTION

weapons of mass destruction against the United States, the U.S. would counterattack.
C. President Bush declared the nations of Iraq, Iran, and North Korea an
that posed a grave threat to the world.
D. The United States wanted Iraq’s dictator,
31-3

, to readmit UN

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

weapons inspectors, stop supporting terrorism, and stop oppressing his people.
III. Confronting Iraq
A. In 2003, the United States began pressing the to authorize
.
B. The dissolved as soldiers refused to risk their lives for Hussein,
but fighting continued long after President Bush declared the end of
.
C. The United States found itself trying to , prevent a civil war, and
establish a new Iraqi government.
D. The failure to find any added to the controversy over whether
the war was a mistake.

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 Name Date Class

★ Guided Reading Activity 31-4

DIRECTIONS: Recording Who, What, When, Where, Why and How Read the section and
answer the questions below. Refer to your textbook to write the answers.
1. Who was nominated by the Democrats to run against Bush and Cheney in the presiden-
tial election of 2004?

2. How were Kerry’s actions in the 1970s used against him in the campaign?

3. What did both parties see as the key to victory in the election and what state was
needed to win?

4. Where were captured members of al Qaeda held and why was this controversial?

5. Why were some overseas telephone calls monitored by the National Security Agency?

31-4
6. What was President Bush’s plan to fix Social Security?

SECTION
7. Who were the “Gang of 14” and what did they propose?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

8. Who were the two new Supreme Court judges appointed by President Bush that were
confirmed by Congress?

9. Why was Bush criticized in the first few days following Hurricane Katrina?

10. What was Americans’ single biggest frustration with the government during the first
two years of Bush’s second term?

11. What led the majority of Americans to disapprove of the president’s handling of the
war?
12. What was the result when Americans expressed their unhappiness in the midterm elec-
tions?

151
Answer Key
★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

GEOGRAPHY AND HISTORY ACTIVITY 9 4. The risky investment is CyberSuccess,

because it has a high PE of 30.
1. Smart-growth development is planned;
does not abandon an existing infrastruc- 5. The new economy advocates convinced
ture; is more town-centered; provides many investors that very high earnings
public transportation and is pedestrian- and profits were coming in the near
friendly; strives to preserve open spaces; future.
has a mixture of types of housing, shops, 6. With a stock price of $50 and an earnings
and businesses. per share of $5, a company’s PE is 10.
2. In order for development to be sustain- 7. The second wave of investors is hoping
able, the impact on the environment, the that the market for the company’s prod-
economy, and the people in a community ucts will continue to grow, and earnings
must be balanced. will continue to rise rapidly in the future.
3. One of the biggest impacts of urban They make the unreasonable assumption
sprawl on the environment and individu- that present conditions will continue
als is the use of vehicles. unchanged in the future.

4. Two major goals of the Smart Growth 8. A sharp rise in earnings will stop at some
Initiative in Austin, Texas, are to deter- point because the market demand largely
mine where and how growth occurs and will be satisfied. At that point, companies
to improve the quality of life of Austin’s will have a supply larger than demand,
population. which will cause productivity, prices, and
profits to fall. This change happened with
5. Answers may vary, but most students personal computers by the end of the
should recognize that when a new road or 1990s, and by the early 2000s many com-
highway is built, development along the puter companies were laying off workers.
road or highway usually follows. With
that development comes more traffic and HISTORY SIMULATIONS AND PROBLEM
urban sprawl. SOLVING ACTIVITY 9
6. Diagrams will vary but should show
characteristics of smart growth. Answers to Simulation Sheet 1 Questions
1. The following are among the Nixon
ECONOMICS AND HISTORY ACTIVITY 9 administration’s first-term accomplish-
ments: approval of cost-of-living adjust-
1. The new economy sectors of the economy
ments to Social Security benefits; reduction
are telecommunications, the Internet, and
of military spending; support of selected
computers.
affirmative action programs for minorities;
2. An entrepreneur uses his or her business creation of the Environmental Protection
skills, knowledge, imagination and risk- Agency and Occupational Safety and
taking abilities to bring together the eco- Health Administration; and pursuit of
nomic resources necessary for production, diplomatic relations with the communist
by managing and promoting economic regime in the People’s Republic of China
activity. and of improved relations—and nuclear
arms limitation—with the Soviet Union.
3. It rose by about $62,000 between 1998 and
1999, and it fell by about $52,000 between
1999 and 2000.

153
Answer Key
★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

Among Nixon’s first-term failures are with her but occurs to show off in front of
his efforts regarding the Vietnam War: their friends.
Although he reduced the number of
3. The classmates’ reactions are fairly typi-
troops in Vietnam, he resumed bombing
cal, at least in the author’s experience, of
in North Vietnam and expanded the war
the judgment that people make because of
into Cambodia and Laos.
physical differences.
Students will find more accomplishments
4. The horses did not care what the author
and failures as they conduct their research.
looked like, but only about how she treat-
2. Answers will vary. Some students will ed them. Life would go better if we
argue that such a resounding victory by emphasized our similarities rather than
Nixon must indicate that most Americans our differences and treated each other
supported his policies. Others may sug- with fairness.
gest that Nixon’s lopsided victory says as
much about the quality of George
“Unlikely Heroes”
McGovern’s candidacy as it does about 1. The rancher helps them get their bus tires
Americans’ approval for Nixon. repaired, feeds them dinner and break-
fast, and gives them a place to sleep. He
AMERICAN LITERATURE READINGS 9 also gives them kindness and a renewed
faith in human beings.
“My Native Costume”
2. The general feeling about Americans is
1. The teacher’s focus is the ethnic back- that they are selfish and mean—a feeling
ground of the author. The author’s focus often inspired by news reports highlight-
is his purpose in going to the class. ing negative events.
2. The author says he is a lawyer, that his 3. His point of view is that the bad
native costume is a pinstripe suit. His Americans who make it into the news are
comment is an attempt to make the the minority—that the majority of
teacher realize that people of different Americans are generous and kind—and
ethnicities and races are still Americans. quiet about it.
Perhaps his comment is a protest against
4. Students’ answers may vary. Few general-
being given a label.
izations can be made about people; each
3. Students’ answers may vary. The author person is unique in behavior, thinking,
did not want to wear his short-sleeved action, and reaction.
native shirt because of the cold February
weather, but he acceded to the teacher’s “On the Pulse of Morning”
wishes. He pointed out to the students 1. The reader is invited to stand upon the
one of the universal themes of American Rock and face his or her destiny. The
history: assimilation, or accepting or reader may not seek protection in the
absorbing parts of the new culture but Rock’s shadow.
keeping the valuable parts of one’s own
culture. 2. The author reminds the reader that the
mistakes of the past can be avoided in the
Autobiography of a Face future by speaking out, “facing them with
courage.” She (the Rock) points out to the
1. She is afraid students who have never
reader early in the poem that humans
seen her before will make fun of her.
have “crouched too long” in darkness
2. She says their cruelty has nothing to do and ignorance.

154
Answer Key
★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

3. The author is referring to the Cherokee 1970: first Earth Day is held in April; activists
removal known as the Trail of Tears. She start the Natural Resources Defense Council;
points out that the Cherokee “rested” on President Nixon signs the National
the Rock (the land), and then left (were Environmental Policy Act, creating the
forced out) because others wanted the Environmental Protection Agency (EPA); the
land. Clean Air Act is passed
1972: DDT is banned; the Clean Water Act is
READING SKILLS ACTIVITY 28
passed
Practicing the Skill 1973: the Endangered Species Act is passed
1. problem 1978: Love Canal becomes known to the gen-
2. dilemma eral public, and much of its population is relo-
cated
3. decided; moved
1980: President Carter declares Love Canal a
4. tried federal disaster area and relocates 600 more
Applying the Skill families

Answers will vary. Check to see that students’ DIFFERENTIATED INSTRUCTION ACTIVITY 28
work reflects an understanding of the skill and
that their answers are plausible. 1. Answers will vary. Possible answer: The
chart shows that the United States and
HISTORICAL ANALYSIS SKILLS ACTIVITY 28 the Soviet Union were nearly equal in
their nuclear capability at this time and
Practicing the Skill that both had an enormous number of
1. in the wake of, soon, at this point, mean- weapons of mass destruction.
while 2. Answers will vary. Possible answer: To
2. Order of events: 1. the break-in; 2. reports move away from mutual assured destruc-
surface about a connection between the tion, both sides would need to reduce
burglars and the White House; 3. the their nuclear weapons stockpile.
coverup begins: White House officials However, unilateral disarmament would
destroy documents, and at the same time mean that only one of the superpowers
Nixon becomes involved. was vulnerable. To progress toward
mutual assured security, both superpow-
Applying the Skill ers would need to disarm at the same
rate; hence, they would first need to
Students should include most or all of the fol-
determine each other’s arsenal of
lowing events on their time lines:
weapons and then make agreements on
1962: Rachel Carson publishes Silent Spring what numbers to reduce.
1966: Carol Yannacone sues to prevent the use
of DDT near her home ENGLISH LEARNER ACTIVITY 28
1969: a major oil spill off Santa Barbara, A. Pre-Reading Activity
California, ruined miles of beach and killed 1. The United States faced the prospect of
scores of birds and aquatic animals. A dike nuclear war.
project in Florida’s Everglades indirectly killed 2. The United States and the Soviet Union
millions of birds and animals. Pollution and worked together during World War II.
garbage caused nearly all the fish to disappear
from Lake Erie.
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C. Reading Comprehension Activity 3. A

1. détente
4. C
2. restrain
3. profitable 5. B
4. nuclear war
5. interests Test Your Knowledge
D. Word Building Activity 1. event
1. Avoiding
2. understand 2. defeat
3. profitable 3. idea
4. potentially
5. aggression 4. fewer
5. make a judgment
CONTENT VOCABULARY ACTIVITY 28 6. suitable
1. executive privilege 7. stronger
2. summit 8. different
3. smog 9. politics
4. revenue sharing 10. government
5. affirmative action
REINFORCING SKILLS ACTIVITY 28
6. détente
7. special prosecutor Practicing the Skill

8. impounding 1. The author uses footnotes.

9. fossil fuels 2. He references two reputable newspapers

from the period, the New York Times and
10. busing the Atlanta Journal. Students should note
11. The 1970s saw an increase in inflation, or a that the author also references voting sta-
rise in the cost of goods. The inflation was tistics but does not give sources for his
partly caused by the rising costs of raw figures.
materials such as oil. Oil-producing 3. Students should discuss the author’s pri-
nations then announced an embargo, or mary points in the paragraph—the anticli-
government ban on trade, with countries mactic nature of the election and the dis-
that supported Israel. Thus, the price of affection with America. They should note
gasoline and home heating oil rose signif- that the statistics and quotes offered by
icantly. The combination of rising prices the author do support these points. Ask
and economic stagnation was known as students to consider other sources the
stagflation. author might have referenced to strength-
en his case.
ACADEMIC VOCABULARY ACTIVITY 28
Applying the Skill
A. Word Meaning Activity 1. Answers will vary. Students should
1. B identify the format used by the author to
cite sources—footnoting, in text refer-
2. A ences, acknowledgments, etc.

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2. Answers will vary. Students should pro- 9. Supreme Court

vide at least five examples of sources
10. articles of impeachment
cited in the text and should comment on
the credibility of the sources used. 11. resign
3. Answers will vary. Students should ana-
lyze the types and number of primary LINKING PAST AND PRESENT ACTIVITY 28
sources used. They should discuss
1. When gasoline was plentiful, and there-
whether the author effectively supports
fore inexpensive and easy to get,
his or her assertions with the sources
American consumers chose to buy large,
provided.
gas-guzzling American cars. The 1973 oil
embargo, however, created a fuel short-
CRITICAL THINKING SKILLS ACTIVITY 28 age. The resulting long lines at the gas
1. Answers will vary but should relate to pumps and high gas prices led consumers
Agnew’s belief that television news ana- to switch their preferences to smaller,
lysts unduly influence Americans’ opin- more fuel-efficient cars. At that time, U.S.
ions about the president and his policies. automakers were not making these kinds
of cars. As a result, Americans began to
2. (1) After the president delivers an buy imported cars, especially those of
address, his words are subjected to imme- Japanese manufacturers. Chrysler, one of
diate analysis on television. (2) Millions of the U.S. “Big Three” automakers, almost
people watch a president’s address on did not survive the competition. Also, the
television, and the TV analysts’ opinions shortages led to government regulation of
represent only a handful of those who see the auto industry. Congress passed laws
the speech. (3) Most TV analysis of a pres- requiring manufacturers to produce more
ident’s words and actions is unfriendly. fuel-efficient cars.
(4) The president has a right to communi-
cate directly with the American people 2. Experts have been puzzling over the high
without having his words immediately demand for SUVs amid often-rising gas
distorted by TV commentators. (5) The prices and scary headlines over safety
American people have a right to have concerns and environmental impact.
time to think about and form their own Image seems to be a major reason. Even
opinions about a president’s words them- though few owners take advantage of the
selves without having TV analysts offer SUV’s off-road capabilities, they like the
instant criticism. feel of its ruggedness and style. Because
of the vehicle’s size, many people feel
safer driving an SUV. Except for the
TIME LINE ACTIVITY 28
rollover problem, occupants of an SUV
1. Watergate hotel and offices will generally fare better in an accident
than those in a passenger car. Also, the
2. November 1972
United States, in general, is an affluent
3. January 1973 society. Until gas prices rise enough to
hurt, Americans will continue to indulge
4. John Dean
their tastes.
5. April 1973
3. Consumers in a free-market economy typ-
6. Archibald Cox ically follow their pocketbooks. A sharp
rise in the price of gasoline or a signifi-
7. Senate Watergate committee
cant decrease in the price of hybrid cars
8. taping system
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could increase sales of the hybrids. An Americans are not saving for the future as
increase in the price of other vehicle they once did, and there is a growing dis-
options could increase hybrid sales as respect for political and social institutions.
well. For example, new laws requiring
4. Answers will vary. The crisis was caused
stricter standards for vehicle emissions
by a series of shocks and tragedies. The
could cause the price of traditional cars
political assassinations in the 1960s made
to rise, making hybrids relatively less
Americans think they were a nation of the
expensive. Also, an increase in consumer
bullet and not the ballot; Vietnam made
concern for the environment could influ-
Americans doubt their military prowess;
ence more people to choose hybrid cars.
Watergate made Americans lose respect
For example, a widely reported new
for the presidency.
study showing more fearful dangers from
vehicle-produced pollution could spark
this kind of concern. AMERICAN ART AND MUSIC ACTIVITY 28
1. Simplicity, minimalism, rationality, practi-
PRIMARY SOURCE READING 28-1 cality, and “less is more” were the guid-
ing principles of the International Style. A
1. Among the suspects’ belongings in police
building’s frame of straight and perpendi-
custody are address books with Hunt’s
cular metal beams was usually covered in
name and phone number, two notes or
glass. Leaving the frame exposed allowed
letters to Hunt, and a check of Hunt’s to a
it to become an artistic element of the
country club.
building.
2. Hunt was a consultant for Charles
2. After World War II, new buildings were
Colson.
constructed in the United States and the
3. Bennett tells Woodward that Hunt International Style was fashionable to use.
worked for the CIA, which arouses
3. Johnson helped create Postmodernism.
Woodward’s suspicions about Hunt’s
He felt Modernism was too limiting and
involvement in a break-in.
he decided to use the best features of all
4. Ziegler makes the revelations seem like styles. Johnson designed a landmark
nothing important, and he accuses those Postmodern building, the AT&T building
who think they may be important of try- in New York City.
ing to “stretch this beyond what it is.”
4. Johnson was a co-author of The
International Style, a catalog that came to
PRIMARY SOURCE READING 28-2 be the handbook of popular building for
more than 50 years. He also wrote in sup-
1. Confidence is the idea that founded
port of architects who built in the
America and guided the development of
International Style.
Americans. It supports public institutions
and business, the family, and the 5. In the International Style, a building’s
Constitution. Confidence has connected functional elements such as its frame are
the generations. left exposed to see. In a skyscraper, the
frame is very important and has to be
2. The federal government is isolated from
very strong. The exposed frame and tall,
mainstream, everyday America.
sleek lines of a skyscraper are perfect for
3. The majority of people believe conditions this style.
will worsen, two-thirds of eligible voters
do not vote, productivity is dropping,

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INTERPRETING POLITICAL CARTOONS 3. At the expense of his own approval rat-

ACTIVITY 28 ing, Ford pardoned Nixon to avoid the
divisiveness of a public trial.
1. The men are supposedly the committee
assigned the task of writing the 4. NATO and the Warsaw Pact agreed to
Declaration of Independence. The cartoon recognize the borders of Eastern Europe
has “adapted” the scene from J.L.G. and to protect human rights in that
Ferris’s famous painting Drafting the region. It essentially acknowledged Soviet
Declaration of Independence. Most students domination in that region.
will recognize Benjamin Franklin, who is
5. This television address was noted for
speaking, and Thomas Jefferson, the
Carter’s bleak assessment of the nation as
“Tom” to whom Franklin is referring.
it faced a major fuel shortage and worsen-
2. They are reading from the Declaration of ing economy. Many Americans felt that
Independence. the speech indicated that Carter had
3. She symbolizes the status of women in given up on the nation.
the United States. 6. Because the United States had supported
4. Answers will vary, but students may the deposed Shah, Iranian revolutionaries
touch upon the lack of equality of women held 52 Americans hostage for 444 days.
in the United States and the use of only A rescue mission failed, as did countless
the word “men” in the document. negotiations. Carter’s inability to gain their
release factored into his loss to Reagan.
5. The irony is that the words “All men are
created equal” are beautiful only if one 7. Answers will vary. Conservation efforts
was a white male at the time of the writ- are regularly featured in both local and
ing of the Declaration of Independence. national news reports. Schools often pro-
mote conservation ideas as well.
6. Answers will vary, but students should
provide reasons for their responses.
ENRICHMENT ACTIVITY 28
RETEACHING ACTIVITY 28
1. Women are different. They do not have
Students’ answers will vary but should executive ability, orderly minds, stability,
include points similar to the following: leadership skills, and they are too
1. The combination of rising prices and eco- emotional.
nomic stagnation created a dilemma for 2. More than half the population of the
Nixon: Should he control inflation or end United States is female. There are about
the recession? Nixon chose to focus on 3 1/2 million more women in the United
inflation and pursued several options: States than men.
cutting government spending, raising
taxes, raising interest rates, and imposing 3. They are stigmatized as “odd” and
wage and price controls. None of these “unfeminine.”
were successful. 4. Women continue to make gains in the
2. Nixon believed the United States needed workplace. Sandra Day O’Conner serves
to build better relations with the Soviet as a Supreme Court justice, many women
Union and China to maintain world serve as presidents and CEOs of large
peace. He relaxed tensions with the Soviet companies, and women have positions as
Union and China by lifting trade and representatives and senators. Monetary
travel restrictions with China, withdraw- equity in the workplace continues to be
ing an American fleet from Taiwan, and an issue.
visiting both nations for summits.
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GUIDED READING ACTIVITY 28-1 3. OPEC stopped shipping petroleum to

countries that supported Israel in the war
1. Richard Nixon with its Arab neighbors.
2. Hubert Humphrey 4. Americans had less money to spend on
3. Strom Thurmond other goods, which contributed to a reces-
sion.
4. New Federalism
5. a combination of inflation and a stagnat-
5. Aid to Families with Dependent Children ing economy with high unemployment
(AFDC)
6. The Soviets failed to uphold basic human
6. Henry Kissinger rights as they had promised when they
7. Nixon Doctrine signed the Helsinki Accords.

8. bipolar world 7. American voters saw Carter as a moral

and upstanding individual who was
9. Communists untainted by Washington politics.
10. détente 8. dependence on foreign oil
11. trade and travel restrictions 9. Andrew Young
12. diplomacy 10. He agreed to give Panama control of the
13. Moscow Panama Canal.

14. Strategic Arms Limitation Treaty 11. Carter imposed an embargo on the sale of
grain to the Soviet Union and boycotted
the 1980 Summer Olympic Games in
GUIDED READING ACTIVITY 28-2
Moscow.
I. The Roots of Watergate
A. Democratic National Committee 12. He helped broker a historic peace treaty,
B. opposition rallies known as the Camp David Accords,
C. cover-up between Israel and Egypt.
D. 520 13. Ayatollah Khomeini
II. The Cover-Up Unravels
A. Attorney General 14. The rescue mission failed when several
B. taping system helicopters malfunctioned. One crashed
C. executive privilege in the desert, killing eight servicemen.
D. Spiro Agnew
E. impeach GUIDED READING ACTIVITY 28-4
F. resigned his office in disgrace
G. executive branch 1. good jobs
H. above the law 2. Affirmative action
3. reverse racial discrimination
GUIDED READING ACTIVITY 28-3
4. University of California Regents v. Bakke
1. Johnson increased federal deficit spend-
ing to fund the Vietnam War and his 5. Indian Civil Rights Act
Great Society programs without raising 6. American Indian Movement (AIM)
taxes.
7. gaming establishments, or casinos
2. the Middle East and Africa
8. federal funds
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9. mainstream HISTORICAL ANALYSIS SKILL ACTIVITY 29

10. Americans with Disabilities Act Practicing the Skill
GUIDED READING ACTIVITY 28-5 1. Their share decreased.
2. the lowest quintile
I. The Origins of Environmentalism
A. A nationwide ban on the pesticide 3. the top 5 percent
DDT 4. The highest quintile gained 7.3 percentage
B. Silent Spring by Rachel Carson points.
C. The chemical industry was outraged
and began an intense campaign to dis- Applying the Skill
credit her. 1. When Reagan came into office, the econo-
D. April 1970; it was devoted to address- my was suffering from stagflation—a
ing the country’s environmental con- combination of high unemployment and
cerns high inflation. His first priority was to
E. to coordinate a nationwide network of change this, and he believed that much of
scientists, lawyers, and activists work- the problem stemmed from high taxes. By
ing on environmental issues combining monetarism (raising interest
II. The Environmental Movement rates) and supply-side economics (cutting
Blossoms taxes), Reagan believed businesses would
A. setting and enforcing pollution stan- expand and create new jobs.
dards, promoting research, and direct-
ing anti-pollution activities with state 2. The lowest 80 percent of earners lost
and local governments ground in terms of income, while the top
B. It established air emissions standards 20 percent, and especially the top five
for factories and automobiles and percent, gained ground.
ordered that all industries comply with 3. Reagan’s plan created many new jobs and
such standards within five years. helped the economy to recover, but it did
C. a housing development near Niagara not close the widening gap between the
Falls, New York, known as Love Canal poor and the rich.
D. nuclear reactors
E. It was hailed as cleaner and less
DIFFERENTIATED INSTRUCTION ACTIVITY 29
expensive.
F. After low levels of nuclear radiation 1. Answers will vary. Possible answer: The
escaped, the safety of nuclear energy announcement is trying to show that
came into question. 17,000 people dying over the course of a
year is just as bad as 17,000 people dying
READING SKILLS ACTIVITY 29 in one day. It is also trying to show how
dangerous drunk driving is by showing
Practicing the Skill all the pins.
Signal words: although, despite, separate 2. Answers will vary. Possible answer: I
Applying the Skill think it does a good job of getting its
point across, especially with its use of the
Answers will vary. Check to see that students’ pins as representing all the lives lost to
work reflects an understanding of the skill and drunken driving each year.
that their answers are plausible.

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ENGLISH LEARNER ACTIVITY 29 would be afraid to use them. Reagan felt

this policy was immoral because it
A. Pre-Reading Activity depended on the threat to kill massive
numbers of people.
1. Answers will vary, depending on each
student’s prior knowledge of the Reagan
presidency. ACADEMIC VOCABULARY ACTIVITY 29
2. Answers will vary. Students should give A. Word Meaning Activity
examples to support their position.
1. C
C. Language Usage Activity 2. B
1. B 3. C
2. B 4. C
3. A 5. A
4. B Test Your Knowledge
5. B 1. S

CONTENT VOCABULARY ACTIVITY 29 2. S

3. A
1. C; budget deficit
4. A
2. F; yuppie
5. S
3. G; liberal
6. S
4. E; televangelist
7. A
5. J; capital gains tax
8. S
6. B; conservative
9. A
7. A; downsizing
10. A
8. I; discount retailing
11. S
9. H; supply-side economics
12. S
10. D; grassroots movement
11. Perestroika was a policy of restructuring REINFORCING SKILLS ACTIVITY 29
the economy and government and allow-
ing some private businesses, in order to Practicing the Skill
save the Soviet economy. Glasnost, mean- 1. the Tiananmen Square protests
ing “openness,” was Gorbachev’s policy
of allowing more freedom of religion and 2. official news programs; radio news; hos-
speech, such as more open discussion of pital records; doctor interview; personal
political issues and freer news reporting. accounts
12. The strategy of “mutual assured destruc- 3. Answers will vary. Students may suggest
tion” assumed that as long as the United that the reporter does show evidence of
States and Soviet Union could destroy more moderate elements in the govern-
each other with nuclear weapons, they ment and focuses primarily on verifiable

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statistics and firsthand reports. However, Germany: In June 1987, Ronald Reagan gives
phrases such as “violent suppression” a speech at the Berlin Wall and challenges Gor-
and an overall focus on the violence may bachev to tear down the wall. In May 1989,
suggest reporter bias. East Germans flood into Hungary to escape
across the newly opened border to Austria.
Applying the Skill In November 1989, the wall comes down. Fam-
Answers will vary. Students should discuss ilies and friends are reunited after years
specific observations about the reliability of of separation.
news from each medium, the number and
Russia: In December 1987, Gorbachev signs the
quality of the sources, as well as the treatment
INF Treaty with President Reagan, which calls
of their issue across mediums. They may note
for the destruction of nuclear weapons. In 1988
the difference between on-the-scene reporting
Gorbachev becomes president of the USSR. In
and a reliance on secondhand information.
1990 Russia holds free elections. In 1991 Com-
Answers should include examples of bias.
munist leaders organize a coup. They hold
President Gorbachev under house arrest. Boris
CRITICAL THINKING SKILLS ACTIVITY 29 Yeltsin stands up to the Communists and
organizes thousands to resist the coup. The
1. No one person, party, or country ended
Soviet Union collapses.
the Cold War. Cold War extremism didn’t
end the Cold War; it delayed its end. During the “Year of Victory,” communism
fell or was overthrown in Hungary, Poland,
2. The title of the excerpt tells you that
Germany, Czechoslovakia, and Romania.
Kennan does not think the Republican
Party ended the Cold War.
LINKING PAST AND PRESENT ACTIVITY 29
3. The words ridiculous and childish and the
repetition of no in the last sentence state 1. What makes a great video game is a mat-
his point of view clearly. ter of taste, although most players would
probably agree on some basic elements.
4. Students’ answers should be based on
Video game players usually value full use
well-reasoned arguments.
of multimedia with lifelike movement and
dazzling special effects. They like to feel
TIME LINE ACTIVITY 29 immersed in the game’s world. Games
would have to be challenging enough to
Hungary: In January 1989, the Parliament
hold interest. Games that increase the
votes to allow multiple political parties and
challenge by speeding up or adding com-
plans a multiparty election. In May 1989, sol-
plexity as the game progresses would
diers pull down the fence on their border with
hold interest longer than games that can
Austria.
be mastered in a short time. Engaging the
Poland: In June 1989, Poland holds free elec- mind with problem-solving, decision-
tions. The Solidarity Party wins 99 out of 100 making, and strategy requirements would
seats in the Senate. help as well. The theme or storyline of the
game would have to be interesting.
Czechoslovakia: In December 1989, President
Husak resigns and a mainly non-Communist 2. Much controversy surrounds the popular-
government takes power. ity of video games, especially related to
young players. Many video games are
Romania: In December 1989, protestors over-
very violent. Some people fear that con-
throw the government. They arrest President
stant exposure to the excessive violence
Ceauşescu and his wife, and try and execute
will lead to violent behavior in children.
them within days.
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Many adults also object to the amount of PRIMARY SOURCE READING 29-2
money and time young people spend
playing video games to the exclusion of 1. Keeping in shape affirms life. It is also a
more social and physically active pur- way to place oneself above others because
suits. Doctors point out that continued being fit carries a social status.
play can lead to severe muscle cramps in 2. Aspen’s atmosphere is one of a perpetual
the wrists and hands. Some critics point dream.
to the gender and race inequality evident
in some video games. 3. Steel makes this point about Aspen’s
narcissism when he describes dancing at
3. Supporters point out that video games the Paragon Café.
develop reflexes, hand-eye coordination,
concentration, and judgment. Many 4. The locals cannot afford to live in Aspen
require problem-solving throughout the because the development by the rich has
course of the game. Video games designed driven housing costs up so high.
for educational use can add fun to learn-
ing to read, write, and solve problems. AMERICAN ART AND MUSIC ACTIVITY 29
The video-game format can be used to
teach math, geography, history, and just 1. Lin’s design was chosen out of several
about any other subject. A line of games outstanding entries as the design of
called Sim games allow players to create choice by a number of government com-
and manage cities, biological systems, and mittees and agencies overseeing the
other organizational structures. The ele- Vietnam War Memorial project.
ments of virtual-reality games are also 2. The memorial has two walls of polished
being used as simulations for such appli- black granite that meet in a “V” shape.
cations as training pilots and astronauts. Each of the walls is 246 feet long, and
inscribed on the walls are the names of
PRIMARY SOURCE READING 29-1 the Americans who were killed in
Vietnam between 1959 and 1973.
1. The current tax system is penalizing
achievement and harming productivity. 3. A bronze sculpture depicting three
American soldiers who are weighed
2. Inflation is affecting the quality of our down with heavy armaments was placed
economic decisions, penalizing saving in a shady grove of trees to one side of
and thrift, crushing young people trying Lin’s memorial.
to achieve economic independence,
threatening those on fixed incomes, and 4. Answers will vary; accept all reasonable
causing unemployment. answers.
3. President Reagan intends to “curb 5. The memorial is located in natural sur-
the size and influence” of the federal roundings; it is built of natural materials;
government and to make it recognize the it is minimal and simple in its design,
distinction between its powers and those with no decoration or ornamentation
reserved to the people and the states. except for the inscriptions.
4. Answers will vary. Students should pro-
vide reasons for their responses.

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INTERPRETING POLITICAL CARTOONS keeps political power by military and

ACTIVITY 29 police support. Oliphant’s point of view is
negative toward this figure.
1. General Westmoreland was the com-
7. Reagan’s word “Bully” refers to Teddy
mander of U.S. forces in Vietnam for a Roosevelt and, therefore, San Juan Hill.
number of years and is the American gen- The president’s clothes and bugle also
eral most identified with the Vietnam refer to Roosevelt and San Juan Hill
War. His saluting tells us he is in the mili- because they are of his era’s cavalry.
tary; his medals tell us he is a high-rank- Oliphant makes this reference because
ing officer; the stars on his hat tell us he is both Cuba and Nicaragua are in Latin
a general. America.
2. The Sandinistas were the left-wing, 8. Answers will vary but should relate to
Marxist forces that had assumed power in America not learning from its history of
Nicaragua in 1979. President Reagan tried trying to determine the nature of foreign
to combat them by funding the contras, a governments.
guerrilla force within Nicaragua.
3. The man on the horse is President RETEACHING ACTIVITY 29
Reagan. His expression is thoroughly
optimistic, which the cartoonist wants us Answers will vary but should contain some
to understand as meaning that Reagan is of the following information:
being naïve and gullible. 1. Means “openness.” Soviet leader
4. When Westmoreland says that the Gorbachev allowed more freedom of reli-
Sandinista troops counts are acceptable gion and speech, including political dis-
and we are winning the hearts and minds cussion. Glasnost led to the dissolution
of the people, he is repeating what he said of the Soviet Union.
during the war in Vietnam. The reference 2. Reagan’s supply-side economic policy of
to the “light at the end of the tunnel” reducing taxes in order to promote capital
refers to a common expression meaning investment. The profits that corporations
that the end is in sight, and it was a state- and investors earned would “trickle
ment Henry Kissinger used about down” and improve the economy for
Vietnam a full three years before the last everyone.
American troops left Saigon. The expres-
3. A movement founded by Jerry Falwell.
sion has been used unreliably so often that
Using television and mail campaigns, it
it is almost always taken ironically. Since
built a network of ministers to register
Vietnam, these statements make us think
new voters who backed conservative can-
of getting into a protracted, ultimately
didates and issues.
unsuccessful military involvement.
4. Following the original intent and wording
5. This device allows Oliphant to reinforce of the Constitution rather than interpreting
the theme of the cartoon by commenting and expanding upon it. Reagan’s selection
on it. of federal judges was based on their con-
6. The figure to Westmoreland’s left repre- servative judicial philosophy.
sents the right-wing dictator that the con- 5. The United States would support any
tras would support. The heavy beard, force opposing left-wing or Communist
sunglasses, cigar, and grenades across his governments. It led to the invasion of
chest all indicate stereotypically that he is Grenada and support of Nicaraguan
a corrupt Latin American dictator who contras and Afghan mujahadeen.
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6. Known as “Star Wars,” it involved con- GO A STEP FURTHER ➤ Students’ examples

struction of laser weapons to intercept will vary. Their examples and summaries
and destroy incoming missiles. It was should indicate a clear understanding of the
part of Reagan’s plan to build up the mili- American point of view and the view of terror-
tary and hurt the Soviets’ economy as ists and radical Muslims.
they tried to keep up with the arms pro-
duced by the United States. GUIDED READING ACTIVITY 29-1
7. Allied response to the Iraqi invasion of 1. the economy
Kuwait that endangered the Persian Gulf
oil supply. 2. social behavior
8. The end of the Cold War led to a reces- 3. high taxes
sion as defense industries laid off workers 4. freedom
and other companies downsized—laying
off workers and managers to become 5. communism
more efficient. 6. William F. Buckley
9. Name journalists coined for “young 7. South; West
urban professionals” who aggressively
pursued wealth and the materialism of 8. Southern votes
the 1980s. 9. suburbs
10. Answers will vary. Students should 10. Roe v. Wade
express their positions regarding the role
that the government should play in eco- 11. television
nomic, social, judicial, and environmental
issues. GUIDED READING ACTIVITY 29-2
I. The Road to the White House
ENRICHMENT ACTIVITY 29 A. Americans who were frustrated with
the economy and worried that the
Students’ tables will vary depending upon the United States had become weak
sources they find. In general, the responses of internationally
George H. W. Bush should indicate that Iraq B. cut taxes and increase defense
was the aggressor in attacking Kuwait; that the spending
United States, supported by the United II. Domestic Policies
Nations, was defending the people of Kuwait A. He proposed cuts to social programs
against Iraqi aggression; that the United States such as welfare benefits, including the
attempted to negotiate a settlement for months food stamp program and the school
before attacking; and that the United States lunch program, and Medicare pay-
would take whatever actions were necessary to ments, unemployment compensation,
defend Kuwait. For Saddam Hussein, respons- student loans, and housing subsidies.
es should indicate that Iraq was justified in B. by 1984; the median income of families
reclaiming Kuwait; that the takeover was the climbed, new businesses and jobs were
result of a long-standing conflict; that the created, and unemployment fell
United States was imperialistic and wanted to III. Reagan Oversees a Military Buildup
take control; that U.S. ambitions prevented A. He believed that if the Soviets tried to
good-faith negotiations; and that the United match the American buildup, it might
States was the aggressor. put so much pressure on their econo-
my that they would be forced to
reform their system or collapse.
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B. Reagan’s defense spending pushed the GUIDED READING ACTIVITY 29-4

annual budget deficit from $80 billion I. The Soviet Union Collapses
to over $200 billion. A. low taxes; less government action
C. the policy that the United States B. Michael Dukakis; “soft on crime”
should support guerilla groups who C. perestroika; private enterprise and prof-
were fighting to overthrow it-making
Communist or pro-Soviet governments D. glasnost; religion and speech
D. When individuals in Reagan’s admin- II. A “New World Order”
istration illegally and secretly sold A. Tiananmen Square; diplomatic con-
weapons to Iran in exchange for the tacts; suspend loans
release of American hostages being B. Saddam Hussein; Kuwait
held in the Middle East; profits from III. Domestic Challenges
these sales were then sent to guerilla A. growing deficit; slowing economy;
forces in Nicaragua. recession
E. a strategy that assumed that as long as B. tax increase
the United States and the Soviet Union C. Bill Clinton; H. Ross Perot
could both destroy each other with D. “baby boom” generation
nuclear weapons, they would be afraid
to use them
READING SKILLS ACTIVITY 30
F. a plan that called for the development
of weapons that could intercept and 1. A free trade agreement such as NAFTA
destroy incoming missiles would help the U.S. economy by allowing
G. the Intermediate Range Nuclear Forces more goods to be exported without tariffs
(INF) Treaty, signed in 1987 being added. This lowers consumer
prices, which raises demand for the
GUIDED READING ACTIVITY 29-3 imported goods. Production output will
then rise, in order to meet the increased
1. baby boom foreign demand.
2. 21 2. The Hawley-Smoot Tariff in the 1920s had
3. Discount retailing a disastrous impact on international
trade, since it raised the price of American
4. cable television goods and made other countries less like-
5. Music Television (MTV) ly to import them. A protective tariff, on
the other hand, helped the U.S. economy
6. African American in the 1800s, since it allowed domestic
7. military computer technology industries to grow without foreign com-
petition.
8. Video arcades
Applying the Skill
9. drug abuse
Answers will vary. Check to see that student
10. Mothers Against Drunk Driving (MADD) work reflects an understanding of the skill and
11. acquired immune deficiency syndrome that their answers are plausible.
12. Stonewall Riot
HISTORICAL ANALYSIS SKILLS ACTIVITY 30
13. Band Aid
Practicing the Skill
14. Willie Nelson
1. The collapse of communism led to the
15. Senior citizens breakup of Yugoslavia.
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2. After Yugoslavia split apart, a civil war transferring it to, or recombining it with,
erupted. Countries put pressure on the another organism. Some people are con-
three groups fighting. Fighting ended in cerned about the changes brought by
1995. The Serbians, however, began the biotechnology.
process of ethnic cleansing against
2. Answers will vary. Possible answer:
Bosnian Muslims.
Genetically modified foods are a funda-
Applying the Skill mental and dangerous change in the basic
nature of the living things we consume.
1. Iraq defeated in the Persian Gulf War
2. Israeli Prime Minister Yitzhak Rabin and ENGLISH LEARNER ACTIVITY 30
PLO leader Yasir Arafat reach an agree-
ment. A. Pre-Reading Activity
3. U.S. President Clinton helps reach an 1. Clinton is against a balanced budget
agreement between Israel and the PLO amendment.
called the Declaration of Principles. 2. Answers will vary: possible answers
4. Radical Palestinians explode bombs in might include that no one, not even gov-
Israel in opposition to the agreement. ernments, should spend more money
than they have.
5. Israeli Prime Minister Rabin is assassinated.
C. Reading Comprehension Activity
6. Israeli and Palestinian leaders meet with
Clinton in Maryland to work out details 1. increases
of withdrawing Israeli troops from the
2. raise
West Bank and the Gaza Strip.
3. furtherance of the ends of justice
7. Clinton invites Arafat and Israeli Prime
Minister Ehud Barak to Camp David to 4. the state of the economy
reach an agreement.
D. Editing Activity
8. Barak agrees to the deal but Arafat rejects
Clinton believed that the key to economic
it.
growth was to lower interest rates. Low inter-
9. Violence breaks out again between est rates would enable businesses to borrow
Palestinians and Israeli soldiers. more money, to expand and creation CREATE
more jobs. Low rates would also make it easily
DIFFERENTIATED INSTRUCTION ACTIVITY 30 EASY for consumers to borrow money for
mortgages, car loans, and other items, which in
1. Answers will vary. Possible answer: turn would promote the economic ECONOMY.
Biotechnology uses living things to create One way to bring interest rates down was to
new products and processes. reduction REDUCE the federal deficit. In try-
Biotechnologists are focused on solving ing to cut the deficit, however, Clinton faced a
problems like curing and preventing ill- seriousness SERIOUS problem. About half of
nesses, increasing crop yields, and pre- all government spending went to programs
serving food. Watson and Crick deci- such as Social Security, Medicare, and veterans’
phered the structure of DNA. In recombi- benefits, which were very hard to cut because
nant DNA technology, an entirely new so many Americans dependable DEPENDED
substance is produced by taking a copy on them.
of a piece of DNA containing one target
gene or a specific group of genes and

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CONTENT VOCABULARY ACTIVITY 30 11. T

1. B 12. F

2. C 13. F

3. A 14. T

4. C 15. T

5. A REINFORCING SKILLS ACTIVITY 30

6. B
Practicing the Skill
7. A
1. 1996 presidential election returns
8. A
2. In general, the New England and
9. B Midwest regions appear much larger in
the cartogram, while the Great Plains and
10. C
western regions appear much smaller.
11. A
3. The distortions in the cartogram are due
12. B to the number of votes received by
Clinton versus the number of votes
ACADEMIC VOCABULARY ACTIVITY 30 received by Dole. Clinton won a greater
percentage of the popular vote than Dole
A. Word Meaning Activity in most states, resulting in larger Clinton
1. A states and smaller Dole states.

2. C 4. Generally, students should agree that the

cartogram more clearly represents the
3. C election results, showing Clinton as the
4. B winner.

5. A Applying the Skill

6. B Cartograms will vary. Cartograms should be
clearly titled and should include a key.
Test Your Knowledge Students should select a base unit of measure
1. improvements (for example, a certain number of people or
votes) to determine the size of each region.
2. attendees Regions should be clearly identified or labeled.
3. changes
CRITICAL THINKING SKILLS ACTIVITY 30
4. messages
5. different from Practicing the Skill
Answers will vary. Possible answers of fact
6. remain the same should include one of the first four sentences
7. lawful of the paragraph. Possible answers of opinion
should include one of the last two sentences.
8. ignorance of
9. take away
10. F

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LINKING PAST AND PRESENT ACTIVITY 30 tomers. Company sites can showcase new
products, provide financial information to
1. The Web, with its multimedia capabilities, potential investors, and post job open-
can show attractive color pictures and ings. They can offer advice on how to use
even animations of a product, but con- their products and can give customers a
sumers cannot touch, try out, or smell the way to correspond with the company
product itself. As a result, products such through e-mail. At the same time, compa-
as books that customers don’t really need nies can collect information about their
to physically examine might do better on customers through interactions with site
the Internet than, say, a new kind of per- visitors. Companies can also supply cus-
fume that customers must smell to deter- tomer-service items, such as instruction
mine whether or not to buy. Also, online booklets and product trouble-shooting
consumers cannot feel the fabric of guides. Web sites can enhance the compa-
clothes or try them on before buying. In ny’s image by providing company histo-
spite of these drawbacks, consumers still ry, company news, and information about
buy many clothes and even perfume the company’s environmental or charita-
online. Sound, however, can be transmit- ble activities.
ted over the Internet. Music fans can hear
samples to help them select music to buy. 3. Appealing visual and audio displays can
In spite of the drawbacks of selling prod- attract and hold the interest of Web
ucts that consumers cannot experience surfers at a store’s site. To get business,
before buying, the rapid growth of e-com- however, the store must offer features like
merce is showing that just about anything easy navigation around the site, a good
can be bought and sold online. search engine for finding products and
other information on the site, and an easy
2. Companies can use their Web site to and secure process for paying for prod-
advantage even if they don’t sell products ucts. Like all stores, the online store must
on the site. The goals of a company Web offer good-quality products, reasonable
site usually include attracting potential prices, prompt delivery, and excellent cus-
employees and investors as well as cus- tomer service to keep customers coming

TIME LINE ACTIVITY 30

1959 Robert Noyce develops 1984 Apple intro-
1976 Steve Jobs and Stephen Wozniak found
the first integrated circuit, or the Apple Computer Company; create the duces the Macintosh,
silicon chip. Apple I computer. which uses icons and
a mouse.
1946 The world’s first electronic 1968 Noyce and Gordon Moore form
1981 IBM introduces the
digital computer, called ENIAC, Intel, which produces circuits on one
PC (personal computer).
becomes operational. chip, known as a microprocessor.

1945 1960 1975 1990

1977 Apple II computer is 1985 Microsoft intro-

produced. It is the first afford- 1989 The World 1990 Microsoft sales hit
duces Windows Wide Web is $1 billion.
able, personal computer. operating system. invented by
Timothy Berners-
1980 IBM hires Microsoft to develop an operating Lee. 1993 The introduction of a browser program
system for its personal computer; Microsoft sells makes the Internet accessible to everyone.
IBM a system called MS-DOS, but keeps the rights.

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back. Many successful online stores offer 4. He faced hardships like poverty, blind-
order tracking, so that customers can ness, and the death of his mother.
know when their purchases will be deliv-
5. Answers will vary but may include:
ered. Reputable e-tailers also offer reason-
Charles popularized jazz and country and
able return policies.
western music. He also created soul
music, which is related to rhythm and
PRIMARY SOURCE READING 30-1 blues music. His new forms of music also
1. All the jobs are repetitive. led to rock and roll music.

2. The companies want a highly productive, INTERPRETING POLITICAL CARTOONS

highly flexible workforce, which means
ACTIVITY 30
that they want high production without
having to pay the salaries and benefits for 1. The candidates are Bill Clinton, George
permanent workers. Bush, and Ross Perot.
3. He means that you might get laid off and 2. The candidates, drawn in extreme carica-
then return to the same job as a tempo-
tures, are all grinning with their eyes
rary worker.
closed.
4. The author admires these women because
3. They will try to condense their ideas into
they work hard, year after year.
short memorable phrases and use wit to
impress their audience.
PRIMARY SOURCE READING 30-2
4. Bill Clinton was Democrat, George Bush
1. The basic principle is universal access to was Republican, and Ross Perot was the
health care. Reform Party candidate.
2. In addition to universal coverage, Hillary 5. Even the debate mediator expects nothing
Rodham Clinton lists the following: rating more than sound-bites, slogans, put-
communities to identify their health care downs, and zingers. The cartoonist is
needs, giving as much support for pri- pointing out that the American people
mary and preventive health care as to have similar expectations of presidential
hospitalization and other care; choice and debates.
quality assurances; an emphasis on prac-
tice parameters and outcomes research. 6. To hold people’s attention, television
moves quickly from scene to scene and
3. Answers may vary. Some doctors may
idea to idea. Television producers do not
have objected to Clinton telling them they
were not trusted or honored any more. allow time for lengthy responses to politi-
cal questions.
AMERICAN ART AND MUSIC ACTIVITY 30
RETEACHING ACTIVITY 30
1. He played gospel, blues, jazz, soul, and
country and western. 1. North American Free Trade Agreement

2. His influences were church gospel music 2. Contract with America

and radio programs like the Grand Old 3. European Union
Opry.
4. Dayton Accords
3. Soul music is a combination of gospel and
blues music. 5. ARPANET
6. Apple Computer

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7. Department of Homeland Security They became essential tools in every kind

of business. By the late 1990s, a growing
8. refugees
number of workers used a home comput-
9. Kyoto Protocol er and electronic mail to telecommute.
10. AmeriCorps 6. The act allowed telephone companies to
compete with each other and to send tele-
ENRICHMENT ACTIVITY 30 vision signals; it also permitted cable
television companies to offer telephone
1. He wants to make sure that America’s services.
educational system nurtures the creativity
7. in a computer networking system that the
of American students and empowers
U.S. Defense Department’s Advanced
them with the skills and knowledge to
Research Project Agency established in
reach their full potential. He wants them
1969, known as ARPANET
to have the opportunity to succeed in life.
8. more than 1 billion people
2. Half of the population will consist of non-
Hispanic blacks, Asians, and American 9. Internet-related stocks helped fuel the
Indians. prosperity of the 1990s, but dropped dra-
matically in 2000—a period that became
3. Students’ answers will vary. Many will
known as the “dot-com bust.”
express a shared value of respect for indi-
viduals and other cultures. Others will 10. Amazon.com is an online bookseller;
cite the renewed patriotism in the after- Google and Yahoo created search engines
math of the terrorists attacks on the World to help people locate information on
Trade Center and the Pentagon as a the Web.
shared value that unites Americans, while
11. Some companies earn money by charging
still respecting individual differences in
fees for advertising. A few have tried
culture, race, and religion.
making money by offering music files for
4. Students’ answers will vary. Students download, or by selling access to databas-
may list such things as English as a sec- es of information. Many traditional com-
ond language being offered in schools, panies have begun using the Web to take
announcements made in several lan- orders from customers.
guages at airports and other public set-
12. Blogs—short for “Web logs”—are a type
tings, and television and radio stations
of public diary or notebook.
geared to minority audiences.
GUIDED READING ACTIVITY 30-2
GUIDED READING ACTIVITY 30-1
1. The deficit had nearly quadrupled under
1. February, 1946
Reagan and Bush, adding billions of dol-
2. a complete electronic circuit on a single lars annually to the national debt.
chip of the element silicon; 1959
2. lower interest rates
3. the Apple II
3. Businesses would borrow money to
4. PC software, the instructions used to pro- expand and create jobs, and consumers
gram computers to perform desired tasks would borrow money for mortgages, car
loans, and other items.
5. Compact computers linked employees
within an office or among its branches. 4. about half

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5. because many Americans depend on 8. 10 percent

them
9. Latin America
6. small-business owners; the insurance
10. Havana, Cuba
industry and doctors’ organizations;
Republicans 11. undocumented aliens
7. The plan died without a vote in Congress. 12. Reunification of families
8. It gave workers up to 12 weeks per year
of unpaid family leave for the birth or GUIDED READING ACTIVITY 30-4
adoption of a child, or for the illness of a
1. manufacturing jobs
family member.
2. regional trade pacts
9. a waiting period before people could buy
handguns, and background checks run by 3. European Union (EU)
the police before a gun dealer could sell
4. World Trade Organization (WTO)
someone a handgun
5. new markets
10. lower taxes, welfare reform, tougher anti-
crime laws, term limits for members of 6. China
Congress, and a balanced budget amend-
7. Chinese goods
ment
8. environmental issues
11. the closing of the federal government
after Clinton refused to approve the 9. chlorofluorocarbons (CFCs)
Republicans’ budget
10. Global warming
12. It was booming, as unemployment and
11. Kyoto Protocol
inflation fell to their lowest levels in 40
years, while the stock market soared.
READING SKILLS ACTIVITY 31
13. The Senate votes fell short of the number
needed to remove Clinton from office. Practicing the Skill
14. former president Jimmy Carter Terms that support the heading’s conclusion
include “failing to respond,” “faulted,” “dis-
15. The PLO recognized Israel’s right to exist,
pute,” “who should take charge,” and “unpre-
and Israel recognized the PLO as the rep-
pared in its response.”
resentative of the Palestinians.
Applying the Skill
GUIDED READING ACTIVITY 30-3 Answers will vary, and should demonstrate an
adequate understanding of the skill.
1. national origins
2. Western Hemisphere HISTORICAL ANALYSIS SKILL ACTIVITY 31
3. non-European peoples
Practicing the Skill
4. refugees
1. The theme of the cartoon is that Al Gore’s
5. illegal immigration positions were too complicated, while
George W. Bush’s positions were too sim-
6. Department of Homeland Security
plistic.
7. ethnic diversity

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2. Al Gore’s words do not make sense, and D. Word Building Activity

represent policy positions which some
1. forget
people did not, or could not, understand.
2. biased
3. his ears
3. authorized
4. Answers will vary. Students should pro-
vide reasons to support their answer as to 4. safety
why the cartoonist may have been a Bush 5. maintain
supporter or a Gore supporter.
Applying the Skill CONTENT VOCABULARY ACTIVITY 31
While answers will vary, each student’s car- 1. terrorism
toon should have a clear message that others
can understand. 2. chad
3. anthrax
DIFFERENTIATED INSTRUCTION ACTIVITY 31
4. weapons of mass destruction
1. Bush states that diplomatic measures, 5. state-sponsored terrorism
intelligence, law enforcement measures,
financial influence, and necessary 6. earmark
weapons of war would be used. 7. strategic defense
2. The war will be different from the war in
Iraq in the previous decade because it will ACADEMIC VOCABULARY ACTIVITY 31
be longer and more complex, with battles
and victories that will be difficult to see. A. Word Meaning Activity
1. priority
ENGLISH LEARNER ACTIVITY 31 2. controversial
A. Pre-Reading Activity 3. resolve
1. The United States wanted to work with 4. interpretation
the Northern Alliance because both want-
5. obtain
ed to bring down the Taliban.
6. inspectors
2. The United States wanted to force the
Taliban out of Afghanistan because the 7. significantly
Taliban supported terrorism, specifically
8. eliminate
the work of bin Laden and al-Qaeda.
9. monitor
C. Reading Comprehension Activity
10. procedures
1. wide
Test Your Knowledge
2. supports
1. A
3. allies
2. B
4. fluctuate
3. C
5. wins
4. A
5. B
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6. A 2. He was concerned that a machine recount

of votes would ignore ballots that had
7. B
been incompletely punched.
8. B
3. Bush’s team went to court.
REINFORCING SKILLS ACTIVITY 31 4. It was unclear whether the Florida
Supreme Court had acted constitutionally
Practicing the Skill in allowing the recounts and extending
the deadline for certification.
1. decrease
2. In 2000, George Bush, the Republican can- LINKING PAST AND PRESENT ACTIVITY 31
didate, received more Independent votes,
while in 2004 John Kerry, the Democratic 1. FISA was set up to define how surveil-
candidate, received more Independent lance can be legally collected in the
votes. United States.
3. Democrats 2. Gonzales believed that the USA Patriot
Act and the Authorization of Use of
Applying the Skill Military Force had granted the president
Answers will vary, depending on the question- the authority to authorize wiretapping
naires created by each pair of students. without warrants.
3. Warrantless wiretapping ignores the laws
CRITICAL THINKING SKILLS ACTIVITY 31 set up by FISA and the provisions of the
Fourth Amendment, and threatens the
Practicing the Skill privacy of U.S. citizens.
1. Opinion. This is a statement of belief. The
word “must” shows that the presenter PRIMARY SOURCE READING ACTIVITY 31-1
wants to persuade the reader that
Democrats should act in a certain way. 1. Clarke believes that Rice’s understanding
of the NSC is outdated. He tries to
2. Fact. It can be proven that foreign policy
explain that terrorist threats should be the
issues, specifically the Iraq War, were
NSC’s new concern.
extremely important with voters.
2. Clarke suggests sending arms to the
3. Fact. It can be proven that youth voter
Northern Alliance (a coalition of Afghan
participation increased during the 2006
groups that fought against the Taliban) to
midterm elections.
help dismantle the Taliban regime and
4. Fact. It can be proven that Bush and locate bin Laden.
Democrats did promise to work together
after the results of the midterm elections. 3. Iraqi-sponsored terrorists

5. Opinion. It cannot strictly be proven 4. Student answers will vary. Some students
whether bipartisanship, or cooperation may say that based on Clarke’s warnings,
between members of both political par- the government should have taken imme-
ties, has taken effect in Congress. diate action against al-Qaeda. Other stu-
dents may say that the government may
not have had enough information to act
TIME LINE ACTIVITY 31
and could not have done anything to pre-
1. because the election results in Florida vent the 9/11 attacks anyway.
were so close

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PRIMARY SOURCE READING ACTIVITY 31-2 effective with less voter participation, and
the danger that small, vocal groups could
1. Davis says that the evacuation of New then wield undue influence.
Orleans should have taken place sooner.
5. Answers will vary but might include the
2. Brown says that FEMA’s role is not to dissatisfaction of voters with government
evacuate cities. and elected officials.
3. Brown says that the local government of 6. Answers will vary but could include: No
New Orleans and Louisiana was “dys- Vote for Apathy, Too Busy for Democracy?,
functional.” Where Have All the Voters Gone?
4. Brown criticizes the Department of 7. Students’ answers will vary, but their
Homeland Security because it caused opinions should be supported by facts
FEMA to lose manpower. and demonstrate an understanding of the
political cartoon in this activity.
AMERICAN ART AND MUSIC ACTIVITY 31
RETEACHING ACTIVITY 31
1. nine years old
2. “Bills, Bills, Bills” 1. al-Qaeda; Osama bin Laden

3. from the title of an album released by 2. weapons of mass destruction

Destiny’s Child in 2000 3. Saddam Hussein
4. Knowles and Rowland might have estab- 4. Northern Alliance
lished a community center in Houston to
provide help to those who need assistance 5. axis of evil
in coping with life’s demands. 6. Abu Ghraib
5. Young children, especially girls, will see 7. chad
their success as an example of the possi-
bilities that exist for those who commit 8. Guantanamo Bay
themselves to following their dreams. 9. Student answers will vary. Students may
cite the civil unrest in Iraq and rising
INTERPRETING POLITICAL CARTOONS death counts of Americans and conclude
ACTIVITY 31 that they would have accepted a
timetable for withdrawing of U.S. troops
1. The biggest symbol of apathy is the from Iraq. Others may say that they sup-
empty auditorium. port the actions of President Bush in stay-
ing in Iraq to finish the job that the coun-
2. The empty auditorium is an effective
try set out to do.
symbol of apathy because it shows that
even an event meant to draw voters does
not appeal to the apathetic public. ENRICHMENT ACTIVITY 31
3. The cartoonist evidently feels that voter 1. Gonzales states that the Patriot Act helps
apathy is widespread and that such fights terrorism by giving law enforce-
events as public forums and debates no ment the tools it needs to fight terrorism
longer attract interest from the public. more effectively, specifically by updating
laws to reflect new technologies and
4. Answers will vary but may include the
increasing penalties for terrorists.
idea that the democratic process is less

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2. The Patriot Act infringes on Americans’ B. The stock market dropped sharply,
right to due process of law and protec- unemployment began to rise, and
tions against unreasonable search and many new Internet-based companies
seizure. went out of business.
C. Americans received tax rebate checks
3. The Patriot Act allows the police to secret-
that put about $40 billion back into the
ly search a home and not tell the owner
economy.
for a six-month period and allows the FBI
D. He proposed annual standardized tests
to seize a person’s records without getting
and to provide federal funds to allow
an order that demands probable cause.
parents to send their children to pri-
4. Students’ persuasive essays should use vate schools if their public schools
their readings of other editorials to inform were doing a poor job.
their own opinion about the Patriot Act E. Strategic defense was a program to
and whether it infringes on Americans’ develop missiles and other devices to
civil liberties and whether it is an effec- shoot down nuclear missiles.
tive means of fighting terrorism.
GUIDED READING ACTIVITY 31-2
GUIDED READING ACTIVITY 31-1
I. The Election of 2000 1. They crashed airplanes into the World
A. presidential candidate: Al Gore; vice Trade Center, the Pentagon, and a field in
presidential candidate: Joseph Pennsylvania.
Lieberman 2. Americans responded rapidly; medical
B. presidential candidate: George W. workers and firefighters from other cities
Bush; vice presidential candidate: raced to New York to help. Across the
Richard Cheney nation, people donated blood and collect-
C. Ralph Nader ed food, blankets, and other supplies.
D. The results were so close that state law Americans also donated over $1 billion.
required a recount.
E. It centered on whether certain voters 3. the use of violence by nongovernmental
had cleanly punched a complete chad groups against civilians to achieve a
out of their ballot card, left the chad political goal
partially attached, or failed to create a 4. America’s investment in Middle Eastern
chad at all, producing only a dimple in oil enriched the ruling families of Middle
the surface of the ballot—and what Eastern countries and also spread Western
any of those circumstances might ideas in the Middle East. Some Middle
mean regarding their intended vote. Easterners resented the U.S. support for
F. The court ruled that the manual wealthy families while most people
recounts in Florida violated the equal remained poor; many Muslims feared that
protection clause of the Constitution their values and beliefs would be weak-
because different standards for manual ened by Western ideas. Some Muslims
recounts meant that not all voters were became fundamentalist militants and
treated equally. used terrorism to achieve their goals.
G. George W. Bush, by 537 votes
5. They seek the overthrow of pro-Western
II. Bush Becomes President
Middle Eastern governments and to
A. He promised to improve the public establish a pure Islamic society.
schools, to cut taxes, to reform Social
Security and Medicare, and to build up 6. Al-Qaeda was originally formed to help
the nation’s defenses. support the Afghan resistance.

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Answer Key
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7. Because the enemy is a global network of 3. voter turnout; Ohio

terrorist organizations, the war would
4. Guantanamo Bay; Some people argued
have to be fought by military and other
that the prisoners should have the same
means as well.
rights as Americans taken into custody in
8. He issued an executive order freezing the the United States, including the right to a
financial assets of several individuals and lawyer, formal charges, and eventually a
groups suspected of terrorism in order to proper trial.
cut off their funding. He also asked
5. to track calls that the NSA believed were
Congress to pass laws making it easier for
being made or received by a member of
law enforcement to track terrorists.
al-Qaeda or someone affiliated with
9. the Office of Homeland Security al-Qaeda
10. Anthrax, a deadly bacteria, was found in 6. He proposed that workers be allowed to
letters mailed to news offices and govern- divert 4 percent of their income into pri-
ment officials. vate accounts instead of Social Security.
11. al-Qaeda camps and the Taliban’s military 7. The “Gang of 14” was a bipartisan group
forces of senators. The seven Democrats agreed
not to support a filibuster of the presi-
GUIDED READING ACTIVITY 31-3 dent’s nominees solely because of their
conservative ideology. In return the seven
I. The War on Terror Continues
Republicans agreed not to support Frist if
A. Taliban
he tried to ban filibusters.
B. Northern Alliance
C. Warizistan 8. John G. Roberts, Jr. and Samuel Alito, Jr.
II. Iraq and Weapons of Mass Destruction
9 President Bush flew over the devastated
A. weapons of mass destruction (WMDs)
areas a few days after Hurricane Katrina.
B. policy of deterrence
Photographs of the president viewing the
C. axis of evil
scene from high above made him appear
D. Saddam Hussein
detached.
III. Confronting Iraq
A. UN (United Nations); the use of force 10. the grim news coming daily from Iraq
against Iraq
11. mounting violence, such as suicide bomb-
B. Iraqi army; major combat operations
ings, kidnappings, attacks on American
C. suppress an insurgency
soldiers, sectarian attacks, and conflicts
D. weapons of mass destruction
between the Sunni and Shia militias
GUIDED READING ACTIVITY 31-4 12. The Democrats won a majority in both
the House and the Senate for the first
1. presidential candidate: John Kerry; vice time since 1992. House Democrats elected
presidential candidate: John Edwards California Representative Nancy Pelosi to
be the first female Speaker of the House
2. Senator Kerry returned from fighting in
of Representatives.
the Vietnam War convinced of its futility.
He joined Vietnam Veterans Against the
War and testified before Congress against
the war, a stand that angered many veter-
ans and others who supported the war.

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