Unit Map Overlay
Transparencies, Strategies,
and Activities
To the Teacher
The transparencies in The American Vision Unit Map Overlay Transparencies, Strategies, and
Activities provide a unique teaching tool designed to help students make comparisons and contrasts in United States history. By using the base maps and various combinations of the transparency overlays, you can present historical themes and concepts. Fifty maps are provided—a
base map for each unit, along with map overlays showing historical changes or highlighting contrasting regions.
This Unit Map Overlay Transparencies, Strategies, and Activities booklet provides students with
opportunities to reinforce and increase their learning through special purpose maps. Each set of
map transparencies features teaching suggestions and student activities. The Teaching Strategies
describe ways for presenting the transparency overlays and how to guide students through the
accompanying Activities. Suggested answers are provided on the Teaching Strategy pages and in
the Answer Key.
Creating a Customized File
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alternatives in creating your own files are given below.
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Chapter 1/Section 2, etc.)
No matter what organization you use, you can pull out individual worksheets from
these booklets for your files, or you may photocopy directly from the booklet and file the
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Table of Contents
To the Teacher......................................................................................................ii
Teaching Strategies and Activities
Unit 1 Map Overlay Transparencies:
European Exploration and Settlements, 1497–1682
Teaching Strategy ................................................................................................1
Activity .................................................................................................................2
Unit 2 Map Overlay Transparencies: Overland Trails West, 1840–1860
Teaching Strategy ................................................................................................3
Activity .................................................................................................................4
Unit 3 Map Overlay Transparencies: Boundaries of the Civil War
Teaching Strategy ................................................................................................5
Activity .................................................................................................................6
Unit 4 Map Overlay Transparencies:
Mining Country, Cattle Trails, and Reservations, 1848–1890
Teaching Strategy ................................................................................................7
Activity .................................................................................................................8
Unit 5 Map Overlay Transparencies: World War I, 1914–1917
Teaching Strategy ................................................................................................9
Activity ...............................................................................................................10
Unit 6 Map Overlay Transparencies: The Dust Bowl
Teaching Strategy ..............................................................................................11
Activity ...............................................................................................................12
Unit 7 Map Overlay Transparencies:
The Warsaw Pact and NATO, 1955
Teaching Strategy ..............................................................................................13
Activity ...............................................................................................................14
Unit 8 Map Overlay Transparencies:
Woman Suffrage and the Equal Rights Amendment
Teaching Strategy ..............................................................................................15
Activity ...............................................................................................................16
Unit 9 Map Overlay Transparencies: United States Facts
Teaching Strategy ..............................................................................................17
Activity ...............................................................................................................18
Answer Key........................................................................................................19
iii
Transparencies
Unit 1 European Exploration and Settlements, 1497–1682
1-A Spanish Exploration
1-B English Exploration
1-C Dutch Exploration
1-D French Exploration
Unit 2 Overland Trails West, 1840–1860
2-A The Oregon, Santa Fe, and Old Spanish Trails
2-B The Mormon and California Trails
2-C The Butterfield and Cimarron Trails
2-D Route of the Pony Express
Unit 3 Boundaries of the Civil War
3-A Union Free States
3-B Union Slave States
3-C Confederate States
3-D Territories
Unit 4 Mining Country, Cattle Trails, and Reservations, 1848–1890
4-A Railroads
4-B Cattle Trails
4-C Gold and Silver Mining
4-D Reservations
Unit 5 World War I, 1914–1917
5-A Allied Powers
5-B Central Powers
5-C Neutral Nations
5-D Battles
Unit 6 The Dust Bowl
6-A Severe Loss of Topsoil
6-B Moderate Loss of Topsoil
6-C Movement of People
Unit 7 The Warsaw Pact and NATO, 1955
7-A Warsaw Pact Countries
7-B NATO Countries
7-C Communist Nations Not in Warsaw Pact
7-D Non-Communist Nations Not in NATO
Unit 8 Woman Suffrage and the Equal Rights Amendment
8-A Full Woman Suffrage Before 1920
8-B Partial Woman Suffrage Before 1920
8-C No Woman Suffrage Before 1920
8-D Equal Rights Amendment Ratification
Unit 9 United States Facts
9-A Year Admitted to Union
9-B State Capitals
9-C Population in 2005
9-D Per Capita Personal Income in 2005
iv
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Unit 1 Map Overlay Transparencies Teaching Strategy
European Exploration and
Settlements, 1497–1682
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OBJECTIVE
Students will analyze data on a map that
shows the routes used by European explorers
from 1497 to 1682.
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STRATEGY
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Have students examine the base map and
overlays to draw conclusions about European
explorers, their routes, and the countries for
which they explored. After displaying the
base map or adding an overlay, allow students a few minutes to study the contents
before you ask the questions.
➤ Project the Base Map
Explain to students that several European
nations sent explorers to North and South
America. This transparency set will show the
routes followed by some of these explorers.
➤ Place Overlay 1-A on the Base Map
Ask:
• Which explorer journeyed north along the
coast of present-day California? (Cabrillo)
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Pizarro; 1539: De Soto; 1540–42: Coronado;
1542–43: Cabrillo)
➤ Place Overlay 1-B on Overlay 1-A
Ask:
• Did Henry Hudson or John Cabot sail
inland? (Hudson) What body of water is
named for him? (Hudson Bay)
• Which of these two English explorers
reached North America first? (Cabot)
• How many years separate Cabot’s and
Hudson’s explorations? (113)
➤ Place Overlay 1-C on Overlay 1-B
Ask:
• Did Henry Hudson explore for the
Netherlands or England first? (the
Netherlands)
• In what year did his journey take the
northernmost route? (1609)
➤ Place Overlay 1-D on Overlay 1-C
Ask:
• Which explorer sailed north along the eastern coast of the present-day United States?
(Verrazano)
• Which river did Pizarro reach? (Amazon)
• Name the body of water where La Salle’s
journey ended. (Gulf of Mexico)
• Which Spanish explorer traveled through
North America first? (Ponce de León)
• In what year did Marquette and Jolliet find
the Mississippi River? (1673)
• Which city in North America did Cortés
find? (Tenochtitlán or Mexico City)
• Which two explorers both traveled through
what is present-day Quebec? (Champlain
and Cartier)
• Which explorer traveled from the Caribbean
and along the Gulf Coast? (Narváez) In what
year did he make his journey? (1528)
• Which river did both Coronado and Cabeza
de Vaca cross? (Rio Grande)
• Which explorer spent eight years exploring
North America? (Cabeza de Vaca)
• List the Spanish explorers in the order that
they made their expeditions. Include the
years that they made their journeys: (1513:
Balboa, Ponce de León; 1518–19: Cortés; 1528:
Narváez; 1528–36: Cabeza de Vaca; 1531–33:
The American Vision
• List the French explorers in the order that
they made their explorations. Include the
years they made their journeys. (1524:
Verrazano; 1534–35: Cartier; 1603–15:
Champlain; 1673: Marquette and Jolliet;
1679–82: La Salle)
Distribute Unit 1 Map Overlay
Transparencies Activity on page 2.
1
Name Date Class ★
Unit 1 Map Overlay Transparencies Activity
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European Exploration and Settlements, 1497–1682
DIRECTIONS: Study the information shown on Unit 1 transparencies. In the chart below, list the
country each explorer represented. Then answer the questions that follow on a separate sheet of
paper.
Explorers and the Countries They Represented
Explorer
Country They Represented
Vasco Núñez de Balboa
John Cabot
Juan Rodríquez Cabrillo
Jacques Cartier
Francisco Vásquez de Coronado
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Samuel de Champlain
Hernán Cortés
Henry Hudson
Juan Ponce de León
René-Robert Cavelier de La Salle
Álvar Núñez Cabeza de Vaca
Louis Jolliet
Hernando de Soto
Giovanni da Verrazano
Panfílo de Narváez
Jacques Marquette
Francisco Pizarro
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1. Which area of the Americas did the Spanish primarily explore? The English?
2. Name the explorers that journeyed south of the Caribbean Sea.
3. Which river did Hernando de Soto cross?
4. Which explorer took the northernmost route to the Americas?
5. Critical Thinking List settlements shown on the maps that are not within
the boundaries of what is now the United States. Using an atlas, find the
current countries in which these settlements are located.
6. Critical Thinking Study the routes taken by the Spanish and the French.
Based on those routes, what domestic animal would be more beneficial to
the Spanish explorers than to the French explorers? Why?
2
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Unit 2 Map Overlay Transparencies Teaching Strategy
Overland Trails West,
1840–1860
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OBJECTIVE
Students will analyze data on a map that
shows overland trails west during the years
1840–1860.
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STRATEGY
Have students examine the base map and
overlays to draw conclusions about the geographic features, territories and states, forts,
and cities along the overland trails west from
1840 to 1860.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
➤ Project the Base Map
Explain to students that several east-towest passages played a vital role in western
settlement. This transparency set will show
the routes of several of those trails.
➤ Place Overlay 2-A on the Base Map
Ask:
• In which territory does the Old Spanish
Trail cross the Colorado River? (Utah
Territory)
• How many forts would travelers encounter
on the Oregon Trail? (five) Name them
starting from the east moving to the west.
(Fort Kearny, Fort Laramie, Fort Bridger, Fort
Boise, Fort Walla Walla)
• Which of these trails ends nearest the
Pacific Ocean? (Old Spanish Trail)
• Which trail would settlers be traveling on if
they rested at Bent’s Fort? (Santa Fe Trail)
➤ Place Overlay 2-B on Overlay 2-A
Ask:
• Which trail ended near the Great Salt Lake?
(Mormon Trail)
• Which trail branched off of the Oregon
Trail? (California Trail) In which direction
did this trail lead in relation to the direction
of the Oregon Trail? (The Oregon Trail led
The American Vision
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west and north. The California Trail led west
and south.)
• Through which pass did the Mormon Trail
go? (South Pass) Which geographic feature
shown on the map would travelers have
crossed at South Pass? (the Continental
Divide)
• Which of the two trails, Mormon or
California, would include the highest percentage of mountainous terrain relative to
its length? (California Trail)
➤ Place Overlay 2-C on Overlay 2-B
Ask:
• Which river does the Butterfield Overland
Mail follow north of El Paso? (Rio Grande)
• Why is the Cimarron Trail called a cutoff?
(It cuts off from the Santa Fe Trail and joins it
in another spot. It forms a shortcut between two
sections of the Santa Fe Trail.)
• In which state or territory does the
Butterfield Overland Mail end? (California)
• Of the trails shown on the overlays, which
one takes the southernmost route?
(Butterfield Overland Mail)
➤ Place Overlay 2-D on Overlay 2-C
Ask:
• Did the Pony Express route or the Mormon
Trail begin farther west? (The Pony Express
route began farther west.)
• The Pony Express route through the
Nebraska Territory is similar to the routes
of which two other trails? (the Oregon Trail
and the Mormon Trail)
• Which mountain pass in California is just
to the north of the Pony Express? (Donner
Pass)
• What is the name of the fort where the
Oregon Trail and Pony Express diverge?
(Fort Bridger) In what territory is Fort
Bridger? (Utah Territory)
Distribute Unit 2 Map Overlay
Transparencies Activity on page 4.
3
Name Date Class ★
Unit 2 Map Overlay Transparencies Activity
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Overland Trails West, 1840–1860
DIRECTIONS: Study the information shown on Unit 2 transparencies. Write the beginning point
and ending point of each trail in the chart below. Also list the name of the territory or state in
which each beginning and ending point was located. Then answer the questions that follow on a
separate sheet of paper.
California Trail
Begins:
Begins:
Ends:
Ends:
Santa Fe Trail
Butterfield Overland Mail
Begins:
Begins:
Ends:
Ends:
Old Spanish Trail
Cimarron Cutoff
Begins:
Begins:
Ends:
Ends:
Mormon Trail
Pony Express
Begins:
Begins:
Ends:
Ends:
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Oregon Trail
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1. Which two trails meet and form one continuous trail east to west?
2. In which state or territory did the most trails begin?
3. Which rivers meet near Fort Walla Walla?
4. South Pass is at the junction of which territories?
5. The beginning points of which two trails are closest to the Mississippi River?
6. How many years does the information on the transparencies cover?
7. Critical Thinking In which direction would travelers going west notice the
water in the Rio Grande flowed? In the Colorado River? Why?
8. Enriching Your Knowledge Choose one of the following trails: Oregon,
Santa Fe and Old Spanish combined, or the Butterfield Overland Mail. On
a current map, trace approximately the same route as the trail you chose.
List the states, nearby interstate highways, and major cities along the
trail’s route today.
4
The American Vision
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Unit 3 Map Overlay Transparencies Teaching Strategy
Boundaries of the Civil War
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OBJECTIVE
Students will analyze data on a map showing the boundaries of the Civil War.
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STRATEGY
Have students examine the base map and
overlays to draw conclusions about the
boundaries of Union free states, Union slave
states, Confederate states, and territories at
the time of the Civil War. After displaying the
base map or adding an overlay, allow students
a few minutes to study the content before you
ask the questions.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
➤ Project the Base Map
Explain to students that what appears to be
the familiar outline of the United States, in
fact, shows two nations—the United States of
America or the Union, and the Confederate
States of America or the Confederacy. This
transparency set will show the boundaries of
each region of the United States at the time of
the Civil War. Ask:
• In what general area on this map do the
state boundaries look very different than
they appear today? (the West)
➤ Place Overlay 3-A on the Base Map
Ask:
• How many Union free states are there? (19)
• Name the Union free states with coastlines
on the Pacific Ocean. (Oregon and California)
• In which section of the present-day United
States are the majority of Union free states
located? (northeast)
• Excluding Oregon and California, which
Union free state extends the farthest west?
(Kansas)
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➤ Place Overlay 3-B on Overlay 3-A
Ask:
• List the Union slave states. (Delaware,
Maryland, West Virginia, Kentucky, and
Missouri)
• Kansas forms most of the western border of
which Union slave state? (Missouri)
• Name the Union slave states with harbors.
(Maryland and Delaware)
• Which Union slave states border Ohio?
(Kentucky and West Virginia)
➤ Place Overlay 3-C on Overlay 3-B
Ask:
• Which Confederate state has the largest
land area? (Texas)
• The boundary of which Confederate state
extends the farthest north? (Virginia)
• How many Confederate states have coastlines on the Gulf of Mexico? (five) Name
them. (Texas, Louisiana, Mississippi, Alabama,
and Florida)
• Which Confederate state has coasts on both
the Atlantic Ocean and the Gulf of Mexico?
(Florida)
➤ Place Overlay 3-D on Overlay 3-C
Ask:
• Which territory does not border any Union
free states? (Utah)
• Which territories extend to the Canadian
border? (Washington and Dakota)
• Which territory borders Kansas in the
west? (Colorado) The north? (Nebraska) The
south? (Unorganized)
Distribute Unit 3 Map Overlay
Transparencies Activity on page 6.
5
Name Date Class ★
Unit 3 Map Overlay Transparencies Activity
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Boundaries of the Civil War
DIRECTIONS: Study the information on Unit 3 transparencies. Fill in the missing information in
the chart below. Then answer the questions that follow on a separate sheet of paper.
Selected States During the Civil War
State
Union or Confederate?
Slave or Free?
1. Illinois
2. Arkansas
3. Alabama
4. Michigan
5. Maine
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
6. Missouri
7. Tennessee
8. Kentucky
9. Maryland
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10. Which Union free states bordered states in which slavery was legal?
11. List all of the landlocked Confederate states.
12. Which states and territories bordered Mexico?
13. Which had the greater number of states—the Union or the Confederacy?
14. Which Confederate state extended the farthest west?
15. Critical Thinking Name the present-day state that is located in the area
shown as the Unorganized Territory on the transparency.
16. Critical Thinking Research to find out the reasons that the Union slave
states—Maryland, Kentucky, Missouri, West Virginia, and Delaware—
remained as Union states and did not secede. Write a brief report about
your findings.
17. Enriching Your Knowledge Trace a map of the United States. Indicate on
the map the location where each of these battles was fought: New Orleans,
Vicksburg, Yorktown, Antietam, Gettysburg, Chattanooga, and Atlanta.
6
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Unit 4 Map Overlay Transparencies Teaching Strategy
Mining Country, Cattle Trails,
and Reservations, 1848–1890
★
OBJECTIVE
Students will analyze data on a map showing railroads, cattle trails, mining areas, and
reservations from 1848 to 1890.
★
STRATEGY
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Have students examine the base map and
overlays to draw conclusions about the railroads, cattle trails, and mining areas that
contributed to Anglo settlement in the West,
and to the formation of Native American
reservations. Allow students a few minutes
to study the overlays before you ask the
questions.
➤ Project the Base Map
Explain to students that after the Civil War,
the vast wilderness of the West was rapidly
settled. This transparency set will show the
routes of railroad lines that hastened the
migration west, cattle trails, areas of gold and
silver mining, and reservations.
➤ Place Overlay 4-A on the Base Map
Ask:
• In which general directions do the railroads
run? (east and west)
• In which city and state is a railroad hub
located? (Chicago, Illinois)
• Through which mountain ranges did the
railroad line that terminates in San
Francisco cross? (Rocky Mountains, Sierra
Nevada Mountains)
• The most southerly railroad line ran from
what city on the Gulf of Mexico to what
city on the Pacific Ocean? (New Orleans,
Los Angeles)
➤ Place Overlay 4-B on Overlay 4-A
Ask:
★ ★
• Name the trail that led from San Antonio to
Kansas City. (Shawnee Trail)
• Which trail passes through the New
Mexico Territory? (Goodnight-Loving Trail)
• Which trails pass through Indian Territory?
(Chisholm, Shawnee, Sedalia)
• Which two trails meet in Dodge City,
Kansas? (Western and Chisholm)
• Which trail has three branches? (Chisholm)
Where do the three branches end? (Dodge
City, Ellsworth, and Abilene, Kansas)
➤ Place Overlay 4-C on Overlay 4-B
Ask:
• In which states are the three largest areas of
mining activity located? (California, South
Dakota, Colorado) What was mined in all
three? (gold)
• If a miner in Tombstone, Arizona, shipped
his product to the end of the line via the
railroad, what would he be shipping and
in what city would it arrive? (silver,
Los Angeles)
• Were Virginia City and Carson City gold
mining towns or silver mining towns? (Both
were silver mining towns.)
➤ Place Overlay 4-D on Overlay 4-C
Tell students that by the year 1886, every
Native American group had been confined to
reservations. Ask:
• Within which geographic feature in South
Dakota is a reservation located? (the Black
Hills)
• Which states and territories surround
Indian Territory? (Oklahoma Territory,
Kansas, Missouri, Arkansas, Texas)
• The Indian Territory is now part of which
state? (Oklahoma)
Distribute Unit 4 Map Overlay
Transparencies Activity on page 8.
• In which state do the cattle trails shown on
the transparency originate? (Texas)
The American Vision
7
Name Date Class ★
Unit 4 Map Overlay Transparencies Activity
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Mining Country, Cattle Trails, and Reservations, 1848–1890
DIRECTIONS: Study the information on Unit 4 transparencies. Write a sentence describing where
each city listed below is located. Continue by describing the mining activity, railroads, and cattle
trails that influenced the city during this time in history. See the example. Then answer the questions that follow on a separate sheet of paper.
EXAMPLE: Tombstone was located in the southeast section of the Arizona Territory. It was a
silver-mining town with railroad access.
1. Leadville:
2. Silver City:
3. Wichita:
4. Seattle:
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
5. Sutter’s Mill:
6. Denver:
7. Abilene:
8. Deadwood:
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9. How many gold mining areas are shown on the transparency? How many
silver mining areas?
10. List the states through which the northernmost railroad passed.
11. To which city did the westernmost branch of the Chisholm Trail lead?
12. List the mountain ranges over which the various railroads crossed.
13. Critical Thinking The borders of which four states and territories converge
at a point where a reservation is shown on the transparency? What is the
area where the states meet called today?
14. Critical Thinking Why did the cattle trails run north and south? What
factors may have contributed to so few rail lines going through Texas at
this time?
15. Enriching Your Knowledge The Goodnight-Loving Trail was founded by
Charles Goodnight and Oliver Loving in 1866. Research Goodnight and
Loving and write a report about their lives on the trail.
8
The American Vision
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Unit 5 Map Overlay Transparencies Teaching Strategy
World War I, 1914–1917
★
OBJECTIVE
Students will analyze data on a map showing the Allied Powers, Central Powers, neutral
nations, and selected battles during World
War I.
★
STRATEGY
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Have students examine the base map and
overlays to draw conclusions about the
alliances in Europe, northern Africa, and a
portion of Asia during World War I. After displaying the base map or adding an overlay,
allow students a few minutes to study the
contents before you ask the questions.
➤ Project the Base Map
Explain to students that this map shows
national boundaries in Europe and areas in
northern Africa and Asia as they were in
1914–1917. Tell students this transparency set
will show the nations that formed two major
alliances—the Allied Powers and Central
Powers—the nations that remained neutral,
and selected battles during World War I.
➤ Place Overlay 5-A on the Base Map
Ask:
• Germany bordered which Allied countries?
(Belgium, France, and Russia)
• Petrograd was the capital of which Allied
Power? (Russia) On which sea was
Petrograd located? (Baltic)
• Which country in the western section of
northern Africa was not an Allied Power?
(Spanish Morocco)
• Which Allied Power shared a portion of its
southern border with the Ottoman Empire?
(Russia)
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Bulgaria, and the Ottoman Empire) Do they
all border one another? (No) Which countries disconnect them? (Romania, Serbia, and
Montenegro)
• Austria-Hungary has coastline on which
sea? (Adriatic Sea)
• Which country is the northernmost Central
Power? (Germany)
• A strait between the Black Sea and the
Mediterranean Sea divides which Central
Power? (Ottoman Empire)
• Who controlled more land area—the Allied
Powers or Central Powers? (Allied)
➤ Place Overlay 5-C on Overlay 5-B
Ask:
• Which neutral nation shared borders only
with Allied Powers? (Spain)
• Together, which two neutral nations in
northern Europe form a peninsula surrounded by the Baltic Sea and North Sea?
(Norway and Sweden)
• Which neutral nation was nearest the
United Kingdom? (the Netherlands)
• Which two neutral nations have no seacoasts? (Switzerland and Luxembourg)
➤ Place Overlay 5-D on Overlay 5-C
Ask:
• Where was the Lusitania when it sank? (on
the Atlantic Ocean off the coast of the United
Kingdom)
• Which battle was nearest Constantinople?
(the battle at Gallipoli in the Ottoman Empire)
• In which country were the majority of battles concentrated? (France)
• In which country did the Battle of Ypres
occur? (Belgium)
• Which battle was fought in Italy?
(Caporetto) In Germany? (Tannenberg)
➤ Place Overlay 5-B on Overlay 5-A
Ask:
• Which nations made up the Central
Powers? (Germany, Austria-Hungary,
The American Vision
Distribute Unit 5 Map Overlay
Transparencies Activity on page 10.
9
Name Date Class ★
Unit 5 Map Overlay Transparencies Activity
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World War I, 1914–1917
DIRECTIONS: Study the information on Unit 5 transparencies. Fill in the blanks below with the
letter of the battle that best answers the statements on the left. Then answer the questions that
follow on a separate sheet of paper.
1. Fought after the United States entered the war
A. Tannenberg
2. Took place from April 1915 until January 1916
B. Battle of the Marne
C. Ypres
3. Two battles took place here
D. Gallipoli
4. A British passenger liner attacked on May 7, 1915
E. Lusitania
5. No clear-cut victor in this battle
F. Battle of Verdun
6. Took place near a river southeast of Paris
G. Battle of the Somme
H. Caporetto
8. A Central Powers’ victory in France
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9. List the nations bordering France and indicate their alliance or neutrality.
10. Which alliance would have won the war based on the number of victories
on the transparency? How many victories are shown for the Central
Powers? For the Allies? How many are indecisive?
11. Which neutral nation forms a peninsula and borders Germany?
12. How many seas does Russia border? Name them.
13. List the cities shown on the transparency located in the Ottoman Empire.
14. Critical Thinking Describe the best route for troops of the Central Powers
to take if they wanted to march from Berlin to the Ottoman Empire while
avoiding nations of the Allied Powers.
15. Critical Thinking Look at an atlas. What present-day countries make up
the Ottoman Empire and Persia as shown on the transparency? What name
is used today to refer to this area of the world?
16. Enriching Your Knowledge Imagine you are a soldier in the trenches on
the Western Front somewhere between the English Channel and
Switzerland. Write a letter to a loved one at home that includes a description of your surroundings, including the area known as “no man’s land.”
10
The American Vision
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
7. Northernmost land battle
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Unit 6 Map Overlay Transparencies Teaching Strategy
The Dust Bowl
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OBJECTIVE
Students will analyze data on a map showing areas of moderate and severe topsoil loss
during the Dust Bowl and where people
moved as a result of the loss.
★
STRATEGY
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Have students examine the base map and
overlays to draw conclusions about areas that
sustained topsoil loss, which resulted in
movement of the population during the
period known as the Dust Bowl. After displaying the base map or adding an overlay,
allow students a few minutes to study the
contents before you ask the questions.
➤ Project the Base Map
Explain to students that a drought during
the Depression created yet another disaster
for farmers. The prolonged drought, poor
land management, and winds that created
dust storms resulted in the displacement of
many farmers and their families. Dust storms
were widespread throughout the middle section of the United States, but the area called
the Great Plains saw the most severe losses.
Ask:
• What area here comprises the Great Plains?
(In the United States, the area runs from the
Dakotas south through Texas. It stretches from
the base of the Rocky Mountains to the east for
about 400 miles.) In general, what would the
topography be like on the Great Plains? (It
is a sloping region of valleys and flat treeless
expanses.)
➤ Place Overlay 6-A on the Base Map
★ ★
• Where did severe topsoil loss occur in
Nebraska? (the north central area of the state)
• Is the severe topsoil loss greater north of
Nebraska or south of Nebraska? (south)
• In which area of Oklahoma was the most
devastating topsoil loss? (the northwestern
section) What is this geographic area called?
(the Panhandle)
➤ Place Overlay 6-B on Overlay 6-A
Ask:
• Which state was affected by moderate topsoil loss but not severe loss? (Minnesota)
• Did the topsoil loss shown on the transparency extend to the southern border of
Texas? (no) Where does it extend to the U.S.
border? (in North Dakota and Minnesota)
• Which state is almost entirely affected by
topsoil loss? (North Dakota)
➤ Place Overlay 6-C on Overlay 6-B
Many people forced to abandon their farms
and lands headed west to California, although
large numbers of emigrants went other places
as well. This overlay shows some of the
routes they took and places they moved. Ask:
• Which states sustained population losses
from 1930 to 1940? (South Dakota, Nebraska,
Kansas, and Oklahoma)
• To which city and state did many farmers
from South Dakota move? (Minneapolis,
Minnesota)
• Which Texas cities did emigrants seek out?
(Dallas, Houston)
• List destination cities found from the
Panhandle in Oklahoma along the route
through California. (Santa Fe, Albuquerque,
Flagstaff, Los Angeles, Bakersfield, Fresno)
Ask:
• The largest area of severe topsoil loss
touches which states? (Kansas, Colorado,
Texas, and Oklahoma) What other states suffered severe topsoil loss? (North Dakota,
South Dakota, Nebraska, and New Mexico)
The American Vision
Distribute Unit 6 Map Overlay
Transparencies Activity on page 12.
11
Name Date Class ★
Unit 6 Map Overlay Transparencies Activity
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The Dust Bowl
DIRECTIONS: Study the information shown on Unit 6 transparencies and on the chart below
showing depopulation in selected states between 1930 and 1940. Then answer the questions that
follow on a separate sheet of paper.
Depopulation From 1930 to 1940
State
Population Loss
% of Population
South Dakota
49,586
7%
Kansas
79,791
4%
Nebraska
62,179
4%
Oklahoma
440,000
18.4%
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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1. Which state lost the largest number of people and the highest percentage
of its population? In which part of that state does the transparency show
the most severe topsoil loss?
2. Which state suffered the second-highest loss in terms of percentage of
population?
3. Which city was the southernmost destination of emigrants?
4. Critical Thinking In every state impacted by the Dust Bowl, people
emigrated in the same general directions. Which directions? Why?
5. Critical Thinking List ways that depopulation would affect the communities that were left behind.
6. Critical Thinking Review John Steinbeck’s classic novel, The Grapes of
Wrath, which follows the western movement of one family, the Joads, during this period. Where did their journey begin and end? Which states and
cities did they travel through?
7. Enriching Your Knowledge Write a report about farming practices that
contributed to topsoil loss. Incorporate into your report a photograph from
a book or the Internet that shows the devastation to the land during the
Dust Bowl period.
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The American Vision
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Unit 7 Map Overlay Transparencies Teaching Strategy
The Warsaw Pact and NATO,
1955
★
OBJECTIVE
Students will analyze data on a map showing the two Cold War alliances—NATO and
the Warsaw Pact—that formed after World
War II.
★
STRATEGY
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Have students examine the base map and
overlays to draw conclusions about the alignment of countries within NATO or the
Warsaw Pact. After displaying the base map
or adding an overlay, allow students a few
minutes to study the contents before you ask
the questions.
★ ★
• Which country had Berlin as its capital?
(East Germany)
• Most Warsaw Pact member countries are
on which side of the iron curtain? (the east)
➤ Place Overlay 7-B on Overlay 7-A
Ask:
• Which NATO member countries bordered
the iron curtain? (West Germany, Greece, and
Turkey)
• Which NATO member shared a border
with the Soviet Union? (Turkey)
• Which NATO member shown here is the
farthest distance west of the iron curtain?
(Portugal)
• What is the capital of West Germany? (Bonn)
➤ Place Overlay 7-C on Overlay 7-B
➤ Project the Base Map
Ask:
Explain to students that the Cold War
rivalry led to a buildup of military and nuclear
weapons. Explain that this transparency set
will show European countries belonging to
the defense alliances, NATO and the Warsaw
Pact, in 1955. Point out the iron curtain on the
base map and ask:
• Which NATO member countries border
Yugoslavia? (Italy and Greece)
• Which countries bordered the iron curtain
on the east? (East Germany, Czechoslovakia,
Hungary, Romania, Bulgaria)
• Between which two seas did the iron curtain extend? (Baltic Sea and Black Sea)
• Which present-day country did the iron
curtain divide? (Germany)
➤ Place Overlay 7-A on the Base Map
Ask:
• List Warsaw Pact member countries. (East
Germany, Czechoslovakia, Hungary, Romania,
Bulgaria, Albania, Poland, and the Soviet
Union)
• Which was the largest Warsaw Pact country in land area? (the Soviet Union)
• Which Warsaw Pact member was west of
the iron curtain? (Albania)
The American Vision
• Which Warsaw Pact member countries border Yugoslavia? (Hungary, Romania,
Bulgaria, and Albania)
• Which NATO member country is across the
Adriatic Sea from Yugoslavia? (Italy)
• On which side of the iron curtain is
Yugoslavia? (west)
➤ Place Overlay 7-D on Overlay 7-C
Ask:
• Which non-Communist nation not in
NATO shared borders with France, West
Germany, Austria, and Italy? (Switzerland)
• Which nation in this category bordered the
iron curtain? (Austria)
• Was Ireland a member of NATO in 1955?
(no)
• Were the Middle East countries Communist
countries or non-Communist countries in
1955? (non-Communist)
Distribute Unit 7 Map Overlay
Transparencies Activity on page 14.
13
Name Date Class ★
Unit 7 Map Overlay Transparencies Activity
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The Warsaw Pact and NATO, 1955
DIRECTIONS: Study the information on Unit 7 transparencies and the table below. Compare the
list below with the member nations in 1955. Use the information on the transparency, the list
below, and a current atlas to answer the questions that follow on a separate sheet of paper.
NATO Nations in 2002
Belgium
Germany
Luxembourg
France
Italy
Portugal
Iceland
Poland
Norway
United Kingdom
Denmark
United States
Turkey
Czech Republic
Hungary
Canada
Greece
Netherlands
Spain
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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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1. Which of the NATO nations in 2002 were Warsaw Pact countries in 1955?
Which of these countries had different names and borders in 2002?
2. Which NATO nation in 2002 was a non-Communist nation not in NATO in
1955?
3. List the European nations that were members of NATO in 1955 and 2002.
4. Which NATO nations in 2002 are located in North America? Which 2002
NATO nation is an island country northwest of the United Kingdom?
5. Which bordering nations were non-Communist nations not in NATO in
both 1955 and 2002?
6. Would a person living in Helsinki in 1955 have been a citizen in a NATO
nation? In Brussels? In Ankara?
7. Critical Thinking The Warsaw Pact alliance dissolved in 1991. This paralleled the dissolution of what large Warsaw Pact country?
8. Critical Thinking Which capital city located in a Warsaw Pact country in
1955 was divided into sectors with both Communist and western systems
of government?
9. Enriching Your Knowledge Research and write a paper on the fundamental role of NATO today. Be sure to check if new member nations have been
added and the current issues NATO is addressing. Prepare a map to
accompany your paper, showing member nations, nations being considered for membership, and areas in the world that NATO is particularly
interested in safeguarding.
14
The American Vision
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Unit 8 Map Overlay Transparencies Teaching Strategy
Woman Suffrage and the
Equal Rights Amendment
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OBJECTIVE
Students will analyze data on a map showing which states granted full, partial, or no
woman suffrage before 1920 and which
states did or did not ratify the Equal Rights
Amendment (ERA).
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
★
STRATEGY
Have students examine the base map and
overlays to draw conclusions about the process
of state-by-state ruling on woman suffrage
before 1920 and which states ratified or did
not ratify the ERA. After displaying the base
map or adding an overlay, allow students a
few minutes to study the contents before you
ask the questions.
➤ Project the Base Map
Explain to students that before the
Nineteenth Amendment to the Constitution
was ratified on August 21, 1920, each state
made decisions for or against woman suffrage.
➤ Place Overlay 8-A on the Base Map
Explain to students that two states shown
here were still territories when they granted
suffrage. Ask:
• Which state led the country in allowing
women full voting rights? (Wyoming) In
what year? (1869) Was Wyoming a state or
territory in 1869? (It was a territory.
Wyoming gained statehood in 1890.)
• Which other states granted full woman suffrage during the 1800s? (Idaho, Utah, and
Colorado)
• What were the two easternmost states that
granted suffrage before 1920? (Michigan and
New York)
★ ★
➤ Place Overlay 8-B on Overlay 8-A
Ask:
• Which was the westernmost state allowing
partial woman suffrage before 1920? (Texas)
• In which region of the country were most
of the states located that granted partial
suffrage before 1920? (in the Midwest)
• List the states along the eastern seaboard
that granted partial suffrage before 1920.
(Maine, Rhode Island)
➤ Place Overlay 8-C on Overlay 8-B
Ask:
• How many states did not grant women the
right to vote until the Nineteenth
Amendment was ratified? (nineteen) List the
states from north to south. (New Hampshire,
Vermont, Massachusettts, Connecticut,
Pennsylvania, New Jersey, Delaware, Maryland,
West Virginia, Virginia, Kentucky, New Mexico,
North Carolina, South Carolina, Mississippi,
Georgia, Alabama, Louisiana, Florida)
• Describe the general location of these states
within U.S. borders. (With the exception of
New Mexico, the states run from north to south
in the eastern portion of the country.)
• What is the northernmost state in this
group? (New Hampshire)
➤ Place Overlay 8-D on Overlay 8-C
Explain to students that the ERA did not
meet the ratification deadline of June 30, 1982,
but was reintroduced to Congress on July 14,
1982, and has been before every session of
Congress since that time. Ask:
• Which state that granted full woman suffrage in the 1800s did not ratify the ERA?
(Utah)
• How many states ratified the ERA but did
not grant woman suffrage until after 1920?
(eleven)
• How many states did not ratify the ERA?
(15)
Distribute Unit 8 Map Overlay
Transparencies Activity on page 16.
The American Vision
15
Name Date Class ★
Unit 8 Map Overlay Transparencies Activity
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Woman Suffrage and the Equal Rights Amendment
DIRECTIONS: Study the information on Unit 8 transparencies. Then answer the questions that
follow.
1. In 1872 Susan B. Anthony went to the polls in Rochester, New York, and cast a ballot in the
presidential election, citing her citizenship under the Fourteenth Amendment. She was
arrested, tried, convicted, and fined $100, which she refused to pay. If Susan B. Anthony had
lived, how many years would she have had to wait to legally vote in New York? Where could
she have voted in any type of election in 1872? Which region of the country would have been
the best place for her to live in order to receive full voting rights before 1920?
2. List the states along the Pacific Coast in order from the first to grant woman suffrage to the
last. Write the name of the state followed by the year.
4. Critical Thinking Research to find out which state was not yet part of the Union when it
granted suffrage to women. When was that state admitted to the Union?
5. Critical Thinking Why do you think the West was more progressive than other parts of the
country in giving women the right to vote?
6. Critical Thinking In 1872 Virginia Minor was barred from registering to vote in St. Louis,
Missouri. Citing the Fourteenth Amendment, she sued the voting registrar, Reese Happersett,
which ultimately resulted in the Supreme Court case Minor v. Happersett. Research the court
ruling and prepare a brief report. Discuss how this case effectively put an end to attempts to
win voting rights for women through the courts and how the focus of the woman suffrage
movement changed after this court ruling.
7. Enriching Your Knowledge Make a time line showing the major turning points in the history
of woman suffrage and the Equal Rights Amendment in your state.
16
The American Vision
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3. List the states that did not ratify the ERA but granted women full voting rights before 1920.
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Unit 9 Map Overlay Transparencies Teaching Strategy
United States Facts
★
OBJECTIVE
Students will analyze data on a map of the
United States showing facts about each state:
the year each was admitted to the Union, capitals, population, and per capita personal
income in 2005.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
★
STRATEGY
Have students examine the base map and
overlays to draw conclusions about the
United States using facts regarding the year
each state was admitted to the Union as well
as each state’s capital city, population, and
per capita personal income in 2005. After displaying the base map or adding an overlay,
allow students a few minutes to study the
content before you ask the questions.
➤ Project the Base Map
Tell students that this transparency set
shows various facts about each state, including information from 2005.
★ ★
• Name and describe the location of
Wyoming’s capital city. Which bordering
state is closest to Cheyenne? (Cheyenne is in
the southeastern corner of Wyoming, near the
Colorado border.)
• Which capital is located farthest north?
(Juneau, Alaska) South? (Austin, Texas) East?
(Augusta, Maine) West? (Honolulu, Hawaii)
➤ Place Overlay 9-C on Overlay 9-B
Ask:
• Which state had the largest population in
the year 2005? What was its population?
(California; 36,132,147) What was the second
most populous state? What was its population? (Texas; 22,859,968) Which state had the
smallest population in the year 2005? What
was its population? (Wyoming; 509,294)
• Which of the states bordering the Great
Lakes had the highest population in 2005?
(New York with 19,254,630)
• How many states have populations greater
than 10 million? (8)
➤ Place Overlay 9-D on Overlay 9-C
➤ Place Overlay 9-A on the Base Map
Ask:
Ask:
• List the states with a per capita income in
the $35,000-$39,999 range. (Alaska,
California, Washington, Nevada, Colorado,
Minnesota, Illinois, Virginia, Delaware, New
Hampshire, Wyoming, Rhode Island)
• Name the last five states admitted to the
Union and their date of admittance.
(Hawaii, 1959; Alaska, 1959; Arizona, 1912;
New Mexico, 1912; Oklahoma, 1907)
• Name the states admitted to the Union in
1788. (New York, New Hampshire,
Massachusetts, Connecticut, Maryland,
Virginia, South Carolina, Georgia)
• In which year were more states west of the
Mississippi River admitted to the Union
than any other year? (1889) Which states
were admitted in that year? (Washington,
Montana, South Dakota, North Dakota)
Place Overlay 9-B on Overlay 9-A
Ask:
• Which state has the highest per capita
income? (Connecticut) Which state has the
lowest per capita income? (Louisiana)
• Name the five states with the highest per
capita incomes. Where are they located?
(Connecticut, New Jersey, Maryland, New
York, and Massachusetts are located along the
northern Atlantic Coast.)
Distribute Unit 9 Map Overlay
Transparencies Activity on page 18.
• Name the state capital city closest to
Washington, D.C. (Annapolis, Maryland)
The American Vision
17
Name Date Class ★
Unit 9 Map Overlay Transparencies Activity
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United States Facts
DIRECTIONS: Study the information shown on Unit 9 transparencies. In the table below, read the
descriptions about the origins of the names of several states and decide which state best fits the
description. Fill in the rest of the table with the year admitted to the Union and the population in
2005. Then answer the questions that follow on a separate sheet of paper.
Selected State Facts
Origin of State Name
Admitted to
the Union
State
Population in
2005
1. Most likely derived from the Chippewa words
mici (great) and zibi (river)
2. Named after the Cherokee villages called tanasi
4. From Illini, the French version of the
Algonquin word meaning “men” or “soldiers”
5. The Russians adopted the word, meaning
“great lands” or “land that is not an island,”
from the Aleutian word alakshak.
6. Named for the French king Louis XIV
7. Also written texias, tejas, and teysas, this
state’s name is a variation on the Caddo
Indian word for “friend” or “ally”
8. Named for Queen Henrietta Maria, wife of
Charles I of England
9. From the Sioux Ouaouia, meaning “one who
puts to sleep”
10. Named after the Isle of Jersey in England
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11. List the states with fewer than 1 million residents in the year 2005.
12. Which per capita personal income range applies to the greatest number of states? How many
states are in this range?
13. List the states in the $35,000-$39,999 per capita income range with populations under 2 million. Include each state’s per capita personal income and population.
14. Critical Thinking Research to find out which regions of the United States are growing the
fastest. Which regions are growing more slowly?
15. Enriching Your Knowledge Research to find per capita personal income statistics from 1995.
Create a new map showing the 1995 figures and the 2005 figures and the dollar amount of
increase or decrease in per capita income. Prepare a report analyzing the differences.
18
The American Vision
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
3. Believed to have been named by Spanish
conquistadors after the name of a fictitious
earthly paradise in Las Serged de Esplandian,
a sixteenth-century Spanish romance novel
Answer Key
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UNIT 1 TRANSPARENCIES ACTIVITY
Spain: Balboa, Cabrillo, de Coronado, Cortés,
de León, de Vaca, de Soto, Narváez,
Pizarro
France: Cartier, de Champlain, La Salle, Jolliet,
Verrazano, Marquette
England: Cabot, Hudson
Netherlands: Hudson
1. The Spanish primarily explored the
southern part of North America as well as
South America. The English primarily
explored the northeastern part of North
America.
2. Balboa and Pizarro journeyed south of the
Caribbean Sea.
3. the Mississippi River
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Pony Express: St. Joseph, Missouri;
Sacramento, California
1. The Santa Fe Trail and the Old Spanish
Trail meet to form one continuous trail
east to west.
2. The most trails began in Missouri.
3. The Columbia River and the Snake River
meet near Fort Walla Walla.
4. The Washington Territory, Nebraska
Territory, and Utah Territory meet at
South Pass.
5. The Mormon Trail and the Butterfield
Overland Mail begin the closest to the
Mississippi River.
6. The transparencies cover information
from 1840 through 1860, or 20 years.
5. Mexico City, Mexico; Lima, Peru; Cuzco,
Peru; Quebec, Canada; Montreal, Canada
7. The Rio Grande is east of the Continental
Divide, so the water flows southeast. The
Colorado River is west of the Continental
Divide, so the water flows southwest.
6. The horse would be more beneficial to
the Spanish explorers because they took
many more overland routes. The French
routes shown on the overlays are on
water routes.
8. Answers will vary depending on the trail.
Students should recognize the trail’s general route on a current map and correctly
identify the states, interstate highways,
and cities along the trail’s route.
4. Henry Hudson
UNIT 2 TRANSPARENCIES ACTIVITY
UNIT 3 TRANSPARENCIES ACTIVITY
Oregon Trail: Independence, Missouri;
Portland, Oregon
1. Illinois: Union; free
Santa Fe Trail: Independence, Missouri;
Santa Fe, New Mexico Territory
3. Alabama: Confederate; slave
Old Spanish Trail: Santa Fe, New Mexico
Territory; Los Angeles, California
Mormon Trail: Nauvoo, Illinois; Salt Lake City,
Utah Territory
California Trail: Begins on Oregon Trail,
Washington Territory; Sacramento,
California
Butterfield Overland Mail: St. Louis,
Missouri; San Francisco, California
Cimarron Cutoff: Santa Fe Trail, Kansas
Territory; Santa Fe Trail, New Mexico
Territory
The American Vision
2. Arkansas: Confederate; slave
4. Michigan: Union; free
5. Maine: Union; free
6. Missouri: Union; slave
7. Tennessee: Confederate; slave
8. Kentucky: Union; slave
9. Maryland: Union; slave
10. Kansas, Iowa, Illinois, Indiana, Ohio,
Pennsylvania, and New Jersey were free
states bordering states in which slavery
was legal.
11. Arkansas and Tennessee were the only
landlocked Confederate states.
19
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12. California, New Mexico Territory, and
Texas bordered Mexico.
13. The Union had a greater number of states
with 19. The Confederacy was comprised
of 11 states.
14. Texas extended the farthest west in the
Confederacy.
15. Oklahoma
16. Students’ reports will vary. Some of their
findings may include the following:
Maryland: Lincoln imposed martial
law in Baltimore to prevent Maryland’s
secession.
Kentucky: Declared itself neutral but
many Kentuckians became enraged
when the Confederates invaded their
state and voted to go to war against the
Confederacy.
Missouri: Voted almost unanimously
against secession. When a conflict
occurred between the state convention
and pro-secession forces, Missouri ended
up holding to the Union’s cause with the
support of federal forces.
West Virginia: Formed when that area of
Virginia refused to secede in 1861. It did
not become a state until 1863, but was
called West Virginia as of 1861 and
remained in the Union as a slave state.
Delaware: When war came, Delaware
stayed in the Union, announcing that the
first state to join the United States of
America would be the last to leave it. It
voted not to leave the Union in 1861, but
slavery continued in the state and loyalties among the citizens were divided.
17. Student maps should show the approximate location where each of these battles
took place—New Orleans, Louisiana;
Vicksburg, Mississippi; Yorktown,
Virginia; Antietam, Maryland; Gettysburg,
Pennsylvania; Chattanooga, Tennessee;
and Atlanta, Georgia.
20
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UNIT 4 TRANSPARENCIES ACTIVITY
1. Leadville was located near the center
of Colorado. It was an important silvermining town.
2. Silver City was located in the southwest
section of Idaho on the Oregon border.
Silver mines were located here.
3. Wichita is located in the southeast section
of Kansas. It lies north of the large reservation in Indian Territory and south of
Abilene, where a railroad line was located. The Chisholm Trail led through
Wichita and to the railroad in Abilene.
4. Seattle is in the northwest section of
Washington. Two railroad lines meet at
Seattle.
5. Sutter’s Mill was in the northeast section
of California and was an important goldmining area with access to a railroad.
6. Denver is located in northeast Colorado.
Gold mines are located just west of
Denver. A railroad passed through the
city, as did the Goodnight-Loving Trail.
7. Abilene is in the northeast section of
Kansas. It was located on a rail line, and a
branch of the Chisholm Trail ended here.
8. Deadwood is located along the western
border of South Dakota. Gold mines surrounded the city. It lies west of two large
reservations.
9. There are ten gold mines and seven silver
mines shown on the transparency.
10. Illinois, Wisconsin, Minnesota, North
Dakota, Montana, Idaho, and Washington
11. The western most branch of the Chisholm
Trail led to Dodge City, Kansas.
12. Railroads passed through the Rocky
Mountains, the Sierra Nevadas, and the
Cascades.
13. The borders of Utah, Colorado, New
Mexico Territory, and Arizona Territory
converge at a spot where a reservation
is located on the transparency. Utah,
Colorado, New Mexico, and Arizona meet
The American Vision
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there today. The area is called Four
Corners.
14. The cattle trails went north and south
because the railways were to the north of
the open ranges. The trails were formed
as a means of driving the cattle to the railroads so they could be shipped to other
areas of the country. The open range in
Texas was a vast, harsh, unpopulated area
with no mineral resources (at the time) to
entice railroads.
15. Students’ reports will vary. Charles
Goodnight and Oliver Loving were
Texans and partners in the cattle business.
After the Civil War, the cattle business
was in trouble and Goodnight decided
the only way to survive was to take the
cattle north to better markets. As a result,
the two men blazed the GoodnightLoving Trail.
UNIT 5 TRANSPARENCIES ACTIVITY
1. H
2. D
3. C
4. E
5. F
6. B
7. A
8. G
9. Spain: Neutral; Belgium: Allied;
Luxembourg: Neutral; Germany: Central;
Switzerland: Neutral; Italy: Allied
10. The Central Powers. The transparency
shows six victories for the Central
Powers, one Allied victory, and one indecisive battle.
11. Denmark
12. Russia has borders on three seas, the
Baltic Sea, Black Sea, and Caspian Sea.
13. Constantinople, Baghdad, and Jerusalem
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14. The troops would march in a southeasterly direction, probably through Vienna and
Budapest. Continuing southeast, they
would come upon the Allied countries of
Romania and Serbia. Their route should
follow the area of the shortest border
between Romania and Serbia into the
Central Power of Bulgaria. Angling south
and east they would cross Bulgaria into
the Ottoman Empire.
15. The countries of Turkey, Syria, Iraq, Iran,
Israel, Lebanon, and Jordan are located in
this region. This area is today known as
the Middle East.
16. Student letters will vary, but the areas
known as “no man’s land” were typically
desolate, rough, and barren stretches of
land that were stripped of vegetation due
to artillery and troop movement.
UNIT 6 TRANSPARENCIES ACTIVITY
1. Oklahoma. The northwest portion or
Panhandle of Oklahoma shows the most
severe topsoil loss.
2. South Dakota
3. Houston, Texas
4. People emigrated to the east and to the
west. It would have been futile to go
north and south because the drought and
topsoil loss ran mainly north and south.
For example, a person from central
Nebraska would not benefit from migrating to central Kansas.
5. All areas of community life would be
affected by depopulation of this extent.
Businesses such as banks, grocery stores,
and farm-supply stores failed. Churches
and schools were closed.
6. The Joads’ journey began in Oklahoma
City and took them through Albuquerque
and Flagstaff. It ended north of Bakersfield,
California. The family traveled through
Oklahoma, Texas, New Mexico, Arizona,
and California.
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Answer Key
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7. Reports and photographs will vary.
Farming practices that contributed to topsoil loss include: overworking of the land
with little or no effort toward conservation, resulting in an erosion problem that
existed even before the drought and
winds started; increased mechanization,
mainly involving the tractor, which contributed to overworking the land; overgrazing the land; allowing the land to
remain uncultivated when crop prices
dropped.
UNIT 7 TRANSPARENCIES ACTIVITY
1. Poland, Hungary, part of Germany (East),
and the Czech Republic. The Czech
Republic, with different borders, was formerly Czechoslovakia. Today this area
makes up the Czech Republic and
Slovakia. Germany is no longer divided
into East Germany and West Germany.
2. Spain
3. Belgium, France, Norway, Turkey,
Germany (West), Italy, United Kingdom,
Greece, Luxembourg, Portugal, Denmark,
the Netherlands
4. The United States and Canada are NATO
nations located in North America. Iceland
is an island NATO nation located northwest of the United Kingdom.
5. Switzerland and Austria
6. No, a person living in Helsinki, the capital of Finland, would have been a citizen
of a non-Communist nation not in NATO
in 1955. Persons living in Brussels, the
capital of Belgium, and Ankara, the capital of Turkey, would have been citizens of
NATO nations in 1955.
7. the Soviet Union
8. Berlin, the capital of East Germany
9. Student papers will vary. The home page
of the NATO Web site states: The fundamental role of NATO is to safeguard the
freedom and security of its member
nations. Student papers should reflect
22
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some aspect of this statement. Current
issues will change, but some examples
include the crisis in Kosovo in 1999 and
the downsizing and restructuring of the
armed forces in Bosnia and Herzegovina
in 2001.
UNIT 8 TRANSPARENCIES ACTIVITY
1. New York did not have full woman suffrage until 1917, so she would have waited
another 45 years to legally vote in New
York. In 1872 the only states or territories
with full voting rights for women were
Wyoming and Utah. The western section
of the country would have been the best
place to live in terms of full voting rights
before 1920.
2. Washington, 1910; California, 1911;
Oregon, 1912
3. Nevada, Utah, Arizona, and Oklahoma
4. Utah granted suffrage in 1870 but was not
admitted to the Union until 1896.
5. Student answers will vary. One theory
states that frontier conditions changed
traditional gender roles, and through
their ability to conquer difficult conditions and do “men’s work,” the pioneer
women were rewarded with the vote.
Another theory concludes that some
politicians hoped women would “civilize” the West. Most historians believe
western politicians viewed woman suffrage as a matter of practical politics. For
example, in Utah, Mormons hoped the
votes of women would help tip the balance of power in their favor in an ongoing power struggle with non-Mormons.
The non-Mormon population consisted
largely of miners, railroad construction
workers, cowhands, and prospectors who
tended not to have women with them.
Students might theorize that the pioneer
personality may include a tendency
toward the unconventional and that the
remoteness of the area, cut off from traditions in other parts of the country, also
The American Vision
Answer Key
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contributed to the progressive nature of
this region.
6. Major points in students’ reports should
include: The Supreme Court ruled unanimously that the right of suffrage was not
protected by the Fourteenth Amendment.
Its ruling said that although women were
citizens, the Constitution did not explicitly
give the privileges of voting to all citizens,
and therefore the states were not required
to allow women to vote. Subsequent
efforts by the woman suffrage movement
focused on revising the laws within individual states and ratifying a separate
amendment to the Constitution that guaranteed women the right to vote.
7. Students’ time lines will vary depending
on the state.
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$36,778 and a population of 509,294;
Rhode Island with a per capita income of
$36,153 and a population of 1,076,189.
14. The 2000 census showed the Western
states continuing to grow faster than any
other region. Nevada saw a 50 percent
growth during the 1990s. The South was
the next fastest-growing region, while the
Midwest and the Northeast grew much
more slowly. The Sunbelt, a region that
includes the warmer climates of the South
and West, was also growing rapidly.
15. Statistics for the 1995 per capita personal
income are listed in chart form for all
50 states at www.bea.doc.gov/bea/
regional/spi/drill.cfm
UNIT 9 TRANSPARENCIES ACTIVITY
1. Mississippi; 1817; 2,921,088
2. Tennessee; 1796; 5,962,959
3. California; 1850; 36,132,147
4. Illinois; 1818; 12,763,371
5. Alaska; 1959; 663,661
6. Louisiana; 1812; 4,523,628
7. Texas; 1845; 22,859,968
8. Maryland; 1788; 5,600,388
9. Iowa; 1846; 2,966,334
10. New Jersey; 1787; 8,717,925
11. Alaska, Montana, Wyoming, North
Dakota, South Dakota, Vermont, and
Delaware had fewer than 1 million residents in 2005.
12. Almost half of the states, 21, are within
the $30,000-$34,999 range.
13. Alaska with a per capita income of
$35,612 and population of 663,661;
Delaware with a per capita income of
$37,065 and population of 823,524; New
Hampshire with a per capita income of
$38,408 and a population of 1,309,940;
Wyoming with a per capita income of
The American Vision
23
A
B
C
D
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1
N
E
1,000 kilometers
1,000 miles
European Exploration and Settlements, 1497–1682
Map Transparency
W
S
0
0
Azimuthal Equidistant projection
A
Spanish exploration
Spanish
Exploration
English exploration
B
English
Exploration
Dutch exploration
C
Dutch
Exploration
French exploration
D
French
Exploration
A
B
C
D
Base
Map
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2
Overland Trails West, 1840–1860
E
N
Map Transparency
W
S
0
0
A
Portland
The Oregon, Santa Fe,
and Old Spanish Trails
Independence
B
The Mormon and
California Trails
C
The Butterfield and
Cimarron Trails
D
Route of the
Pony Express
A
B
C
D
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Map
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3
N
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Boundaries of the Civil War
Map Transparency
W
S
Union-Confederate border
0
0
400 miles
400 kilometers
Lamber
Lambert
ambertt Equal-Area
projection
Union free state
A
Union Free States
Union slave state
B
Union Slave States
Confederate state
C
Confederate States
Territory
D
Territories
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
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B
C
D
Seattle
Sutter's Mill
San
Francisco
Los Angeles
Idaho
City
Base
Map
Helena
Bannack
Deadwood
Cheyenne
Ogallala
Denver
Fort
Worth
Ellsworth
Dodge
City
Fort
Concho
Leadville
El Paso
San
Albuquerque ta Fe
Tucson
Yuma
Tombstone
Flagstaff
Salt Lake
Virginia City City
Carson
City
Silver
City
Mining Country, Cattle Trails, and Reservations, 1848–1890
4
400 miles
400 kilometers
Map Transparency
0
0
Lambert Equal-Area
projection
Bandera
San
Antonio
St. Paul
Chicago
St. Louis
New
Orleans
Sedalia
Omaha
Kansas
City
Abilene
Wichita
Victoria
A
Railroads
B
Tr a
il
Cattle Trails
Sedalia Trail
Goodnig h t - L o v i n
g
C
Gold and
Silver Mining
D
Reservations
A
B
C
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Map
500 miles
D
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5
World War I, 1914–1917
E
N
Map Transparency
W
S
0
0
500 kilometers
Lambert Azimuthal Equal-Area projection
A
Allied Powers
Allied Powers
B
Central Powers
Central Powers
C
Neutral Nations
Neutral nations
D
Battles
S
B
W
500 miles
A
E
N
C
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6
500 kilometers
The Dust Bowl
Map Transparency
0
0
Lambert Azimuthal Equal-Area projection
A
Area with severe loss of topsoil
Severe Loss of Topsoil
B
Area with moderate loss of topsoil
Moderate Loss of Topsoil
State with population
loss, 1930–1940
Movement of people
Destination of Dust Bowl emigrants
C
Movement of People
B
C
D
Base
Map
NORWAY
ZE
C
POLAND
SL OVAKIA
ROMANIA
BULGARIA
GREECE
ALBANIA
YUGOSLAVIA
HUNGARY
HO
EAST
GERMANY
C
DENMARK
LUX.
NETH.
BELG.
ITALY
AUSTRIA
WEST
GERMANY
SWITZ.
SWEDEN
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A
FRANCE
IRELAND UNITED
KINGDOM
ANDORRA
SPAIN
7
The Warsaw Pact and NATO, 1955
Map Transparency
TUG
AL
POR
TURKEY
LEBANON
ISRAEL
SYRIA
IRAQ
JORDAN
SAUDI ARABIA
A
Warsaw Pact Countries
Warsaw Pact countries
B
NATO Countries
NATO countries
C
Communist Nations
Not in Warsaw Pact
Communist nations not in Warsaw Pact
D
Non-Communist Nations
Not in NATO
Non-Communist nations not in NATO
A
B
C
D
Base
Map
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8
Woman Suffrage and the
Equal Rights Amendment
Map Transparency
A
Full Woman Suffrage
Before 1920
B
Partial Woman Suffrage
Before 1920
Full woman suffrage before 1920, with
date granted
C
No Woman Suffrage
Before 1920
0 mi.
0 km
500
500
D
0 mi.
0 km
200
200
Did not ratify the ERA
Equal Rights
Amendment Ratification
A
B
C
D
COLORADO
200
200
TEXAS
WISCONSIN
MI.
ILLINOIS
MAINE
MASS.
RHODE
ISLAND
CONNECTICUT
NEW JERSEY
NORTH
CAROLINA
VIRGINIA
MARYLAND
DELAWARE
in gto
n , D .C.
NEW HAMPSHIRE
Was
h
SOUTH
CAROLINA
VERMONT
NEW YORK
W.VA.
PENNSYLVANIA
OHIO
MICHIGAN
IND.
KENTUCKY
TENNESSEE
GEORGIA
F L O R I DA
ALABAMA
MISSISSIPPI
National capital
LOUISIANA
ARKANSAS
MISSOURI
IOWA
MINNESOTA
OKLAHOMA
KANSAS
N E BRA S K A
SOUTH
DAKOTA
0 km
0 mi.
HAWAII
NEW MEXICO
NORTH
DAKOTA
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500
WYOMING
M O N TA NA
U TA H
IDAHO
500
A R I Z O NA
United States Facts
Map Transparency
WASHINGTON
N E VA D A
OREGON
CALIFORNIA
ALASKA
0 mi.
0 km
A
Year Admitted
to Union
B
State
Capitals
36,132,147
6,287,759
3,641,056
2,414,807
663,661
C
1,429,096
2,469,585
5,939,292
935,670
509,294
4,665,177
1,928,384
636,677
22,859,968
3,547,884
2,744,687
1,758,787
775,933
1,275,194
5,132,799
Population
in 2005 (estimated)
10,120,860
1,309,940
4,255,083
623,050
19,254,630
12,429,618
1,816,856
17,789,864
4,557,808
5,962,959
2,921,088
9,072,576
4,173,405
12,763,371
11,464,042
6,271,973
5,536,201
2,966,334
5,800,310
2,779,154
4,523,628
1,000,000 State Population in 2005
1,321,505
6,398,743
1,076,189
3,510,297
8,717,925
843,524
5,600,388
7,567,465
8,683,242
$35,409
$35,883
$32,103
$37,036
$35,612
$28,158
D
$37,946
$36,778
$29,387
$28,061
$30,267
$27,644
$31,395
$32,462
$24,820
$33,565
$33,116
$31,252
$44,289
$36,153
$47,819
$43,771
$37,065
$41,760
$38,390
$40,000-$44,999
$35,000-$39,999
$30,000-$34,999
$25,000-$29,999
$20,000-$24,999
$30,553
Per Capita Personal
Income in 2005 (estimated)
$38,408
$28,352
$33,327
$40,507
$34,897
$27,215
$32,478
$29,136
$33,219
$31,121
$28,513
$31,276
$25,318
$31,107
$36,120
$26,874
$31,899
$32,315
$37,373
$29,330
$32,836
$33,616
$31,614
$34,539
$45,000+