Contents
Chapter 11 Lesson 1 .................. 177
Lesson 2 .................. 182
Lesson 3 .................. 187
Chapter 12 Lesson 1 .................. 192
Lesson 2 .................. 197
Lesson 3 .................. 202
Reading Skill .............................. 207
Using this Book ............................................ 2
Unit 1
Unit 2
© Macmillan/McGraw-Hill
Unit 3
Unit 4
Native Peoples of North America
Chapter 1 Lesson 1 ...................... 4
Lesson 2 ...................... 9
Lesson 3 .................... 14
Chapter 2 Lesson 1 .................... 19
Lesson 2 .................... 24
Lesson 3 .................... 29
Lesson 4 .................... 34
Reading Skill ................................ 39
Exploration and Colonization
Chapter 3 Lesson 1 .................... 40
Lesson 2 .................... 45
Lesson 3 .................... 50
Chapter 4 Lesson 1 .................... 55
Lesson 2 .................... 60
Lesson 3 .................... 65
Lesson 4 .................... 70
Chapter 5 Lesson 1 .................... 75
Lesson 2 .................... 80
Lesson 3 .................... 85
Reading Skill ................................ 90
The English Establish 13 Colonies
Chapter 6 Lesson 1 .................... 91
Lesson 2 .................... 96
Lesson 3 .................. 101
Chapter 7 Lesson 1 .................. 106
Lesson 2 .................. 111
Lesson 3 .................. 116
Lesson 4 .................. 121
Chapter 8 Lesson 1 .................. 126
Lesson 2 .................. 131
Lesson 3 .................. 136
Chapter 9 Lesson 1 .................. 141
Lesson 2 .................. 146
Lesson 3 .................. 151
Lesson 4 .................. 156
Reading Skill .............................. 161
The Struggle for North America
Chapter 10 Lesson 1 .................. 162
Lesson 2 .................. 167
Lesson 3 .................. 172
Unit 5
A New Nation
Chapter 13 Lesson 1 .................. 208
Lesson 2 .................. 213
Lesson 3 .................. 218
Lesson 4 .................. 223
Lesson 5 .................. 228
Chapter 14 Lesson 1 .................. 233
Lesson 2 .................. 238
Lesson 3 .................. 243
Reading Skill .............................. 248
Unit 6
The Nation Expands
Chapter 15 Lesson 1 .................. 249
Lesson 2 .................. 254
Lesson 3 .................. 259
Lesson 4 .................. 264
Chapter 16 Lesson 1 .................. 269
Lesson 2 .................. 274
Lesson 3 .................. 279
Reading Skill .............................. 284
Unit 7
The American People,
Then and Now
Chapter 17 Lesson 1 .................. 285
Lesson 2 .................. 290
Lesson 3 .................. 295
Chapter 18 Lesson 1 .................. 300
Lesson 2 .................. 305
Lesson 3 .................. 310
Chapter 19 Lesson 1 .................. 315
Lesson 2 .................. 320
Reading Skill .............................. 325
Answer Keys............................................. 326
Using this Book
The Reading and Writing in Social Studies (RWSS) book has been
designed to help your students develop and practice their Language
Arts skills—as outlined by the California English–Language Arts
Content Standards—in the context of their History–Social Science
curriculum. For each lesson in the Pupil Edition, the Reading and
Writing in Social Studies book has the following five pages of material.
•
•
•
•
•
Lesson Summary
Vocabulary Review
Reading Passage
Reading Comprehension
Writing Exercise
Lesson Summary
These pages provide students with a review of the material and
concepts covered in the corresponding Pupil Edition lesson. Students
can use these pages as a way to review content before working on that
lesson’s reading and writing exercises.
Vocabulary Review
These pages help students master the vocabulary terms highlighted in
each lesson. These pages come in a variety of formats, providing varied
exercises with which students can practice their new vocabulary words
while studying the History–Social Science curriculum.
Reading Passage
© Macmillan/McGraw-Hill
These pages provide additional content based on the corresponding
Pupil Edition lesson. These original passages also make use of all the
vocabulary terms in that lesson, letting the student see the lesson’s
new words at work in a new context. By using these reading passages,
students will be exposed to a variety of literary genres, from nonfiction
to advertisements, to letters and poems.
2
Grade 5
Reading Comprehension
Use this page to follow up the Reading Passage page. The Reading
Comprehension page offers a series of questions and exercises, including
short answer exercises, based on the matching reading passage.
Writing Exercise
These pages invite students to practice their writing skills on a
variety of genres. These include articles, editorials, stories, essays,
songs, and poems with which students can make further use of their
knowledge of specific History–Social Science content and concepts.
Each Writing Exercise also includes a graphic organizer to help
students plan their writing assignments. For each Writing Exercise,
Writing Rubrics are provided in the back of the book. These rubrics
guide you through the grading process for each writing exercise.
Reading Skill
These pages conclude each Unit. Each Reading Skill page makes use
of the reading skill and graphic organizer in the corresponding Pupil
Edition Unit. It provides another original passage, based on that Unit’s
content. Students use this passage to practice the corresponding
Reading Skill while expanding on their knowledge of History–Social
Science content.
Answer Keys
Answer Keys and writing rubrics are provided separately in the back of
the book.
© Macmillan/McGraw-Hill
The Reading and Writing in Social Studies book will help your
students build a strong vocabulary and strong reading and
writing skills, while reinforcing the curriculum contained in
Macmillan/McGraw-Hill California Vistas program.
Grade 5
3
Name
Date
LESSON
SUMMARY
Chapter 1 • Lesson 1
Settling the Americas
The First Settlers
About 800,000 years ago, water froze and formed glaciers that
covered most of the Northern Hemisphere. That frigid period in
Earth’s history is known as the Ice Age. So much water was frozen
during the Ice Age that ocean levels dropped and land bridges
emerged. Beringia was a land bridge that formed between Siberia
and Alaska. Animals and human hunters soon began to cross these
bridges in search of food. We have learned much about these early
hunters from archaeologists. By studying artifacts, archaeologists
were able to tell us that early people survived by hunting animals
and gathering plants.
Around 10,000 b.c., Earth’s climate began to get warmer. The
warmer weather killed off many of the Ice Age mammals. People
then had to eat more plants to survive. By 7000 b.c., people in
Central America began to plant vegetables, such as corn, beans,
and squash. Soon they were producing more food than they needed.
Because of this surplus, they could trade with other civilizations.
Communities soon formed in which individuals specialized in one
job, such as making pottery or farming. They placed power in the
hands of one leader, and they developed art and set up a religious
culture. The Olmec were one of the earliest cultures. They planted
corn, beans, and squash along riverbanks in southeastern Mexico.
They became a strong and powerful civilization that lasted over
600 years. Many people learned of the
Olmec culture through trade routes as far
away as Central America. One group that
traded with the Olmec was the Maya. The
Maya formed a very strong civilization
because of their successful trade. They
wrote histories, poems, and songs about
their culture. Unlike the Olmec people,
descendants of the Maya still live in
Mexico and Guatemala.
4
Standard 5.1
Unit 1 • Chapter 1 • Lesson 1
© Macmillan/McGraw-Hill
Early Peoples of Mexico
Name
Date
Settling the Americas
VOCABULARY
REVIEW
Chapter 1 • Lesson 1
Complete the following exercises. For help, see
pages 56–59 in your textbook.
Match each term on the left with its definition.
1. civilization
2. descendants
3. surplus
4. Ice Age
A. A period in Earth’s history
when water froze into huge
ice blankets
B. The total culture of a
particular people
C. More than what is needed
D. Those who follow after
Complete the following sentences.
5. If you study the life and culture of an ancient people, you
are an
. You get your information by
studying artifacts.
6. Some early American Indian communities began to
in trading goods, while others made
pottery or farmed.
© Macmillan/McGraw-Hill
7. What is the definition of “glacier”?
Standard 5.1
Unit 1 • Chapter 1 • Lesson 1
5
Name
Date
READING
PASSAGE
Chapter 1 • Lesson 1
Maya Society
Read this passage. Then use it to answer the Reading
Comprehension questions.
Archaeologists have been able to tell us that after the glaciers
of the long, cold Ice Age melted, early hunter-gatherers were able
to cross land bridges in search of food. As the weather warmed,
civilizations began to develop in Mexico and Central America. One
of the most mysterious and powerful civilizations was the Maya.
Most of the early Maya were farmers. They planted their seeds in
holes made with a pointed wooden stick. Their farming techniques
improved, and they learned to rotate their crops. Many of the
Maya had household gardens and grew corn, beans, squash, and
many other vegetables. They also grew pineapples and papaya
and drank a chocolate drink made from cacao.
Men made baskets, stone tools, and mats. The women made
pottery and wove skirts from cotton. The Maya also used the bark of
the fig tree to make paper. They even used backpacks to carry their
surplus goods for trade or to transport them in canoes.
The Maya set up a society similar to modern society, in
which people specialized in a particular job. Their villages
were headed by chiefs much like our modern mayors or
governors. The chiefs gained their position in the
community because they were the descendants of
earlier chiefs. People worshipped farming gods such
as rain and corn gods. The Maya built enormous pyramids
to worship the gods and to make sacrifices to them.
Perhaps the most important people in Maya
society were merchants, because trade was so
valuable to their civilization. Merchants
became very rich by trading products
such as salt, wax, honey, dried fish,
cotton fibers, and cloth.
6
Standard 5.1
Unit 1 • Chapter 1 • Lesson 1
Name
Date
READING
COMPREHENSION
Chapter 1 • Lesson 1
Maya Society
Read the passage “Maya Society.” Then use it to answer
these questions.
1. Which of the following is not a way that
Maya civilization was similar to modern
civilization?
A. The Maya had household gardens.
B. The Maya had specialized jobs.
C. The Maya used backpacks.
D. The Maya built enormous pyramids.
2. In what ways was the Maya civilization
different from our modern civilization?
3. How did the chiefs in Maya society gain their positions?
A. They were the descendants of other chiefs.
B. They were the bravest members of the Maya army.
C. They built the biggest pyramids.
D. They were the richest merchants.
© Macmillan/McGraw-Hill
4. Why did the Maya build enormous pyramids?
5. Why do you think the Maya worshipped farming gods?
Unit 1 • Chapter 1 • Lesson 1
Standards 5.1, R2.3
7
Name
Date
WRITING
EXERCISE
Chapter 1 • Lesson 1
The Ice Age and Beyond
You are a well-known archaeologist. A magazine has asked
you to write an article about the Ice Age. In your article,
discuss how the end of the Ice Age relates to the start of the
Maya and Olmec civilizations. Use the graphic organizer to
plan your article.
.BZB'BDUT
0MNFD'BDUT
© Macmillan/McGraw-Hill
*DF"HF'BDUT
Now use the information in the graphic organizer to write a
one- to two-page article.
8
Standards 5.1, W2.3
Unit 1 • Chapter 1 • Lesson 1
Name
Date
Hohokam and
Pueblo Peoples
LESSON
SUMMARY
Chapter 1 • Lesson 2
The Hohokam
About 1,700 years ago, the Hohokam moved to a dry area in what
is now Arizona. Not much rain fell there so there were few plants or
animals. The Hohokam used irrigation systems to grow crops in that
dry environment. They used tools to build canals, which led to their
fields. Irrigation allowed them to grow beans, squash, and cotton.
The Hohokam were skilled weavers and jewelry-makers. They lived
in homes with straw roofs that were built partly below ground to
shield them from the desert’s extreme temperatures. By a.d. 1500,
however, most of the Hohokam civilization had disappeared.
Scientists believe that war and overcrowding caused the Hohokam
people to move away. Today, there are still some small Hohokam
groups that carry on Hohokam traditions.
© Macmillan/McGraw-Hill
The Pueblo Peoples
Beginning around a.d. 700, another group, the Pueblo, began
to build a new civilization. The Pueblo lived in the flat highlands
where the places we now call Arizona, New Mexico, Colorado, and
Utah meet. The Pueblo were dry farmers. This means they collected
rainwater and melted snow in holding pits and released it into small
drains that led to their crops. To protect themselves from enemy
armies and from the desert climate, the Pueblo built homes into
the sides of high cliffs. Adobe—bricks made of straw and clay—was
a popular Pueblo building material. They also built underground
chambers called kivas, which were used for religious ceremonies.
The Pueblo built important trade, religious, and cultural centers,
but by a.d. 1300 their cities were abandoned. There are several
explanations, including drought, wars, and disease, for the collapse
of this civilization.
Unit 1 • Chapter 1 • Lesson 2
Standard 5.1
9
Name
Date
VOCABULARY
REVIEW
Chapter 1 • Lesson 2
Hohokam and
Pueblo Peoples
Read each definition. Then write the word being defined.
For help, see pages 62–66 in your textbook.
1. A brick made of mixed straw and clay
2. An engineering accomplishment that makes it
possible to grow crops in dry areas
3. A room that is round and often underground
4. A way of growing things in dry areas without using a
system of canals and pipes
5. A Spanish word that means village
© Macmillan/McGraw-Hill
6. A narrow waterway
10
Standard 5.1
Unit 1 • Chapter 1 • Lesson 2
Name
Date
Irrigating the Desert
READING
PASSAGE
Chapter 1 • Lesson 2
Read this passage. Then use it to answer the Reading
Comprehension questions.
The desert that the Hohokam lived in would not have supported
human life if they had not discovered a way to bring water from
faraway rivers into their villages. At the time, the Hohokam
irrigation system was the most advanced and extensive method
of controlling the flow of water north of Mexico. The water that the
irrigation canals provided was used mostly for growing crops, but
it was also used as drinking water, for pottery making, and for
washing. Between the years a.d. 300 and 1450, as the population
grew larger and larger, the Hohokam built more than 600 miles of
canals along the Salt, Gila, and Verde rivers. The most advanced
canals started from the Salt River, which is near modern-day
Phoenix, Arizona. The canals were between 6 and 64 feet wide.
© Macmillan/McGraw-Hill
The Hohokam used several irrigation methods during the 1,100
years they lived in the Arizona area. They even tried dry farming.
This was an irrigation technique perfected by the Pueblo, a Native
American group that began building adobe houses and religious
chambers called Kivas in the Arizona area four hundred years
after the Hohokam moved there.
During the time the Hohokoam spent in Arizona,
the water levels of the rivers often changed
unpredictably, sometimes with disastrous results.
Scientists believe that at one time, extremely high
water levels on the Salt River heavily damaged the
largest section of the Hohokam irrigation system.
At other times, water levels were extremely low,
forcing people to leave some villages. Once, after a
30-year period of extremely low water levels, the Salt
River suddenly began to rise to its
highest level in 450 years. In time, the
Hohokam people resorted to other
ways of supplying their villages with
water.
Unit 1 • Chapter 1 • Lesson 2
Standard 5.1
11
Name
Date
READING
COMPREHENSION
Chapter 1 • Lesson 2
Irrigating the Desert
Read the passage “Irrigating the Desert.” Then use it to
complete this exercise.
1. The Hohokam people needed an irrigation system because
2. Why did the Hohokam need to keep building more canals?
3. What group of people perfected dry farming?
© Macmillan/McGraw-Hill
4. Why did the Hohokam need to keep trying different methods
of irrigation?
12
Standards 5.1, R2.3
Unit 1 • Chapter 1 • Lesson 2
Name
Date
WRITING
EXERCISE
Farming Methods
Chapter 1 • Lesson 2
© Macmillan/McGraw-Hill
You have been asked to contribute to a new museum
exhibit guide book. The exhibit is on the Hohokam and
Pueblo peoples. The publisher of the guide book has asked
you to write a comparison essay about the farming methods
of each civilization. Remember to explain how each group
overcame a problem in the environment that made farming
difficult. Use the diagram below to plan your essay.
Now use the information in your chart to write a
one-page essay.
Unit 1 • Chapter 1 • Lesson 2
Standards 5.1, W1.2
13
Name
Date
LESSON
SUMMARY
Chapter 1 • Lesson 3
The Mound Builders
Early Mound Builders
Around 500 b.c., a Native American hunter-gatherer group we
call the Adena began to live along the Ohio River. The Adena were
hunters and farmers. They made tools from stones, wood, and
copper and fashioned clay pots. The Adena traveled the rivers in log
canoes and traded in places as far away as the eastern coast of the
United States. The Adena lived in round houses that were made from
logs and had roofs made of bark. They also built huge mounds—hills
or ridges of earth—which they used as burial grounds. Some of
these mounds were shaped like animals. The Adena culture ended
about a.d. 200.
Mound Building Spreads
The Mississippians were also mound-building people. Like
the Adena and the Hopewell, they built mounds for burial,
but only wealthy Mississippians were buried in these mounds.
Mississippians built a city of more than 20,000 people near the area
now known as St. Louis, Missouri. The city was called Cahokia. It
was surrounded by small villages that were protected from enemies
by fences called palisades. By a.d. 1400, Cahokia was abandoned,
most likely because of wars and disease.
14
Standard 5.1
Unit 1 • Chapter 1 • Lesson 3
© Macmillan/McGraw-Hill
The Hopewell were another group of Native American mound
builders. Around 200 b.c., they began building several types of
mounds. Some were burial places, others were flat-topped mounds
for religious worship. Still others were mounds from which the
Hopewell could study the sky and the passing of the seasons. The
Hopewell were also farmers and traders. They used sharp knives
made from a glass-like volcanic rock called obsidian. They made
mirrors, pottery, jewelry, and weapons. The Hopewell culture came
to an end around a.d. 400.
Name
Date
The Mound Builders
VOCABULARY
REVIEW
Chapter 1 • Lesson 3
The definitions given below for the vocabulary words are
incorrect. Rewrite each definition so that it is correct.
1. obsidian
Obsidian is a type of soil used
by the Hopewell to grow large
amounts of food.
2. palisade
A palisade is a short fence used to welcome visitors.
© Macmillan/McGraw-Hill
3. mound
A mound is an underground place where
people live.
Unit 1 • Chapter 1 • Lesson 3
Standard 5.1
15
Name
Date
READING
PASSAGE
Chapter 1 • Lesson 3
Cahokia
Read this passage. Then use it to answer the Reading
Comprehension questions.
The great Mississippian city of Cahokia was the center of life
for thousands of Native Americans in the 1300s. It was located
near where the Missouri, Ohio, and Illinois rivers meet the great
Mississippi River. Cahokia was the capital city of the Mississippian
peoples. It was governed by inheritance through the female line.
Cahokia was designed in a grand style that included many flat-top
pyramids and burial mounds. It also contained a huge, open space
to which all area roads and paths led. This large space, or concourse,
was used as a meeting place for worship and other citywide
events. High wooden palisades formed a defensive barrier
against enemies. Weapons such as obsidian knives and spear
points were also used to repel military attacks. A circle of homes
and shops surrounded the concourse. This outer circle was itself
surrounded by farming areas.
The appearance of European people in the area in the mid-1500s
exposed the Mississippians to several diseases they had never
encountered. Because diseases like measles and smallpox had
never been a part of their lives, their bodies had no chance
to build up immunity. As a result, 90 percent of the Native
American population in the area died within 100 years
from foreign diseases. Today, many precious objects
from the Mississippian capital remain in the area.
Among these objects are small carved or molded pipes,
copper plates, and shells carved with the images
of gods and other characters. Mississippian artists
and artisans who sold their work to powerful and
wealthy Cahokian residents unintentionally left the
world these precious gifts.
16
Standards 5.1, R2.4
Unit 1 • Chapter 1 • Lesson 3
Name
Date
READING
COMPREHENSION
Chapter 1 • Lesson 3
Cahokia
Read the passage “Cahokia.” Then use it to answer
these questions.
1. The three rivers that met near Cahokia were the
A. Rhine, Rhone, Seine
B. Missouri, Ohio, Illinois
C. Euphrates, Tiber, Volga
D. Charles, Penobscot, Snake
2. How did rule of Cahokia pass
from one person to another?
A. Victory in war
B. Through the male line
C. By democratic election
D. Through the female line
3. An open space to which all roads and
paths lead is called a
A. Canal
B. Mound
C. Highway
D. Concourse
4. Cahokia was an important destination for
A. Artists.
B. Soldiers.
C. Europeans.
D. Religious travelers.
© Macmillan/McGraw-Hill
5. How did the mid-1500s arrival of Europeans affect Cahokia?
Unit 1 • Chapter 1 • Lesson 3
Standards 5.1, R2.3, R2.4
17
Name
Date
WRITING
EXERCISE
Teach Your Class about
Mound Building
Chapter 1 • Lesson 3
© Macmillan/McGraw-Hill
You and your family are going to visit the Pinson Mounds
State Archeological Area in Pinson, Tennessee. You want
to explain to your family which groups of Native American
people took part in mound building, where it started, where it
spread to, and what the mounds were used for. Use the chart
below to plan what you will tell them.
Now use the information in your chart to write a one- to
two-page report about the mounds and their builders.
18
Standards 5.1, W1.2
Unit 1 • Chapter 1 • Lesson 3
Name
Date
Native Americans
of the West
LESSON
SUMMARY
Chapter 2 • Lesson 1
A Varied Land
The Inuit were a Pre-Columbian Native American people who
lived in the places we now call Alaska, Canada, and Greenland.
They adapted to their environment by building winter homes of soil
and wood that stood partly underground. In warmer weather, they
lived in tents made of wooden poles covered with animal skins.
They fished and hunted walrus, seals, and whales. They used these
animals for weapons, tools, food, and oil.
Native Americans of California
Many different Native American groups lived in California. Native
Americans who lived near the ocean fished and hunted sea animals.
Farther inland, people farmed the land. Those in northwest
California, such as the Yurok, lived much like the Native
Americans of the arctic.
Pacific Northwest
© Macmillan/McGraw-Hill
Pacific Northwest Indians lived on
plants and seafood. They made canoes
and built homes from trees. They had
great respect for the lives of trees, so they cut down only
as many as they needed. To tell about their family history,
Native Americans of the Pacific Northwest made totem
poles. These tall logs were carved or painted with symbols of
animals or people. Potlatches, feasts at which the host gave
gifts to the guests, were held on special occasions.
The Tlingit
The 400-mile area from southeastern Alaska to British
Columbia was the homeland of a Native American people
called the Tlingit. These people made their living from the
sea and by hunting forest and mountain animals. They
became wealthy by trading items with other coastal peoples.
The Tlingit were also skilled at weaving baskets and blankets.
Unit 1 • Chapter 2 • Lesson 1
Standard 5.1
19
Name
Date
VOCABULARY
REVIEW
Chapter 2 • Lesson 1
Native Americans
of the West
Complete each sentence by writing the correct definition
for the word. Then describe how each word is connected to
the history of the Native American people of the West.
1. The word Pre-Columbian means
3. A potlatch is a
20
Standard 5.1
.
.
Unit 1 • Chapter 2 • Lesson 1
© Macmillan/McGraw-Hill
2. A totem pole is a
.
Name
Date
Low Man on the
Totem Pole
READING
PASSAGE
Chapter 2 • Lesson 1
Read the following passage. Then use it to complete the
Reading Comprehension exercise.
The First Totem Poles
European explorers first recorded seeing totem poles in the
1700s. Because they are made of wood and usually left outside,
totem poles tend to fall apart in less than 100 years. The Tlingit
and Haida are just two of the many Pacific Northwest Indians
whose civilizations began in Pre-Columbian times. They built
totem poles and held potlatches whenever a new one was put
up. Some totem poles honor the people who lived in a home
in the past. Some support the roof of a house. Some welcome
visitors. Some remember the dead. Some might even poke fun at
people. The totem poles of the Pacific Northwest Indians all have
something to tell us.
© Macmillan/McGraw-Hill
The Totem Order
Through the years, people have developed some ideas about
totem poles that may be incorrect. The phrase, “low man on
the totem pole” is used sometimes to describe someone
who is low in rank or position. This phrase came about
because some people thought that figures placed
closer to the ground on a pole are less important.
In fact, the opposite may be true. Carvers may have
placed important figures at the bottom so that more
viewers, including children, could see them. Also,
it is thought that the most experienced carvers
created the symbols near the bottom. If you call
someone the “low man on the totem pole,” you may
actually be saying that she or he is a
very important person.
Unit 1 • Chapter 2 • Lesson 1
Standard 5.1
21
Name
Date
READING
COMPREHENSION
Chapter 2 • Lesson 1
Low Man on the
Totem Pole
Read the passage “Low Man on the Totem Pole.” Then use
it to answer these questions.
1. Europeans first saw totem poles in the
.
2. List three ways that totem poles were used by Pacific
Northwest Indians.
A.
B.
C.
3. Which Pacific Northwest Indian groups made totem poles?
4. How did the Tlingit celebrate a new totem pole being put up?
© Macmillan/McGraw-Hill
5. Where did the phrase, “low man on the totem
pole” get its meaning?
6. Why would it be a good idea to place
important figures at the lowest point of
the totem pole?
22
Standards 5.1, R2.3, R2.4
Unit 1 • Chapter 2 • Lesson 1
Name
Date
WRITING
EXERCISE
Write a Totem Pole Story
Chapter 2 • Lesson 1
© Macmillan/McGraw-Hill
You are building a totem pole to tell a story about a fun
day that you spent with your friends. Use the sequence of
events chart below to plan what happens at the beginning,
middle, and end of your story. Be sure to choose some
symbols to describe the different characters and actions in
your story. Then draw a picture of your totem pole.
Now use the information from the chart to write your story.
Describe the symbols you used on your totem pole and
explain why you placed them where you did.
Unit 1 • Chapter 2 • Lesson 1
Standards 5.1, W1.1
23
Name
Date
LESSON
SUMMARY
Chapter 2 • Lesson 2
People of the Southwest
The Pueblo
The Hopi, a group of Pueblo people who have lived in the Old
Oraibi pueblo for 800 years, practice a type of farming that follows
ancient religious rules. They live in an area that receives little rain, so
they use dry farming methods and irrigation canals to bring water to
their crops.
Hopi Life
The ancient Hopi lived in adobe pueblos that often had no
windows or doors on the bottom floor. They used ladders to get
into their homes. Hopi men farmed, hunted, and spun and wove
cotton to make clothes. Hopi women made baskets, jewelry, and
pottery and collected nuts and seeds. They believed in hundreds
of spirits called kachina. These spirits visited them, helped them
with farming, and showed people how to behave well. Hopi today
continue to believe in kachina.
The Navajo
The Apache
The Apache people followed the same route to the Southwest as
the Navajo. Mothers were in charge of Apache families. Parents and
children worked together. Some Apaches farmed and others hunted
and collected plants. Though Apaches lived in many types of homes,
the wickiup was the most common. Wickiups had a pole frame. They
were shaped like a cone and covered with animal skins.
24
Standard 5.1
Unit 1 • Chapter 2 • Lesson 2
© Macmillan/McGraw-Hill
Another large Southwest Native American group is the Navajo.
In the 1200s, the Navajo migrated to present-day northern New
Mexico from what is now Canada and Alaska. They learned to make
products from cotton, jewelry, and pottery from the Pueblo. Like the
Pueblo, they used irrigation for farming. The Navajo lived in domeshaped homes made of wooden frames covered with mud and
earth. These homes were called hogans. The Navajo were shepherds
and farmers. They used sheep as meat and made clothing and
blankets from wool. The Navajo believed in hozho, which means
harmony between everything on earth.
Name
Date
People of the Southwest
VOCABULARY
REVIEW
Chapter 2 • Lesson 2
Write the correct word after each definition. For help, see
pages 84–88 in your textbook.
1. A flat-topped hill with steep sides
2. A spirit that is part of the Hopi religion
3. To move from one place to another
4. A dome-shaped Navajo home
© Macmillan/McGraw-Hill
5. A cone-shaped Apache home
Unit 1 • Chapter 2 • Lesson 2
Standard 5.1
25
Name
Date
READING
PASSAGE
Chapter 2 • Lesson 2
Nampeyo
Read the following passage. Then use it to complete the
Reading Comprehension exercise.
In 1700, the Tewa people migrated to Arizona and blended with
the Hopi. In 1859, a girl named Nampeyo was born in the Arizona
mesa village of Hano. Nampeyo’s mother was Hopi-Tewa and her
father was Hopi. While most other children in her village spent their
time playing with kachina dolls, Nampeyo was watching her Hopi
grandmother make pottery. Soon, Nampeyo began to make her own
pottery. She experimented with many styles and decorative designs.
As an adult, Nampeyo studied the ancient pottery that had
been unearthed by scientists in a place near her home. This
pottery had been created during the Pre-Columbian period by a
people called the Anasazi. Nampeyo was excited by the color and
geometric shapes and pictures of animals and human face used
to decorate these prehistoric pots. She began to experiment with
different types of clay and with new ways to mix and bake it. Using
the ancient designs as her models, Nampeyo created a fresh new
kind of Hopi pottery. She used a chewed yucca plant stem dipped
in a yellowish dye to paint her Hopi-style pottery with original
designs based on the Anasazi ones she admired so much.
Other potters soon began to copy her style.
26
Standard 5.1
© Macmillan/McGraw-Hill
As Nampeyo taught her technique to women
around the country, her pottery became more and
more popular. Women came from Navaho hogans,
Apache wickiups, pueblos, and adobe huts to learn
her special methods. Soon she became famous
as the woman who introduced the world to the
beauty of Hopi pottery. Her work was collected
and displayed by the National Museum of Women in
the Arts in Washington, D.C. It can
still be found there.
Unit 1 • Chapter 2 • Lesson 2
Name
Date
READING
COMPREHENSION
Chapter 2 • Lesson 2
Nampeyo
Read the passage “Nampeyo.” Then use it to answer
these questions.
1. How did Nampeyo first become interested
in pottery?
2. Which two cultures did Nampeyo draw
from to create her pottery style?
3. What two design elements did Nampeyo use to make
her pottery unique?
4. What two museums can you visit to see Nampeyo’s pottery?
© Macmillan/McGraw-Hill
5. What unusual tool did Nampeyo use to decorate her pottery?
6. How did Nampeyo’s pottery become so popular?
Unit 1 • Chapter 2 • Lesson 2
Standards 5.1, R2.3, R2.4
27
Name
Date
WRITING
EXERCISE
Chapter 2 • Lesson 2
Exploring North America
It is early 1521, and you are exploring North America.
By winter you will reach the Southwest. You will need to
stay with one of the Native American groups there until the
harsh weather passes. Which group would you be happiest
spending your time with? Write a letter to your family to tell
them which Native American group you choose. Use the
chart below to help plan your letter. Write details about each
Native American group in the columns under their names.
"QBDIF
/BWBKP
© Macmillan/McGraw-Hill
)PQJ
Now use the information in your chart to write a one- to
two-page letter in which you tell your family which Native
American group you chose to stay with and why.
28
Standards 5.1, R1.2
Unit 1 • Chapter 2 • Lesson 2
Name
Date
Native Americans
of the Plains
LESSON
SUMMARY
Chapter 2 • Lesson 3
Life on the Great Plains
The Great Plains, west from the Dakotas, Nebraska, and Kansas
to the Rocky Mountains and south from Canada to Texas, is a region
of dry prairies and hills. People began living here around 1300. By
the 1700s, people of the Plains included the Lakota Sioux (or the
Dakota), Pawnee, Cheyenne, Crow, and Kiowa. Hot summers, cold
winters, and drought made farming difficult, so people survived by
eating buffalo. Hides were used for clothing and, for some groups, to
make teepees for shelter. Other Plains dwellers made lodges of log,
soil, and grass. Members of these Native American groups live here
today, keeping their cultures alive.
Ways of Life on the Plains
© Macmillan/McGraw-Hill
Plains people first hunted buffalo (bison) on foot. Some hunters
would light fires in the grass to stampede a herd off a cliff. Horses,
brought to the continent by the Spaniards, came to shape the way
people lived. Using horses for hunting buffalo and for carrying
goods allowed people to follow the herds much faster. The Lakota
recorded information on a special calendar called a winter count.
Plains children learned to listen carefully when adults told stories
and sang songs about their culture. Games taught useful skills. Boys
learned to hunt and shoot. They also learned the value of courage in
pretend battles. Girls learned to sew, to set up teepees and to clean
animal skins. In most Plains cultures, children were rewarded for
their first successes. Children were praised for being generous and
speaking well.
Buffalo Is Life
The Plains people used all parts of the buffalo for food, clothes,
shelter and tools. Meat that was not eaten right away was made into
jerky. Women and girls prepared the buffalo hide for use as clothing
and shelter. When horses were brought to North America, hunters
used them to travel as fast as the buffalo they were hunting.
Unit 1 • Chapter 2 • Lesson 3
Standard 5.1
29
Name
Date
VOCABULARY
REVIEW
Chapter 2 • Lesson 3
Learning to Live
on the Great Plains
Match each vocabulary word with its best definition.
1. Prairie
A. Sled used to carry people or belongings
2. Teepee
B. A long period of dry weather without rain
3. Lodge
C. Home made of long poles and
buffalo skins
4. Drought
5. Travois
6. Coup stick
7. Jerky
D. Dried meat
E. A pole to touch an enemy to
show bravery
F. Home made of logs and covered with
grasses, sticks, and soil
G. Flat or rolling grasslands
30
apartment
flood
trophy
dried fruit
desert
wagon
house
blizzard
badge
of honor
nuts
valley
sled
snowstorm
medal
crackers
and cheese
mountains
grocery cart
Standard 5.1
Unit 1 • Chapter 2 • Lesson 3
© Macmillan/McGraw-Hill
Each column has a group of words in the table below that
have some things in common. Place each of your vocabulary
words in the column with words that are most similar to it.
Name
Date
A Good Match
READING
PASSAGE
Chapter 2 • Lesson 3
Read this essay. Then use it to answer the Reading
Comprehension questions.
Bison or buffalo? People use either name to describe this animal.
So, what is it? It is the largest land mammal in North America. It
can weigh up to 2,000 pounds and run as fast as 35 miles per hour.
A bison is a herd animal. It likes to be with others of its kind. It is
a strong animal that can be dangerous. If its tail sticks straight up,
watch out! It’s going to charge!
© Macmillan/McGraw-Hill
Bison are well suited to the Great Plains. Their heavy coats
protect them from summer sun and winter cold. They live
easily on the prairie, which does not have enough nutrition
for domestic cattle. It is estimated that before the Europeans
arrived, 70,000,000 bison could have been here. Today, there are
about 350,000.
The Plains people respected the animal that provided them with
so much. Different parts of a bison were used for many things, such
as shields, drums, arrow points, headdresses, halters, bracelets,
medicines, paints, cradles, and winter robes. The people, the
bison, and the prairie were a good match. The Plains people
were skilled and brave. Even the games the boys played
with the coup stick prepared them for the life they would
lead. The Plains people made either a teepee or an
earthen lodge as their home. They did not plant
crops because a drought could occur. Instead, they
followed the bison when they hunted. When a herd
moved, each family packed a travois behind a
horse to carry their possessions. On their travels,
the families could eat the bison jerky that they
had made.
Today, most bison are raised on
private ranches for meat and hides.
Some bison are protected on lands
such as the National Bison Refuge
in Montana.
Unit 1 • Chapter 2 • Lesson 3
Standard 5.1
31
Name
Date
READING
COMPREHENSION
Chapter 2 • Lesson 3
A Good Match
Read the passage “A Good Match.” Then use it to answer
these questions.
1. Name two ways the Plains people used the natural resources of
their area.
2. Give two examples of how the bufalo were suited to the
Great Plains?
3. The Plains people had many uses for the buffalo they hunted.
Name three uses.
A.
B.
C.
© Macmillan/McGraw-Hill
4. Use what you have learned in the essay to reach a conclusion
about the bison and the Native American people of the Plains.
Were they a good match? How? Support your conclusion with the
relevant facts from your reading.
32
Standards 5.1, R2.3, R2.4
Unit 1 • Chapter 2 • Lesson 3
Name
Date
WRITING
EXERCISE
Chapter 2 • Lesson 3
Make the Bison Part
of Your Folklore
The Plains people depended on the great herds of bison
they shared their land with. Think about all the ways the
bison were important to Plains people’s lives. Write an essay
that describes how the Plains people and the bison lived
together. Explain the ways in which the bison were central to
the Plains people’s lifestyle. Use the graphic organizer to plan
your essay.
#JTPO6TFT
© Macmillan/McGraw-Hill
#JTPO'BDUT
Use the information in your chart, to write a one- to
two-page essay about the bison and the Plains people.
Unit 1 • Chapter 2 • Lesson 3
Standards 5.1, W1.5, W2.3
33
Name
Date
LESSON
SUMMARY
Chapter 2 • Lesson 4
People of the
Eastern Woodlands
A Land Rich in Forests
The Eastern Woodlands had different climates and geography
as well as many resources. Many groups hunted animals in winter.
Spring was the season for growing crops. In summer, men built
homes, made canoes, and fished, while women gathered plants
and berries. In autumn, food was harvested and dried for winter.
The Penobscot adapted their ways of life to their environment. In
mountainous areas, they moved to family hunting areas. In winter,
they wore warm clothes made from animal skins. Natchez adapted
to their mild southern climate by farming the land there. They wore
light clothing.
People of the Southeast Woodlands
People of the Muskogean, Siouan, and Iroquoian language
families developed distinct cultures in the southeast. The Creek,
who spoke Muskogean, hunted, gathered, and planted corn, beans,
and squash. Together these crops were known as the “Three Sisters.”
Their homes were made of poles, grass, and mud. These lodges
were arranged around a central plaza. For protection, they formed
the Creek Confederacy. The Catawba, who spoke Siouan, lived in
villages and built temples.
The Northeast Woodlands
Iroquois Government
When the number of Iroquois people grew, they created the Great
Law, a way to live in peace. Deganawida set up a Grand Council to
settle disputes. To keep the peace, five groups formed the Iroquois
Confederacy around 1570. When the Tuscarora joined in 1722, the
Confederacy became known as Six Nations.
34
Standard 5.1
Unit 1 • Chapter 2 • Lesson 4
© Macmillan/McGraw-Hill
Two language families were spoken in the northeast: Algonkian
and Iroquoian. The Wampanoag and the Pequot spoke Algonkian.
The Hodenosaunee spoke Iroquoian. Hodenosaunee means “people
of the longhouse.” These people became known as Iroquois.
Name
Date
VOCABULARY
REVIEW
Chapter 2 • Lesson 4
Life in the Eastern
Woodlands
Complete the sentences with the correct word.
For help, see pages 102–109 in your textbook.
Creek Confederacy
Iroquois Confederacy
longhouse
compromise
wampum
slash-and-burn
1. People of the Eastern Woodlands used
agriculture to let the land renew itself.
2. The
set up peace towns and war towns.
3. To settle a dispute, the Grand Council would work out a
.
4. The Onondaga, Mohawk, Oneida, Seneca, and Cayuga formed
the
.
5. The Iroquois beadwork known as
was so
special it was given as gifts.
© Macmillan/McGraw-Hill
6. When an Iroquois man married, he lived with his wife’s family in
their
Unit 1 • Chapter 2 • Lesson 4
.
Standard 5.1
35
Name
Date
READING
PASSAGE
Planting the Three Sisters
Chapter 2 • Lesson 4
Read this passage. Then use it to answer the Reading
Comprehension questions.
The Eastern Woodlands held many natural resources. The people
who lived there gathered fruits, nuts, and berries and hunted
animals. One group, the Iroquois, used trees for poles, bark for their
longhouses, and shells from the waters to make polished beads
known as wampum. The soil was good for crops. Slash-and-burn
agriculture gave the land a chance to renew itself between crops.
Today, the Iroquois still use their plan for planting the “Three
Sisters”—corn, squash, and beans. The name “Three Sisters”
comes from Native American folklore about three sisters who
were never apart.
The Iroquois’ idea for planting these three crops together was
that each crop helped the other two crops. This practice is called
interplanting, or companion planting. The Iroquois women, as
leaders of each clan, made decisions about the land. They planted
kernels of corn. As the seedlings grew, the women piled soil around
the plants to form a small hill. A few weeks later, the women
planted bean seeds in the same hills. As the beans grew, the
vines climbed the corn stalks. The beans released nitrogen
that the corn needed. Between the rows the women
planted squash, a low-growing crop. As the squash
grew, its leaves shaded the ground, trapping moisture
and preventing weeds from coming up.
36
Standard 5.1
© Macmillan/McGraw-Hill
Successful farming practices led to a large
population growth. Compromise became
important as the number of people in the Eastern
Woodlands grew. Groups, such as the Creek
Confederacy and the Iroquois
Confederacy, were formed to
keep peace.
Unit 1 • Chapter 2 • Lesson 4
Name
Date
Planting the Three Sisters
READING
COMPREHENSION
Chapter 2 • Lesson 4
Read the passage “Planting the Three Sisters.” Then use it
to answer these questions.
1. Which plants grown together were called the “Three Sisters”?
2. List three natural resources used by Eastern Woodlands Native
Americans.
1.
2.
3.
3. What are two ways to describe the practice of
planting crops in a group so they help each
other grow?
1.
2.
© Macmillan/McGraw-Hill
4. In the Iroquois culture, a woman was the head
of each
.
5. Why was compromise important to people of
the Eastern Woodlands?
Unit 1 • Chapter 2 • Lesson 4
Standards 5.1
37
Name
Date
WRITING
EXERCISE
Plant the Seeds of an Idea
Chapter 2 • Lesson 4
Use the information in your chart to write a one-page
letter. Be sure to tell your friend what the seeds are and how
important the crops are to the Iroquois culture.
38
Standards 5.1, W2.4
Unit 1 • Chapter 2 • Lesson 4
© Macmillan/McGraw-Hill
You an explorer who has just spent a planting season with
the Iroquois. You want to send seeds for the “Three Sister”
crops to your farmer friend back home. Write a letter to your
friend explaining what you are sending and why. Explain
each of the steps for planting them. Remember to tell your
friend what to expect when the seeds start to grow. Use the
chart below to help you.
Name
Date
READING
SKILL
Main Ideas and Details
Unit 1
Read this passage. Then copy the chart and use it to list
the main idea and details.
Daily life for the Cheyenne, one of the Native American groups
of the Plains, was busy from morning until night. Men, women, and
children were involved in many activities, both work and play.
The first task of the day was starting the fire. The women would
then collect water while the men and boys bathed in the stream. The
women prepared breakfast while the boys herded the horses.
After breakfast, announcements were made and the daily
activities began. The children went off to swim and play. The women
gathered wood from the forest. The older men made bows, arrows,
and pipes, while the younger men listened to their stories. Many
men also hunted for food for the camp.
© Macmillan/McGraw-Hill
As night fell, the Cheyenne prepared for their evening meal. This
was a festive time, with music, dancing, and various other activities.
For example, the people may have smoked a peace pipe, a custom
for which the Cheyenne are well known. There were strict rules to
follow during this tradition. A prayer was always offered before the
first smoke. Another important custom that may have taken place
next to an evening fire was storytelling. This activity could only be
practiced by certain people. Storytelling was one of many traditional
ways the Cheyenne kept their culture alive as they went through
their busy daily lives.
Unit 1 • Main Ideas and Details
Standards 5.1, R2.3
39
Name
Date
LESSON
SUMMARY
Chapter 3 • Lesson 1
Europe Faces Change
The Middle Ages
About 1,500 years ago, most people in Europe lived in villages.
Europeans had little contact with Asia and Africa. This time is called
the Middle Ages because it falls between the time of the ancient
cultures and the beginnings of the world we know
today. The Norse, traders from northern Europe,
traded their furs and other goods for the
oil and spices from southern Europe and
western Asia. The Norse often acted more like
pirates. They became known as Vikings, from
the Norse word for “raiders.”
European Trade and Travel
Europeans often traveled to places such
as Palestine to visit sacred sites. In 1096,
European Christians began a series of wars,
called the Crusades, against the Muslims
who controlled Palestine. Europeans paid
high prices for goods from other cultures.
Merchants, who sold these items, became a
new class of people. Marco Polo was such
a merchant.
The Gutenberg printing press made printing books
faster and cheaper. This allowed more people to share ideas and
rediscover ancient writers whose works had been preserved by
Islamic cultures. This time of reawakening and new ideas is known
as the Renaissance. In Spain, Christians fought to recapture the land
from Islamic Moors. The struggle was known as the Reconquista.
Elsewhere in Europe, people began to protest the practices of
the Catholic Church. This movement was called the Protestant
Reformation. Others wanted to change the Catholic Church from
the inside. This created the Counter-Reformation.
40
Standard 5.2
Unit 2 • Chapter 3 • Lesson 1
© Macmillan/McGraw-Hill
Changes in Europe
Name
Date
Europe Faces Change
VOCABULARY
REVIEW
Chapter 3 • Lesson 1
Answer the questions below.
1. Why was the time 1,500 years ago called the Middle Ages?
2. How did merchants change the class
structure of Europe?
© Macmillan/McGraw-Hill
3. The vocabulary words Renaissance,
Reconquista, and Reformation all contain
the prefix re-, which means “again.” Write
a definition for each word that explains
what is being done again. For example, if
you were defining the word review, you
might write “Review means to view, or see, again.”
4. “Counter” means “opposite” or “opposing.” Write a definition of
Counter-Reformation that explains what the movement opposed.
Unit 2 • Chapter 3 • Lesson 1
Standard 5.2
41
Name
Date
READING
PASSAGE
Chapter 3 • Lesson 1
Marco Polo
Read this passage. Then use it to answer the Reading
Comprehension questions.
The people of Europe and Asia had little contact with each
other in the Middle Ages. But as Europeans began to explore Asia
and Africa, the exchange of ideas and goods grew quickly. The
Crusades, or Christian wars, introduced Europeans to Islamic
culture. Increased trade created a new merchant class. New ideas
caused a Renaissance, or rebirth of thinking, that quickly spread
throughout Europe. Christians and Muslims fought religious wars
in Spain. Christians took back control of Spain in an effort called the
Reconquista. The Catholic church split apart when the Protestant
Reformation created a new church. The Counter-Reformation
changed the Catholic church from within. At this time, trade became
critical to European cultures. One man made crucial contributions
to trade between Europe and Asia. His name was Marco Polo.
Marco Polo was born in Venice, Italy, in 1254. When he was 17,
his merchant father took him on a trip to Asia. Marco Polo did
not return to Europe for almost 26 years. Marco Polo saw many
amazing things. He visited the city we know as Beijing, China, as
a guest of the ruler Kublai Khan. He served as a government
official for Kublai Khan and traveled throughout Asia. His
descriptions of the Mongol people, of Chinese, and other
Asian cultures, were beyond anything Europeans had
heard. He described paper money to Europeans, who
used only money made of silver and gold. He reported
on China’s iron and salt production. He dictated
descriptions of life in the Far East to a writer, who
published the stories as The Travels of Marco Polo.
It was a popular book at that time, helping the trade
relationship between Europe and the
Far East.
42
Unit 2 • Chapter 3 • Lesson 1
Name
Date
READING
COMPREHENSION
Chapter 3 • Lesson 1
Marco Polo
Read the passage “Marco Polo.” Then use it to answer
these questions.
1. Which of these statements is false?
A. The Middle Ages were a time of peace.
B. Europe in the time of Marco Polo was full
of change and confusion.
C. Marco Polo helped to advance the trade
between Europe and Asia.
D. Marco Polo was an important explorer in
European history.
2. The relations between Christians and Muslims
during the Middle Ages are best described as
A. friendly
B. unfriendly
C. respectful
D. curious
© Macmillan/McGraw-Hill
3. Name three things Marco Polo saw in Asia that he described to
the Europeans.
4. How do you think Marco Polo’s travels in Asia might have been
different if he had not served in the government of Kublai Khan?
Support your answer with examples from the text.
Unit 2 • Chapter 3 • Lesson 1
Standards 5.2, R2.3, R2.4
43
Name
Date
WRITING
EXERCISE
Chapter 3 • Lesson 1
Reasons for Change
© Macmillan/McGraw-Hill
Think about what you have learned about Europe in the
Middle Ages. What did Marco Polo bring back from Asia?
How did explorers of that time describe Asia? How did
exposure to Asian cultures affect life in Europe? Write an
essay about changes to religion, class society, banking, war,
and technology in Europe. Use the chart to help you.
Use the information in your chart to write a one- to two-page
essay about how the ideas European explorers brought back
from Asia changed Europe forever.
44
Standards 5.2, W2.3
Unit 2 • Chapter 3 • Lesson 1
Name
Date
Trade in Asia and Africa
LESSON
SUMMARY
Chapter 3 • Lesson 2
Asian Trade
The Silk Road was an important trade route across China. The
long and difficult road went through Asian deserts and mountain
passes. Merchants brought silk, spices, and oils to Europe and
western Asia. The spices were easy to carry for long distances
and could be sold at high prices. Trade also took place over sea
routes. Ships connected Southeast Asia, India, and Africa. Chinese
sailors invented the first compass, which helped them on their
explorations. Chinese shipbuilders built large wooden ships that
could carry heavy cargo. China had more ships than all of Europe
in the 1400s. A century later Europe began building more ships. By
that time, Chinese rulers had decided that China had all the goods it
needed, so they let China’s ships rot.
Trade Routes in Africa
© Macmillan/McGraw-Hill
In Africa goods were often bartered, or traded, for other goods.
Salt came from North Africa. Gold came from West African
kingdoms. Arab explorers seeking these goods brought Islam to
Africa. Strong trading kingdoms were set up in Africa. But enemies
from inside Africa took over parts of the kingdoms. Later, Europeans
began enslaving Africans, and their kingdoms disappeared. When
gold was discovered in the Americas, African gold was no longer
as important.
Unit 2 • Chapter 3 • Lesson 2
Standard 5.2
45
Name
Date
VOCABULARY
REVIEW
Chapter 3 • Lesson 2
Trade in Asia and Africa
Answer the following questions. For help, see pages
136–138 in your textbook.
1. The Silk Road was named after silk, the most important export
from China. What would be a good name for a trade route out of
A. North Africa?
B. West Africa?
2. Define the word barter.
3. What are the advantages of bartering?
© Macmillan/McGraw-Hill
4. What are the disadvantages of bartering?
46
Standard 5.2
Unit 2 • Chapter 3 • Lesson 2
Name
Date
The Silk Road
READING
PASSAGE
Chapter 3 • Lesson 2
Read this passage. Then use it to answer the Reading
Comprehension questions.
The Silk Road was not just one long highway across Asia. It was
made up of many trails that split apart and came together. Travelers
could choose the routes they took. Few travelers made the whole
journey from eastern China to western Europe. Instead, trade and
barter took place all along the route. Caravans stopped to replenish
supplies of food and water, to rest, or to sell their cargo. Many
villages along the route sprang up to supply travelers with the
things they needed.
For more than 1,500 years, the Silk Road was the most
important trade route across Asia. It lasted through hundreds
of years of war and conflict along its route. Stable governments
in countries along the route were important because they made
travel on the Silk Road safer.
© Macmillan/McGraw-Hill
Travel on the Silk Road was often difficult and dangerous. The
routes went through miles of desert and over icy mountain passes.
In the desert, sandstorms or water thieves could wreck a group’s
progress. In the mountains, travelers risked sudden storms
or avalanches. Camels were the most common pack animal.
But camels were expensive and not always easy to handle.
At any point thieves could steal everything from a
trader and ruin any hopes of profit at the end of the
journey. Still, travelers were willing to risk all of these
hazards. If they were successful, the Silk Road could
be a “road to riches.”
In the 1400s explorers found a sea route from
Europe to China. It became cheaper and easier to
carry goods by ship than over land. The
rise of shipping meant the end of the
Silk Road as an important trade route.
Unit 2 • Chapter 3 • Lesson 2
Standards 5.2
47
Name
Date
READING
COMPREHENSION
Chapter 3 • Lesson 2
The Silk Road
Read the passage “The Silk Road.” Then use it to answer
these questions.
Circle the correct answer.
1. What would be the best name for a book that
contained this passage?
A. Modern Transportation
B. Care and Feeding of Pack Animals
C. A Guide to Travel in Modern China
D. Ancient Trade Routes
2. If the passage were a chapter in a book, what
would be the best chapter name?
A. How Silk is Made
B. The Importance of Silk to China’s Economy
C. A Road to Riches
D. Camel Caravans
4. Why do you think traders were willing to risk so much to travel
the Silk Road? Support your answer with information from
the passage.
48
Standards 5.2, R2.3, R.2.4
Unit 2 • Chapter 3 • Lesson 2
© Macmillan/McGraw-Hill
3. What is the best synonym for the word hazards as it is used in
this passage?
A. challenges
B. dangers
C. road blocks
D. helpers
Name
Date
WRITING
EXERCISE
Chapter 3 • Lesson 2
The Silk Road
© Macmillan/McGraw-Hill
You are a trader on a long journey across the Silk Road.
Write a letter home that describes all the sights you see and
the difficulties you face. Think about the cargo you carry.
Describe the place where you hope to sell your goods. Use
the chart to plan your letter.
Use the information in your chart to write a one-page letter
to your friends at home.
Unit 2 • Chapter 3 • Lesson 2
Standards 5.2, W2.1
49
Name
Date
LESSON
SUMMARY
Chapter 3 • Lesson 3
Europeans Seek New
Trade Routes
A School for Sailors
Prince Henry of Portugal believed that ships could reach Asia by
sailing south along the coast of Africa. In 1419 he turned his palace
into a school for the improvement of sailing and navigation. He
became known as “the Navigator.” At Henry’s school, sailors were
trained to use new and improved instruments, like the compass.
Sailors had always used the stars as a guide, but south of the
equator, the North Star is not visible. The compass, which always
points north, was a great help to navigators, both north and south
of the equator. The astrolabe used the position of the sun to help
sailors find their location.
Sailing to Asia
At Henry’s school shipbuilders worked to improve the design of
oceangoing ships. At this time most European ships had square
sails, which meant that they could move only with the wind behind
them. The ships of the Mediterranean often had two or three masts,
and their sails were triangular. This meant they could move forward
using the wind from any direction. Henry and his shipbuilders
designed a new ship, called a caravel. This small, strongly built
oceangoing ship had both square and triangular sails. It could go
through rough seas and change direction easily.
By the time Henry died in 1460, his sailors had mapped more
than 2,000 miles of Africa’s coastline. They had also begun to
make money by taking Africans from their homes and selling
them as slaves. In 1487 the two caravels of Bartolomeu Dias sailed
around the southern tip of Africa. Dias found himself in the Indian
Ocean. In 1498 Vasco da Gama reached Calicut, India, and quickly
understood that there was money to be made by bringing spices
to Europe.
50
Standard 5.2
Unit 2 • Chapter 3 • Lesson 3
© Macmillan/McGraw-Hill
Voyages Around Africa
Name
Date
VOCABULARY
REVIEW
Europeans Seek New
Trade Routes
Chapter 3 • Lesson 3
Complete the paragraph below. For help, see pages
142–145 in your textbook.
In 1419 Prince Henry of Portugal started a school for
in his palace on Portugal’s south coast.
At Henry’s school, they learned to use new instruments such as
the compass, which always pointed north. They also used the
, which measured the height of the sun
above the horizon. He and his shipbuilders also designed a new,
oceangoing ship called the
. This ship could
© Macmillan/McGraw-Hill
use the wind to sail in any direction.
Unit 2 • Chapter 3 • Lesson 3
Standard 5.2
51
Name
Date
READING
PASSAGE
Prince Henry and the
Mystery of Prester John
Chapter 3 • Lesson 3
Read this passage. Then use it to answer the Reading
Comprehension questions.
In the centuries before European ships traveled the world, there
were many strange stories about unexplored lands and oceans.
Some sailors believed that if ships went too far south, they would
come to seas where the water was boiling hot. There were also
people who believed that if ships sailed too far, they would fall
off the edge of the world. Legends survived into the great age of
navigation. The strangest was the legend of “Prester John.”
During the 1100s, a letter appeared in Rome. It was copied and
read all over Europe. It seemed to be written by a king who ruled
a part of Asia that no European had ever seen. This kingdom was
peaceful and happy. Its rivers were filled with gold, and there was
a fountain with waters that made people stay young forever. But it
was in danger of being invaded. The letter asked for help. The king’s
name was Prester John. Over time more letters appeared. Some of
them suggested that Prester John’s kingdom was in Asia, while
others hinted that it was in Africa. Mapmakers, who did not
yet know the all the lands in Earth, included Prester John’s
kingdom on their maps. A Portuguese man named
Prince Henry the Navigator was fascinated. He
dreamed of rescuing Prester John and his threatened
country. Henry is remembered for teaching sailors how to
use the compass and the astrolabe, and for helping
design oceangoing ships. Whenever he sent men
out in caravels, he hoped that they would return
with news of the mysterious Prester John.
52
Standard 5.2
Unit 2 • Chapter 3 • Lesson 3
Name
Date
READING
COMPREHENSION
Prince Henry and the
Mystery of Prester John
Chapter 3 • Lesson 3
Read the passage “Prince Henry and the
Mystery of Prester John.” Then use it to
answer these questions.
1. Did people believe stories of boiling
oceans and ships falling over the edge
of the world because explorers had seen
these things?
2. Why did people believe that Prester John existed?
3. People wanted to rescue Prester John from his enemies, but why
else do you think they wanted to find his kingdom?
© Macmillan/McGraw-Hill
4. How do we know that some mapmakers believed the stories of
Prester John’s kingdom?
5. Do you think Prince Henry ever received news about Prester
John? Why or why not?
Unit 2 • Chapter 3 • Lesson 3
Standards 5.2, R2.3, R2.4
53
Name
Date
WRITING
EXERCISE
Chapter 3 • Lesson 3
Bartolomeu Dias
Reports to the King
© Macmillan/McGraw-Hill
In 1487 Bartolomeu Dias sailed with two caravels down
the west coast of Africa. As he reached the southern tip of
Africa, his ships encountered a violent storm. When the storm
was over, Dias was sailing north. He saw the African coast,
checked his compass, and realized that his ships had been
driven around the Cape of Good Hope into the Indian Ocean.
What do you think he might have told the king when he
returned to Portugal? Write a report you think he might have
written. Remember, Dias wanted to impress the king. Use the
chart to plan your report.
Now use the information in your chart to write Dias’s report
to the king.
54
Standards 5.2, W2.1, W2.3
Unit 2 • Chapter 3 • Lesson 3
Name
Date
Spaniards Reach
the Americas
LESSON
SUMMARY
Chapter 4 • Lesson 1
A Sea Route to the Indies
In the late 1400s, Mediterranean and Portuguese traders
controlled the sea routes to the islands in Southeast Asia. They
called these islands the Indies. Other European traders wanted
to find a shorter route to the Indies. A sailor named Christopher
Columbus thought that he could find a faster route by sailing west.
He received money for an expedition from King Ferdinand and
Queen Isabella of Spain. In August 1492 Columbus started his
journey with three small ships. Almost 500 years before Columbus’s
expedition the Vikings had reached the Americas by sailing west.
They settled Greenland and Newfoundland, but their settlement
failed around 1400.
Reaching the Americas
© Macmillan/McGraw-Hill
Columbus landed in the Bahama Islands on October 12, 1492.
He thought he was close to the Indies, so he called the local people
Indios. They were actually Native Americans from a group called
the Taíno. Columbus searched for valuables on other Caribbean
islands. He found nothing and returned to Spain. The king and
queen sent him back with settlers and supplies to start a colony
on the island of Hispaniola. When Columbus arrived in the
Bahamas he began an exchange of goods, cultures, and diseases
beteen Europe and the Americas that is now called the Columbian
Exchange. The Columbian Exchange had some good effects, but
millions of Native Americans died from diseases brought to the
Americas by Europeans.
On his final journey to the Americas, Columbus landed in South
America. Later, Amerigo Vespucci, who sailed to South America
in 1499, realized that Columbus had reached two continents. A
mapmaker named the continents the Americas, after Vespucci.
Unit 2 • Chapter 4 • Lesson 1
Standard 5.2
55
Name
Date
VOCABULARY
REVIEW
Chapter 4 • Lesson 1
Spaniards Reach
the Americas
Complete the paragraph about Christopher Columbus. For
help, see pages 150–155 in your textbook.
Christopher Columbus is excited. The king and queen of Spain
finally agreed to finance his
. As his three
ships sail across the Atlantic Ocean, Columbus records the details of
the journey in the ship’s
. After many weeks
of sailing, Columbus and his ships dock on a small island. The native
people are friendly. Columbus decides to return to start a Spanish
. He doesn’t know that this decision will
change the world through an exchange of products and diseases that
.
© Macmillan/McGraw-Hill
is now called the
56
Standard 5.2
Unit 2 • Chapter 4 • Lesson 1
Name
Date
The Taíno
READING
PASSAGE
Chapter 4 • Lesson 1
Read this passage carefully. Then use it to answer the
Reading Comprehension questions.
The lives of the Taíno changed forever in the fall of 1492 when
Columbus’s expedition reached their homelands. After the Spanish
built a colony on Taíno lands, most of the Taíno people died out.
They left no written records behind. Historians have had to study
artifacts and other clues to construct a picture of their lives before
Columbus arrived.
We know that the Taíno traveled by canoe. In fact, the English
word canoe comes from the Taíno language. Taíno canoes were
made from hollowed out tree trunks. They could hold more than
30 people and could travel great distances across the open sea.
The Taíno slept in hamacas, or hammocks. These simple woven
beds were perfect for the tropical climate where the Taíno lived.
Religious ceremonies were an important part of Taíno culture.
The Taíno believed in many different gods. For example, they
believed in a god who caused hurricanes. Our word hurricane
comes from the Taíno name of this god, Hurakan.
© Macmillan/McGraw-Hill
Columbus’s log of his journey tells us that the Taíno
were friendly. They exchanged gifts with Columbus and
his crew. This simple act was the beginning of the
Columbian Exchange, a process that would change
Taíno life and the world, forever.
Unit 2 • Chapter 4 • Lesson 1
Standard 5.2
57
Name
Date
READING
COMPREHENSION
Chapter 4 • Lesson 1
The Taíno
Read the passage “The Taíno.” Then use it to decide if
the following statements are true or false. Rewrite the false
statements to make them true.
1. Written records tell historians
about Taíno culture.
True
False
2. Several English words come from the Taíno language.
True
False
3. Columbus’s expedition changed Taíno life.
True
False
© Macmillan/McGraw-Hill
4. The Taíno made hammocks from hollowed out tree trunks.
True
False
58
Standards 5.2, R2.3, R2.4, R2.5
Unit 2 • Chapter 4 • Lesson 1
Name
Date
WRITING
EXERCISE
Chapter 4 • Lesson 1
Visitors
A young Taíno boy watches foreign ships drop anchor off
his people’s island. Men in unusual clothing come on shore.
They speak a strange language. They act differently than
the Taíno. These differences shape the boy’s reaction to their
arrival. Write a story about the boy’s reaction to the arrival
of the Spanish. Might this event frighten him? If so, why?
Compare and contrast the Taíno and the Spanish on at least
three points. Use the Venn diagram to plan your story.
#PUI
4QBOJTI
© Macmillan/McGraw-Hill
5BJOP
Now use the information in your Venn diagram to write a
one- to two-page story.
Unit 2 • Chapter 4 • Lesson 1
Standards 5.2, W2.1
59
Name
Date
LESSON
SUMMARY
Chapter 4 • Lesson 2
Spanish Exploration
and Conquest
The Aztec Empire
In the 1200s the Aztec settled in central Mexico. Tenochtitlán was
the Aztec capital of the Aztec Empire. It had palaces, temples, and
even a zoo. Moctezuma II became the Aztec emperor in 1502.
The Conquest of the Aztec
Hernando Cortés, a Spanish explorer, journeyed through the
Aztec Empire in the 1500s, searching for riches. His Aztec interpreter
convinced many native people to help him defeat the Aztec. When
Moctezuma met Cortés, the emperor offered him many gifts. Then
Cortés took the emperor prisoner. The Aztec drove the Spanish out
of Tenochtitlán in 1520, but Moctezuma was killed. The Spanish later
returned with a large army and surrounded the city. After 75 days, the
conquistadors, or conquerors, defeated the Aztec Empire.
In 1531 Spanish explorer Francisco Pizarro arrived in South
America. His army headed into the Andes, which were part of the
Inca Empire. Atahaulpa, the Inca leader, was not worried about the
conquistadors. His forces were much larger, and the Incas were
protected behind stone walls. In 1532 Pizarro entered the city of
Cajamarca. His men fired their rifles. The Incas were stunned. They
had never seen rifles. Pizarro took Atahaulpa prisoner and later
killed him. Eventually, the Spanish defeated the entire Inca Empire.
Guns, horses, and metal armor helped lead the Spanish to victory.
In addition, germs that came with the Spanish harmed the Inca
and Aztec. Many died because their bodies could not resist the new
illnesses. Spain now controlled a huge empire in the Americas.
Spain became the leaders of an enormous empire.
60
Standard 5.2
Unit 2 • Chapter 4 • Lesson 2
© Macmillan/McGraw-Hill
The Inca Empire
Name
Date
Spanish Exploration
and Conquest
VOCABULARY
REVIEW
Chapter 4 • Lesson 2
Draw a line to match each word on the left with its
definition on the right. For help, see pages 156–161 in
your textbook.
1. Tribute
A. A person who conquers
2. Interpreter
B. A large area under the control
of one ruler or government
3. Conquistador
4. Empire
C. A kind of tax
© Macmillan/McGraw-Hill
D. A person who translates
one language to another
Unit 2 • Chapter 4 • Lesson 2
Standard 5.2
61
Name
Date
READING
PASSAGE
Chapter 4 • Lesson 2
Doña Marina
Read this passage. Then use it to answer the Reading
Comprehension questions.
In 1505 a legendary Mexican woman was born. Throughout her
life she became known by several names, the most famous of which
are La Malinche and Doña Marina. Some records claim that Doña
Marina was the daughter of an Aztec leader. After the death of her
father, Doña Marina was sold as a captive.
In 1518 Spanish conquistador Hernando Cortés led an
expedition of 500 soldiers into Mexico. Cortés traveled to Mexico in
search of the mysterious and wealthy Aztec Empire. Cortés and
his group traveled through several Native American cities on their
journey through Mexico.
At one city, Cortés met Doña Marina. She spoke several
languages, including Aztec and Mayan. Soon, Doña Marina
learned to speak Spanish. She became an interpreter for Cortés.
Doña Marina convinced many Native American groups to join
Cortés against the Aztec. These groups were unhappy with Aztec
rulers and did not like paying tribute to them.
Because of help from Native American groups, Cortés was
able to defeat the Aztec. Many people believe that Doña
Marina was partly responsible for the Spanish victory.
62
Standard 5.2
Unit 2 • Chapter 4 • Lesson 2
Name
Date
READING
COMPREHENSION
Chapter 4 • Lesson 2
Doña Marina
Read the passage “Doña Marina.” Then use it to answer
these questions.
1. Doña Marina is also known as
.
2. Why did Cortés travel to Mexico?
3. Why were some Native American
groups unhappy with the Aztec?
© Macmillan/McGraw-Hill
4. How did Doña Marina help Cortés defeat the Aztec?
Unit 2 • Chapter 4 • Lesson 2
Standards 5.2, R2.3, R2.4
63
Name
Date
WRITING
EXERCISE
Chapter 4 • Lesson 2
You Were There
© Macmillan/McGraw-Hill
You are a Spanish conquistador travelling with Pizarro’s
army. You arrive at the Inca Empire, high in the Andes.
Write a letter to your family describing what you see. Use
information in your textbook and additional research to help
you. Use the chart to help you.
Use the information in your chart to write a one-page
descriptive letter.
64
Standards 5.2, W2.4
Unit 2 • Chapter 4 • Lesson 2
Name
Date
Spain’s Overseas Empire
LESSON
SUMMARY
Chapter 4 • Lesson 3
New Spain
By 1525 Spain controlled Mexico and most of Central America
called New Spain. By 1600 New Spain included parts of California,
Arizona, New Mexico, and Texas. Spain gave Spanish colonists
encomiendas, or large areas of land, in New Spain. This land
belonged to Native Americans. The Spanish forced the Native
Americans to work for the new land owners. Some worked on
ranches, while others worked in gold and silver mines. Many Native
Americans died as a result of overwork and disease.
Building New Spain
Bartolomé de Las Casas was a Catholic priest from Spain
who ran an encomienda on Hispaniola. He tried to help the
Native Americans. He became a missionary and tried to end the
encomienda system. Spain passed the New Laws of 1542 that
required landowners to pay Native Americans. Other laws were
passed to protect Native Americans, but landowners in New Spain
ignored the laws. Soon the Spanish began to bring large numbers of
enslaved Africans to New Spain. By 1570 more than 200,000 Africans
were enslaved in New Spain. Some enslaved Africans escaped and
built maroon communities in less populated areas.
© Macmillan/McGraw-Hill
Protecting New Spain
The Spanish built forts along the coastline of New Spain to keep
invaders out. They built cities, such as New Spain’s capital of Mexico
City. These cities, with their cathedrals, government buildings, and
central squares, looked like European cities. About 125,000 Spanish
immigrants lived in New Spain by the mid-1600s. Many of them
were Roman Catholic priests or nuns who educated the people in
New Spain and tried to convert Native Americans to Christianity.
Unit 2 • Chapter 4 • Lesson 3
Standard 5.2
65
Name
Date
VOCABULARY
REVIEW
Chapter 4 • Lesson 3
Spain’s Overseas Empire
Complete the crossword puzzle. For help, see pages
166–172 in your textbook.
ACROSS
DOWN
1. A large area of land
1. To force a person to work for
no pay
4. A Spaniard from Spain
6. A person born in New Spain
with Spanish parents
66
Standard 5.2
3. Someone who is Spanish
and Native American
5. To change from one set of
beliefs to another
Unit 2 • Chapter 4 • Lesson 3
© Macmillan/McGraw-Hill
2. A person who teaches their
religious beliefs to those
with different beliefs.
Name
Date
Defending Native
Americans
READING
PASSAGE
Chapter 4 • Lesson 3
Read this passage. Then use it to answer the Reading
Comprehension questions.
The different ethnic groups in New Spain formed a kind of social
pyramid. Peninsulares had the most money and power, followed
by criollos and mestizos. Native Americans and enslaved Africans
were at the bottom of the pyramid. One peninsulare who came to
New Spain was not interested in social status. Instead, Bartolomé
de Las Casas wanted to help the Native Americans of New Spain.
Las Casas came to the island of Hispaniola to run an
encomienda. He soon became a missionary and began to
convert the Native Americans who lived on his land to Christianity.
Las Casas saw that Native Americans in New Spain were being
treated unfairly. He gave up his ecomienda and worked to try to
help Native Americans. He spoke to important Spanish leaders and
wrote reports on behalf of Native Americans.
© Macmillan/McGraw-Hill
Partly due to Las Casas’s efforts, New Spain passed laws to
protect Native American workers. However, these laws did
not protect the enslaved Africans who also worked in New
Spain.
Unit 2 • Chapter 4 • Lesson 3
Standard 5.2
67
Name
Date
READING
COMPREHENSION
Chapter 4 • Lesson 3
Defending Native
Americans
Read the passage “Defending Native Americans.” Then use
it to answer these questions.
1. Las Casas
living on his land.
the
2. How was Bartolomé de Las Casas different from other
peninsulares in New Spain?
3. How did Las Casas help the Native Americans of New Spain?
© Macmillan/McGraw-Hill
4. What effect did Las Casas’s efforts to help Native Americans have
in New Spain.
68
Standards 5.2, R2.2, R2.3, R2.4
Unit 2 • Chapter 4 • Lesson 3
Name
Date
WRITING
EXERCISE
Chapter 4 • Lesson 3
What a City!
The Spanish built their capital, Mexico City, on the ruins
of the Aztec capital, Tenochtitlán. Write an essay comparing
Mexico City with Tenochtitlán. Compare the cities on at least
three points. For help, see pages 170–171 in your textbook.
Use the chart below to plan your essay.
5FOPDIUJUMÈO
© Macmillan/McGraw-Hill
.FYJDP$JUZ
Use the information in your chart above to write a
3-paragraph essay comparing Mexico City with Tenochtitlán.
Unit 2 • Chapter 4 • Lesson 3
Standards 5.2, W2.3
69
Name
Date
LESSON
SUMMARY
Chapter 4 • Lesson 4
The Spanish Frontier
Exploring the North
In the 1500s Spanish explorers headed north. In 1513 Juan Ponce
de León, who wanted to find the “Fountain of Youth,” landed on the
east coast of Florida, which he claimed for Spain. Later, he returned
to Florida, landing on its west coast. Local people, called the Calusa,
thought they were being attacked and attacked Ponce de León. He
fled to Cuba, where he died from his wounds. Don Pedro Menéndez
de Aviles landed on Florida’s west coast in 1565. He built a fort and
named his settlement St. Augustine.
New Spain Expands
Alvar Nuñez Cabeza de Vaca sailed from Florida to the east coast
of Texas in 1528. He was shipwrecked and had to walk with his crew
through Texas, New Mexico, and Arizona to Mexico City. In Texas
he lived among Native Americans and came to respect them. In
1539 Hernando de Soto, who journeyed across the Southeast of the
United States, became the first European to reach the Mississippi
River. Francisco Vásquez de Coronado led an expedition across the
Southwest of the United States in 1540 looking for cities made of
gold. He failed in his mission, but claimed land in the Southwest for
Spain. In 1542 Juan Rodríguez Cabrillo became the first European to
explore California, which he claimed for Spain.
The Spanish created settlements in their new territories to protect
them from the English and the French. They defeated the Pueblo, who
lived in the Southwest, and forced them to work on missions, or on
large farms and ranches. In 1680 a Pueblo religious leader named Popé
united Pueblo and Apache communities in a revolt against the Spanish.
The revolt lasted nine days, and the Spanish fled New Mexico. In 1691
Diego de Vargas convinced the Pueblo to accept Spain’s friendship and
took back the territory. Vargas allowed the Pueblo to live in separate
communities and to practice their own religion.
70
Standard 5.2
Unit 2 • Chapter 4 • Lesson 4
© Macmillan/McGraw-Hill
Spanish Colonies in the Southwest
Name
Date
The Spanish Frontier
VOCABULARY
REVIEW
Chapter 4 • Lesson 4
Which events in the list below have to do with the frontier?
Which events have to do with a mission? Write the word
“frontier” or “missions” on the line to complete each sentence.
For help, see pages 174–179 of your textbook.
1. Juan Ponce de León explores
Florida’s
while searching for the Fountain
of Youth.
2. The Pueblo who are
forced to live on a
do not
want to change their religion.
3. Francisco Vásquez de Coronado
searches the
of the Southwest for the
Seven Cities of Gold.
4. Hernando de Soto sees the Mississippi River while exploring
the
.
© Macmillan/McGraw-Hill
5. Angered by treatment of his people at Spanish
Popé begins a rebellion.
Unit 2 • Chapter 4 • Lesson 4
Standard 5.2
71
Name
Date
READING
PASSAGE
Chapter 4 • Lesson 4
Tensions Rise
Read this passage. Then use it to answer the Reading
Comprehension questions.
The Seven Cities of Gold that Francisco Vásquez de Coronado
hoped to find in 1540 may have been nothing more than Pueblo
villages. The adobe homes glimmered like gold in the sun. Coronado
did not find the treasured cities in the southwestern frontier.
However, Coronado did meet the Pueblo. He forced them to provide
food and other supplies to Coronado’s group. Coronado’s actions
were not uncommon. Many Spanish explorers made such requests
of Native Americans, leading to increased tensions between Native
Americans and the Spanish.
As time passed, the Spanish took Pueblo lands in New Mexico.
The Spanish forced the Pueblo to work on Catholic missions. The
Spanish also arrested Pueblo religious leaders.
One of the leaders, Popé, decided to fight the Spanish. For five
years Popé planned a huge revolt. On August 10, 1680, several
Pueblo villages attacked the Spanish. More than 400 people were
killed in the revolt. Spanish survivors fled New Mexico. The
Pueblo had won back their land and their rights, at least for
a while.
72
Standard 5.2
Unit 2 • Chapter 4 • Lesson 4
Name
Date
READING
COMPREHENSION
Chapter 4 • Lesson 4
Tensions Rise
Read the passage “Tensions Rise.” Then use it to answer
these questions.
1. The passage that you just read stated that “Coronado
did not find the treasured cities.” Why might he
have failed to find them?
2. How did Spanish explorers anger the Pueblo?
3. How did the lives of the Pueblo change after the revolt?
© Macmillan/McGraw-Hill
4. Why do you think Popé decided to plan the revolt?
Unit 2 • Chapter 4 • Lesson 4
Standards 5.2, R2.3, R2.4
73
Name
Date
WRITING
EXERCISE
Chapter 4 • Lesson 4
Evaluate the Expeditions
You are a representative for the Spanish government in the
1550s. Your job is to write a report about three of the failed
expeditions that took place on the Spanish frontier in North
America. Who were the explorers? What were they looking
for? How did their expeditions end? Why do you think they
failed? Use the chart to plan your report.
:FBS
3FTVMU
1VSQPTF
© Macmillan/McGraw-Hill
&YQMPSFS
Use the information in the chart to write a one-page report
about three failed Spanish expeditions.
74
Standards 5.2, W2.3
Unit 2 • Chapter 4 • Lesson 4
Name
Date
Searching for the
Northwest Passage
LESSON
SUMMARY
Chapter 5 • Lesson 1
Europeans Try to Sail to Asia
In the late 1400s and 1500s, Europeans wanted to find a water
route across North America. They believed this would allow them
to sail to Asia more quickly. They called this route the Northwest
Passage. In 1497, the king of England sent John Cabot to find the
Northwest Passage. Cabot sailed west and found an area called the
Grand Banks near Newfoundland, an island off the coast of Canada.
The king of France sent Italian explorer Giovanni da Verrazano in
another effort to find the Northwest Passage. Verrazano instead
found New York harbor and the Hudson River.
© Macmillan/McGraw-Hill
The Search Goes On
These explorations cost so much money that only European kings
and queens could afford them. Merchants knew they could make a
huge profit if instead, they could find the Northwest Passage. In the
Netherlands in 1602, a group of merchants put their money together
to found a merchant company that shared the costs of a voyage as
well as any profits. A Dutch merchant company hired Henry Hudson
in 1609. Hudson believed North America was only about seventy
miles wide. He set sail in 1609 and reached North America
in September of that year. There, he met a group of Native
Americans, the Lenape, whom he described as “friendly.”
Hudson then sailed about 150 miles up what became
known as the Hudson River before he realized that
the river did not connect the oceans. In 1610, he
explored what is now Hudson Bay, still looking
for the Northwest Passage. Finally, his crew
headed back for England. No explorer in the
sixteenth or seventeenth century ever found
the Northwest Passage. Today, however,
ships can sail north of Hudson Bay into
the Arctic Ocean and across the
Pacific Ocean to Asia.
Unit 2 • Chapter 5 • Lesson 1
Standard 5.2
75
Name
Date
Searching for the
Northwest Passage
VOCABULARY
REVIEW
Chapter 5 • Lesson 1
Write two to three sentences explaining each term.
For help, see pages 186–190 in your textbook.
1. Northwest Passage
© Macmillan/McGraw-Hill
2. Merchant company
76
Standard 5.2
Unit 2 • Chapter 5 • Lesson 1
Name
Date
Merchant Companies
READING
PASSAGE
Chapter 5 • Lesson 1
Read the passage. Then use it to answer the Reading
Comprehension questions.
England, Spain, and other European countries wanted
to find the Northwest Passage. They believed that it
promised a shorter route to Asia’s rich spice markets.
English merchants formed joint stock companies to share
the risks (pirates, bad weather, and unfriendly rulers)—as
well as the rewards. Another term for “joint stock company”
is “merchant company.” During the 1500s, many such
companies were formed.
The explorer Richard Chancellor traded with Russia in
the 1550s. His voyages led to the formation of the Russia
Company in 1555 by a group of English merchants. The
Russia Company brought furs, tar, iron, and copper to
England from Russia. English merchants later founded the
Turkey Company in 1581 and the Venice Company in 1583.
© Macmillan/McGraw-Hill
In 1600, merchants in England formed the East India
Company. These merchants wanted to compete in the
spice trade with Holland, which had increased the
price of pepper. England had wanted to trade English
cloth for spices in the East Indies, but they found it
difficult to do. That changed when the English
captured a Portuguese ship. On board, they
found Indian cotton, which they were able to
exchange for the spices.
To load and unload all the cargo that was
traded by the merchant companies, English
workers built docks, or quays, to handle the
traffic. England’s trade with the
“spice countries” helped make it
a rich and powerful country.
Unit 2 • Chapter 5 • Lesson 1
Standard 5.2
77
Name
Date
READING
COMPREHENSION
Chapter 5 • Lesson 1
Merchant Companies
Read the passage “Merchant Companies.” Then use it to
answer these questions.
1. What is another term for merchant company?
2. When was the Turkey Company established?
3. Name some of the goods the Russia Company traded.
4. With which country did the East India Company compete?
5. Why do you think the East India Company could not trade
English cloth for spices?
© Macmillan/McGraw-Hill
6. Name two benefits of the merchant companies.
78
Standards 5.2, R2.2, R2.4
Unit 2 • Chapter 5 • Lesson 1
Name
Date
WRITING
EXERCISE
Chapter 5 • Lesson 1
A Successful Merchant
It is 1538 and you have become one of three investors in
an English merchant ship. You have spent a great deal of
money in the hopes of trading goods for spices in India. Use
the graphic organizer below to plan a letter. What will you
earn if the journey is successful? What if it is not successful?
Include information about your partners.
© Macmillan/McGraw-Hill
&OHMJTI.FSDIBOU4IJQUP*OEJB
Use the information from the graphic organizer to write a
letter to a friend telling about the dangers and rewards of life
on an English merchant ship. Make sure to include topics
supported by a few details.
Unit 2 • Chapter 5 • Lesson 1
Standards 5.2, W2.1
79
Name
Date
LESSON
SUMMARY
The First French Colonies
Chapter 5 • Lesson 2
New France
Though Verrazano did not find a Northwest Passage, the king of
France still wanted to find a water route to Asia. Jacques Cartier
sailed to North America and up the St. Lawrence River. He claimed
the region for France in 1534. In 1535, Cartier reached an area near
modern-day Montreal where about 2,000 Native Americans were
living in a village. In spite of all he discovered, Cartier did not find a
water route to Asia.
Founding New France
The king of France sent Samuel de Champlain to New France,
the area Cartier had explored, in 1608. Champlain founded a
trading post at Quebec, which became the first permanent French
settlement in North America. Champlain made friends with the
Algonquin and Huron peoples and helped them fight the Iroquois.
In return, the Algonquin and Huron helped France in the furtrading business. Fur trading was profitable. Hunters and trappers
called voyageurs traded furs for supplies. They lived much like the
Native Americans of the area. To cross between bodies of water,
the voyageurs created land routes called portages. The French
government required that voyageurs have a license to hunt and
trap in Canada. Trappers who did not have a license were called
coureurs de bois, meaning “runners of the woods.”
Looking for the Northwest Passage
The French continued to search for a water route to Asia. Étienne
Brûlé found Lake Huron and Jean Nicolet found Lake Superior during
their searches for the Northwest Passage. Louis Jolliet and Father
Jacques Marquette explored the Mississippi River but discovered that
it flowed south and could not lead to a Northwest Passage.
80
Standard 5.2
Unit 2 • Chapter 5 • Lesson 2
© Macmillan/McGraw-Hill
Few settlers came to New France. One reason was that the
Iroquois posed a threat. They were angry that the French had helped
their enemies. The French king sent troops and missionaries to New
France. They made some efforts to treat the Native Americans with
respect, but also tried to convert them to Christianity.
Name
Date
VOCABULARY
REVIEW
Chapter 5 • Lesson 2
The First French Colonies
Complete each sentence. For help, see pages 192–197 in
your textbook.
1. An illegal trapper in Canada was called a
2. A
.
was a land passage between two
bodies of water.
3. A person who hunted and trapped in New France was called a
© Macmillan/McGraw-Hill
.
Unit 2 • Chapter 5 • Lesson 2
Standard 5.2
81
Name
Date
READING
PASSAGE
Chapter 5 • Lesson 2
Fur Traders of the Early
French Colonies
Read the passage. Then use it to answer the Reading
Comprehension questions.
The Native Americans were the first trappers to supply fur to the
French. A fur trade began when fishermen from Europe began to
offer metal and cloth in exchange for furs. The demand for beaver
pelts, or fur, skyrocketed when fur hats became fashionable in
Europe in the sixteenth century.
There were problems connected with the fur trade. One
problem was that by trading with one Native American group,
the fur traders could easily make an enemy of another group. For
example, when the fur traders traded with the Huron people, the
Iroquois became their enemy.
Fur trading was profitable. There were so many fur traders in the
French colonies in North America that it became necessary for the
French government to try to license them. The coureurs de bois, or
“runners of the woods,” were not licensed but continued to trade
furs. In the Lake Superior area, there were about 500 coureurs
de bois. The coureurs de bois played an important part in the
exploration of Canada and other regions of North America.
Later in the eighteenth century, the coureurs de bois
helped European countries explore large parts of the
New World. They also helped to establish trade with a
number of Native American groups.
The licensed fur traders were called voyageurs.
Merchants who traded in furs used the voyageurs to
travel into the interior of Canada to trade for furs with
the Native Americans. There were many
waterways in the Canadian interior.
To cross land between them, the fur
traders relied on the help of Native
Americans who knew the trails that led
to portages.
82
Standard 5.2
Unit 2 • Chapter 5 • Lesson 2
Name
Date
READING
COMPREHENSION
Fur Traders of the Early
French Colonies
Chapter 5 • Lesson 2
Read the passage “Fur Traders of the Early French
Colonies.” Then use it to answer these questions.
1. There were about 500
Superior region.
in the Lake
2. How do you think portages helped the fur traders in their work?
3. Describe one way Europeans used the furs
from Canada.
© Macmillan/McGraw-Hill
4. Why do you think the French government
began to license fur traders?
5. Why do you think it was helpful and even necessary
for the French fur traders to be friendly with the
Native Americans?
Unit 2 • Chapter 5 • Lesson 2
Standards 5.2, R2.3, R2.4
83
Name
Date
WRITING
EXERCISE
Chapter 5 • Lesson 2
Fur Trading in Canada
You are an adventure writer. Use the graphic organizer
below to plan a story opening. Describe what the Canadian
wilderness is like. You may want to include encounters with
Native Americans. Describe the clothing, the food, and
how the trappers feel about traveling through woods and
across rivers.
© Macmillan/McGraw-Hill
'VS5SBQQJOHJO$BOBEB
Now, use the information in the graphic organizer to write
a one- to two-paragraph opening for your adventure story
about fur trapping in early Canada.
84
Standards 5.2, W2.1
Unit 2 • Chapter 5 • Lesson 2
Name
Date
LESSON
SUMMARY
Chapter 5 • Lesson 3
The First English Colonies
The Lost Colony
Queen Elizabeth wanted a colony that would send England
treasure from the Americas. She gave Sir Walter Raleigh a charter to
found a colony there. Raleigh colonized Roanoke Island and named
it Virginia in 1585. In 1587, John White, a leader of the colony, went
back to England for help when supplies ran low. He returned to
Roanoke in 1590 but found no one there.
The Jamestown Colony
In 1606, King James I gave a charter to a group called the Virginia
Company. In 1607, the Virginia Company sent 105 settlers to the
Chesapeake Bay. They named the settlement Jamestown. The settlers
worked with the Native Americans in the area. Still, Jamestown had
many problems. The land was swampy and the water was too salty to
drink. During the winter of 1609–1610, out of 214 settlers, only
60 survived.
John Smith had become the leader of Jamestown in 1609. He
wrote a book about his life. In it, he tells how a Powhatan woman
named Pocahontas saved his life. Later, Pocahontas changed her
name to Rebecca and married John Rolfe. In 1614, Rolfe harvested
the first tobacco crop in Jamestown. It became a cash crop. The
Virginia Company hired indentured servants to plant and harvest
tobacco. In 1619, African captives were brought to Virginia to
work as indentured servants. After working five to seven years, an
indentured servant became free.
© Macmillan/McGraw-Hill
First Colonial Government
In 1619, the colonists established the House of Burgesses to
govern the colony. Most of the burgesses, or representatives, were
tobacco farmers. It was the first representative government in the
New World. Still, the colony was fragile. In 1622, the Powhatan
attacked Jamestown and killed 347 settlers. King James took the
colony away from the Virginia Company and made Virginia a royal
colony in 1624. In 1699, Jamestown was abandoned and the capital
was moved to Williamsburg.
Unit 2 • Chapter 5 • Lesson 3
Standards 5.3, 5.4
85
Name
Date
VOCABULARY
REVIEW
The First English Colonies
Chapter 5 • Lesson 3
Complete each sentence. For help, see pages 198–203 in
your textbook.
1. After five to seven years, a(n)
could
become free and work for him- or herself.
2. Only men who owned property could become members of the
.
3. Sir Walter Raleigh was given a(n)
to
establish a colony in America.
in the Virginia colony.
© Macmillan/McGraw-Hill
4. Tobacco was a(n)
86
Standards 5.3, 5.4
Unit 2 • Chapter 5 • Lesson 3
Name
Date
READING
PASSAGE
Chapter 5 • Lesson 3
Two Sides of Life in
the First Colonies
Read this passage. Then use it to answer the Reading
Comprehension questions.
The Virginia Company received a charter from King James I to
start a colony in the Americas. At Jamestown, indentured servants
did much of the hard work. Because so many people in England
were unemployed at the time, the opportunity to make a new
life in the colony was appealing. Agents who recruited people to
come to the colony told them there would be many benefits. They
lured them with the adventure of travel and the promise of land
and trade. Since very few people could afford the voyage, they
bargained for their passage with the promise that they would
work in the colony for five to seven years to pay off their debt.
© Macmillan/McGraw-Hill
Most indentured servants had to work under difficult
conditions. Summers were hot and humid. The land was mainly
used to grow tobacco, which was a profitable cash crop at the
time. There was a large need for labor in the tobacco fields.
It is estimated that 75 percent of the Virginia settlers in the
seventeenth century were indentured servants.
A brighter side to the story of early settlements in the
Americas is the story of the House of Burgesses.
Its first meeting took place in 1619. The House of
Burgesses was the first democratic governing body
set up by Europeans in the New World. As such, it
was an important step toward the establishment of
democracy in the New World. Many of the leaders
of the American Revolution served as burgesses.
Patrick Henry, George Washington, and Thomas
Jefferson were some of them.
Unit 2 • Chapter 5 • Lesson 3
Standards 5.3, 5.4
87
Name
Date
READING
COMPREHENSION
Chapter 5 • Lesson 3
Two Sides of Life in
the First Colonies
Read the passage “Two Sides of Life in the First Colonies.”
Then use it to answer these questions.
1.
was the most important cash crop in
the colonies.
2. Which of the following was not a famous burgess?
A. George Washington
B. Thomas Jefferson
C. Patrick Henry
D. King James I
3. It took an indentured servant between
and
years to work off the debt of the
voyage to the colonies.
4. Why were people willing to work as indentured servants
in the colonies?
© Macmillan/McGraw-Hill
5. Why do you think the colonists started
the House of Burgesses?
88
Standards 5.4, R2.3, R2.5
Unit 2 • Chapter 5 • Lesson 3
Name
Date
WRITING
EXERCISE
Establishing the
House of Burgesses
Chapter 5 • Lesson 3
Many Jamestown colonists did not want the Virginia
Company to govern them. They wanted a more representative
form of government. Use the graphic organizer to plan an
editorial. Why might a representative body be better than
being governed by the Virginia Company? What reasons
will you give? What reasons for opposing the House of
Burgesses might some colonists have? Think of responses
to their arguments. Use the chart to help you.
8IZBSFQSFTFOUBUJWF
CPEZJTCFUUFSUIBOUIF
7JSHJOJB$PNQBOZ
1PTTJCMFBSHVNFOUTBHBJOTU
UIF)PVTFPG#VSHFTTFT
© Macmillan/McGraw-Hill
3FBTPOTUPTVQQPSU
UIF)PVTFPG#VSHFTTFT
Now use the information in your chart to write a newspaper
editorial to convince the colonists to support the House
of Burgesses.
Unit 2 • Chapter 5 • Lesson 3
Standards 5.4, W2.4
89
Name
Date
READING
SKILL
Sequence Events
Unit 2
Read this passage. Then copy the chart and use it to
sequence the events.
Juan Ponce de León was born in Spain in 1460. As an explorer he
had many adventures, but he was most famous for two things, one a
fantasy and one a real discovery. During Ponce de León’s travels, he
had been told of a place of extraordinary beauty. Magnificent trees
bore golden fruit, the perfume of flowers hung in the air, and crystal
waters flowed. He was told that if a person bathed in the waters, he
or she would have eternal youth and beauty. Bimini, as this place
was known, was believed to be located among or near the Bahamas.
In early spring of 1513, Ponce de León left Puerto Rico for the
Bahamas. He sailed from island to island drinking from and bathing
in every lake and stream he came across. None of them gave him
eternal youth and beauty. Disappointed, he sailed away from the
islands. Then on Easter morning, he came across a beautiful land
of magnolia trees. Believing he had found paradise, Ponce de León
once again began searching. He named this land Florida, meaning
“a land of flowers.”
© Macmillan/McGraw-Hill
Ponce de León never found the legendary
Fountain of Youth. In 1521 he made his last
voyage. He landed on the west coast of Florida,
where Native American warriors met him. They
attacked, and Ponce de León and many of his
men were wounded. He was brought to Cuba,
where he died in July, 1521.
90
Standards 5.2, R2.2
Unit 2 • Sequence Events
Name
Date
LESSON
SUMMARY
Chapter 6 • Lesson 1
Virginia and Maryland
Virginia Grows
Built along the James River, Virginia was the first southern colony
in America. New settlements grew to the west and north of the
river, and along the Tidewater, a 75-mile-wide strip of rich land
on the Atlantic Coast. Early settlers found they could make
money growing tobacco. By 1700 Virginia’s
population had grown to 70,000.
Williamsburg became the
colony’s capital in 1699.
The Anglican Church was
the established church
of Virginia.
Maryland
George Calvert, Lord Baltimore,
founded Maryland in 1632 as a refuge for Roman Catholics. In
1634 his son Leonard Calvert arrived in Maryland with about 300
colonists. By the late 1600s, tobacco plantations populated the
lands, and Chesapeake Bay allowed Baltimore to become an active
seaport. By 1635 Maryland’s colonists had created an assembly
to make their own laws. Over the years, unrest grew between
Protestant settlers and the Catholic government. In 1649 the Act
Concerning Religion was passed, establishing religious freedom, but
for Christians only.
© Macmillan/McGraw-Hill
The Need for Workers
The economies of Virginia and Maryland depended mostly upon
plantation agriculture. By the late 1600s, however, the number
of indentured servants in the colonies had decreased. Plantation
owners used enslaved African people to work the fields. Many
English people believed they had the right to enslave non-Christian
people and also those who were war captives. Laws about slavery
slowly became more and more strict. Children born to an enslaved
mother were declared slaves. Enslaved people who were baptized
as Christians remained enslaved. Furthermore, Africans were no
longer allowed to be indentured servants.
Unit 3 • Chapter 6 • Lesson 1
Standard 5.4
91
Name
Date
VOCABULARY
REVIEW
Chapter 6 • Lesson 1
Virginia and Maryland
Match each word with its definition. For help, see
pages 220–225 in your textbook.
1. Established church
2. Plantation
3. Act Concerning
Religion
B. Established religious freedom
for Christians
C. Large farm that grows one
cash crop
D. Official church of a nation
or state
© Macmillan/McGraw-Hill
4. Slavery
A. Practice of owning people
and forcing them to work
92
Standard 5.4
Unit 3 • Chapter 6 • Lesson 1
Name
Date
READING
PASSAGE
Chapter 6 • Lesson 1
Economic and
Religious Challenges
Read this passage. Then use it to answer the Reading
Comprehension questions.
Thousands of people came to work in Virginia and Maryland in
the 1600s. Most were indentured servants from England. Indentured
servants could earn their freedom after five to seven years, but they
were not treated well. They were beaten if they tried to run away,
but once they paid off their debt, they were free and their children
were also free. They were even given some money, called
“freedom dues.”
© Macmillan/McGraw-Hill
Tobacco was the major crop in Virginia and Maryland.
Tobacco quickly used up nutrients in the soil, so the plantation
owners had to plant on larger and larger areas of land.
Landowners needed still more people to work their land. The
landowners forced Indians and prisoners to work in the fields
in slavery.
Religion was another challenge for early colonists.
Lord Baltimore of Maryland tried to help Catholics and
Protestants learn to tolerate each other. He worked with
the Maryland Assembly to pass the Act Concerning
Religion in 1649. The act allowed both Catholics and
Protestants to freely express their religious beliefs.
However, there were incidents against Catholics
and Anglicans. Many Catholics and Quakers were
beaten and sent to jail. In addition, as members
of an English colony, the people of Maryland
had to pay a tax to the Anglican Church, which
was the established church. While there was some
tolerance in these early colonies,
they had not achieved economic or
religious freedom.
Unit 3 • Chapter 6 • Lesson 1
Standard 5.4
93
Name
Date
Economic and
Religious Challenges
READING
COMPREHENSION
Chapter 6 • Lesson 1
Read the passage “Economic and Religious
Challenges.” Then use it to answer these questions.
1. Why was there a need for more and more tobacco
workers in Virginia and Maryland?
2. What might it have been like to be working as an
indentured servant at that time?
3. Who had to pay taxes to the Anglican Church?
© Macmillan/McGraw-Hill
4. What did religious tolerance mean to officials of some of
the colonies?
5. What does religious tolerance mean to you today?
94
Standards 5.4, R2.3, R2.4
Unit 3 • Chapter 6 • Lesson 1
Name
Date
WRITING
EXERCISE
Chapter 6 • Lesson 1
Maryland in the News
You are a reporter in middle-seventeenth-century
Maryland. Many people in the Maryland colony just
don’t seem to be getting enough up-to-date news. Write
a newspaper article to explain a recent important event.
Perhaps you want to tell them about the first assembly
formed in 1635; or about Margaret Brent; or about the efforts
of tobacco plantation owners. Is there some other event you
think they should know about? Use the graphic organizer to
plan your article.
8IBU
8IP
8IZ
© Macmillan/McGraw-Hill
8IFO
8IFSF
Now, write your newspaper article about an interesting
event that really happened in the Maryland colony in the
1600s. Remember to include details about all five Ws.
Unit 3 • Chapter 6 • Lesson 1
Standards 5.4, W2.1
95
Name
Date
LESSON
SUMMARY
The Carolinas and Georgia
Chapter 6 • Lesson 2
The Carolinas
In 1670 the first permanent settlement in Carolina was
established at Charles Town. With its warm climate, harbor, and
natural resources, Carolina soon became a center for trade and
agriculture. Large plantations were built. Business owners or
landowners known as proprietors made grants of land to colonists
to set up smaller farms.
Carolina was made up of two regions. Northern Carolina had
many tobacco farms, while Southern Carolina became known for
its rice plantations. Enslaved Africans who had grown rice in Africa
worked on the rice plantations. North and South Carolina became
separate colonies in 1712.
Georgia
Oglethorpe also thought the climate in Georgia was right for
providing valuable products such as silk. He befriended the people
of the Creek Confederacy including the Yamacraws. Tomochichi,
a Yamacraw chief, agreed to sell Oglethorpe land for a settlement
in Savannah. Even though Oglethorpe’s silkworms did not thrive,
and few debtors made their way to Georgia, many colonists brought
other skills. Georgia colonists grew tobacco and corn, then rice
and indigo. Indigo became a profitable cash crop. Oglethorpe did
not want slavery in Georgia, but gradually the number of slaves
increased. By 1760 out of more than 10,000 people in Georgia, 4,000
were enslaved Africans. The Georgia colony gave colonists land to
use free for ten years and promised religious freedom to Protestant
Christians. This attracted more settlers from other southern
colonies. With them came enslaved people.
96
Standard 5.3
Unit 3 • Chapter 6 • Lesson 2
© Macmillan/McGraw-Hill
In 1732, 114 people set sail from London for a new English
colony in North America. General James Oglethorpe had requested
a charter to form a colony for debtors, who were imprisoned in
England, to work in the New World. Georgia, south of the Carolinas,
was that colony, named after King George II. The king supported the
colony because it helped protect the southern colonies from Spain
and France.
Name
Date
VOCABULARY
REVIEW
Chapter 6 • Lesson 2
The Carolinas and Georgia
Complete the sentences. For help, see pages 228–232
in your textbook.
1. Choosing freedom over prison, a
came to Georgia in 1740.
2. Grandmother made beautiful clothing from fabric dyed with
.
owned land or a
© Macmillan/McGraw-Hill
3. In the Carolina colony, a
business.
Unit 3 • Chapter 6 • Lesson 2
Standard 5.3
97
Name
Date
READING
PASSAGE
Chapter 6 • Lesson 2
Creeks Who Played
Key Roles
Read this passage. Then use it to answer the Reading
Comprehension questions.
Tomochichi, chief of the Yamacraws, and Mary Musgrove were
two Creek Indians who played important parts in Georgia’s history.
Tomochichi was born in about 1642 and died in 1739. He
gave new settlers in Georgia—the English proprietors and their
debtors—permission to establish the town of Savannah. He was
interested in trading with the English settlers, who grew rice,
corn, tobacco, and indigo. He acted as a mediator between
the two groups and allowed them to establish a school. He also
helped General Oglethorpe. He visited England in 1734 with
Oglethorpe. When he returned to Georgia, he encouraged the
Creeks to work with the English settlers.
Mary Musgrove was born in 1700. Her mother was a member of a
powerful Creek clan. Mary’s Creek name was Cousaponokeesa. Her
father was probably an English trader. She spoke both English
and the Creek language, enabling her to act as a translator
for James Oglethorpe. She served as a valuable link between
the native people and the Georgia settlers, working for
peace between them. She wanted to protect the Creek
Indians, but she was also interested in expanding her
trading business.
98
Standard 5.3
© Macmillan/McGraw-Hill
Mary came to own much land along the Savannah
River. However, the British government did not
allow Indians to be landowners. Musgrove moved
to St. Catherines Island off the coast of Georgia, and
she died there sometime after 1763.
Today, St. Catherines Island is a
nature preserve.
Unit 3 • Chapter 6 • Lesson 2
Name
Date
READING
COMPREHENSION
Chapter 6 • Lesson 2
Creeks Who Played
Key Roles
Read the passage “Creeks Who Played Key Roles.” Then
use it to answer these questions.
1. Describe the relationship between Tomochichi and
the English settlers of Georgia.
2. How did Tomochichi’s
role benefit the Creeks?
3. Describe the relationship between Mary Musgrove and the
English settlers of Georgia.
© Macmillan/McGraw-Hill
4. How did Mary Musgrove’s role benefit the Creeks?
5. Write numbers 1 through 5 on the lines to put these events in order.
Mary Musgrove died
Cousaponokeesa was born
Tomochichi went to England
Tomochichi died
Tomochichi was born
Unit 3 • Chapter 6 • Lesson 2
Standards 5.3, R2.2, R2.3
99
Name
Date
WRITING
EXERCISE
Chapter 6 • Lesson 2
Oglethorpe’s Colony
The colony of Georgia developed differently from
Oglethorpe’s plan for it. Think about Oglethorpe’s plan. What
group of people did he think would settle there? Who did he
need to make friends with? Who did he plan would do the
work? What crops did he think would be grown? Use the
Venn Diagram to help you organize what you have learned
about the development of Georgia. In the center, write the
elements of Oglethorpe’s plan that were important in how
Georgia grew.
)PX(FPSHJB%FWFMPQFE
Now, use the information in your Venn Diagram to write
a one- to two-page page essay comparing and contrasting
Oglethorpe’s plan for Georgia with how the colony
actually developed.
100
Standards 5.4, W2.3
Unit 3 • Chapter 6 • Lesson 2
© Macmillan/McGraw-Hill
0HMFUIPSQFT1MBO
Name
Date
LESSON
SUMMARY
Chapter 6 • Lesson 3
Living in the
Southern Colonies
A Planter’s Life
Most southern colonists lived on small family farms. Owners
of large plantations used enslaved workers and had a role in
government. Large plantations were like villages, with the owner
living in the “big house.” Most seventeenth-century plantations
were smaller, with about 20 enslaved people. Men managed the
land, women fed and took care of the family, and children
learned at home.
African American Families
Enslaved Africans on plantations lived in small cabins and
worked from sunup to sundown. An overseer was in charge of their
duties and punishments. On Sundays, enslaved workers visited
family members on other plantations, sang, and told stories of
Africa to the children. African ways of growing and cooking rice
and yams were combined with European and American methods
to make a new style of cooking. Christianity was adopted by many
enslaved Africans. Only five percent of southern African Americans
were free. Some had been indentured servants or were children of
indentured servants. Others had bought their freedom. They formed
communities, and organizations to protect themselves. Many of
these groups were run by churches.
© Macmillan/McGraw-Hill
Life in the Backcountry
Poor immigrants settled the backcountry, in the eastern foothills
of the Appalachians, where land was cheap. They lived in cabins,
grew crops, kept hogs, and hunted deer. For entertainment,
they held dances, shooting matches, and quilting bees. By 1750
Lutherans had built 40 backcountry schools. Settlers traded with
Native American groups and learned hunting and farming methods
from them. When they took Native American lands, the Yamasee
killed hundreds of settlers in South Carolina. The Cherokee helped
the settlers and drove the Yamasee south.
Unit 3 • Chapter 6 • Lesson 3
Standards 5.3, 5.4
101
Name
Date
VOCABULARY
REVIEW
Chapter 6 • Lesson 3
Living in the
Southern Colonies
The paragraph contains two mistakes. Use the words
from the list below to make the corrections. For help, see
pages 234–239 in your textbook.
overseers
backcountry
© Macmillan/McGraw-Hill
Big plantation owners kept many enslaved Africans. They also
employed men called sergeants, who told the workers what to
do and punished them. However, not all African Americans were
enslaved. Five percent of African Americans in the southern colonies
were free. This was sometimes because they had been indentured
servants, and sometimes because they were the sons and daughters
of indentured servants. Others had bought their freedom, but the
law did not give much protection to free African Americans. Some
of them formed communities in the foothills of the Appalachians,
known as the Badlands.
102
Standards 5.3, 5.4
Unit 3 • Chapter 6 • Lesson 3
Name
Date
READING
PASSAGE
Chapter 6 • Lesson 3
Learning to Fly Again
Read this passage. Then use it to answer the Reading
Comprehension questions.
Life on the plantations was hard for the enslaved workers. The
work was often backbreaking. Overseers were often cruel, and
punishments could be very harsh. Enslaved Africans worked from
sunup to sundown. A tiny number of enslaved workers managed to
buy their freedom and went to live in the backcountry, but for most,
captivity was lifelong. Some workers could remember what their
lives were like when they were free in Africa. Others, who had been
born in the Southern Colonies, had no memories of freedom.
© Macmillan/McGraw-Hill
Sundays were important to family life. Enslaved Africans
would visit relatives on other plantations, they would sing, and
they would tell stories. Mothers who remembered Africa would
tell their children about their memories of home. They also told
old African stories that they had learned from their own mothers.
There were many stories about animals, but there were also stories
about people who could fly. Flying stories were very popular in west
Africa, and they were also very popular among enslaved Africans
and their children. One of the most common flying stories is
about members of a tribe who were once great fliers but who
had lost the ability to fly. In some versions of the tale, their
powers had been stolen from them. In other versions,
they had just forgotten how to do it. In all versions of
the story, they get their powers back.
Enslaved Africans compared themselves to the
tribe in flying stories. Their captivity was like losing
the power to fly. The stories gave them hope. They
hoped that one day, by hard work, cleverness, or
luck, their children would learn to fly away to
freedom and happiness.
Unit 3 • Chapter 6 • Lesson 3
Standards 5.3, 5.4
103
Name
Date
READING
COMPREHENSION
Chapter 6 • Lesson 3
Learning to Fly Again
Read the passage “Learning to Fly Again.” Then use it to
answer these questions.
1. What did enslaved Africans do on Sundays?
2. In different versions of the flying story, how
had the tribe members lost their power to fly?
3. Why do you think family life was so important to
enslaved workers?
5. Why was this flying story particularly important to enslaved
Africans?
104
Standards 5.4, R2.3, R2.4
Unit 3 • Chapter 6 • Lesson 3
© Macmillan/McGraw-Hill
4. Why do you think enslaved children would have liked to hear
memories of Africa and stories from Africa?
Name
Date
WRITING
EXERCISE
Chapter 6 • Lesson 3
A Backcountry Diary
Life was tough in the backcountry. Farmers and American
Indians had to work hard just to survive. How do you
think a child in the backcountry would have described an
event in his or her life? Write a diary entry. It can be any
season. You can be a colonist or an American Indian. It can
be a special event, or an ordinary event. Use the chart to
organize your ideas.
'JSTU
5IFO
© Macmillan/McGraw-Hill
'JOBMMZ
Use the information in the chart to write your diary entry.
Make sure to include details about life in the backcountry.
Unit 3 • Chapter 6 • Lesson 3
Standards 5.3, W2.1
105
Name
Date
LESSON
SUMMARY
Chapter 7 • Lesson 1
Plymouth Colony
Religious Freedom
King Henry VIII established the Church of England in the 1530s.
Some church members, called Puritans, wanted changes made to
the church. Others, called separatists, wanted to form churches
of their own. In the early 1600s, a group of Separatists moved to
the Netherlands. They were called Pilgrims. Later the Pilgrims
decided to move to Virginia. In 1620, more than 100 Pilgrim men,
women, and children crossed the Atlantic on the Mayflower. They
landed at what would later be named Cape Cod, Massachusetts, far
from Virginia.
Arrival in New England
The Pilgrims wrote the Mayflower Compact, which all of the men
signed. It provided a government for the colony. Many groups of
Native Americans were living in the area. Three Native Americans
would save the Pilgrims’ lives during their first year in New England:
Massasoit, the Wampanoag sachem, or group leader; Squanto, a
Pawtuxet who knew English; and a sachem named Samoset.
The Pilgrims settled at Plymouth. Their first winter was so difficult
that by spring, half of them had died of starvation or disease. The
following spring, Squanto met the Pilgrims and
showed them how to fertilize the land, trap
animals, and fish.
Thanksgiving
106
Standard 5.4
© Macmillan/McGraw-Hill
By the autumn of 1621, the Pilgrims had
built houses, planted crops, and made friends
with the Wampanoag. They had elected a
man named William Bradford to be their
governor. The Pilgrims decided to thank God
and their new friends with a three-day harvest
feast. As time passed, the Pilgrims took more
land, and the friendship between Native
Americans and Pilgrims ended. Still,
Plymouth thrived and grew.
Unit 3 • Chapter 7 • Lesson 1
Name
Date
VOCABULARY
REVIEW
Chapter 7 • Lesson 1
Plymouth Colony
One word or phrase makes each statement below
incorrect. Make each sentence correct by rewriting it with the
correct word from the box. For help, see pages 246–252 in
your textbook.
Puritans
Pilgrim
Separatists
Mayflower Compact
sachem
1. The Pilgrims who settled at Plymouth were sachems.
2. A Native American leader was a Pilgrim.
3. The Mayflower Compact was signed by
the sachem men.
4. The sachem was a document
that established a government in
© Macmillan/McGraw-Hill
Plymouth.
Unit 3 • Chapter 7 • Lesson 1
Standard 5.4
107
Name
Date
READING
PASSAGE
Chapter 7 • Lesson 1
Puritans and Separatists
Read the passage. Then use it to answer the Reading
Comprehension questions.
What did the Puritans want? Their name gives us a clue. They
wanted to purify the Church of England. They believed that
ministers should emphasize the Bible and teaching. In general,
Puritans wanted ministers and church members to have a more
active role in the church. Leaders of the Church of England were
not particularly interested in change. They were in charge of
the only legal church in England, and all English citizens were
automatically members.
The Separatists were also unhappy with the Church of
England. However, they did not want to change the church.
Instead, they wanted to break away from the Church of England.
© Macmillan/McGraw-Hill
The settlers who came to Plymouth on the Mayflower were
Separatists called Pilgrims. The document the Pilgrims drafted, the
Mayflower Compact, was a model for self-government in America.
Later, in 1630, a group of Puritans also came to Massachusetts,
settling in Massachusetts Bay. Both Pilgrims and Puritans
learned much about their new land from Native American
leaders, or sachems. These Native American leaders helped
the new settlers fertilize the soil, grow corn, trap beaver
and otter, and fish.
108
Unit 3 • Chapter 7 • Lesson 1
Name
Date
Puritans and Separatists
READING
COMPREHENSION
Chapter 7 • Lesson 1
Read the passage “Puritans and Separatists.” Then
use it to answer these questions.
1. How did English citizens become members of the
Church of England?
A. They were automatically church members.
B. They had to swear an oath to the king.
C. They became members when they
turned 18.
D. They had to donate money to the church.
2. What changes did the Puritans want to make
to the Church of England?
3. What did Separatists believe?
4. Who were the Pilgrims?
© Macmillan/McGraw-Hill
5. How did Native Americans help the Pilgrims?
Unit 3 • Chapter 7 • Lesson 1
Standards 5.4, R2.3
109
Name
Date
WRITING
EXERCISE
Chapter 7 • Lesson 1
Change in the Church
© Macmillan/McGraw-Hill
The Pilgrims faced many challenges in their new home in
Massachusetts. They were on unfamiliar land, far away from
England. Write a story about a Pilgrim family at Plymouth.
Be sure to include details about the family’s voyage on the
Mayflower, the Massachusetts winter, and the help the
family receives from Native Americans. Use the chart to help
you plan your story.
Now use the information in your chart to write your
two-page story.
110
Standards 5.4, W2.4
Unit 3 • Chapter 7 • Lesson 1
Name
Date
LESSON
SUMMARY
Chapter 7 • Lesson 2
Puritans Settle
Massachusetts Bay
Massachusetts Bay
In June of 1630, 17 English ships entered Massachusetts Bay.
They carried 1,000 settlers. Most of them were Puritans who wanted
religious freedom. King Charles I of England had granted them
permission to settle the area. The Puritans went on to establish the
Massachusetts Bay Colony and named their first settlement Boston.
Their governor was John Winthrop. Thick forests and brush covered
most of the land, and the area’s soil was poor for farming. However,
Boston’s location made it a good harbor. Fishing, whaling, and
shipbuilding industries soon thrived.
The Puritan Way of Life
© Macmillan/McGraw-Hill
Puritans read the Bible each day and attended church weekly.
Much of the rest of their time was spent working. Men, women, and
children all worked to grow crops and raise animals. A common was
located in the center of each village. Puritan men held regular town
meetings in the meeting house, which also served as their church.
(Only white men who belonged to the church could vote, however.)
They discussed issues affecting the Massachusetts Bay Colony and
voted on laws and government officials. An education law, passed in
1647, required parents to teach their children to read. Soon, another
law required that every village with more than 50 families had to
have a school. Unlike in Europe, these schools were free of charge.
The first winter in Boston was hard on the Puritans. Much of the
food carried on the ships had spoiled during the ocean crossing.
Many settlers went hungry. Others died of a disease called smallpox.
When a supply ship arrived in February, the settlement rejoiced.
Unit 3 • Chapter 7 • Lesson 2
Standard 5.4
111
Name
Date
VOCABULARY
REVIEW
Chapter 7 • Lesson 2
Puritans Settle
Massachusetts Bay
Jonathon Miles is a Puritan who has just arrived in the
Massachusetts Bay Colony. Here are a few questions he has
about his new home. Provide him with some answers.
1. “Governor Winthrop says I must sign a covenant. What is that?
Must everyone sign one?”
2. “Everyone is talking about the upcoming town meeting. What
happens there? May I attend? Where will the meeting be held?”
© Macmillan/McGraw-Hill
3. “What do you call that grassy area in the middle of town? What is
its purpose? Can sheep graze there?”
112
Standard 5.4
Unit 3 • Chapter 7 • Lesson 2
Name
Date
Governor John Winthrop
READING
PASSAGE
Chapter 7 • Lesson 2
Read this passage. Use it to answer the Reading
Comprehension questions.
John Winthrop was elected governor of the Massachusetts Bay
Colony many times. He is remembered as a strong leader who was
usually fair. But he did not allow people to disagree much with
his plans. He and the rest of the Puritan leaders believed that the
Christian Bible was God’s law and that it was their job to enforce it.
Anne Hutchinson was a Puritan who had come to Boston from
England with her family in 1634. She challenged the Puritan
ministers and the ideas of Governor Winthrop. Hutchinson
believed that people did not need a minister in order to have a
covenant, or a relationship, with God. This was a radical, or very
different, view about religion compared to the Puritan leader’s
views. At town meetings near places such as Boston Common
Governor Winthrop and others demanded that Hutchinson stop
voicing her ideas. When Hutchinson refused, she was arrested and
brought to trial.
© Macmillan/McGraw-Hill
John Winthrop fought against Anne Hutchinson at her trial.
Eventually, the court banished Anne Hutchinson from the
Massachusetts Bay Colony.
Unit 3 • Chapter 7 • Lesson 2
Standard 5.4
113
Name
Date
READING
COMPREHENSION
Chapter 7 • Lesson 2
Governor John Winthrop
Read the passage “Governor John Winthrop.” Then use it to
answer these questions.
1. Who was John Winthrop?
2. What were some of Winthrop’s beliefs about how Puritans
should behave?
3. Who was Anne Hutchinson?
© Macmillan/McGraw-Hill
4. How did Anne Hutchinson’s beliefs oppose those of
John Winthrop?
114
Standards 5.4, R2.3
Unit 3 • Chapter 7 • Lesson 2
Name
Date
WRITING
EXERCISE
John Winthrop and the
Massachusetts Bay Colony
Chapter 7 • Lesson 2
Governor John Winthrop was the leader of the very
successful Massachusetts Bay Colony. Use the chart below
to list some of his leadership qualities and how these might
have helped the Massachusetts Bay Colony to grow. In the
first column, list Winthrop’s skills and qualities as a leader.
In the second column, list how these might have affected
the colony.
)PXUIFTFNBZIBWFIFMQFEUIFDPMPOZHSPX
© Macmillan/McGraw-Hill
(PWFSOPS8JOUISPQTMFBEFSTIJQTLJMMT
Use the information in the chart to write a short essay
about the growth of the Massachusetts Bay Colony.
Unit 3 • Chapter 7 • Lesson 2
Standards 5.4, W2.4
115
Name
Date
LESSON
SUMMARY
Chapter 7 • Lesson 3
Connecticut and
Rhode Island
Puritan Rebels
Roger Williams, a Puritan minister in Massachusetts, argued
against taking land from Native Americans. He also believed the
colony should tolerate, or be accepting of people with different
religious beliefs. In 1636, Puritan leaders accused Williams of
spreading “new and dangerous opinions.” Williams fled south,
where he bought land from the Native Americans living there.
Williams then founded a settlement called Providence, in the colony
of Rhode Island. The settlement was the first to allow freedom of
religion in New England. Anne Hutchinson was also accused of
spreading dangerous ideas. She argued that people could interpret
the Bible without ministers. Hutchinson was later banished from
the Massachusetts Bay Colony. She later followed Williams south
and founded Portsmouth, Rhode Island. Thomas Hooker, a Puritan
minister, believed that each church should be independent and
allowed to choose its own leader. He also argued that all men,
including non-Puritans, should be allowed to vote. In 1636, Hooker
and 100 of his followers left Massachusetts and founded what grew
into the colony of Connecticut.
As the colonies grew, relations between Native Americans and
English settlers changed from friendly to hostile. During the Pequot
War of 1637, many of the Pequot group of Native Americans were
killed. Forty years later, Metacomet, leader of the Wampanoag group
of Native Americans, decided to fight the colonists. The English
called Metacomet King Philip, and this conflict became known as
King Philip’s War. Thousands died in the fighting. Metacomet was
captured and killed, and his family was sold into slavery. Native
Americans never again were able to resist the colonization of
New England.
116
Standard 5.4
Unit 3 • Chapter 7 • Lesson 3
© Macmillan/McGraw-Hill
Colonial Conflicts
Name
Date
VOCABULARY
REVIEW
Chapter 7 • Lesson 3
Connecticut and
Rhode Island
For numbers 1 and 2, write four words or phrases that
describe each war. For number 3, follow the directions given.
For help, see pages 258–260 in your textbook.
1. Pequot War
2. King Philip’s War
© Macmillan/McGraw-Hill
3. Write a description of Roger Williams that includes the word
tolerate.
Unit 3 • Chapter 7 • Lesson 3
Standard 5.4
117
Name
Date
READING
PASSAGE
Chapter 7 • Lesson 3
Diary of a Soldier in
King Philip’s War
Read this fictional diary entry below. Then use it to answer
the Reading Comprehension questions.
I fought alongside the soldiers of Plymouth in King Philip’s War.
One of every 10 men on both sides has died, and much property has
been destroyed.
How did this war begin? Did no one learn from the Pequot War
that happened 40 years earlier?
The Wampanoag Native Americans complained when our
livestock trampled their cornfields. They were angry when
Wamsutta, their leader, was brought to Plymouth court and made
to say whether he would sell his land to competing colonies. When
Wamsutta died soon after, some of his people believed we had
something to do with his death.
Philip then took charge, and we did not trust him. We demanded
that the Wampanoag surrender their weapons, which they did.
This, however, did not stop the feeling of mistrust.
© Macmillan/McGraw-Hill
Some of the Wampanoag began raids on our towns.
We English could tolerate it no longer. And this is how
the war, known as King Philip’s War, began. Now
that this war is ended with our victory, I think the
Wampanoag future is forever changed.
118
Standard 5.4
Unit 3 • Chapter 7 • Lesson 3
Name
Date
READING
COMPREHENSION
Chapter 7 • Lesson 3
Diary of a Soldier in
King Philip’s War
Read the passage “Diary of a Soldier in King Philip’s War.”
Then use it to answer these questions.
1. How many soldiers and Native Americans died in
King Philip’s War?
A. More than one thousand
B. Half the men who fought
C. One third of the men who fought
D. One out of every 10 men who fought
2. Why did the fighting begin?
A. Colonists ruined
Wampanoag crops.
B. Wamsutta killed King Philip.
C. King Philip took charge of the Wampanoag.
D. Colonial towns took in Native American workers.
© Macmillan/McGraw-Hill
3. Which of the following were some of the reasons for tensions
between the Wampanoag and colonists? Circle all that are correct.
A. Unfair prices paid for Wampanoag land
B. The death of Wamsutta following questioning in Plymouth
C. Damage to crops caused by the settlers’ animals
D. The leadership of Philip
4. What do you think the writer meant when he wrote “Now that
this war is ended with our victory, I think the Wampanoag future
is forever changed”?
Unit 3 • Chapter 7 • Lesson 3
Standards 5.4, R2.3, R2.4
119
Name
Date
WRITING
EXERCISE
Two Sides To Every Story
Chapter 7 • Lesson 3
You have just read about King Philip’s war from the point
of view of an English soldier. Now, think about the reasons
why this war was fought from both a Native American view
as well as an English view. Fill in the chart with the reasons
you find.
3FBTPOTGPS,JOH1IJMJQT8BS
&OHMJTI
© Macmillan/McGraw-Hill
/BUJWF"NFSJDBOT
Now use the information in your chart to write a short
essay about why King Philip’s War began.
120
Standards 5.4, W2.4
Unit 3 • Chapter 7 • Lesson 3
Name
Date
LESSON
SUMMARY
Chapter 7 • Lesson 4
Living in New England
Puritan Life
The Puritans worked hard to make their colonies succeed. Millers,
coopers, blacksmiths, and other tradesmen made much of what the
colonists needed. The majority of men were farmers. Women helped
their husbands or took over their businesses if their husbands
died. Young children worked, too. They did chores before and after
school. Children only played if there was time left over after chores
and school.
A Day at School
Young children attended a “writing school,” where they learned
basic skills. Others attended schools run by widows called “dame
schools.” Not many girls studied beyond dame school, however.
They learned to care for a household. Older children could attend
grammar school, where teachers enforced strict discipline. Boys
from wealthy families were often sent to study at the Latin Grammar
School in Boston to prepare to be teachers or ministers.
Parents generally made decisions about their child’s future when
their children were eight years old. Boys (and a few girls) could go
on to grammar school, work alongside their fathers, or become
apprentices. Apprentices learned for seven years before they
became journeymen and could start their own businesses.
© Macmillan/McGraw-Hill
Religion Changes in New England
As the colonies grew, some people worried that religious values
were being forgotten. This concern came to a head in 1692, with
the Salem witch trials. Puritans hanged 19 people for the crime of
witchcraft. Hundreds more were accused or spent time in prison.
Finally, a higher court put a stop to the trials. During the 1700s,
the First Great Awakening led to greater religious tolerance in the
colonies. This tolerance later fueled a desire for self-government in
the colonies.
Unit 3 • Chapter 7 • Lesson 4
Standard 5.4
121
Name
Date
VOCABULARY
REVIEW
Chapter 7 • Lesson 4
Living in New England
Complete each sentence. For help, see pages 262–267 in
your textbook.
1. A(n)
was a person who had finished
studying a trade and could start a business.
2. A school run by a widow was called a(n)
3. A(n)
.
was a wooden paddle with
a protective cover that was used as a textbook.
4. During the
, there was more religious
tolerance and a desire among New Englanders for
self-government.
5. A(n)
was a person who was studying
© Macmillan/McGraw-Hill
a trade or art.
122
Standard 5.4
Unit 3 • Chapter 7 • Lesson 4
Name
Date
Colonial School Days
READING
PASSAGE
Chapter 7 • Lesson 4
Read the passage below. Then, use it to answer the
Reading Comprehension questions.
The town of Springfield, in the Massachusetts Bay Colony, was
growing rapidly. Already, there were many more children running
about the commons than when the colonists had first settled there.
Now, because the town had grown so fast, and because there were
more than 50 families who lived in Springfield, the men were busy
building their first school. Journeymen, apprentices, fathers,
brothers, and young men all worked side by side to build their
one-room school that they could all be proud of.
© Macmillan/McGraw-Hill
While girls often attended a dame school, if there was one,
their school in Springfield would be a school for both boys and
girls—a place to learn basic skills from hornbooks, while learning
a lot of discipline from the teacher. Of course, everyone knew
that if a young man wanted to become a minister, like those who
preached in what was called the Great Awakening, he would need
to continue his education at a fine college. Harvard College in
Massachusetts was just that sort of college.
Unit 3 • Chapter 7 • Lesson 4
Standard 5.4
123
Name
Date
READING
COMPREHENSION
Chapter 7 • Lesson 4
Colonial School Days
Read the passage “Colonial School Days.”
Use it to answer the following questions.
1. In what kind of school did colonial girls
usually learn basic skills?
2. What was the purpose of a hornbook?
3. Why might a young man want to go to Harvard College during
Colonial times?
© Macmillan/McGraw-Hill
4. How was the school in Springfield different from a dame school?
124
Standards 5.4, R2.4
Unit 3 • Chapter 7 • Lesson 4
Name
Date
WRITING
EXERCISE
Chapter 7 • Lesson 4
The Great Awakening
The Great Awakening changed religion in the New England
colonies. It also brought about change in other areas of New
England life. Think about how the Great Awakening changed
the New England colonies in religious, social, and political
ways. Use the chart to organize your information.
© Macmillan/McGraw-Hill
5IF(SFBU"XBLFOJOH
Now use the information in your chart to write a one-page
report about the Great Awakening and the changes it caused.
Unit 3 • Chapter 7 • Lesson 4
Standards 5.4, W2.1
125
Name
Date
LESSON
SUMMARY
Chapter 8 • Lesson 1
New York and
New Jersey
New Netherland
Amsterdam merchants formed the Dutch West India Company
in 1621. They claimed land along the Hudson River and called it
New Netherland. In 1626, they bought Manhattan Island from the
Manahates Indians and called it New Amsterdam. The Indians did
not know they had sold the land to the Dutch. They thought they
had only sold the right to share the land. The Dutch were tolerant of
religious and ethnic differences, which attracted people from less
tolerant countries.
Colonies Change Hands
The colony of New Sweden was also in the region. Peter
Stuyvesant, the Dutch leader, believed the Swedes had taken land
that belonged to New Amsterdam. He sent ships and soldiers to
capture New Sweden. In 1664, an English fleet sailed into New
Amsterdam harbor and Stuyvesant was forced to surrender. The
English renamed the colony New York. The area nearby was named
New Jersey, after the English island of Jersey.
New York Prospers
126
Standard 5.4
© Macmillan/McGraw-Hill
The colonies of New York and New Jersey
continued to grow. Under English rule,
however, laws for African Americans changed,
and those who were free could be sold into
slavery again. To help attract settlers, land
grants were given to patroons who brought
people to farm in the colonies. Free trade
also created jobs for the colonists. Whaling,
although dangerous, was another important
industry on Long Island.
Unit 3 • Chapter 8 • Lesson 1
Name
Date
New York and
New Jersey
VOCABULARY
REVIEW
Chapter 8 • Lesson 1
Read each sentence. Then write whether each one relates
to patroon or free trade. For help, see pages 274–278 in your
textbook.
1. A wealthy Dutch man would bring 50 settlers to the colony.
2. There were no limits or restrictions on trade.
3. Settlers had to clear and farm land they did not own.
4. A settler had to share crops with a wealthy landowner.
© Macmillan/McGraw-Hill
5. Settlers did not have to sell crops to a certain person or group.
Standard 5.4
Unit 3 • Chapter 8 • Lesson 1
127
Name
Date
READING
PASSAGE
Chapter 8 • Lesson 1
An Old System
Read this passage. Then use it to answer the Reading
Comprehension questions.
The patroon system in the Dutch colonies was similar to the
European feudal system. In feudalism, a feudal lord owned a large
amount of land. He governed it and had his own courts. The lord
would grant land to vassals. In exchange for the land, the vassals
had to help the lord. A vassal promised to be loyal to the lord and
provide fighting men if the lord needed them. Under this system
countries were not unified. Different lords had different rules, so
conditions changed depending on who was in charge.
Serfs were the people who farmed feudal lands. A serf could not
own property. Though they were not slaves, serfs were not allowed
to leave the land. They also had to get the lord’s permission before
they could marry. The life of serfs was not easy. They had to work
very hard and could never have land of their own. The serfs worked
the land in exchange for protection. Serfs did not have to fight
because the feudal lord had to protect the serfs on his land.
When the Dutch set up patroonships, they used feudalism as
their model. The patroon owned the land, had his own courts,
and provided a teacher and minister for the tenants. Tenants
stayed on the land for ten years before they had to pay
rent. They had to sell their crops to the patroon. The
patroon system was not a great success. Eventually
the Dutch changed the system. Limits were placed
on the power a patroon could have. Free trade was
allowed, which meant that farmers could sell their
crops to the person who would give them the best
price. After these changes were made, more people
were willing to move to New Netherland.
128
Standard 5.4
Unit 3 • Chapter 8 • Lesson 1
Name
Date
READING
COMPREHENSION
Chapter 8 • Lesson 1
An Old System
Read the passage “An Old System.” Then use it to answer
these questions.
1. What were the duties of a vassal?
2. What benefits did the tenants in Dutch
colonies have?
3. What were serfs not allowed to do?
© Macmillan/McGraw-Hill
4. What were some differences between the feudal system and the
patroon system?
5. Why do you think more people came to New Netherland after the
patroon system changed?
Unit 3 • Chapter 8 • Lesson 1
Standards 5.4, R2.3, R2.4
129
Name
Date
WRITING
EXERCISE
Chapter 8 • Lesson 1
From New Netherland
to New York
© Macmillan/McGraw-Hill
t is 1664 and you live in the colony of New York. The
colony was recently taken over by England, who changed
the colony’s name from New Netherland. Do you think the
change to English rule is a good idea or a bad idea? Write an
editorial for the colony’s newspaper. Try to convince your
readers to agree with you. Support your main idea with at
least three details. Use the chart to help you.
Now use the information in the chart to write a one-page
editorial. Include at least three reasons why your readers
should agree with you.
130
Standards 5.4, W2.4
Unit 3 • Chapter 8 • Lesson 1
Name
Date
LESSON
SUMMARY
Chapter 8 • Lesson 2
Pennsylvania and
Delaware
William Penn
Admiral William Penn loaned money to his friend King Charles II
when the king fled a revolution in England. Years later, the admiral’s
son, also named William Penn, asked King Charles for land to start a
new colony. Penn wanted to start a colony with religious tolerance for
all. He called it a “Holy Experiment.” King Charles gave him land and
asked that the colony be named Pennsylvania in honor of his friend.
The Quaker Colony
Penn was part of the Society of Friends. Its members, known as
Quakers, were jailed and sometimes killed because of their beliefs.
The Quakers thought that everyone should be treated fairly. They
were against war and military service. They also opposed slavery.
Charles II gave Penn land for the new colony without considering
the Lenape, the Native Americans who already lived there. Penn
wanted to treat the Lenape fairly, and he paid them for the land.
After Penn died, however, his sons used the Walking Purchase to
cheat the Lenape out of land. The Charter of Privileges was the
Pennsylvania colony’s constitution. It was based on William Penn’s
original Frame of Government of Pennsylvania. Penn selected the
location for Philadelphia because it was a good place for a port.
© Macmillan/McGraw-Hill
Pennsylvania Grows
Penn advertised to get more people to come to his colony. Many
new colonists came from Germany, England, Wales, and Ireland
for religious freedom, cheap land, and jobs. Because he wanted a
port on the Atlantic Ocean, Penn also bought the land that we now
call Delaware. The colonists who settled there did not want to be
under Pennsylvania rule. Penn allowed them to make their own
laws, but the governor of Pennsylvania ruled Delaware until the
American Revolution.
Unit 3 • Chapter 8 • Lesson 2
Standards 5.3, 5.4
131
Name
Date
VOCABULARY
REVIEW
Chapter 8 • Lesson 2
Pennsylvania and
Delaware
Unscramble the words and phrases. Then use
the unscrambled words to complete the sentences. For
help, see pages 278–283 in your textbook.
1. T N I O R V E U L O
2. Y R E P T O L H E N I M E X
3. R A K E Q U
4. S E A C H W G U R P N I K L A
5. L U N I R E A C A M
6. After the
, King Charles II returned
to England.
7. No
owned slaves after 1787.
8. Most colonies did not have a
legislature.
.
10. For the
, the Penn brothers hired fast
runners to claim land.
132
Standards 5.3, 5.4
Unit 3 • Chapter 8 • Lesson 2
© Macmillan/McGraw-Hill
9. William Penn said that Pennsylvania was a
Name
Date
READING
PASSAGE
Chapter 8 • Lesson 2
A New Neighbor
Read this fictional article. Then use it to answer the
Reading Comprehension questions.
The other day, a new settler asked me how this colony was started.
“Why, it began with a revolution,” I replied.
“A revolution? I have not heard anything about a revolution,”
he said.
I explained that the revolution was in England. Because Admiral
William Penn helped King Charles II return to the throne after the
revolution, King Charles gave land for a colony to the admiral’s
son. He asked that the son call it Pennsylvania, in honor of the
admiral.
“Interesting,” my new neighbor said. “So why did Penn’s son
want to leave England?”
© Macmillan/McGraw-Hill
I asked him if he knew about the Society of Friends. He shook his
head no. When I asked if he had heard of Quakers, however, he
nodded yes. I told him how difficult things were for Quakers in
England. We Quakers believe that all people should receive
fair treatment. Penn was a Quaker and he had been put in
jail for his beliefs. He wanted to start a colony where there
would be religious tolerance for all Christians. He
called it a Holy Experiment.
I talked about how Penn wrote the plans for the colony’s
government. The Charter of Privileges was taken
from the Frame of Government for Pennsylvania
that Penn wrote. My new friend was surprised to
hear that the Pennsylvania assembly is unicameral.
Finally, he was sad to hear about how
the Walking Purchase had been
used to cheat the Native Americans.
I was sad to tell of it. Our colony was
started with the idea of fair treatment. I
have hope that justice will prevail.
Unit 3 • Chapter 8 • Lesson 2
Standards 5.3, 5.4
133
Name
Date
READING
COMPREHENSION
Chapter 8 • Lesson 2
A New Neighbor
Read the fictional article “A New Neighbor.” Then use
it to answer these questions.
1. What surprised the new settler?
A. The Native Americans had been cheated.
B. Pennsylvania’s government was unicameral.
C. The admiral’s son was a Quaker.
D. King Charles started a revolution.
2. Where was the revolution that King Charles fled?
3. Is there a difference between the Society of Friends and
the Quakers?
4. Why did the news of the Walking Purchase make the writer sad?
© Macmillan/McGraw-Hill
5. How did a revolution in England affect America?
134
Standards 5.3, 5.4, R2.3, 2.4
Unit 3 • Chapter 8 • Lesson 2
Name
Date
WRITING
EXERCISE
Chapter 8 • Lesson 2
Come to Pennsylvania!
© Macmillan/McGraw-Hill
William Penn has asked you to write a pamphlet to attract
settlers to Pennsylvania. Use the chart below to plan your
pamphlet. Write at least four reasons why people would want
to move from Europe to Pennsylvania.
Now use the information in the chart to create your
pamphlet. Remember that you want to convince people to
move from their homes to a land across the ocean.
Unit 3 • Chapter 8 • Lesson 2
Standards 5.3, 5.4 W2.4
135
Name
Date
LESSON
SUMMARY
Chapter 8 • Lesson 3
Living in the
Middle Colonies
The Colonists Go to Work
It took a lot of hard work to earn a living in colonial America.
There were few landowners and wealthy merchants. Most people
were crafts workers, shopkeepers, or farmers. There were also
indentured servants and enslaved Africans. Young boys could
become apprentices to learn a trade, but it was unusual for a girl to
be an apprentice. Families made everything they needed, from soap
and candles to toys. Sunday was the only day that people did not
work. School was not required for children.
As trade and commerce grew in the Middle Colonies, the major
port cities of New York and Philadelphia also grew. New York kept
some of its Dutch heritage, including religious tolerance and ethnic
diversity. The Middle Colonies were known as the Breadbasket of
the colonies. Farmers in the Middle Colonies sent their surplus
grain to the New England and Southern colonies. The farmers used
land that had been cleared by Native Americans. Native Americans
also taught them farming practices such as girdling and gathering
maple syrup. Colonists came to the Middle Colonies in the 1700s for
several reasons. Some wanted a new life. Others wanted to escape
harsh conditions in Europe. Traveling to America was not easy
or cheap, so some immigrants agreed to be indentured servants.
More captive Africans were also brought to the colonies at this time.
People enjoyed hearing public speakers talk about different topics.
Religion was an important issue in the colonies. George Whitefield,
an English preacher, arrived in 1738. He was an impressive speaker
and drew large crowds. He started a movement known as the First
Great Awakening.
136
Standard 5.4
Unit 3 • Chapter 8 • Lesson 3
© Macmillan/McGraw-Hill
Colonial Lives
Name
Date
Living in the
Middle Colonies
VOCABULARY
REVIEW
Chapter 8 • Lesson 3
Complete the exercises. For help, see pages 284–288 in
your textbook.
1. Ethnic diversity is a part of New York’s Dutch
.
2. Farmers in the Middle Colonies sold their surplus
to other colonies.
Write two sentences using the word you used to complete
Exercise 1.
3.
4.
Write one sentence using the word you used to complete
Exercise 2.
© Macmillan/McGraw-Hill
5.
Unit 3 • Chapter 8 • Lesson 3
Standard 5.4
137
Name
Date
READING
PASSAGE
Chapter 8 • Lesson 3
Ask Jack
Read this fictional newspaper advice column. Then use it to
answer the Reading Comprehension questions.
Dear Jack,
After last year’s harvest, I had a lot of grain left over. Should I
plant less? What do I do?
Surplus Sam
Dear Surplus Sam,
No! Don’t plant less. Do what farmers all over the Middle
Colonies are doing: Sell your extra wheat and corn to the Southern
and New England colonies.
Dear Jack,
What is this girdling I hear so much about? I have heard
some people speak of it and make reference to the woods. What
kind of practice is this?
Edward from England
Dear Edward,
Girdling is a method we use to clear fields for farming
that we learned from the Native Americans. You remove the
tree bark to kill a tree. This allows more sunlight to reach the
crops, since the tree will have no leaves. Once a tree is dead,
it is much easier to cut down.
138
Standard 5.4
Unit 3 • Chapter 8 • Lesson 3
Name
Date
READING
COMPREHENSION
Chapter 8 • Lesson 3
Ask Jack
Read the fictional newspaper advice column “Ask Jack.”
Then use it to answer these questions.
1. Who taught settlers about girdling?
2. How does girdling help farmers?
3. Why do you think Jack told Surplus Sam not to plant less grain?
© Macmillan/McGraw-Hill
4. Moving from Europe to the colonies was a new
experience. What new experiences does the
advice column mention?
Unit 3 • Chapter 8 • Lesson 3
Standards 5.4, R2.3, 2.4
139
Name
Date
WRITING
EXERCISE
Chapter 8 • Lesson 3
What Happened to
the Farmer?
© Macmillan/McGraw-Hill
You are a writer living in one of the Middle Colonies. Write
a story about a farmer there. Use the chart below to help
you organize your story. Be sure that at least three events
happen in your story.
Now use the information in your chart to write a one- to
three-page story. Try to make your reader see the place you
are talking about and feel like part of the action.
140
Standards 5.4, W2.1
Unit 3 • Chapter 8 • Lesson 3
Name
Date
Conflicts with
Native Americans
LESSON
SUMMARY
Chapter 9 • Lesson 1
Wars and Treaties
In Virginia during the “starving time” of 1610, the Powhatan
took colonists into their villages and fed them. When the new
governor arrived, he thought the colonists had been kidnapped.
He attacked a Powhatan village and destroyed crops. In 1622
fighting broke out between colonists and the
Powhatan. The colonists and the Powhatan
agreed to a peace treaty in 1646. At the same
time diseases brought by the colonists killed
many of the Powhatan.
Conflict in New England
During the 1600s English settlers did not
respect agreements that protected Native
American land. In 1636 war began between
the colonists and the powerful Pequot. When
the colonists destroyed a Pequot fort, only a
few Pequot survived. In 1661, the Wampanoag
chief Metacomet, nicknamed “King Philip”
by the English, wanted to stop the English from taking Wampanoag
land. King Philip’s War began in 1675, and by its end about 4,000
Wampanoag had died. In August 1676, Metacomet was killed, and
the surviving Wampanoag were sold as slaves.
© Macmillan/McGraw-Hill
Conflict in the South
In 1710 Swiss and German colonists built the settlement of New
Bern in North Carolina. They hired a surveyor named John Lawson
to bargain with the Tuscarora. Chief Hancock believed that Lawson
had cheated his people, so he had Lawson killed and attacked New
Bern. In 1713 the colonial army surrounded the Tuscarora camp.
The Tuscarora surrendered and left North Carolina. In 1715 the
Yamasee went to war with the English. Spanish colonists helped the
Yamasee, and the Cherokee helped the English. The Yamasee were
defeated in 1717.
Unit 3 • Chapter 9 • Lesson 1
Standard 5.3
141
Name
Date
VOCABULARY
REVIEW
Chapter 9 • Lesson 1
Conflicts with
Native Americans
In the chart, write four words or phrases describing each
war. For help, see pages 292–297 in your textbook.
,JOH1IJMJQT8BS
© Macmillan/McGraw-Hill
1PXIBUBO8BST
Write a sentence using the word hostage.
142
Standard 5.3
Unit 3 • Chapter 9 • Lesson 1
Name
Date
READING
PASSAGE
King Philip’s War Begins
Chapter 9 • Lesson 1
Read this passage. Then use it to answer the Reading
Comprehension questions.
“King Philip,” known to his people as Metacomet, was born in
about 1638. He was the second son of Massasoit, the Wampanoag
chief who was a friend to the early Plymouth settlers. Metacomet
did not like or trust the English. The colonists ignored treaties his
father made with them, as they had in the Powhatan Wars. When
Massasoit died in 1661, his son, Wamsutta, became chief. In
1662, Wamsutta was captured by officers of the Plymouth Colony
and forced to appear in court. While there, he mysteriously died.
Metacomet suspected he had been poisoned. Metacomet then
became chief.
© Macmillan/McGraw-Hill
In 1667 the colony broke another agreement by selling
Wampanoag land near the town of Swansea. Metacomet sent a
war party. The quarrel continued until 1671, when Metacomet was
invited to the Plymouth Colony to make peace. When he arrived, he
was held at gunpoint and taken hostage until he promised to obey
the commands of the colony.
In 1675 the body of a Native American informer to the
English was found in a pond. After a very quick trial,
three Wampanoag men were found guilty of the murder
and executed. One of the men was a close friend
of Metacomet’s. Metacomet believed that the
execution was meant as a warning to him. Again he
sent a war party. When one of Metacomet’s men was
shot and killed, the warriors attacked the town.
For the next 13 months, King Philip’s War raged
through New England.
Unit 3 • Chapter 9 • Lesson 1
Standards 5.3, R2.3, R2.4
143
Name
Date
READING
COMPREHENSION
Chapter 9 • Lesson 1
King Philip’s War Begins
Read the passage “King Philip’s War Begins.” Then use it to
answer these questions.
1. Why did Metacomet dislike the English colonists?
2. Why did Metacomet send the first war party to
Swansea in 1667?
A. English colonists poisoned his father.
B. English colonists executed one of his friends.
C. He did not like or trust the English colonists.
D. The English colonists sold Wamponoag land.
3. True or false? Metacomet agreed to make peace
with the colonists in 1671.
True
False
4. In 1675 a friend of Metacomet’s was executed for
murder after a very quick trial. Why, do you think,
did Metacomet see this execution as a warning?
© Macmillan/McGraw-Hill
5. In nearly every war, there is an event that finally triggers fighting.
From your reading of “How King Philip’s War Began,” what do
you think was that triggering event, and why?
144
Standards 5.3, R2.3, R2.4
Unit 3 • Chapter 9 • Lesson 1
Name
Date
WRITING
EXERCISE
Chapter 9 • Lesson 1
How to Prevent a War
Lord de La Warr and Chief Opechancanough each made a
mistake that led to the Powhatan Wars. Plan an article for a
Virginia newspaper explaining the causes of the war. On the
chart below, write the mistake that each leader made. Then
write the effects of the mistakes.
© Macmillan/McGraw-Hill
$BVTFT
&õFDUT
Now, use the information in the chart to write a one- to
two-page article. Exaplain how the war could have been
avoided if these two leaders had tried to understand each
other. Try to convince your readers that communication can
prevent violence.
Unit 3 • Chapter 9 • Lesson 1
Standards 5.3, W2.4
145
Name
Date
LESSON
SUMMARY
Chapter 9 • Lesson 2
Slavery in the Colonies
The Slave Trade
Massachusetts was the first colony to legalize slavery in 1641. By
1750 slavery was legal in every colony. Africans were kidnapped or
bought from African rulers. Captives were crowded into ships to be
sold as enslaved people in the Americas and the Caribbean islands.
This practice was known as the slave trade.
Living in Slavery
Enslaved Africans worked in New England’s shipyards and on
the farms of Rhode Island and New York. It was not profitable for
a northern farmer to own more than one enslaved worker. In the
South many more enslaved Africans worked on plantations, which
grew cash crops such as tobacco and rice. By 1720 more than half
the population of South Carolina was made up of enslaved Africans.
Despite the hardships of never ending work, enslaved Africans kept
much of their African culture. They told traditional stories and sang
songs as they worked. Their religious songs were called spirituals.
Spirituals are now part of American music.
Fighting for Freedom
© Macmillan/McGraw-Hill
Africans resisted their enslavement in many ways. In New York
City in 1712, an enslaved man named Coffee led an armed rebellion,
killing several colonists. Most of the rebels were caught and killed. In
1739 in Stono, South Carolina, a slave named Jemmy hoped to lead
his 75 followers to the Spanish colony of Florida, where the Spanish
promised them freedom. They were attacked by soldiers and many
were killed. Stricter slave codes were set to control the growing slave
population. The law considered enslaved people property, like land
or houses.
146
Standard 5.4
Unit 3 • Chapter 9 • Lesson 2
Name
Date
Slavery in the Colonies
VOCABULARY
REVIEW
Chapter 9 • Lesson 2
Complete the exercises below. For help, see pages
298–303 in your textbook.
1. What is the difference between the slave trade and the
slave codes?
2. Write a sentence using the term slave code.
© Macmillan/McGraw-Hill
3. Write a sentence using the word spiritual. Be sure to use the
meaning discussed in the text.
Unit 3 • Chapter 9 • Lesson 2
Standard 5.4
147
Name
Date
READING
PASSAGE
Chapter 9 • Lesson 2
African American
Oral Tradition
Read this passage. Then use it to answer the Reading
Comprehension questions.
The slave trade brought enslaved Africans to the colonies where
the slave codes gave them a harsh life with no chance of freedom.
Family played a key role in helping Africans survive the brutality of
slavery. When families were together they talked, told stories, and
sang songs including spirituals. Many songs and stories were used
to outsmart their slave holders. The story below is about an enslaved
African winning his freedom.
Once there was an enslaved African named William and a slave
holder named Charles. Charles and William enjoyed telling stories,
jokes, and riddles. William was very good at riddles. One day he
asked Charles if he had hope in his heart. Charles said yes, there
was hope in his heart. William said he had hope in his heart, too.
Then he asked Charles if he could see hope and touch hope. Charles
said, “No! That is impossible!”
William looked surprised and said, “Sir, I see hope every
day in my home. I talk to hope. Sometimes we go for
walks together.”
Charles smiled. He could see a riddle coming. “Are
you telling me you can show me hope?”
© Macmillan/McGraw-Hill
“Come to my house tomorrow morning. If you
see hope, right in front of you, will you give me
my freedom?”
Charles agreed. The next morning he went
to William’s hut. William was waiting
for him at the door with his dog by
his side. “Sir,” William said, “meet
my dog. His name is Hope. And if I’m
not mistaken, Hope and I are leaving
here today.”
148
Standards 5.4, R2.3, R2.4
Unit 3 • Chapter 9 • Lesson 2
Name
Date
READING
COMPREHENSION
Chapter 9 • Lesson 2
African American
Oral Tradition
Read the passage “African American Oral Tradition.” Then
use it to answer these questions.
1. Is the word spiritual used as an adjective or a noun in the passage?
2. What did this story have in common with many
of the songs and stories of enslaved Africans?
3. Which is the best summary?
A. Many African stories focused on hope.
B. One theme in enslaved African culture was the person who
outsmarted his or her owner.
C. Most enslaved Africans named their dogs “Hope”.
D. Enslaved Africans had clever ways of winning their freedom.
© Macmillan/McGraw-Hill
4. How would you describe the relationship between William and
Charles? Compare this relationship to what you imagine a typical
relationship would be.
5. From what you have read in the lesson and from your reading of this
story, why were tales like this one so popular with enslaved Africans?
Unit 3 • Chapter 9 • Lesson 2
Standards 5.4, R2.3, R2.4
149
Name
Date
WRITING
EXERCISE
Chapter 9 • Lesson 2
Rebellion in Stono!
It is Monday, September 10, 1739. Stono’s Rebellion
happened yesterday. You are a newspaper reporter. Plan a
report for the Charleston Bugle about this sensational event.
Use the chart below to help you.
8IBU
8IP
8IZ
8IFO
© Macmillan/McGraw-Hill
8IFSF
Now use the information in your chart to write a one- to
two-page report. Make sure your report is both dramatic and
true and that it has a beginning, a middle, and an end.
150
Standards 5.4, W2.3
Unit 3 • Chapter 9 • Lesson 2
Name
Date
LESSON
SUMMARY
Chapter 9 • Lesson 3
Early Economies
Working in the Colonies
Colonists brought the idea of controlling their own businesses
from England. This is called free enterprise. England wanted
colonial businesses to support the English economy. England
passed laws that supported the English economy. Colonial farmers
produced products that they sold to England, other colonies, or the
Caribbean islands. Some of those islands were Spanish, French, or
Dutch, but England wanted all the trade to go through English ports.
England taxed colonial products so that they could not compete
with English products. Many colonists ignored English trade laws or
smuggled their goods out of the colonies.
Triangular Trade
In the late 1600s, the colonies began to compete with England’s
trade in Africa and the West Indies. New England, Africa, and the
West Indies formed one of several three-sided trade routes known
as triangular trade. Rum, guns, gunpowder, cloth, and other goods
manufactured in New England were shipped to Africa and sold. The
ships were then filled with African captives, who were sold in the
West Indies. This second leg of the triangle was known as the Middle
Passage. The ships were then loaded with molasses and sailed back
to New England.
© Macmillan/McGraw-Hill
Regional Economies
New England was so rich in forests that wood was much cheaper
than in England. Shipbuilding became its main industry. By 1760
one third of all English ships were built in New England. In the
Middle Colonies, farmers kept animals and grew corn and wheat.
The port cities of New York and Philadelphia became business
centers. The colonies began to depend less on England for
manufactured goods, because guns, cloth, glass, and tools were
manufactured in the Middle Colonies. The economy of the Southern
Colonies depended on tobacco. It was so plentiful that prices fell
heavily during the colonial period. English trade laws were never
able to successfully control colonial trade. Still the colonists grew to
hate the trade laws.
Unit 3 • Chapter 9 • Lesson 3
Standard 5.4
151
Name
Date
VOCABULARY
REVIEW
Chapter 9 • Lesson 3
Early Economies
Complete the exercises below. For help, see pages
306–311 in your textbook.
1. The trade route between New England, Africa, and the West
Indies was known as the
.
2. How did the Middle Passage get its name?
© Macmillan/McGraw-Hill
3. Write a sentence using the word industry.
152
Standard 5.4
Unit 3 • Chapter 9 • Lesson 3
Name
Date
READING
PASSAGE
Chapter 9 • Lesson 3
The Story of
Olaudah Equiano
Read this passage. Then use it to answer the Reading
Comprehension questions.
According to his autobiography, Olaudah Equiano was the son
of an African chief. He was born around 1745 in a village in what
is now Nigeria, West Africa. When he was small child, he was
kidnapped and taken aboard a ship. He suffered terrible hardships
as the ship crossed the Atlantic Ocean on the Middle Passage of
the triangular trade. When he arrived in the West Indies, Olaudah
was sold as a slave to an English navy captain named Michael
Pascal. Pascal gave Olaudah the name Gustavus Vassa. Olaudah
served Pascal for ten years and sailed with him around Europe
and North America. During the course of his travels, Olaudah
learned to read and write.
© Macmillan/McGraw-Hill
When Pascal left the navy, Olaudah hoped to be able to buy his
freedom. Instead, Pascal sold him to another sea captain. This
seaman took him to the island of Monserrat and sold him to a
Quaker planter named Robert King. Because he was educated,
King trained him to weigh and measure goods and paid him
well. After three years Olaudah was able to buy his freedom.
He returned to London and worked as a barber. He
became involved in campaigns to end the slave trade
and wrote his life story.
The Interesting Narrative of the Life of Olaudah
Equiano, or Gustavus Vassa, the African was
published in 1789. It became a best seller. In the
English publishing industry, only Robinson Crusoe
sold better. Today, some historians think Equiano was
born in South Carolina. It could be
that Equiano heard the story of the
Middle Passage from others.
Unit 3 • Chapter 9 • Lesson 3
Standards 5.4, R2.3, R2.4
153
Name
Date
READING
COMPREHENSION
Chapter 9 • Lesson 3
The Story of
Olaudah Equiano
Read the passage “The Story of Olaudah Equiano.”
Then use it to answer these questions.
1. According to his autobiography, how was Olaudah
Equiano involved in the triangular trade?
A. He was born in the West Indies and sold in
New England.
B. He was born in the West Indies and sold in Africa.
C. He was born in Africa and sold in New England.
D. He was born in Africa and sold in the West Indies.
2. True or false? Olaudah Equiano was never a slave in the
American colonies.
True
False
3. Why was Olaudah Equiano given the responsibility
of weighing and measuring goods on the
plantations of Monserrat?
© Macmillan/McGraw-Hill
4. Why do you think Olaudah Equiano’s autobiography became an
important book?
154
Standards 5.4, R2.3, R2.4
Unit 3 • Chapter 9 • Lesson 3
Name
Date
WRITING
EXERCISE
Chapter 9 • Lesson 3
A Sea Shanty
© Macmillan/McGraw-Hill
You are a sailor on a sea voyage during the colonial period.
Your voyage has been long and hard. There have been storms
and periods with no wind at all. The food is not good, and
there is often disease on board ship. For entertainment, your
shipmates sing sea shanties. The verses of these songs usually
rhyme and have four lines each. Plan a sea shanty, describing
your adventures as you sail the three parts of the triangular
trade. Use the chart to help you decide which events to
include. Start and end your voyage in New England.
Now use the events from the chart to write your sea
shanty. Write at least one verse for each part of the journey.
Unit 3 • Chapter 9 • Lesson 3
Standards 5.4, W2.1
155
Name
Date
LESSON
SUMMARY
Chapter 9 • Lesson 4
Governing the Colonies
Self-Government
The oldest colonial assembly was the Virginia House of Burgesses,
which was founded in 1619. Elected assemblies had powers of
legislation. This meant they could make and pass laws. Every
law had to be approved by the governor or by the government in
London. At first only white landowners could vote or be elected.
Assemblies decided how each colony’s money should be spent. Each
colony’s charter guaranteed the right to an assembly. Assemblies
were popular with the colonists because the colonists elected them.
Assemblies used the English Parliament as their model.
Governors and Government
Colonial governors were usually appointed by the king or by the
colony’s proprietor. They had the power to reject laws, and some
had the power to close assemblies. Governors and assemblies often
disagreed. At the local level, elected officials made decisions for
their communities. In New England and the Middle Colonies, each
town elected its own officials. In most of the Southern Colonies,
each county had officials appointed by the governor. Towns and
counties looked after roads, and local courts settled disputes
and legal questions. Lawbreakers could be pilloried, whipped, or
sentenced to death. Election candidates spoke to voters one by one,
and they often treated voters to food and drink.
John Locke, the English writer and thinker, helped write the
charter for Carolina. He listed life, freedom, and the right to own
property, as “natural rights.” People disagreed over what Locke
meant by “freedom.” The idea of freedom of the press was born
during this time. Governors and assemblies often tried to control
what was written about them in newspapers. In 1735 Andrew
Hamilton successfully defended a newspaper owner who had been
accused of writing damaging things about the governor. This meant
the press was free to print the truth. In 1773 Phillis Wheatley, an
enslaved African, published poems against slavery. For her, “natural
rights” included the freedom of African Americans.
156
Standard 5.4
Unit 3 • Chapter 9 • Lesson 4
© Macmillan/McGraw-Hill
Colonists Demand Rights
Name
Date
Governing the Colonies
VOCABULARY
REVIEW
Chapter 9 • Lesson 4
Complete the exercises below. For help, see
pages 312–317 in your textbook.
1. Write a definition of the word assembly. Be sure to use the
meaning explained in the text.
2. Write a sentence using the word assembly. Be sure to use the
meaning explained in the text.
© Macmillan/McGraw-Hill
3. Write a sentence using the word legislation.
Unit 3 • Chapter 9 • Lesson 4
Standard 5.4
157
Name
Date
READING
PASSAGE
Chapter 9 • Lesson 4
Liberty, Property, and
No Pistole!
Read this passage. Then use it to answer the Reading
Comprehension questions.
It is not hard to understand why colonial assemblies often
disagreed with decisions of colonial governors. Assemblies were
elected by the colonists and did their best to help them. Governors
were appointed by the king and did their best to make money for
England. One famous argument was between Virginia’s House of
Burgesses and Robert Dinwiddie.
In 1752 Robert Dinwiddie became governor of Virginia. He
soon started to look for ways to raise money for the king and for
himself. In 1753 he decided to charge money for his signature and
seal on land patents given to colonists when granted land by the
government. Dinwiddie decided to charge one pistole. A pistole
was a Spanish gold coin that was worth just over an English pound.
This was a great deal of money in those days.
© Macmillan/McGraw-Hill
The House of Burgesses objected. They thought this charge
was unfair. There was no legislation that made it legal. All
over Virginia people took up the slogan Liberty, Property,
and No Pistole! The House of Burgesses sent Peyton
Randolph, the colony’s attorney general, to London.
The king’s advisers could not admit that the governor
made a mistake. This would have weakened the king’s
authority. They did not want to upset the colonists, so
they decided to allow Dinwiddie to charge money
only on land over 100 acres.
158
Standards 5.4, R2.3, R2.4
Unit 3 • Chapter 9 • Lesson 4
Name
Date
READING
COMPREHENSION
Chapter 9 • Lesson 4
Liberty, Property, and
No Pistole!
Read the passage “Liberty, Property, and No Pistole!”
Then use it to answer these questions.
1. A land patent needed the
it legal.
to make
2. How did Dinwiddie think he could make extra money
from the colonists?
A. By selling them land
B. By selling them pistoles
C. By charging for his signature
D. By charging for advice
3. Why did the House of Burgesses object to
Dinwiddie’s idea?
A. They thought he was charging too much.
B. They thought it was unfair.
C. They wanted a share of the money.
D. They wanted all of the money.
4. Why did the king’s advisers in London not want to admit that
Dinwiddie had made a mistake?
© Macmillan/McGraw-Hill
5. Why did colonial assemblies like the House of Burgesses often
disagree with the colonial governors?
Unit 3 • Chapter 9 • Lesson 4
Standards 5.4, R2.3, R2.4
159
Name
Date
WRITING
EXERCISE
Self-Government in Action
Chapter 9 • Lesson 4
It is 1760 in New England. You are a reporter for a local
newspaper. Plan an article to tell people what happened at
the last town meeting. What was the issue? Who brought it
up? What were other people’s responses? Who were those
people? Use the chart to organize your article.
8IP
8IBU
8IFO
8IFSF
Now use the information in your chart to write a one-page
article for the morning newspaper. Be sure that your readers
will be able to understand what the meeting was about and
why it was important.
160
Standards 5.4, W2.1
Unit 3 • Chapter 9 • Lesson 4
© Macmillan/McGraw-Hill
8IZ
Name
Date
READING
SKILL
Summarize
Unit 3
Read this passage. Then copy the chart and use it to
summarize each paragraph.
Squanto was a Patuxent Indian who lived among the Wampanoag
in Massachusetts. In 1615 Squanto and about 20 other Native
Americans were captured by English sailors. They were sold into
slavery in Spain.
Priests hoping to convert them to Christianity released the captured
men. In 1617 Squanto lived in London, where he learned the English
language and culture. Later, he met an officer named Dermer. The
officer helped Squanto return home in the spring of 1619.
More English settlers arrived on the ship Mayflower in November
1620. Half of them died from disease or starvation during that first
winter. Squanto helped the Pilgrims adjust to their new land. His
knowledge of the English language and culture was a great asset. His
first task was to teach settlers how to fertilize the soil. He also created
a treaty between the natives and the settlers. Without Squanto’s help,
the Pilgrims may not have survived in Massachusetts.
© Macmillan/McGraw-Hill
1BSBHSBQI
Unit 3 • Summarize
1BSBHSBQI
1BSBHSBQI
Standards 5.3, R2.3
161
Name
Date
LESSON
SUMMARY
Chapter 10 • Lesson 1
The Spanish
Colonize California
New Spain Heads North
Vizcaíno sailed to Monterey Bay in 1602 and tried to get people
interested in settling there. However, Spanish leaders refused to
consider a northern settlement in California at that time. In 1768
José de Gálvez led the Sacred Expedition north to build forts and
send Catholic missionaries into California to convert the Native
Americans. It was all an effort to enlarge the Spanish empire.
The Founding of San Diego
The Sacred Expedition ships reached the bay of San Diego, but
most of the men aboard had died or became very ill. Their leader,
Father Junipero Serra, founded a mission near a Kumeyaay village.
Native Americans stayed away from the village because they
were afraid of becoming sick like many of the Spanish. When the
missionaries forced the Kumeyaay to convert to Christianity, many
of the Kumeyaay fought back in a violent uprising, burning buildings
and forcing the missionaries to retreat. A year later, the Spanish
rebuilt the mission and a church, and the Kumeyaay were converted
to Catholicism in large numbers.
Spain created dozens of settlements and new missions in
California in the late 1700s. All the new villages were linked by a
road called El Camino Real. Soon, the governor of
the Californias, Felipe de Neve, established
pueblos at Los Angeles and San Jose.
The head of each pueblo was called
an alcalde.
162
Standards 5.3
Unit 4 • Chapter 10 • Lesson 1
© Macmillan/McGraw-Hill
Spanish Settlements Grow
Name
Date
VOCABULARY
REVIEW
Chapter 10 • Lesson 1
The Spanish
Colonize California
Complete the sentences. Then find the words you have
used, in the puzzle. For help, see pages 336–341 in your
textbook.
1. Missionaries were forced to take refuge in the
, a Spanish fort.
2. The leader of each pueblo was called an
,
a mayor and judge.
à à à à à à à à © Macmillan/McGraw-Hill
Ã
Ã
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à à à à à Þà à à à à Ã
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Ã
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à à Ã
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Unit 4 • Chapter 10 • Lesson 1
Ã
à à à à Ã
à à à à à à à à Ã
Standard 5.3
163
Name
Date
READING
PASSAGE
Chapter 10 • Lesson 1
Life on the Mission
Read this passage. Then use it to answer the Reading
Comprehension questions.
Kayaa and his brother Mian grew up in a village called Kumeyaay.
Its Native Americans wanted nothing to do with the new Spanish
missionaries. Though an explorer named Juan Rodríguez Cabrillo
had only visited long ago, now the Europeans seemed to want to
stay. Many Kumeyaay revolted, forcing the missionaries into their
presidio and burning the Spanish structures. The Spanish soon
rebuilt the mission and church. Spanish pueblos led by alcaldes
appeared all over the region.
Kayaa and Mian now lived in a mission and were learning to
farm and build with adobe bricks. They had been given different
names by their teachers.
“I am worried about our people,” Kayaa said.
“I’m worried too,” agreed Mian. “So many have died from disease.
I can’t even remember the last time we honored our traditions or
gathered together.”
“The teachers say that our traditions were wrong. Maybe
this new way of life is better.” Kayaa sounded hopeful.
“I don’t know. We aren’t in charge of our lives.”
Mian sounded unhappy. Though Mian had been
baptized, he had many doubts about mission life.
164
Standards 5.3
© Macmillan/McGraw-Hill
“But we have learned new things.” Kayaa always
tried to look on the bright side, something his
brother liked best about him.
Unit 4 • Chapter 10 • Lesson 1
Name
Date
READING
COMPREHENSION
Chapter 10 • Lesson 1
Life on the Mission
Read the passage “Life on the Mission.” Then use it to
answer these questions.
1. According to this story, who was the first
European to explore California?
2. Why did the Kumeyaay people revolt against
the Spanish missionaries?
3. How are Kayaa and Mian different?
© Macmillan/McGraw-Hill
4. Write a short paragraph explaining three ways in which the lives
of the two brothers are different than they were before living on
the mission.
Unit 4 • Chapter 10 • Lesson 1
Standards 5.3, R3.3
165
Name
Date
WRITING
EXERCISE
Diary of a Spanish Alcalde
Chapter 10 • Lesson 1
You have been appointed alcalde of a new Spanish pueblo
in California. It will be your job to oversee the pueblo’s
mission, farms, and market. The pueblo is the home to people
from Mexico as well as Native Americans. Plan a diary entry
about your first day in the new settlement. Describe several
aspects of life there, including your duties, the appearance of
your town, and the people you encounter. Use the chart to
organize your ideas.
© Macmillan/McGraw-Hill
.Z'JSTU%BZBT"MDBMEF
Now use the information in the chart to write your diary
entry. Make sure to include factual details about life in a
Spanish pueblo.
166
Standards 5.3, W2.1
Unit 4 • Chapter 10 • Lesson 1
Name
Date
LESSON
SUMMARY
Chapter 10 • Lesson 2
New France and Louisiana
La Salle’s Discoveries
A French explorer named La Salle claimed the Mississippi River
and its tributaries for France. He also claimed the land around the
mouth of the river for France and called it Louisiana. He hoped
to build a fort there but got lost after reaching the Gulf of Mexico.
He and his crew landed in present-day Texas. The 300 settlers he
left there died from lack of food, disease, and attacks by Native
Americans. Despite La Salle’s claims for France, he was unable to
colonize the land in the Louisiana Territory. The Louisiana Territory
remained unsettled by Europeans.
Settling Louisiana
To strengthen French control of the Louisiana Territory, the king
sent Pierre Le Moyne d’Iberville to build a settlement at the mouth
of the Mississippi River. D’Iberville found the river and built three
forts between 1699 and 1702. Next, the region needed colonists.
France wanted to remain prominent in the Americas. Nine different
countries had established colonies there by the early 1700s.
© Macmillan/McGraw-Hill
New Orleans
Jean-Bapiste Le Moyne Sieur de Bienville became governor of
Louisiana in 1701 and founded the city of New Orleans in 1718.
Plantations grew in the region. Plantation owners produced laborintensive crops like rice and tobacco. The demand for slavery
increased. Soon, more than half of the people in New Orleans
were enslaved Africans. New Orleans was the largest French
settlement in Louisiana, part of the group of colonies in North
America called New France. Though New France had a lot of land,
it didn’t have many settlers. France allowed only Catholics to settle
in the Americas and did not allow their colonists to own the land
they farmed. The fur trade was the major activity of many French
colonies, and many early trading posts eventually became large
cities. Two examples are Detroit and Chicago. Chicago was founded
by the African American fur trader Jean Baptiste Point du Sable.
Unit 4 • Chapter 10 • Lesson 2
Standard 5.2
167
Name
Date
VOCABULARY
REVIEW
New France and Louisiana
Chapter 10 • Lesson 2
Use the definitions to unscramble the vocabulary words. For
help, see pages 342–347 in your textbook.
1. Land that belongs to a government is a R O Y T R I T E R .
© Macmillan/McGraw-Hill
2. A river or stream that flows into a larger river is a
B R A Y T U R I T.
168
Standard 5.2
Unit 4 • Chapter 10 • Lesson 2
Name
Date
New France Poem
READING
PASSAGE
Chapter 10 • Lesson 2
Read this poem. Then use it to answer the Reading
Comprehension questions.
In 1682, La Salle explored tributaries and land at the Mississippi
River mouth.
He claimed it for France and called it Louisiana, a fine name for a
region down south.
He told 300 settlers to stay and make do, a choice that resulted in
quite a big cost.
Louisiana remained empty of Europeans for years for most of the
settlers to disease were lost.
© Macmillan/McGraw-Hill
To strengthen the Louisiana Territory, a man called d’Iberville
was sent by the king
To build lots of forts, and make living there a most sought-after thing.
His brother Jean-Bapiste founded a city called New Orleans where
plantations grew,
Sadly, more than half of the population were African slaves who no
freedom knew.
New Orleans was soon the largest settlement in New France’s
swath of land.
Small fur trading posts were more common as trappers tried
to meet demand.
These posts eventually turned into bustling cities and
ports,
Even Chicago and Detroit in the beginning were very
modest forts.
France had a lot of territory in the New World, this
fact was clear
But always just a tiny number of colonists who lived
in certain fear
New France would not grow like
England or Spain.
Only Catholics could be colonists,
which proved a big pain.
Still, France made its mark despite its
small numbers.
Unit 4 • Chapter 10 • Lesson 2
Standard 5.2
169
Name
Date
READING
COMPREHENSION
Chapter 10 • Lesson 2
New France Poem
Read the passage “New France Poem.” Then use it to
answer these questions.
1. The Louisiana Territory was claimed for France by the explorer
in the year
.
2. What do the cities of Chicago and Detroit have in common?
3. Why did Louisiana remain empty of Europeans for many years?
© Macmillan/McGraw-Hill
4. Write a short paragraph explaining why New Orleans became the
biggest French settlement.
170
Standards 5.2, R3.1
Unit 4 • Chapter 10 • Lesson 2
Name
Date
WRITING
EXERCISE
Chapter 10 • Lesson 2
Report to the King
You are the governor of Louisiana in the early 1700s.
Plan a letter to the king of France explaining the strengths
and weaknesses of the settlement at New Orleans. Use the
graphic organizer below to organize your ideas.
© Macmillan/McGraw-Hill
4USFOHUIT
8FBLOFTTFT
Now use the information from the graphic organizer to
write your letter. Describe life in New Orleans and the hopes
you have for its future. Make sure to address your letter to
the correct person.
Unit 4 • Chapter 10 • Lesson 2
Standards 5.2, W2.4
171
Name
Date
LESSON
SUMMARY
The French and Indian War
Chapter 10 • Lesson 3
War in North America
The French and Indian War started when English farmers began
settling on land claimed in North America by both the French and
the English. Great Britain fought against the French and their Native
American allies. The Ohio River valley was the first area where
fighting occurred. The British believed the French forts there were
a threat to British interests. The lieutenant governor of Virginia
sent George Washington and his troops to attack the French at Fort
Duquesne. Washington’s troops defeated a small group of French
soldiers but lost a later battle and were forced back to Virginia.
The War Widens
French victories in the early part of the war were due to help
from the Wyandot, who taught them how to make surprise attacks.
When the British attacked Fort Duquesne for the second time, they
suffered bad losses. Following this battle, France won victories at
Fort Oswego on Lake Ontario and Fort William Henry. A turning
point for the British came when British leader William Pitt gave
more money to the war effort. The tide then turned in British favor,
with important victories at Quebec. The British now controlled
Canada.
France tried and failed to recapture Quebec. France admitted
defeat to Great Britain in 1763 and signed the Treaty of Paris. The
British had control of all French claims east of the Mississippi River.
Yet they faced a Native American uprising led by Ottawa Chief
Pontiac. To cut down on the cost of defending North American land,
Great Britain made the Proclamation of 1763, which set aside all
land west of the Appalachian Mountains for Native Americans. As a
result of the French and Indian War, the American colonists began
to unite. They saw that they could fight well and follow their own
strong leaders. This laid the groundwork for the eventual quest for
independence from Great Britain.
172
Standard 5.3
Unit 4 • Chapter 10 • Lesson 3
© Macmillan/McGraw-Hill
The War Ends
Name
Date
VOCABULARY
REVIEW
Chapter 10 • Lesson 3
The French and Indian War
Complete each sentence. For help, see pages 350–355 in
your textbook.
1. The
ended the French and Indian War
when it was signed in 1763.
2. To cut down on the cost of defending North American land, the
set aside all land west of the Appalachian
Mountains for Native Americans.
3. The conflict over control of North America between the British
.
© Macmillan/McGraw-Hill
and the French is called the
Unit 4 • Chapter 10 • Lesson 3
Standard 5.3
173
Name
Date
READING
PASSAGE
Chapter 10 • Lesson 3
War Ends!
Read this passage. Then use it to answer the Reading
Comprehension questions.
Paris, 1763—The French and Indian War came to its official
end today with the signing of the Treaty of Paris. This treaty ends
nine years of fighting for control of the New World. Though early
French victories suggested this conflict would have a very different
outcome, Britain emerged the clear winner in the struggle. After
fierce fighting and high losses on both sides, British victory in
Quebec clinched the French downfall. As of press time, French
claims in the Americas have been reduced to a few sugar plantations
on Caribbean and Canadian islands. Though North America bears
the stamp of French custom and language, this European power
will no longer directly control the destiny of the continent.
It’s a sad day for the French Empire, but experts say Great
Britain has probably taken on a larger burden than it can handle
in the Americas. The immense territory is largely untamed, and
restless Native Americans led by Ottawa Chief Pontiac are said to be
organizing a revolt in the Ohio River valley. Great Britain is already
making plans to pass something called the Proclamation of 1763,
in which all lands west of the Appalachian Mountains will
be left alone for Native Americans to inhabit. Some say that
American colonists will not stand for this limit. Many are
already moving far west, away from the crowded coast.
174
Standard 5.3
© Macmillan/McGraw-Hill
Britain’s relationship with its colonies will no doubt
change as a result of this war, and France is still smarting
from its defeat. Should the colonists decide to seek
their independence from the British Empire, France
will no doubt come to the Americans’ aid. Colonists are
said to be a more confident group as a result of this war.
They fought bravely and learned that
leaders such as George Washington are
every bit as talented as any European
general. Though the French and Indian
War ended today, its effects will likely be
felt for decades to come.
Unit 4 • Chapter 10 • Lesson 3
Name
Date
READING
COMPREHENSION
Chapter 10 • Lesson 3
War Ends!
Read the passage “War Ends!” Then
use it to answer these questions.
1. The French and Indian War ended
in
signing of the
with the
.
2. According to this article, how did Great
Britain plan to deal with tensions with
Native Americans in North America?
3. List two changes brought about by the French and Indian War.
4. What can you infer about the relationship between France and
Great Britain in 1763?
© Macmillan/McGraw-Hill
5. Write a short paragraph about how the French and Indian War
affected American colonists.
Unit 4 • Chapter 10 • Lesson 3
Standards 5.3, R2.4
175
Name
Date
WRITING
EXERCISE
Chapter 10 • Lesson 3
War Reporter
© Macmillan/McGraw-Hill
It is 1762. You are a reporter for an early colonial
newspaper in the Americas. Plan an article explaining the
French and Indian War to your readers. Include the reasons
for the conflict, descriptions of one or two major battles, and
the names of notable leaders. Use the main idea and details
chart below to organize your ideas.
Now use the information from the graphic organizer to
write your article. Make sure your main idea is clear, and
that it is more than just a topic.
176
Standards 5.3, W1.2
Unit 4 • Chapter 10 • Lesson 3
Name
Date
LESSON
SUMMARY
Chapter 11 • Lesson 1
The Colonists Protest
British Rule
New Taxes
George III became king of Great Britain in 1760. He and advisors,
called Tories, believed colonists should be taxed to help pay for
the French and Indian War, which had been fought to protect the
colonies. The Sugar Act, passed in 1764, taxed sugar imported to the
colonies. A year later the Stamp Act taxed printed material. Soon the
Quartering Act forced colonists to allow British soldiers to live in their
homes. Most colonists believed they were being treated unfairly.
Colonists Organize
© Macmillan/McGraw-Hill
The Sons of Liberty protested the Stamp Act. In 1765
representatives of nine colonies met in New York City at the Stamp
Act Congress. The congress announced that the British legislature
had no right to tax colonists who could
not vote in elections for members of
parliament. In 1766 parliament repealed
the Stamp Act but then imposed the
Townshend Acts, which included a tax on
imported British goods. During a protest
gathering at the Boston Customs House,
violence broke out and Crispus Attucks and
four others were killed by British soldiers.
The event became known as the Boston
Massacre. In response to the Tea Act of
1773, colonists dumped British tea into Boston Harbor in what
became known as the Boston Tea Party. The British responded by
passing new laws that the colonists called “the Intolerable Acts.”
The First Continental Congress
The First Continental Congress met in September 1774 to discuss
how to fight the new acts. They agreed on a boycott of British goods
and formation of groups of minutemen. They sent a petition to
King George III asking him to repeal acts they found intolerable.
Committees of Correspondence ensured communication among
the colonies.
Unit 4 • Chapter 11 • Lesson 1
Standard 5.5
177
Name
Date
VOCABULARY
REVIEW
Chapter 11 • Lesson 1
The Colonists Protest
British Rule
Complete the crossword puzzle. For help, see pages
360–364 in your textbook.
DOWN
1. They met under the Liberty Tree.
2. A request signed by many people
3. They were ready to fight with little
notice.
ACROSS
178
4. When a law is eliminated
6. Crispus Attucks was killed in it.
5. Colonists’ refusal to buy British goods
8. Someone who supported royal rule
7. It taxed all printed material.
Standard 5.5
Unit 4 • Chapter 11 • Lesson 1
© Macmillan/McGraw-Hill
Name
Date
READING
PASSAGE
Chapter 11 • Lesson 1
An Exchange of Letters
Read the passage. Then use it to answer the Reading
Comprehension questions.
Dearest Jenny:
How dreadful things must be for you in the colonies! Here in
London we have learned of the deaths at the Boston Customs House.
Please assure me that your Henry was not there. I know that he is an
excitable man, just the sort who would get himself involved in politics.
I have just heard tell of the outrageous Boston Tea Party. Surely
you cannot think the dumping of others’ property is right and
just. And surely your Henry is not among the Minutemen. Does
it not seem only fair that you colonists help pay for the luxuries
and protection we provide? My Thomas says that you and
Henry ought to remember to respect the king.
Love, Elizabeth
© Macmillan/McGraw-Hill
My Dear Elizabeth:
It was so good to hear a kind word from England. The soldiers here
have little nice to say to us. No, my Henry was not at the Customs
Tory. He
House when the terrible trouble happened, but he is no Tory
has joined with some of his fellows in a group called the Sons of
Liberty. They are men of character, and I assure you that
Liberty
Act
they will only be happy with repeal of the Stamp Act,
Sugar Act, and any other act upon which we colonists
may not vote!
And now the Intolerable Acts will only add fuel to
the fire. We colonists have petitioned London for fair
treatment and received none. You can be sure that a boycott
will soon follow. Whether or not we pay taxes ought to be a
matter for us to help decide, not the king
and parliament alone! Whatever may
happen, I remain loyal to you, my friend.
Whether I shall remain loyal to a king who
will not listen to reason, I do not know.
Love, Jenny
Unit 4 • Chapter 11 • Lesson 1
Standard 5.5
179
Name
Date
READING
COMPREHENSION
Chapter 11 • Lesson 1
An Exchange of Letters
Read the letters in “An Exchange of Letters.” Then use them
to answer these questions.
1. Is Elizabeth a Tory? Why or why not?
2. Is Jenny a Tory? Why or why not?
3. Elizabeth asks Jenny, “Does it not seem only fair that you
colonists help pay for the luxuries and protection we provide?”
What is Jenny’s response?
© Macmillan/McGraw-Hill
4. Describe Elizabeth and Jenny’s relationship. Why might they
have such different views on events leading up to the revolution?
180
Standards 5.5, R2.3, R2.4
Unit 4 • Chapter 11 • Lesson 1
Name
Date
WRITING
EXERCISE
Chapter 11 • Lesson 1
A Letter to
King George III
You are a reasonable colonist and loyal subject of King
George III. Plan a letter to him in hopes of avoiding further
troubles between Britain and the colonies. Begin by
summarizing events starting with the end of the French and
Indian War and leading to the Boston Tea Party and passage
of the Intolerable Acts. Your goal is to make him see what
events led the colonists to act as they did. Finish your letter
by suggesting a policy or two the king might enact to help
repair relations and avoid a fight. Use the timeline to note the
events you will describe.
© Macmillan/McGraw-Hill
Now use your time line to write your letter.
Unit 4 • Chapter 11 • Lesson 1
Standards 5.5, W2.4
181
Name
Date
LESSON
SUMMARY
Chapter 11 • Lesson 2
The Revolution Begins
Paul Revere’s Ride
In 1775, hundreds of British soldiers headed for Lexington and
Concord to seize weapons. The weapons had been stored in these
cities because the colonists believed they would soon fight the
British. The British troops also planned to arrest Samuel Adams and
John Hancock, two leaders of the independence movement who
were meeting in Lexington. Members of the Boston Committee of
Correspondence heard about the British plans and sent Paul Revere
to warn the two leaders and the people of Lexington and Concord.
Battle at Lexington
The militia was prepared for the arrival of the British troops in
Lexington, but the British troops won the battle there and went on
to Concord. The people of Concord knew the British troops were
coming, and there was another battle. The American Revolution was
underway. A month earlier, Patrick Henry had spoken at a meeting
of the Virginia House of Burgesses. He called for the colonists to join
the fight against Great Britain. The House of Burgesses agreed with
Henry and formed its own militia.
The Cannons Roared Like Thunder
The British Leave Boston
In April 1776, the British troops were forced to leave Boston by
colonists who had stolen British cannons from Fort Ticonderoga
and dragged them to Boston. These colonists were ready to go to war
to fight for freedom from Great Britain. Others, however, thought
differently. They did not want to separate from Great Britain, and
hoped for a compromise to end the fighting.
182
Standards 5.4, 5.5
Unit 4 • Chapter 11 • Lesson 2
© Macmillan/McGraw-Hill
Troops under the leadership of Benedict Arnold and Ethan
Allen marched on Fort Ticonderoga in New York. They captured
Ticonderoga and nearby Fort Crown Point. In Massachusetts, the
colonists built a fort in a single night in the hills overlooking Boston.
British troops were ordered to capture the new fort. When the British
attacked, during the Battle of Bunker Hill, the colonists ran out of
ammunition. The British won this battle, but they lost many soldiers.
Name
Date
VOCABULARY
REVIEW
Chapter 11 • Lesson 2
The Revolution Begins
Each word on the left is related to three words in the list on
the right. Draw a line to each set of correct words. For help,
see pages 368–375 in your textbook.
A. Volunteer soldiers
B. Weapons
1. Ammunition
C. Minutemen
2. Militia
D. Gunpowder
E. Guns
© Macmillan/McGraw-Hill
F. Colonial fighters
Unit 4 • Chapter 11 • Lesson 2
Standards 5.4, 5.5
183
Name
Date
READING
PASSAGE
Chapter 11 • Lesson 2
Ethan Allen
Read this passage. Then use it to answer the Reading
Comprehension questions.
Ethan Allen was always ready to fight for his beliefs and speak his
mind. For most of his adult life, he fought for the land that is now
called Vermont. Although he did not move to that part of America
until he was 31 years old, he immediately jumped into the struggle
with the colony of New York over control of the region. Allen did not
want Vermont to be considered part of New York.
Allen started a militia, known as the Green Mountain Boys,
to fight against New York’s leaders. To try to stop Allen’s
militia, the New York authorities put a price on his head. Allen
remained unafraid.
The American Revolution put a temporary stop to the
squabbling between Allen and the colony of New York. Allen and
his Green Mountain Boys captured Fort Ticonderoga in the first
victory by any militia group fighting the British. No ammunition
was fired. Allen simply hollered at the fort’s sleeping commander,
who surrendered.
The Green Mountain Boys were not so lucky in their next
encounter. Allen led an attack on British troops in Montreal.
Allen was captured, and he spent three years inside a
British prison.
184
Standards 5.4, 5.5
© Macmillan/McGraw-Hill
Once Allen regained his freedom, he resumed his
original cause. He spoke out at the Continental
Congress in 1778 and called for the recognition of
Vermont as a free state. His work paid off, but not in
his lifetime. Allen died in 1789. Vermont became the
fourteenth state in the Union in 1791.
Unit 4 • Chapter 11 • Lesson 2
Name
Date
READING
COMPREHENSION
Chapter 11 • Lesson 2
Ethan Allen
Read the passage “Ethan Allen.” Then use it to answer
these questions.
1. Ethan Allen was born in Vermont.
True
False
2. Ethan Allen was not afraid of the New York
officials who threatened him.
True
False
3. The Green Mountain Boys shot their way into
Fort Ticonderoga.
True
False
4. Before the American Revolution, Ethan Allen tried to get the
colony of New York to recognize that Vermont was not part
of New York.
True
False
© Macmillan/McGraw-Hill
5. What words might describe Ethan Allen?
Unit 4 • Chapter 11 • Lesson 2
Standards 5.4, 5.5, R2.2, R2.4
185
Name
Date
WRITING
EXERCISE
Chapter 11 • Lesson 2
Fighting for Freedom
Now use the information from the graphic organizer to write
your speech. Make sure to use persuasive language that will
encourage people to join the fight against the British.
186
Standards 5.5, W2.4
Unit 4 • Chapter 11 • Lesson 2
© Macmillan/McGraw-Hill
Patrick Henry has asked you to help him write his next
speech. He wants to encourage people in Virginia to fight
against British rule. Think about why some colonists did not
want to be ruled by a king who lived across the ocean. Think
about why others preferred British rule, and try to change
their minds. Use the graphic organizer to plan a speech that
encourages other colonists to join the fight.
Name
Date
LESSON
SUMMARY
Chapter 11 • Lesson 3
The Declaration of
Independence
Peace Plans Fail
The Second Continental Congress met in Philadelphia in
May 1775. It elected John Hancock as its leader. Some of the
representatives wanted the colonies to be completely independent.
Other representatives still wanted to be British citizens. The
representatives sent the Olive Branch Petition to King George III,
but the king refused to read it. The Congress also requested aid
from other European countries, but these countries insisted that the
Continental army show it could defeat the British.
The Declaration of Independence
Many colonists in 1776 still wanted to stay part of Great Britain.
Many changed their minds after they read Common Sense. Thomas
Paine, who wrote the pamphlet, argued for American independence.
The colonists bought over 100,000 copies of the pamphlet in three
months. In June, the Congress formed a committee to write the
Declaration of Independence. The committee elected Thomas
Jefferson to write the first draft. After Benjamin Franklin and John
Adams made a few changes, the drafters presented it to Congress on
June 28. The Congress debated the document. The draft contained
an attack against slavery, but representatives from the Southern
Colonies removed these words from the draft.
© Macmillan/McGraw-Hill
Signing the Declaration
The representatives passed the Declaration of Independence
on July 4, 1776, in Philadelphia. Church bells rang out in the city.
Copies of the Declaration were printed and distributed in all
colonies. On July 19, Congress ordered that the official document be
written on parchment. The document was called “The Unanimous
Declaration of the Thirteen United States of America.” John
Hancock, the president of the Congress, was the first representative
to sign the important document. In the end, 56 representatives
signed the document. This was an act of courage. Each
representative was now an enemy of the king. Today the Declaration
still encourages people around the world who want to be free.
Unit 4 • Chapter 11 • Lesson 3
Standard 5.5
187
Name
Date
VOCABULARY
REVIEW
Chapter 11 • Lesson 3
The Declaration of
Independence
Use the words in the box to complete each sentence. For
help, see pages 378–383 in your textbook.
Second Continental Congress
Continental army
Declaration of Independence
1. John Adams nominated George Washington to lead the
.
2. When the representatives studied the first draft of the
, they argued over the issue of slavery.
3. The representatives of the
sent the Olive
© Macmillan/McGraw-Hill
Branch Petition to King George III.
188
Standard 5.5
Unit 4 • Chapter 11 • Lesson 3
Name
Date
Boundless Talent
READING
PASSAGE
Chapter 11 • Lesson 3
Read this passage. Then use it to answer the Reading
Comprehension questions.
Benjamin Franklin was born in 1706. He was the youngest of ten
sons in a family with seventeen children. Benjamin was determined
to stand out. Poverty and lack of a good education would not get in
his way. He would make the most of his life.
At 16, Benjamin was working for his brother James, who had
started a Boston newspaper. Benjamin learned about printing and
became a successful writer for the newspaper. But his popularity
irritated his brother. In 1723, Benjamin left for Philadelphia.
© Macmillan/McGraw-Hill
Six years later, Franklin started his own newspaper and then
wrote Poor Richard’s Almanack, which delighted readers with its
wit. He became an early environmentalist and campaigned for
a cleaner Philadelphia. He invented the Franklin Stove, which
helped people heat their homes more efficiently. He flew a kite and
discovered the nature of lightning and electricity. He helped create
a library and a hospital. He did all this by the age of 46.
In 1765, Benjamin Franklin joined other Americans who
believed that the colonies should break free from England.
He never joined the Continental Army, but he participated
in the Second Continental Congress and helped write
the Declaration of Independence. When he was
70 years old, he was the ambassador to the court of
Louis XVI and sailed to France. He helped negotiate the
Treaty of Alliance with France, which recognized
the independence of the United States, and helped
negotiate the Treaty of Peace with Great Britain that
ended the American Revolution. Franklin returned
to the United States and became
a delegate to the Constitutional
Convention and signed the
Constitution. Late in life, Franklin
finally wrote against slavery. Benjamin
Franklin died at the age of 84.
Unit 4 • Chapter 11 • Lesson 3
189
Name
Date
READING
COMPREHENSION
Chapter 11 • Lesson 3
Boundless Talent
Read the passage “Boundless Talent.” Then use it to
answer these questions.
1. Benjamin Franklin had
A. Seventeen brothers
B. Ten brothers
C. Nine brothers
D. No brothers
2. James Franklin taught his brother Benjamin how
to be a(n)
A. Painter
B. Printer
C. Baker
D. Inventor
3. Benjamin Franklin did not become a(n)
A. Doctor
B. Writer
C. Ambassador
D. Inventor
4. Benjamin Franklin joined the Second Continental Congress.
True
False
© Macmillan/McGraw-Hill
5. Benjamin Franklin wanted freedom for all Americans, including
enslaved people.
True
False
190
Standards 5.5, R2.2
Unit 4 • Chapter 11 • Lesson 3
Name
Date
WRITING
EXERCISE
Chapter 11 • Lesson 3
Criticism of Slavery
© Macmillan/McGraw-Hill
Do you think that harsh remarks about slavery in the
Declaration of Independence would have changed history?
How? Plan an essay describing what might have happened
if Jefferson had refused to remove unfavorable remarks
about slavery from the Declaration of Independence. Use the
graphic organizer to plan your essay. In the left box write
about how the Declaration of Independence would have
been different. In the right box write about how history
would have changed as a result.
Now use the information from the graphic organizer
to write a one- to two-page essay.
Unit 4 • Chapter 11 • Lesson 3
Standards 5.5, W2.2
191
Name
Date
LESSON
SUMMARY
Chapter 12 • Lesson 1
Fighting the War
The War Begins
In 1775 war broke out between Great Britain and the American
colonists. The deadly conflict lasted for eight years. Americans
who supported the Revolution against Great Britain were called
Patriots. During the Revolution young Patriot men became soldiers.
African American Patriots joined the cause because they hoped that
winning the war would put an end to slavery. Throughout the states,
new governments were created for a newly independent country.
Americans Face the British
In 1776 Great Britain was a powerful nation. Its army and navy
were many times larger than that of the colonists. It also had the
support of many Americans who did not want independence.
These people were called Loyalists, after their loyalty to the British
king. At the same time, many British were tired of long wars and
did not want to fight or pay for a war thousands of miles away. In
comparison to the British, American forces were weak and poorly
trained. The Continental Army faced shortages of food, weapons,
and supplies. However, the Americans also had great strengths. They
were defending their own homes and land and were willing to suffer
in order to win freedom.
Wartime Money Problems
During the war Americans faced shortages of food, clothing
and other goods. To pay for scarce and expensive supplies, the
Continental Congress began to print more and more paper money.
This money soon lost all value, which led to inflation.
Ordinary citizens worked together with soldiers to fight the war.
About 5,000 African American troops served in the Continental
Army. Women also helped in the fight, some as battlefield cooks,
spies, and nurses. Others tended farms and shops left behind by
men who went to war.
192
Standard 5.6
Unit 4 • Chapter 12 • Lesson 1
© Macmillan/McGraw-Hill
Americans Support the War
Name
Date
VOCABULARY
REVIEW
Chapter 12 • Lesson 1
Fighting the War
Complete the crossword puzzle. For help, see pages
390–396 in your textbook.
ACROSS
3. An American who supported the Revolution
4. A large and rapid rise in prices
5. A written plan of government
© Macmillan/McGraw-Hill
6. Hiding away important goods
7. An American who did not want independence from Great Britain
DOWN
1. A foreign soldier who is paid to fight
2. Businesses raising prices on goods that are scarce
Unit 4 • Chapter 12 • Lesson 1
Standard 5.6
193
Name
Date
READING
PASSAGE
Chapter 12 • Lesson 1
Not Worth a Continental
Read this passage. Then use it to answer the Reading
Comprehension questions.
If you wanted to say something is worthless, you might use the
old phrase “It’s not worth a Continental!” The phrase comes from
the American Revolutionary War (1775–1783), when the American
rebels, or Patriots, were fighting against Great Britain. The British
army had so much money to spend on the war, it could even
hire mercenaries. The rebels, by contrast, had very little money,
few soldiers, and almost no supplies. Because there were so few
supplies, some people in the colonies hoarded goods. A few people
took advantage of the situation by profiteering, selling the scarce
goods at inflated prices.
The constitution of the Second Continental Congress did
not allow the government to collect taxes or supplies from the
colonies, but it did give the government the power to print money.
In 1775 the Congress decided to issue continental dollars, also
called Continentals. It hired Benjamin Franklin and Paul Revere,
among others, to serve on the printing committee.
© Macmillan/McGraw-Hill
As the war went on, the Congress printed more and more
Continentals. Finally, it printed so many that the money lost
most of its value. Also, through the years the Loyalists had
been printing counterfeit Continentals, which made
the real money lose even more value. By 1781 a spool
of thread cost 10 Continentals, meaning 1 Continental
was almost completely worthless.
194
Unit 4 • Chapter 12 • Lesson 1
Name
Date
READING
COMPREHENSION
Not Worth a Continental
Chapter 12 • Lesson 1
Read the passage “Not Worth a Continental.” Then use it to
answer these questions.
1. The passage you just read states that people were “selling the
scarce goods at inflated prices.” What does that mean?
2. What did the constitution of the Second
Continental Congress not allow?
3. What did it allow?
© Macmillan/McGraw-Hill
4. Explain in your own words why making counterfeit Continentals
as well as too many Continentals caused the continental dollar to
lose value and also caused inflation.
Unit 4 • Chapter 12 • Lesson 1
Standards 5.6, R2.3. R2.4
195
Name
Date
WRITING
EXERCISE
Chapter 12 • Lesson 1
You Are an American
Revolutionary War
Reporter!
You are a reporter for the Massachusetts Spy, a real
newspaper published in the city of Boston during the
American Revolution. It is 1775, and war between the
colonies and Great Britain has just begun. Use the graphic
organizer below to plan an article that explains the war to
your readers.
8IBU
8IP
8IZ
© Macmillan/McGraw-Hill
8IFO
8IFSF
Now use the information in your graphic organizer to write
a one- to two-page article.
196
Standards 5.6, W2.3
Unit 4 • Chapter 12 • Lesson 1
Name
Date
LESSON
SUMMARY
Chapter 12 • Lesson 2
American Victories
Washington’s Army Attacks
In 1776, the American armies suffered defeats in New York. Then,
on Christmas Eve, Washington’s troops won a victory at Trenton,
New Jersey. British troops soon attempted to trap Washington’s
army at Trenton, but the American troops escaped and attacked the
British at Princeton, New Jersey.
Turning Points of War
The British tried to capture the Hudson River Valley. In the
summer of 1777, British general Burgoyne led his troops from
Canada to New York. American forces were ready and waiting to
fight at Saratoga. Burgoyne’s surrender there changed the direction
of the war, as European powers began to believe the United States
might win. In particular, France wanted to help the Americans.
France and the United States signed the Treaty of Alliance, which
promised French help for the new nation.
A “New” American Army
Washington’s troops spent a hard winter at Valley Forge in 1777.
Supplies and spirits were low. Baron Friedrich von Steuben arrived
from Germany and began training the army to strengthen it. In
1778, it was discovered that Benedict Arnold was a traitor. A hero
at Saratoga, Arnold had switched sides and sold secret plans to the
British. Around this time, American soldiers fought in what is now
Indiana and drove the British from Fort Vincennes.
© Macmillan/McGraw-Hill
The War at Sea
The British navy was large and had experienced officers, but
morale was low. In late 1775, Congress created the Marines, soldiers
who fought on land or at sea. Congress also allowed privateers to
attack British ships. John Paul Jones became the first American
naval hero when his ship, the Bonhomme Richard, fought and
defeated a larger and better-armed British vessel.
Unit 4 • Chapter 12 • Lesson 2
Standard 5.6
197
Name
Date
VOCABULARY
REVIEW
Chapter 12 • Lesson 2
American Victories
Answer the following questions. For help, see pages
400–407 in your textbook.
1. A traitor is someone who
.
2. What was a Marine?
3. What was the significance of the Treaty of Alliance?
© Macmillan/McGraw-Hill
4. How might privateers have been like pirates? How were
they different?
198
Standard 5.6
Unit 4 • Chapter 12 • Lesson 2
Name
Date
Gentleman Johnny
READING
PASSAGE
Chapter 12 • Lesson 2
Read this passage. Then use it to answer the Reading
Comprehension questions.
The British press called him “Gentleman Johnny” Burgoyne
because of the way he treated his troops. A member of Parliament,
John Burgoyne enjoyed playing cards with elegant friends in the
comfort of a warm drawing room. However, he saw a chance to
make a name for himself as a commander in the British army. Why
not? Certainly British forces could not lose to the small, weak
colonial army.
For a while, Burgoyne seemed to be right. His army forced
Americans to retreat from Canada in 1776. He then marched
south from Canada toward New York in 1777. Whenever he
entered a town, he enjoyed loudly inviting the Americans to join
the British cause. Uninterested in becoming traitors, however,
local townsfolk often took up arms and disrupted British efforts
to advance.
© Macmillan/McGraw-Hill
There were other troubles. For example, a mile-long line of
supply carts was needed to follow British forces as they made
their way through the forests.
Meanwhile, as major battles continued, the British
found themselves challenged by the Americans. The
Americans were like a million ants spoiling a picnic.
American privateers made shipping British goods
difficult and hazardous. Congress had created
the Marines. And France had gained enough
confidence in the new nation to agree to sign the
Treaty of Alliance.
After his defeat, Burgoyne returned to
England filled with shame. He would
be remembered as the man who lost
at Saratoga.
Unit 4 • Chapter 12 • Lesson 2
Standard 5.6
199
Name
Date
READING
COMPREHENSION
Chapter 12 • Lesson 2
Gentleman Johnny
Read the passage “Gentleman Johnny.” Then use it
to answer these questions.
1. What did General Burgoyne do when he entered an
American town?
A. announced he had food for everyone
B. burned all of the houses and businesses
C. took a tour on his white horse
D. invited the townsfolk to join the British cause
2. Why did the use of a land route slow down British
forces in the forests of New York?
© Macmillan/McGraw-Hill
3. Why did the author of the passage compare the Americans to
“a million ants spoiling a picnic?”
200
Standards 5.6, R2.3, R2.4
Unit 4 • Chapter 12 • Lesson 2
Name
Date
WRITING
EXERCISE
Chapter 12 • Lesson 2
The Losing Side
You are a British soldier in 1777, just after your army has
lost at Saratoga. Write a letter home to London. Describe
what you saw, the conditions in which you fought, and your
feelings about the war. Remember that you are far from
home and probably miss your family and friends. Use the
graphic organizer below to plan your letter.
8IBU
8IP
8IZ
8IFO
© Macmillan/McGraw-Hill
8IFSF
Now, use the information from the graphic organizer to
write your letter. Make sure to describe events leading up
to and during the battle and what you think about British
chances of winning the war.
Unit 4 • Chapter 12 • Lesson 2
Standards 5.6, W2.1
201
Name
Date
LESSON
SUMMARY
Peace and Independence
Chapter 12 • Lesson 3
The War Moves to the South
In 1779, Spain joined France as an American ally. Defeated in the
North and the West, British forces looked to the South for victory,
where they had more support among colonists. Between 1778 and
1781, the British won battles in Georgia and South Carolina. British
forces chased a small band of American raiders through the South
Carolina swamps for months. The two sides met in battle in North
Carolina in 1781. The British won the battle but took heavy losses.
The Battle of Yorktown
British general Charles Cornwallis led 7,000 soldiers to Yorktown,
Virginia, to await supplies from British headquarters. James
Armistead, an American spy, passed British war plans to French
and American leaders. He also provided the British with false
information about American plans. Cornwallis soon found himself
surrounded by 16,000 French and American troops. The British
surrendered after three weeks of fighting. The defeat led to the
British decision to sign the Peace of Paris. The Peace of Paris ended
the war and set the United States’ western border at the Mississippi
River. After eight years of fighting, the 13 colonies were free.
Following the war, about 40,000 British loyalists moved to Canada.
Despite hopes that American independence would lead to their
freedom, enslaved Africans remained the property of their masters.
Southern plantation owners applied political pressure, so Congress
allowed slavery to continue. Because the British had helped to
protect Native American land west of the Appalachians from
American settlement, many Native Americans had aided the British
cause during the war. For this reason, many Americans saw Native
Americans as traitors and felt no remorse when taking their land.
202
Standard 5.6
Unit 4 • Chapter 12 • Lesson 3
© Macmillan/McGraw-Hill
The Results of the War
Name
Date
VOCABULARY
REVIEW
Chapter 12 • Lesson 3
Peace and Independence
Answer the following questions. For help, see pages
414–418 in your textbook.
1. Which European nations became allies of the United States
during the American Revolution?
2. Name three conditions agreed to by the British when they signed
the Peace of Paris.
A.
B.
© Macmillan/McGraw-Hill
C.
Unit 4 • Chapter 12 • Lesson 3
Standard 5.6
203
Name
Date
READING
PASSAGE
Chapter 12 • Lesson 3
Let Us Have the Wisdom
to Come Home
Read this editorial. Then use it to answer the Reading
Comprehension questions.
Dear Editor:
With the terrible defeat of our forces at Yorktown in the land of
Virginia, a place few of us in London have ever seen, it is high time we
recognize that while we may not be beaten, we are in a war we cannot
win! Our standing in the world falls while our taxes continue to rise to
fund this fight. And what of our young soldiers dying on soil that is,
we ought to admit, part of a foreign shore?
The French and Spanish have decided that we have no chance
of victory. While we may all agree that their reasons for providing
aid to our rebel colonists may not be simple love of liberty, we must
also admit that these are powerful allies.
There are those who argue that we must fight on behalf of the
loyalists who wish to remain with Mother England. Though we
thank these brave souls, we might advise them to travel north
into Canada.
Perhaps we have seen the United States as our
rebellious child who must be disciplined. In fact, it is
a nation that has grown apart from us. We have spent
too much treasure and blood. Let us complete and sign
the Peace of Paris.
© Macmillan/McGraw-Hill
Sincerely,
Sir Alfred Muggleston
204
Unit 4 • Chapter 12 • Lesson 3
Name
Date
READING
COMPREHENSION
Let Us Have the Wisdom
to Come Home
Chapter 12 • Lesson 3
Read the passage “Let Us Have the Wisdom to Come
Home.” Then use it to answer these questions.
1. Which is not a reason given by Sir Alfred Muggleston that
Britain should give up on the war?
A. It is too expensive.
B. Too many soldiers are dying in a lost cause.
C. The United States is a land of freedom.
D. France and Spain are powerful American allies.
2. What is Sir Alfred implying about the French and Spanish
when he writes: “While we may all agree that their reasons for
providing aid to our rebel colonists may not be simple love of
liberty, we must also admit that these are powerful allies?”
A. They believe all men should be free.
B. They are allied with the United States to help weaken Great
Britain.
C. They see a chance to gain access to Canada.
D. They will be easy to defeat in battle.
© Macmillan/McGraw-Hill
3. Which best describes Sir Alfred?
A. He is a British patriot and wants his country to rule the world.
B. He is a realist and thinks the war is not worth the costs.
C. He sees the French and Spanish as the real enemies.
D. He sees Americans as ungrateful children in need of
punishment.
4. In your own words, select and explain the most important point
made in Sir Alfred’s letter.
Unit 4 • Chapter 12 • Lesson 3
Standards 5.6, R2.4, R2.5
205
Name
Date
WRITING
EXERCISE
Chapter 12 • Lesson 3
A British Patriot’s
Response
Write an editorial in response to Sir Alfred’s letter. Argue
against his suggestion that the British cannot win the war.
Use the graphic organizer below to plan your argument.
.Z3FTQPOTFT
© Macmillan/McGraw-Hill
4JS"MGSFET"SHVNFOUT
Now use the information from the graphic organizer to
write your letter to the editor. Make sure to address each of
Sir Alfred’s most important points.
206
Standards 5.6, W2.4
Unit 4 • Chapter 12 • Lesson 3
Name
Date
READING
SKILL
Identify Cause and Effect
Unit 4
Read this passage. Then copy the chart and use it to
organize the information into causes and effects.
In his home country of Spain in the 1500s, Hernando de Soto
heard stories of the beauty of Florida and the treasures to be
found in the Americas. He sold his property to buy ships and
equipment and hire crews, and he sailed to America. These
men were among the first Europeans to explore Florida and the
southeastern United States.
Two things inspired De Soto’s exploration. He thought he would
find a northern passage to China, which would make trade easier and
faster. He also hoped to find enough gold to lure settlers to the area.
De Soto spent more than three years exploring North America from
Florida northward. He did not find treasures, but he did come upon the
Mississippi River.
De Soto’s men suffered many hardships during the exploration of
America. They lost most of their equipment, and many of them died
of disease. The men lost hope and only wanted to reach the coast,
where a ship was to meet them.
On June 25, 1542, after a harsh winter, De Soto died of a high fever.
He had told Native Americans that white visitors were immortal,
so his men had to hide his death. They wrapped him in a weighted
blanket and sank him in the Mississippi River.
&õFDU
© Macmillan/McGraw-Hill
$BVTF
Unit 4 • Identify Cause and Effect
Standards 5.2, R2.4
207
Name
Date
LESSON
SUMMARY
Chapter 13 • Lesson 1
A Weak Plan
of Government
Articles of Confederation
In 1777 the Articles of Confederation established
the first government of the United States. It created a
nation in which each state kept its independence. By
1786 the Articles of Confederation had helped make
a peace treaty with England and form government
departments. However, problems of trade and a fair
system of money between the states began to appear.
Unable to collect taxes, the national government
needed money from the states to pay its debts.
A System for Expansion
The Northwest Ordinance was a plan for settling
and governing the Northwest Territory, north of the
Ohio River and east of the Mississippi River. Congress
appointed officials and set rules for when settlers could
have their own governments in these lands. The land was divided and
sold to large companies, who sold it to farmers. Native Americans lost
their rights to the land. The Miami, the Shawnee, and the Delaware
people formed a confederacy in self-defense. Led by Little Turtle,
they attacked an American army in 1791. The United States was
forced to make peace with the Indians. The Northwest Ordinance
also established that the government could prohibit slavery in new
territories. The Free African Society was formed.
During the 1780s, merchants in Boston demanded that farmers
pay their debts in gold and silver, which the farmers did not have.
The farmers’ call for help was turned down by the legislature,
which was made up of wealthy merchants. Led by Daniel Shays,
the farmers rebelled, and in 1787 they attacked a state arsenal.
Merchants and plantation owners began to argue for a central
government strong enough to protect private property.
208
Standard 5.6
Unit 5 • Chapter 13 • Lesson 1
© Macmillan/McGraw-Hill
Rebellion in Massachusetts
Name
Date
A Weak Plan
of Government
VOCABULARY
REVIEW
Chapter 13 • Lesson 1
Answer the following questions. For help, see pages
438–443 in your textbook.
1. Rebels closed down courthouses to prevent merchants and
lawyers from taking people’s farms. They broke into jails and
freed debtors. Thousands of farmers attacked a state arsenal
and stole weapons, and 4,000 soldiers were sent out to fight the
rebels. This happened in 1786 and 1787. What was its name?
2. Congress formed a plan for settling and
governing the land north of the Ohio River
and east of the Mississippi River. Many
Native Americans were displaced
in the process. What was this
plan called?
© Macmillan/McGraw-Hill
3. In 1777 Congress approved laws to establish
the first government of the United States. By
1786 the nation had signed a peace treaty
with Great Britain and formed national
departments of war, foreign affairs,
finance, and the post office. Name these laws.
4. The first government of the United States was one in which the
people elect representatives to run the country. What is this type
of government called?
Unit 5 • Chapter 13 • Lesson 1
Standard 5.6
209
Name
Date
READING
PASSAGE
Chapter 13 • Lesson 1
Call for a Stronger
Government
Read the following essay. Then use it to answer the
Reading Comprehension questions.
The American government as defined by the Articles of
Confederation had very few powers. It could not collect taxes from
the states and had little control over the new nation’s stability.
Many people wanted to settle on the land north of the Ohio River
and east of the Mississippi River to grow crops for food and trade.
Land developers were pressuring Congress to allow settlement.
Eventually, Congress passed the Northwest Ordinance, which
set up a system of government and settlement. It also outlined
how the territories could become states, and provided for the
advancement of education. It stated that slavery would not be
allowed in the new territories.
Many farmers, however, found it difficult to buy land in the
Northwest Territory. Prices for land were high because much of it
wound up in the hands of wealthy land development companies,
who made huge profits off their sales to the small farmers. In
addition, the United States government paid Revolutionary
War veterans by giving them the right to take land for free
in the Northwest Territory.
210
Standard 5.6
© Macmillan/McGraw-Hill
Farmers in Massachusetts faced similar money
problems with merchants in Boston. The merchants did
not trust the unstable paper money system and
demanded that farmers pay them in gold and silver.
In 1786 the farmers’ frustration erupted into Shays’s
Rebellion. In the summer of 1787, the Continental
Congress held a meeting to redefine
the powers of the federal government.
They wanted to make sure that the
republic had a central government
capable of ensuring tranquility and
economic stability in all the states.
Unit 5 • Chapter 13 • Lesson 1
Name
Date
READING
COMPREHENSION
Chapter 13 • Lesson 1
Call for a Stronger
Government
Read the essay “Call for a Stronger Government.” Then use
it to answer these questions.
1. The essay states that Congress was pressured into passing the
Northwest Ordinance. What do you think that means?
2. What did the Northwest Ordinance do besides allow settlement?
3. How do you think the land developers benefited from the
Northwest Ordinance?
© Macmillan/McGraw-Hill
4. What led to Shays’s
Rebellion?
5. The Continental
Congress thought the
new nation would not
benefit from a strong
central government.
True
False
Unit 5 • Chapter 13 • Lesson 1
Standards 5.7, R2.3
211
Name
Date
WRITING
EXERCISE
Chapter 13 • Lesson 1
History Play
You are a playwright living in Boston in 1785. A local
theater group has asked you to write a play about life in
Massachusetts. Will the setting for your play be a home or
the village square? Will your main character be a farmer,
a wealthy merchant, or an official? What is the conflict
between your characters and how will it be resolved? Use
the graphic organizer to plan your play. Introduce your
characters in Act 1, develop your conflict in Act 2, and
resolve the conflict in Act 3.
"DU
"DU
Now use the information in your chart to write a one- to
two-page play about life in 1780s Massachusetts. Give your
play a title. Make sure your play deals with the problems
people faced at the time.
212
Standards 5.6, W2.1
Unit 5 • Chapter 13 • Lesson 1
© Macmillan/McGraw-Hill
"DU
Name
Date
LESSON
SUMMARY
Chapter 13 • Lesson 2
Planning a
New Government
The Convention
In 1787 delegates from 12 states met in Philadelphia. This meeting
came to be known as the Constitutional Convention. Most of the
delegates expected to work on fixing the Articles of Confederation.
James Madison believed they could not be fixed. He convinced the
delegates to work on a new plan of government. The convention
resulted in a new constitution to organize the national government.
Debating the Constitution
A nation’s constitution is the basis from which other laws in the
nation are made. James Madison is sometimes called the Father of
the Constitution because of his important role at the convention.
Madison presented his Virginia Plan, which proposed that the
legislature be split into two houses, one with representatives elected
by the people and the other with legislators chosen by the members
of the other house. Under this plan, the national legislature would
be able to veto state laws. The Virginia Plan also favored larger
states because the government would be based on the population
of each state. The smaller states offered the New Jersey Plan, which
proposed a legislature of one house in which every state had a vote.
© Macmillan/McGraw-Hill
The Great Compromise
Roger Sherman of Connecticut suggested another plan. He
proposed that the legislature be divided into two parts. In the
House of Representatives, each state’s voting rights would be based
on its population. In the Senate, each state would have two votes.
Members of the House would serve two years and be chosen by the
people. Members of the Senate would serve six years and be chosen
by state legislatures. This “Great Compromise” was adopted. The
delegates also created an Electoral College to choose the President.
The way in which enslaved people were represented became an
issue, but a compromise was reached to please the southern states.
In September 1787, the Constitution was signed.
Unit 5 • Chapter 13 • Lesson 2
Standard 5.7
213
Name
Date
VOCABULARY
REVIEW
Chapter 13 • Lesson 2
Planning a
New Government
Fill in the missing letters in these vocabulary words.
The only letter provided is the letter e. For help, see pages
446–451 in your textbook.
1.
e
Hint: This word means to refuse to approve a law.
2.
e
e
Hint: This part of the legislature gives each state two votes.
3. E
e
e
Hint: This is the body that chooses the President.
4.
e
e
e
Hint: This is the body of people who make the laws.
5.
e
Hint: This was an important meeting in 1787.
6.
e
e
Hint: This was Roger Sherman’s proposal that the legislature be
divided into the House and the Senate.
7.
e
8.
214
e
e
e
Hint: This is a person chosen to speak or act for other people.
Standard 5.7
Unit 5 • Chapter 13 • Lesson 2
© Macmillan/McGraw-Hill
e
e
e
e
Hint: This is the part of the legislature where each state is
represented according to its population.
Name
Date
James Madison,
Quiet Scholar
READING
PASSAGE
Chapter 13 • Lesson 2
Read this passage. Then use it to answer the Reading
Comprehension questions.
James Madison is sometimes called the “Father of the
Constitution.” He was one of the hardest-working delegates at the
Constitutional Convention in 1787. Madison was from Virginia,
where his family ran a plantation. As a young man, he often stayed
indoors and read books. His quiet studies, however, couldn’t keep
him away from the struggle for good governance in America.
James Madison came to Philadelphia for the Constitutional
Convention armed with his pen and papers. During the
convention, Madison kept a journal. His journal is now the only
record we have of the debates that took place here.
Madison prepared for the meeting by writing down his ideas
for a strong national government. At the convention, Madison
presented these ideas as the Virginia Plan. This plan gave the
national government the right to veto state laws. Not everyone
liked Madison’s plan. The delegates from the smaller states
thought the Virginia Plan was not fair.
© Macmillan/McGraw-Hill
James Madison listened to everyone and worked
hard to come up with a compromise. Madison
wrote, “It happened that I was not absent a single
day . . . so that I could not have lost a single speech.”
Madison’s hard work paid off. The delegates
approved Roger Sherman’s Great Compromise,
that the legislature be divided into two parts, the
House of Representatives and the Senate. The
delegates also created an Electoral
College to choose a President.
Madison later became the fourth
President of the United States.
Unit 5 • Chapter 13 • Lesson 2
Standard 5.7
215
Name
Date
READING
COMPREHENSION
Chapter 13 • Lesson 2
James Madison,
Quiet Scholar
Read the passage “James Madison, Quiet Scholar.”
Then use it to answer these questions.
1. Why is James Madison sometimes called the “Father
of the Constitution”?
2. What is the importance of James Madison’s journal?
© Macmillan/McGraw-Hill
3. Why do you think James Madison helped the delegates come up
with a compromise, instead of insisting that everyone agree with
his Virginia Plan?
216
Standards 5.7, R2.3, R2.4
Unit 5 • Chapter 13 • Lesson 2
Name
Date
WRITING
EXERCISE
Roger Sherman’s Speech
Chapter 13 • Lesson 2
© Macmillan/McGraw-Hill
You are Roger Sherman’s speechwriter at the
Constitutional Convention. Write him a short speech to
convince the other delegates that the Great Compromise is
a good idea. You need to use a persuasive voice and provide
many examples of how it would help the people. Use the
chart to help plan your speech.
Use the information in your chart to write a short speech
for Roger Sherman to read at the Constitutional Convention.
Make sure it is at least two paragraphs long and has a strong
opening and closing.
Unit 5 • Chapter 13 • Lesson 2
Standards 5.7, W2.4
217
Name
Date
LESSON
SUMMARY
United States Constitution
Chapter 13 • Lesson 3
Listing Goals
The United States Constitution was written in 1787, over 200 years
ago. The first sentence, the Preamble, states the goals of this very
important document. It begins with the words “We the People of the
United States.” These simple words have great meaning. They say
that the United States government will get its power from the people.
The Preamble states several goals of the Constitution. These goals
include establishing justice, ensuring peace within the country, and
providing for the general defense. The Constitution also divided the
powers of government between the state and federal governments.
This type of government is called a federal system.
The division of powers is the way the Constitution keeps the
federal government from gaining too much power. In order to
limit power, three branches were created. The legislative branch
makes the laws. Congress, made up of the Senate and the House of
Representatives, is the legislative branch of our government. The
President of the United States makes up the executive branch of
the government. This branch enforces the laws. Finally, the judicial
branch interprets the laws. The Supreme Court was established to
settle disagreements between states and to decide whether or not
a law is constitutional. This process is called judicial review. After
dividing the government into three branches, the delegates of the
Constitutional Convention had to find a way to keep one branch
from becoming more powerful than the other two. They did this by
creating a system of checks and balances. This system allows one
branch to stop the work of either of the other two branches. The
system of checks and balances is one of the most important parts of
the United States Constitution.
218
Standard 5.7
Unit 5 • Chapter 13 • Lesson 3
© Macmillan/McGraw-Hill
Separating the Branches of Government
Name
Date
United States Constitution
VOCABULARY
REVIEW
Chapter 13 • Lesson 3
Use the clues to fill in the chart below. For help, see pages
454–457 in your textbook.
1. Place a X on the branch of government that makes the laws.
2. Place a O on the name of the first sentence of the Constitution.
3. Place a X on the branch of government that interprets the laws.
4. Place a X on the part of the judicial branch that decides whether
or not laws are constitutional.
5. Place a O on the name for a government with division of powers.
6. Place a X on the branch of government that enforces the laws.
© Macmillan/McGraw-Hill
7. Place a O on the name of the system that keeps one branch from
getting more power than the other two.
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4VQSFNF
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#SBODI
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Unit 5 • Chapter 13 • Lesson 3
Standard 5.7
219
Name
Date
READING
PASSAGE
Chapter 13 • Lesson 3
Creating a Constitution
Read this article. Then use it to answer the Reading
Comprehension questions.
In 1787 a group of 55 men gathered in Philadelphia to form a new
government. Since 1781, the states had been governed under the
Articles of Confederation. Many Americans, however, felt that this
government was too weak. They wanted a stronger government.
For four months, the men debated and compromised. Finally, on
September 17, 1787, the Constitution was signed. By June of the next
year, it was approved by 9 of the 13 states. The new federal system
of government began in 1789. Under this system, the states and
federal government shared powers.
The Constitution is made up of the Preamble and seven articles.
Since it was written, 27 amendments, or changes, have been made
to it. The Preamble states that the government will get its power
from the people. The first three articles divide the power of the
government into three branches.
Article I calls for a legislative branch made up of a Senate and a
House of Representatives. They are responsible for making laws.
Article II sets up the executive branch. The President
heads this branch of the government, which enforces the
laws. The article also states that the President will be
elected and serve a term of four years.
© Macmillan/McGraw-Hill
Article III sets up the judicial branch. This branch’s
job is to interpret laws and the Constitution. The
article states that one Supreme Court and many
lower courts will hold judicial power.
The government draws its strength
from a system of checks and
balances. Today, more than 200
years later, the Constitution is still the
foundation of our country.
220
Standard 5.7
Unit 5 • Chapter 13 • Lesson 3
Name
Date
READING
COMPREHENSION
Chapter 13 • Lesson 3
Creating a Constitution
Read the article “Creating a Constitution.”
Use it to draw a line connecting the branch
of government with its purpose. Then
answer the questions.
1. Legislative
2. Executive
3. Judicial
A. Interpret the laws
and Constitution
B. Make laws
C. Enforce laws
4. On the line next to each statement, write
“fact” or “opinion.”
The Articles of Confederation
were weak.
In 1787, 55 men gathered in
Philadelphia to create a
new government.
The federal system began in 1789.
© Macmillan/McGraw-Hill
It is best for a government to get its
power from the people.
5. The men who wrote the Constitution in 1787 wanted to create a
strong government. Were they successful? How do you know?
Unit 5 • Chapter 13 • Lesson 3
Standards 5.7, R2.5
221
Name
Date
WRITING
EXERCISE
Chapter 13 • Lesson 3
Vote “Yes” for
the Constitution
You are a delegate at the Constitutional Convention in
1787. Your job is to persuade your state to approve the new
Constitution. Write a letter to the people you represent and
explain why it is a good idea to approve the Constitution. Use
the graphic organizer below to help you. Note some of the
important ideas in the Constitution. Explain each idea and why
it is a good one. You can always add more circles.
Now use the information in your graphic organizer to write
your letter. Include at least three details from the Constitution
and explain what they are and why they will be good for the
nation. Be sure to include an opening and a conclusion.
222
Standards 5.7, W2.4
Unit 5 • Chapter 13 • Lesson 3
© Macmillan/McGraw-Hill
$POTUJUVUJPO
Name
Date
LESSON
SUMMARY
Chapter 13 • Lesson 4
States Approve
the Constitution
Supporters and Opponents
Before the Constitution could take effect, the states had to ratify it.
Supporters of the Constitution, called Federalists, tried to convince
the American people that the changes in government it described
were good. Some famous Federalists were George Washington,
James Madison, and Alexander Hamilton. Opponents to ratification
of the Constitution were known as Antifederalists. Samuel Adams,
George Mason, and Patrick Henry were famous Antifederalists.
Some of the most effective arguments of the Federalists appeared
in a series of newspaper essays now known as The Federalist Papers.
The Antifederalists also made good points, such as asking for an
included list of rights that the government could not take away.
Statement of Liberties
Whether a bill of rights—a statement of the liberties people must
have—should be part of the Constitution continued to be debated
between the Federalists and the Antifederalists. The Constitution
officially became the law of the United States in 1788 when the ninth
state ratified it. It was not approved by the states of New York and
Virginia, however. James Madison promised Antifederalists that he
would work for a bill of rights if they approved the Constitution.
© Macmillan/McGraw-Hill
Ideas Behind the Constitution
Everyone in the country must obey the laws of the Constitution.
Because American government is based on popular sovereignty,
the people of the country hold the power to make the laws. The
people have the right to vote their leaders out of office and can work
to change the laws when they no longer express the wishes of the
majority. The ten amendments of the Bill of Rights define the rights
and liberties of the people. For example, the First Amendment
guarantees freedom of speech, religion, the press, assembly, and
petition, or the right to complain to the government. Along with
these rights come certain duties and responsibilities.
Unit 5 • Chapter 13 • Lesson 4
Standard 5.7
223
Name
Date
VOCABULARY
REVIEW
Chapter 13 • Lesson 4
States Approve
the Constitution
Complete the sentences. For help, see pages
458–463 of your textbook.
1. One of the liberties included in the
is people’s right to assemble.
2. According to the
, everyone
in the United States must obey the laws in the
Constitution.
3. In order to change the Constitution, Congress must
pass an
4. An
.
argued against the
Constitution without a bill of rights.
5. George Washington and James Madison were
, or supporters of the Constitution.
6.
is the power of the people of the United
© Macmillan/McGraw-Hill
States to make laws.
224
Standard 5.7
Unit 5 • Chapter 13 • Lesson 4
Name
Date
READING
PASSAGE
Chapter 13 • Lesson 4
Fathers of the
Constitution
Read this essay. Then use it to answer the Reading
Comprehension questions.
Many famous Americans were central to the building of the
United States Constitution. One was James Madison. Madison, a
Federalist, wanted to make sure the powers of the government were
divided into three separate branches. Each of the three branches
had equal power. These three branches became the national court
system, the legislative system, and the elected president. It was
important that the elected president have the authority to veto
legislation of individual states. Also important was the idea of
popular sovereignty. Madison wanted to make sure that each
state had a representative in Congress. Once in office, these
government officials had to abide by the rules of law. If they
did not, the people were given the opportunity, through the new
limited government, to vote their leaders out of office.
© Macmillan/McGraw-Hill
Patrick Henry, on the other hand, was the leading opponent
of ratifying the Constitution. Henry was an Antifederalist
who believed that the Constitution granted the federal
government too much power. He wanted to make sure that
the rights of the states and individuals were not taken
away by the federal government.
In order to compromise and get the Constitution
ratified, Madison came up with the idea to include a
bill of rights. These rights would protect many of
the freedoms of the citizens of the United States.
Henry was a supporter of a bill of rights and he was
able to persuade others that the federal government
shared some of the power with the
individual states. The power of the
ten amendments that make up the
nation’s Bill of Rights finally led to the
ratification of the Constitution by all
13 states.
Unit 5 • Chapter 13 • Lesson 4
Standard 5.7
225
Name
Date
READING
COMPREHENSION
Chapter 13 • Lesson 4
Fathers of the
Constitution
Read the essay “Fathers of the Constitution.” Then use it to
answer these questions.
1. What important item did Madison have to include in the
Constitution to get it ratified?
2. Why did Madison want three separate branches of government?
James Madison
3. The essay states that government officials had to follow the rules
of law. What does this mean?
4. There were differences between Madison and Henry. What
was one major difference in their views of the Constitution?
5. What finally led to the ratification of the U.S. Constitution by all
13 states?
226
Standard 5.7, R2.3
Unit 5 • Chapter 13 • Lesson 4
© Macmillan/McGraw-Hill
Patrick Henry
Name
Date
WRITING
EXERCISE
Chapter 13 • Lesson 4
Writing the
Classroom Constitution
There has been some disorder in your classroom. New rules
have to be written to help the class get more organized, but
some students are worried that they may lose some of their
freedoms, like being allowed to read books when they are
done with their work. Write a statement of two rights and two
responsibilities that you believe are important for the students
in your classroom. Use the chart below to plan your ideas for
rights and responsibilities and to figure out the connections
between them.
3FTQPOTJCJMJUJFT
© Macmillan/McGraw-Hill
3JHIUT
Now use the information in your chart to define two
rules and responsibilities. Include details about why they
are important.
Unit 5 • Chapter 13 • Lesson 4
Standards 5.7, W2.3
227
Name
Date
LESSON
SUMMARY
Chapter 13 • Lesson 5
A New Republic
The New Government
George Washington was elected as the first President of the
United States. Alexander Hamilton, who was the Secretary of the
Treasury, worked out an economic plan for the country. Thomas
Jefferson, who was the Secretary of State, was responsible for foreign
affairs. Henry Knox, the Secretary of War, was in charge of the
country’s defense. These three men were members of Washington’s
Cabinet and gave him important advice. Washington also chose
John Jay to be the Chief Justice of the Supreme Court. The President
wanted a strong national government with a strong economy. He
also believed that, as President, he had to set foreign policy. When
France and England went to war in 1789, Washington did not take
sides. He did not want the young country involved in a war. When
Washington left office, he had strengthened the nation.
By 1790 the nation’s capital needed more space. The government
decided to build a new capital on land along the Potomac River. This
area was called the District of Columbia. Benjamin Banneker was
selected by President Washington to plan the new city. Banneker
was one of the first African Americans chosen to work for the federal
government. Pierre L’Enfant, a French architect, designed the
beautiful city. Workers began to build the White House in 1792. In
1797 Washington completed two four-year terms as President before
retiring to his home at Mount Vernon, Virginia. The country also saw
the formation of political parties. Alexander Hamilton and George
Washington were part of the political party called the Federalists,
who wanted a strong national government and close ties with
Great Britain. Thomas Jefferson and James Madison formed a party
called the Democratic-Republicans, who wanted the states to have
more power.
228
Standard 5.7
Unit 5 • Chapter 13 • Lesson 5
© Macmillan/McGraw-Hill
A New Capital
Name
Date
A New Republic
VOCABULARY
REVIEW
Chapter 13 • Lesson 5
Draw a line from each word to its definition. For help, see
pages 466–469 in your textbook.
1. Secretary
2. Cabinet
3. Political party
A. Group of advisers to the
President
B. Group of people who
share similar ideas about
government
© Macmillan/McGraw-Hill
C. Official who heads
a department in the
government
Unit 5 • Chapter 13 • Lesson 5
Standard 5.7
229
Name
Date
READING
PASSAGE
Chapter 13 • Lesson 5
The New Federal
Government
Read this essay. Then use it to answer the Reading
Comprehension questions.
When Congress met in April 1789, its members set up Cabinet
departments and began to work on the amendments to the
Constitution. These amendments became the Bill of Rights. George
Washington, the country’s first President, chose secretaries who
would run the important Cabinet departments. Thomas Jefferson
became Secretary of State. Alexander Hamilton became Secretary of
the Treasury.
Unfortunately, Congress could not settle one important issue.
For years, debate raged over the location for the new capital of the
United States. It was not so much a question of one political party
arguing with another political party. The issue more often pitted
the North against the South. Some New England states wanted
the capital in the North on the Hudson River. A couple of states
campaigned for the Delaware River. The southern states wanted
the capital on the banks of the Potomac.
While Congress struggled to come to a solution, the
government operated out of two temporary capitals.
The first capital was New York City. When George
Washington took the oath of office, he stood on the
balcony of the newly named Federal Hall in the city.
230
Standard 5.7
© Macmillan/McGraw-Hill
In 1790 the members of Congress moved the
capital south to Philadelphia, the largest city in the
country. Months later, Congress ended its debate
and passed the Residence Act. The capital of the nation
would be on the Potomac River and
close to the Mason-Dixon Line, which
divided the country.
Unit 5 • Chapter 13 • Lesson 5
Name
Date
READING
COMPREHENSION
Chapter 13 • Lesson 5
The New Federal
Government
Read the essay “The New Federal Government.” Then use
it to answer these questions.
1. When Congress met in April 1789, the members
A. selected members of the Cabinet.
B. worked on the Bill of Rights.
C. decided where to build the capital of the United States.
2. Alexander Hamilton was
A. Secretary of State.
B. Secretary of War.
C. Secretary of the Treasury.
3. Members of Congress from New England
states wanted the capital on the
A. Delaware River.
B. Hudson River.
C. Potomac River.
4. The Residence Act decided
A. the location of the home for the President.
B. that George Washington should choose whether the capital
should be in the North or the South.
C. the location of the capital of the United States.
© Macmillan/McGraw-Hill
5. Why did Congress decide to move the capital to the banks of the
Potomac River?
Unit 5 • Chapter 13 • Lesson 5
Standards 5.7, R2.2, 2.3
231
Name
Date
WRITING
EXERCISE
Chapter 13 • Lesson 5
Dream Capital
If the capital of the United States had to be rebuilt, where
would you put it? How would you design it? How would
the country benefit if the capital were placed in this new
location? Should it look more modern to reflect the future, or
should it reflect our history? Write a description of your dream
capital for the United States. Think about the characteristics
of both the old and the new location. Which features of
the current capital would you keep? Which ones would
you change? How are the capitals similar? How are they
different? Use the graphic organizer to help you.
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© Macmillan/McGraw-Hill
0ME$BQJUBM
Now use the information in your graphic organizer to write
your one-page composition. Don’t forget a good opening
and closing.
232
Standards 5.7, W2.3, W 2.4
Unit 5 • Chapter 13 • Lesson 5
Name
Date
LESSON
SUMMARY
Chapter 14 • Lesson 1
Crossing the Appalachians
The Crowded East
In 1790, most Americans of European descent lived east of the
Appalachian Mountains. By 1820, this had changed. Nearly 2
million Americans lived west of the Appalachians. In 1820, most
of the nearly ten million people who lived in the United States
were farmers. They usually had large families who helped do all
the chores. When a farmer died, the land was divided among the
children. But the children often ended up with so little land they
couldn’t succeed as farmers. They began to head west, where there
was lots of land, so that they could climb out of poverty.
Opening the West
© Macmillan/McGraw-Hill
The Northwest Ordinance allowed pioneers to move onto land
that had been home to the Native Americans for centuries. Native
Americans wanted the white settlers to leave their land, but the
Native Americans were defeated by American soldiers. The Native
Americans were forced to give up their land in exchange for money
and the promise they would be treated fairly in the future. A
pathfinder named Daniel Boone found a natural pathway through
the Appalachian Mountains and into Kentucky, calling it the
Cumberland Gap. Boone and his friends improved the trails that led
west from the Carolinas. Their Wilderness Road became the main
route to the west. The Northwest Ordinance prevented slavery in the
territories north of the Ohio River. But slaves were taken to Kentucky
and Tennessee, and free blacks who lived north of the Ohio River
suffered from discrimination and unfair laws.
Native American women and pioneer women often worked the
land while the men went trapping and hunting. Women raised
the children, took care of the cabin, and did all of the
cooking and sewing. Abraham Lincoln came
from a pioneer family. Life
for pioneers, including
children, was hard.
Unit 5 • Chapter 14 • Lesson 1
Standard 5.3
233
Name
Date
VOCABULARY
REVIEW
Crossing the Appalachians
Chapter 14 • Lesson 1
Use the words in the box to complete each sentence. For
help, see pages 474–478 in your textbook.
poverty
1.
pioneer
means that a person does not have
enough money for food or supplies.
2. A person who first enters a new land or region is a
.
3. A
family had to build their own cabin and
prepare their fields to grow crops.
4. The land was often divided between so many children that they
.
© Macmillan/McGraw-Hill
all ended up in
234
Standard 5.3
Unit 5 • Chapter 14 • Lesson 1
Name
Date
The Fight for Land
READING
PASSAGE
Chapter 14 • Lesson 1
Read this passage. Then use it to answer the Reading
Comprehension questions.
When the pioneers from the East Coast began settling in Ohio
in the 1700s to escape poverty, many of them discovered that they
faced a new risk. The settlers were establishing their new homes in
a part of America that was inhabited by Native Americans, who had
lived there for hundreds of years. They were not about to give up
their land without a fight. Native American groups joined forces
and began to attack the settlers.
In 1792, President Washington selected “Mad” Anthony Wayne
as commander of the forces of the United States Army in the
Northwest Territory. This territory included Ohio. Wayne earned
his nickname because of his unpredictable behavior on the
battlefield. His military actions were often seen as foolish.
© Macmillan/McGraw-Hill
But Wayne was far from foolish in his plan for protecting the new
settlers. He immediately ordered the construction of many forts in
the Northwest Territory. These forts would serve as warnings to the
Native Americans and act as a much-needed line of defense.
In the summer of 1794, Native Americans attacked soldiers
carrying supplies between two of the new forts. Wayne
quickly built Fort Defiance in the middle of important
Native American lands. His soldiers also destroyed
Native American villages. A large force of Native
Americans decided to counterattack. They hid behind trees
that had blown over in a tornado, and waited for
Wayne’s troops to march into the area. At least 30
soldiers and 60 Native Americans died in this battle,
which became known as the Battle of Fallen Timbers.
It was a decisive one in American
history: after their defeat, the Native
Americans were left with no choice
but to sign a treaty with the United
States. They were forced to give up their
land in most of the Northwest Territory.
Western expansion would continue.
Unit 5 • Chapter 14 • Lesson 1
Standard 5.3
235
Name
Date
READING
COMPREHENSION
Chapter 14 • Lesson 1
The Fight for Land
Read the passage “The Fight for Land.” Then use it to
answer these questions.
1. What was the new risk faced by pioneers who moved west of the
Appalachian Mountains?
2. Who were the earliest Americans?
3. In your own words, explain why Anthony Wayne was called
“Mad” Anthony Wayne.
4. Why is the battle between the Native Americans and Anthony
Wayne’s troops called the Battle of Fallen Timbers?
© Macmillan/McGraw-Hill
5. List two things that happened after the
Battle of Fallen Timbers ended.
236
Standards 5.3, R2.2, R2.3
Unit 5 • Chapter 14 • Lesson 1
Name
Date
WRITING
EXERCISE
Chapter 14 • Lesson 1
The Pioneer Life
Life for the pioneers who moved to the land west of the
Appalachian Mountains was full of challenges, but it also
offered rewards. Think about settling there in the early 1800s,
when the land was rough and pioneers had to provide for all
their needs. What do you think would be the three toughest
challenges for a pioneer? Why do you think some people
chose to become pioneers? Plan an article for an eastern
newspaper in the 1800s that discusses the pros and cons of
life as a pioneer. Use the graphic organizer to plan your article.
$POT
© Macmillan/McGraw-Hill
1SPT
Now, based on your writing plan above, write a
one-page article. End with a recommendation for or
against heading out west.
Unit 5 • Chapter 14 • Lesson 1
Standards 5.3, W2.4
237
Name
Date
LESSON
SUMMARY
Chapter 14 • Lesson 2
The Louisiana Purchase
The Revolution of 1800
Thomas Jefferson became President in 1800. His party, the
Democratic-Republicans, defeated John Adams and the Federalists.
Many Federalist judges were replaced by Democratic-Republicans.
In 1804, the House of Representatives, which was controlled by the
Democratic-Republicans, decided to impeach a Supreme Court
justice for his political views. However, the Senate voted against
the impeachment. They decided a judge could only be removed for
criminal behavior. The Senate decision reinforced the separation of
powers that was put in place by an important Supreme Court case
in 1803. The case was called Marbury versus Madison.
President Jefferson wanted to expand the United States to
provide more land for farming and to protect New Orleans and
the Mississippi River. In 1803, France needed money to pay for its
war with Great Britain and offered to sell the Louisiana Territory
to the United States for $15 million. The Senate approved the deal,
which was called the Louisiana Purchase. The purchase doubled
the size of the United States. President Jefferson sent expeditions
to explore the new territory. In St. Louis in 1804, Meriwether Lewis
and William Clark began an exploration of the Mississippi River.
They traveled with a Native American guide named Sacagawea and
journeyed 8,000 miles across the Rocky Mountains to the Pacific
Ocean. Two years passed before they returned to St. Louis. An
expedition by Zebulon Pike also established the American presence
in the Louisiana Territory. Meanwhile, President Jefferson tackled
problems with foreign countries. The British and French were at war.
The president wanted the United States to remain neutral, but both
sides often stopped American ships at sea. The British used a policy
called impressment to capture Americans and force them to fight for
England. When Congress realized that America would be dragged
into the war, it passed the Embargo Act to close the American ports.
This act hurt the American economy.
238
Standard 5.7
Unit 5 • Chapter 14 • Lesson 2
© Macmillan/McGraw-Hill
The Louisiana Purchase
Name
Date
The Louisiana Purchase
VOCABULARY
REVIEW
Chapter 14 • Lesson 2
Write a description for each of the pictures. For help, see
pages 482–486 in your textbook.
1. Write a caption for this picture that includes the
word impressment.
© Macmillan/McGraw-Hill
2. Write a caption for this picture that includes the
word impeach.
Unit 5 • Chapter 14 • Lesson 2
Standard 5.7
239
Name
Date
READING
PASSAGE
Chapter 14 • Lesson 2
Thomas Jefferson
Read this passage. Then use it to answer the Reading
Comprehension questions.
Thomas Jefferson is known as the author of the Declaration of
Independence. He is also remembered as the president who paved
the way for the Louisiana Purchase. Jefferson believed that the
individual states and the American people should be more powerful
than the national government. He tried to cut back the number of
Federalist judges, who believed in a strong national government.
Jefferson tried, but failed, to impeach a federalist judge in the
Supreme Court.
Jefferson also tried to protect the country from powerful forces
such as Great Britain. The British navy was powerful. It ruled the seas.
The British Royal Navy had grown to about 150,000 sailors during its
war with France. The U.S. Navy had few ships and few sailors.
Because of the war against France, many British sailors deserted,
and the British were always prowling the seas for new sailors whom
they would snatch from foreign ships. American sailors were often
the victims of this practice of impressment.
Jefferson protested to the British government, but the
British continued to impress captured soldiers into their
navy and forced them to fight the French. Many battles
occurred in the Caribbean, which is not far from the
United States, and British ships frequently sailed
close to the American coastline.
240
Standard 5.7
© Macmillan/McGraw-Hill
Trouble erupted in 1807, when an American ship
named the Chesapeake set sail from Chesapeake
Bay. The British attacked the ship and captured four
sailors. Americans were outraged. Jefferson
wanted America to stay out of the war,
but Americans were uniting against
Britain. He tried to solve the problem
with the Embargo Act, but the country
finally stood up to Britain in the
War of 1812.
Unit 5 • Chapter 14 • Lesson 2
Name
Date
READING
COMPREHENSION
Chapter 14 • Lesson 2
Thomas Jefferson
Read the passage “Thomas Jefferson.” Then use it to
answer these questions.
1. Thomas Jefferson is remembered as the author of
A. the Constitution.
B. the Bill of Rights.
C. the national anthem.
D. the Declaration of Independence.
2. Thomas Jefferson believed that
A. the states should be more powerful than the federal
government.
B. the federal government should be more powerful than the
people.
C. the people and the federal government should have an equal
amount of power.
D. the governments of foreign countries should have power
over the United States.
© Macmillan/McGraw-Hill
3. The British were at war with
A. Spain.
B. France.
C. the United States.
D. France and the United States.
4. When sailors were impressed by the British, they were
A. put in jail.
B. sent back to the United States.
C. forced to attack the United States.
D. forced to fight for Britain in the war against France.
5. Immediately after the British attack on the Chesapeake, Jefferson
A. passed the Embargo Act.
B. declared war on the British.
C. told Americans to be patient.
D. bought the Louisiana Territory.
Unit 5 • Chapter 14 • Lesson 2
Standards 5.7, R2.2, R2.3
241
Name
Date
WRITING
EXERCISE
Opportunity of a Lifetime
Chapter 14 • Lesson 2
© Macmillan/McGraw-Hill
Lewis and Clark chose special individuals to join their
expedition into the Louisiana Territory. Think about their
two-year trip. Think about where these explorers traveled
and what they encountered. Think about their hardships and
their skills. What important qualities do you think Lewis and
Clark looked for in each explorer? Plan a notice that might
have been posted in stores or newspapers describing the
expedition and the qualities of the ideal explorers. Use the
graphic organizer below to plan your notice.
Now, based on your writing plan above, write and illustrate
your one-page notice. Offer a good reason why the right
individuals will have the trip of their lifetime.
242
Standards 5.7, W2.4
Unit 5 • Chapter 14 • Lesson 2
Name
Date
LESSON
SUMMARY
Chapter 14 • Lesson 3
The War of 1812
War with Great Britain
The War of 1812 between the United States and Great Britain
began in 1812. The Americans invaded Canada, but they were
defeated by the British. The British attacked Washington, D.C. The
Americans thought this would be an easy war, but they were wrong.
War Fever
© Macmillan/McGraw-Hill
France and Great Britain were often fighting between 1793 and
1815. The United States tried to remain neutral, but in 1810, War
Hawks in Congress wanted to take Florida from Spain and Canada
from Great Britain. Many War Hawks were from areas west of the
Appalachian Mountains, where many Native Americans lived.
The Shawnee chief Tecumseh wanted Native Americans to unite
to fight the American settlers. He had the support of the British
and the Spanish. In 1812, the U.S. Congress declared war on Great
Britain. The American navy won the Battle of Lake Erie, which
forced the British to withdraw into Canada. The Americans had
burned Canada’s capital city, so the British invaded Washington,
D.C., and burned the capitol, the White House, and other
buildings. When the British failed to capture Fort McHenry in
Baltimore, Francis Scott Key saw the American flag waving over
the fort after the battle. He wrote “The Star-Spangled Banner.” The
Americans and British signed a peace treaty in 1814. Neither side
won. The War Hawks became the country’s only political party. The
Native Americans had to give up their land. After the war, America
entered the Era of Good Feelings.
After Andrew Jackson invaded Florida, the Spanish signed the
Adams-Onis Treaty and agreed to sell Florida to the United States. In
1823, the Monroe Doctrine, which was issued by President Monroe,
prohibited European countries from creating new colonies in North
America. The United States pledged to leave existing colonies alone
and to stay out of European affairs.
Unit 5 • Chapter 14 • Lesson 3
Standard 5.3
243
Name
Date
VOCABULARY
REVIEW
Chapter 14 • Lesson 3
The War of 1812
Draw a line from each word to its correct definition. For
help, see pages 490–495 in your textbook.
1. Neutral
A. Period of national unity in America
2. War Hawks
B. Agreement between Spain and the
United States
3. Era of Good Feelings
4. Adams-Onis Treaty
5. Monroe Doctrine
C. Supporting neither side in a dispute
D. Policy against European colonization
established in 1823
© Macmillan/McGraw-Hill
E. Politicians who wanted to go to war
244
Standard 5.3
Unit 5 • Chapter 14 • Lesson 3
Name
Date
READING
PASSAGE
Chapter 14 • Lesson 3
Ready to Lead
Read this passage. Then use it to answer the Reading
Comprehension questions.
James Monroe was a lawyer, a senator, and a governor. He was an
excellent negotiator who helped to arrange the Louisiana Purchase.
When he became the fifth President of the United States, he was
qualified for the office and prepared for the job.
Monroe put together a strong cabinet of talented men from
the North and South. John Calhoun, a southerner, became his
secretary of war. John Quincy Adams, a northerner, became his
secretary of state. Monroe’s choices showed Americans that
he wanted to unite the country. He also made a goodwill tour
around the country that launched a period in American history
called the Era of Good Feelings.
© Macmillan/McGraw-Hill
The popular president was not one of the outspoken War
Hawks, who wanted the United States to use force against European
countries that had territories in North America. But Monroe was
not completely neutral, either. Monroe encouraged his secretary
of state, John Quincy Adams, to use the power of negotiation to
solve the country’s border problems.
John Quincy Adams convinced Louis de Onis, a
representative from Spain, to sign a treaty. As a result
of the Adams-Onis Treaty, Spain sold the United
States its claim to Florida, all parts of the Louisiana
Territory, and Oregon. The president wanted freedom and
independence to take root in all the Americas.
Monroe told members of Congress that he wanted
to see the end of European colonization throughout
the Western Hemisphere. Long after Monroe’s death
in 1831, this call for a hands-off policy
became known as the Monroe
Doctrine.
Unit 5 • Chapter 14 • Lesson 3
Standard 5.3
245
Name
Date
READING
COMPREHENSION
Chapter 14 • Lesson 3
Ready to Lead
Read the passage “Ready to Lead.” Then use it to answer
these questions.
1. James Monroe was a good negotiator who helped arrange the
.
2. By choosing secretaries from
,
Monroe showed that he wanted to unite the country.
3. Monroe also went on a
which began the
,
.
4. Explain in your own words why Monroe wasn’t a
War Hawk.
© Macmillan/McGraw-Hill
5. Why do you think the treaty with Spain is called the
Adams-Onis Treaty?
246
Standards 5.3, R2.3, R2.4
Unit 5 • Chapter 14 • Lesson 3
Name
Date
WRITING
EXERCISE
Chapter 14 • Lesson 3
Win, Lose, or Draw?
© Macmillan/McGraw-Hill
The Americans and British have signed a treaty ending the
War of 1812. You are a newspaper writer whose assignment
is to write an editorial about whether your people won (or
lost) the war. Choose whether you are writing an editorial
for a British, American Indian, or American newspaper.
What were your goals? What were the results of the war?
Were your people better off after the war? Use the graphic
organizer below to plan your editorial. Write your opinion
in the large box and three facts or events that support your
opinion in the small boxes.
Now, based on your writing plan above, write your
one-page editorial.
Unit 5 • Chapter 14 • Lesson 3
Standards 5.3, W2.4
247
Name
Date
READING
SKILL
Compare and Contrast
Unit 5
Read this passage. Then copy the Venn diagram and use it
to compare and contrast the information given.
In 1787 delegates met to construct a new constitution for the
United States. Two distinct groups formed around this issue—the
Federalists and the Anti-Federalists. Both groups agreed that the
Articles of Confederation were not good enough anymore. They
agreed that the national government needed to be stronger than was
provided for under the articles. This is where their agreement ended.
The Federalists, including George Washington, James Madison,
and Alexander Hamilton, wanted a strong national government with
less local power. They believed that the national government’s job
was to foster trade and commerce. They wanted to form a national
bank and have the national government pay the debts that the states
had run up during the Revolutionary War. The Federalists believed
there should be a large peacetime army.
The Anti-Federalists included Thomas Jefferson, Patrick Henry,
and Samuel Adams. This group felt that the government’s role was
to protect the country from foreign invasion. They believed in a strict
interpretation of the Constitution and did not want it ratified without
the Bill of Rights, amendments that would ensure specific rights of
people. Anti-Federalists wanted states to maintain power, so that the
national government would not become all-powerful. They believed
the country needed only a small army and navy for defense.
'FEFSBMJTUT
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#PUI
248
Standards 5.7, R2.4
Unit 5 • Compare and Contrast
© Macmillan/McGraw-Hill
It was the cooperation of these men, despite their differences, that
created the United States Constitution.
Name
Date
The Industrial Revolution
LESSON
SUMMARY
Chapter 15 • Lesson 1
Industry Booms
The Industrial Revolution changed how goods were made. In
the early 1800s, people began working with machines in factories
to produce things for others to buy. Before this, families lived on
farms and made the things they needed by hand. One example of
a machine that changed people’s lives was the cotton gin. It could
clean 50 times more seeds out of cotton in a minute than a whole
team of people could in a day. The cotton gin was invented by Eli
Whitney. He got a patent for his invention but made little money
because people copied his invention.
Textile Mills
Factories that turned cotton into cloth
appeared along rivers in the eastern United
States in the 1800s. Mills used water to power
spinning machines. Francis Cabot Lowell
was one person responsible for bringing
the technology to America.
Life Changes for Farmers
The Industrial Revolution grew quickly in the
northern United States. In the South, growing cotton became
extremely profitable. People started leaving their farms to work
in factories because factory work paid more. In factories, people
worked long hours in dangerous conditions. On farms, time saving
inventions such as the reaper and the steel-blade mechanical plow
meant that fewer workers were needed to harvest the crops.
© Macmillan/McGraw-Hill
Interchangeable Parts
Prior to the Industrial Revolution, most products were made
part-by-part by hand and each piece was one-of-a-kind. When
Eli Whitney was hired by the government to make 10,000 muskets
in 1803, he came up with the idea of interchangeable parts.
Manufacturing became easier, paving the way for new advances
in production.
Unit 6 • Chapter 15 • Lesson 1
Standard 5.8
249
Name
Date
VOCABULARY
REVIEW
The Industrial Revolution
Chapter 15 • Lesson 1
Complete the crossword puzzle. For help, see
pages 512–518 in your textbook.
ACROSS
2. A shift in the way goods were
produced, during which many new
inventions and factories emerged
© Macmillan/McGraw-Hill
4. A machine used to clean seeds
from cotton
5. A machine that cuts grain
DOWN
1. Pieces made to fit any specific tool or machine
3. A government permit that gives someone the right to be the
only one to make, use, or sell a new invention for a certain
number of years
250
Standard 5.8
Unit 6 • Chapter 15 • Lesson 1
Name
Date
Inventions of the Industrial
Revolution on Sale Now!
READING
PASSAGE
Chapter 15 • Lesson 1
Read this advertisement. Then use it to answer the
Reading Comprehension questions.
Visit Fast-Buck Franklin’s Today!
This is the biggest sale of the Industrial Revolution! Not
since textile factories opened in Great Britain in the late 1700s have
we seen prices this low. Turn your struggling plantation or farm into a
money machine today by purchasing one of the following items:
• The Cotton Gin: This ingenious, patented machine, invented
by Mr. Eli Whitney in 1793, removes seeds from cotton at an
astonishing rate. It can clean 50 times more cotton in a few minutes
than a whole team of workers can clean in a day.
• The McCormick Reaper: Tired of cutting grain by hand? Take a
look at the fine selection of reapers we have in stock. This wonderful
machine harvests your crops quickly and efficiently, at four times the
rate of handworkers.
© Macmillan/McGraw-Hill
• John Deere’s Blade of Steel: We all love the mechanical plow,
but that pesky prairie sod is hard to bust . . . until now! Your
stubborn fields are no match for these steel blades.
If you’re a smart factory owner, take a gander at
Mr. Whitney’s patented interchangeable parts display.
Revolutionize your manufacturing process and increase
output tenfold. We also have some of James Watt’s
steam engines at low prices . . . perfect if you’ve been
thinking about expanding your textile operation and
want to move away from the river.
The world is changing and the days of
making just enough food and products
for your family are gone. Move to the city
and find a better, more profitable life with
the help of machines and new inventions.
It’s the wave of the future . . . on sale today!
Unit 6 • Chapter 15 • Lesson 1
Standard 5.8
251
Name
Date
READING
COMPREHENSION
Inventions of the Industrial
Revolution on Sale Now!
Chapter 15 • Lesson 1
Read the advertisement “Inventions of the Industrial
Revolution on Sale Now!” Then use it to answer these questions.
1. What is this advertisement trying to persuade readers to do?
2. Give three examples of facts in the passage.
A.
B.
C.
3. Give one example of an opinion in the passage.
5. Write a short paragraph about how life changed for farmers as a
result of the Industrial Revolution.
252
Standards 5.8, R2.3, R2.5
Unit 6 • Chapter 15 • Lesson 1
© Macmillan/McGraw-Hill
4. What do all the inventions listed have in common?
Name
Date
WRITING
EXERCISE
Chapter 15 • Lesson 1
Story of a Mill
© Macmillan/McGraw-Hill
You are a young mill worker in New England in the 1800s.
Though you don’t have a lot of free time, your favorite thing
to do when you are with your friends is to tell stories about
your life in the mill. Write a story your friends will enjoy about
a typical day in the mill. Think about the things a mill worker
would see and do. Use descriptive sentences and develop
a narrative with a clear sequence of events. Use the chart
below to plan your story.
Now use the chart to write your one- to two-page story.
Unit 6 • Chapter 15 • Lesson 1
Standards 5.8, W2.1
253
Name
Date
LESSON
SUMMARY
Chapter 15 • Lesson 2
New Methods of
Transportation
River Travel
Until the 1800s, rivers provided the easiest way to travel. Because
most of the rivers did not connect with one another, people built
canals. One of the most notable was the Erie Canal, connecting the
Great Lakes with the Hudson River in New York State. Governor
DeWitt Clinton headed the project and received funding from
investors. In 1825, after seven years of work, the canal opened. It
was more than 350 miles long and used locks to raise and lower
boats. The Erie Canal was a huge success and made New York City a
premier port city.
New Ways to Travel
© Macmillan/McGraw-Hill
Overland travel was difficult in the early 1800s. People traveled
in stagecoaches along muddy trails. In 1811 the federal government
started work on the National Road from Maryland to Illinois. This
stone paved road linked the East with the western frontier. The
invention of the steam engine also improved transportation. This
innovation could be used to send a steamboat upstream or to power
a train. In 1830 Peter Cooper built the first American steam-enginepowered train. By 1870, the locomotive had become the main form
of transportation in the United States.
254
Standard 5.8
Unit 6 • Chapter 15 • Lesson 2
Name
Date
VOCABULARY
REVIEW
Chapter 15 • Lesson 2
New Methods of
Transportation
Match each vocabulary term with its definition. For help,
see pages 520–523 in your textbook.
1. Stagecoach
2. Lock
3. Steamboat
A. A person who puts money into a project
early in order to make a profit later
B. A machine that uses compressed steam
to power its motor
C. A large, horse-drawn carriage
4. Investor
5. Steam engine
D. An elevator that uses water to lift or
lower boats to the next level on a canal
© Macmillan/McGraw-Hill
E. A boat powered by a steam engine
Unit 6 • Chapter 15 • Lesson 2
Standard 5.8
255
Name
Date
READING
PASSAGE
Chapter 15 • Lesson 2
Ellie’s Train Trip
Read this passage. Then use it to answer the Reading
Comprehension questions.
“This is a big day, Ellie,” said Mrs. Jackson. “Your first ride in a
locomotive! Are you all packed?”
“Yes, mother. I’ve been all packed for two weeks.” Ellie grinned.
Ellie was excited. She would ride a train!
“I’m a little nervous about it,” Mrs. Jackson admitted. It wasn’t
her first time on a train, but she still had a difficult time trusting the
fast-moving machines.
“Don’t be silly, dear,” piped up Mr. Jackson. Mr. Jackson loved
the innovations appearing all around them. He had taken Ellie
to see the locks of the Erie Canal on her ninth birthday and
was even an investor in a new railroad line. “Just look at all the
wonderful things the steam engine has done for America! Why,
if it weren’t for the train, we’d be stuck in a stagecoach for two
straight days.” He shuddered at the thought.
“Well, that may be so, but I’ll just be happy when we get
there.” Mrs. Jackson nervously checked the bags.
“Aww, the journey’s the fun part. Remember when we
took the steamboat last year? Wonderful.”
“I remember.” She looked a little green at
the thought.
“Oh, Father, when can I ride in a steamboat?”
Ellie asked eagerly. She admired inventors such as
James Watt and Samuel Morse. Morse had an exciting
new communication device called the telegraph. Ellie
could not wait to try it out.
“Soon Ellie, but we must be on our
way now.” Mr. Jackson began lifting
the luggage.
256
Standard 5.8
Unit 6 • Chapter 15 • Lesson 2
Name
Date
READING
COMPREHENSION
Chapter 15 • Lesson 2
Ellie’s Train Trip
Read the passage “Ellie’s Train Trip.” Then use it to answer
these questions.
1. What are Ellie and her parents about to do during
this story?
2. The invention of the
helped to power boats and trains.
3. How are Ellie and her father similar?
4. This story mentions several innovations. List three of them and
explain how they changed people’s lives.
A.
B.
C.
© Macmillan/McGraw-Hill
5. Write a short paragraph about the different opinions Ellie and
her mother have about new inventions.
Unit 6 • Chapter 15 • Lesson 2
Standards 5.8, R2.3, R2.4
257
Name
Date
WRITING
EXERCISE
Chapter 15 • Lesson 2
Technology Reporter
© Macmillan/McGraw-Hill
You are a magazine writer during the 1800s. Your
assignment is to write an article about three new inventions
that appeared in America during the past 100 years. Explain
to your readers how their lives will benefit from these
particular innovations. At least one of the inventions you
describe should be concerned with transportation. Use the
chart below to plan your article.
Now use the chart to write your one-page article.
258
Standards 5.8, W2.3
Unit 6 • Chapter 15 • Lesson 2
Name
Date
LESSON
SUMMARY
Chapter 15 • Lesson 3
Andrew Jackson
Becomes President
Moving West
By 1824, almost one-third of all Americans lived on the frontier.
Andrew Jackson was a hero to many on the frontier. His tough
demeanor earned him the nickname “Old Hickory.”
Jackson As President
Andrew Jackson became the president in 1829. As president, he
increased the power of the presidency and caused a split in the
Democratic-Republican Party. He removed all federal money from
the Bank of the United States, causing a great economic downturn.
Jackson also dealt with a crisis when South Carolina refused to pay
a new federal tax and threatened to leave the Union. He sent troops
and worked out a compromise with the state.
Changes for Native Americans
Some Native American communities flourished in the early
1800s. A Cherokee silversmith named Sequoyah created the first
written Native American alphabet. Unfortunately, President Jackson
was not a friend to Native Americans. He helped pass the Indian
Removal Act, a law that gave the government power to force Native
Americans to move to “Indian Territory.”
© Macmillan/McGraw-Hill
A Sad Journey
Cherokee people were forced to walk over 800 miles from Georgia
to Indian Territory, in what is now Oklahoma. Along the way,
thousands died. The journey is called the Trail of Tears. The United
States government also tried to remove Seminole from their land in
Florida, but the Seminole, led by Osceola, fought the government.
The Seminole Wars resulted in the deaths or removal of most of
Florida’s Seminole people.
Unit 6 • Chapter 15 • Lesson 3
Standards 5.8, 5.3
259
Name
Date
VOCABULARY
REVIEW
Chapter 15 • Lesson 3
Andrew Jackson
Becomes President
Complete each sentence. For help, see pages 526–533
in your textbook.
1. About 4,000 Cherokee died during the
,a
forced march from Georgia to Oklahoma.
2. Congress passed the
in 1830, which
allowed the president to remove Native Americans from
their homelands.
3. The president wanted to remove Native Americans from their
land in Georgia and Florida to
in what is
now the state of Oklahoma.
4. President Jackson removed federal funds from the
in 1836 because he believed the
institution was unconstitutional.
5. The United States was referred to as the
in
© Macmillan/McGraw-Hill
the 1800s because it was a group of states that had joined together.
260
Standards 5.8, 5.3
Unit 6 • Chapter 15 • Lesson 3
Name
Date
READING
PASSAGE
Chapter 15 • Lesson 3
An Imperial President
Read this passage. Then use it to answer the Reading
Comprehension questions.
Each President of the United States brings to the office a different
character. Some even manage to redefine the role of the executive
branch. Andrew Jackson was such a leader. He was portrayed in
political cartoons as “King Andrew” because he increased the power
associated with the office. Jackson appointed friends and supporters
to government posts, a practice that continues today.
Andrew Jackson was 62 years old when he became president.
One of his goals was to dissolve the Bank of the United States.
He objected to a national bank that was so powerful in the
country’s affairs yet disconnected from the control of regular
people. Jackson removed federal funds from the bank in 1836.
© Macmillan/McGraw-Hill
Jackson believed in the preservation of the Union. His resolve was
tested during the Nullification Crisis of 1832. South Carolina refused
to pay a new tariff tax passed by Congress and threatened to leave the
Union. Jackson quickly sent troops and worked out a compromise,
but the issue of whether states had a right to leave the Union would
not ultimately be settled until the conclusion of the Civil War.
President Jackson believed Native Americans threatened
the growth of the United States. He supported the
Indian Removal Act, which gave him power to
move Native Americans from their land to Indian
Territory. Though Cherokee challenged the government
in the Supreme Court and won, Jackson refused
to recognize the court’s ruling, an example of his
king-like behavior. Thousands of Cherokee were
forced to march 800 miles on what is now called the
Trail of Tears.
Unit 6 • Chapter 15 • Lesson 3
Standards 5.8, 5.3
261
Name
Date
READING
COMPREHENSION
Chapter 15 • Lesson 3
An Imperial President
Read the passage “An Imperial President.” Then use it to
answer these questions.
1. What is the main idea of this passage?
2. Circle the correct answer below. According to this article,
President Jackson was often compared to a
Judge
Teacher
King
Father
3. Why was President Jackson opposed to the Bank of the
United States?
4. Based on your reading of this article, list two beliefs of
President Jackson.
A.
B.
© Macmillan/McGraw-Hill
5. Describe the chain of events that led to the Trail of Tears.
262
Standards 5.8, 5.3, R2.3
Unit 6 • Chapter 15 • Lesson 3
Name
Date
WRITING
EXERCISE
Chapter 15 • Lesson 3
On the Trail
© Macmillan/McGraw-Hill
You are a representative for the Cherokee nation. The
Cherokee have just been forcibly removed from their
homeland in Georgia and are walking west. Write a one-page
editorial describing the Trail of Tears. Using details you have
learned about the event, describe the experience vividly so
your readers will understand what has happened. Use the
chart to plan your editorial.
Now use the chart to write your one-page editorial about
the Trail of Tears.
Unit 6 • Chapter 15 • Lesson 3
Standards 5.3, W2.4
263
Name
Date
LESSON
SUMMARY
Chapter 15 • Lesson 4
Immigrants and Ideas
A Changing Population
The population in the United States began to change in the mid1800s. A large number of immigrants arrived from Europe and Asia
to find work. Chinese people came in the 1840s and later worked
on the railroads. Irish immigrants came between 1846 and 1861
to escape a terrible potato shortage in which millions starved. In
addition to immigrants, free blacks started making up a bigger
percentage of the population at this time. Life was difficult for these
men and women, who faced discrimination even in northern cities.
Growing Cities
© Macmillan/McGraw-Hill
Before 1820, cities in the United States were small. Most people
lived on farms. This started to change in the mid-1800s. Port cities
in particular, such as New York City, grew due to increased trade
and the arrival of thousands of immigrants who often remained
in the city where they entered the country. This time period also
brought changes in shipping and religion. Trade with China
brought a demand for new, faster boats called clipper ships, and
whaling provided resources such as oil and meat. The Second Great
Awakening occurred, in which preachers taught the virtue of hard
work and discipline.
264
Standard 5.8
Unit 6 • Chapter 15 • Lesson 4
Name
Date
Immigrants and Ideas
VOCABULARY
REVIEW
Chapter 15 • Lesson 4
Complete the sentences below. For help, see
pages 536–539 in your textbook.
1. The religious revival during the mid-1800s, called the
, appealed to pioneers because it
reinforced the benefits of their hard work.
2. Sailors were awed when they learned that the American
could sail from Boston to San Francisco
© Macmillan/McGraw-Hill
in less than three months.
Unit 6 • Chapter 15 • Lesson 4
Standard 5.8
265
Name
Date
Town Meeting Tonight!
READING
PASSAGE
Chapter 15 • Lesson 4
Read this advertisement. Then use it to answer the
Reading Comprehension questions.
Town Meeting Tonight!
Town Meeting Tonight!
Our town is having a meeting. Inspired by the speakers of the Second
Great Awakening meetings, we decided to hold a meeting of our own.
Come listen to our wonderful speakers. Let them entertain you at this
once-in-a-lifetime event!
In this time of great change, it can be bewildering to look around and
see all the modern wonders. Clipper ships now speed through our seas,
and port cities are growing at an astounding rate. New immigrants pour
onto our shores and need our help and understanding. Let our speakers
help you make sense of it all. Make friends with your neighbors, whether
they are from China, Ireland, or the next town over. Help us make this
country a better place to live by participating in the movement for the
following reforms:
• women’s rights
• ending slavery
• educational improvements
Join us tonight for an exciting experience! You’ll find out how hard
work, saving money, and discipline pay off in the end. Our town is
© Macmillan/McGraw-Hill
growing. You can help make changes that benefit everyone.
266
Unit 6 • Chapter 15 • Lesson 4
Name
Date
READING
COMPREHENSION
Chapter 15 • Lesson 4
Town Meeting Tonight!
Read the passage “Town Meeting Tonight!” Then use it to
answer these questions.
1. This advertisement is trying to persuade readers to
.
2. The town meeting organizers were inspired by speakers from
.
3. What are the three reforms that are mentioned in
the advertisment?
4. Which sentence in the advertisement is an opinion?
© Macmillan/McGraw-Hill
5. Why is the town holding a meeting?
Unit 6 • Chapter 15 • Lesson 4
Standards 5.8, R2.5
267
Name
Date
WRITING
EXERCISE
Chapter 15 • Lesson 4
The Wonders of
New York City
© Macmillan/McGraw-Hill
A young European immigrant who arrived in New York City
in the 1800s would probably have been very impressed by all
he or she saw. Write a journal entry that such an immigrant
might have written to record his or her impressions. Think
about the differences between a large, American city and the
countries immigrants came from. Include several descriptions
of the people, buildings, and new boats. Use the chart to plan
your journal entry.
Now use the chart to write a one-page journal entry.
268
Standards 5.8, W2.4
Unit 6 • Chapter 15 • Lesson 4
Name
Date
LESSON
SUMMARY
Chapter 16 • Lesson 1
Trails to Oregon and Utah
Men of the Mountains
Europeans first came to the West as fur traders. Their companies
set up forts where Native Americans brought furs for trade.
Independent trappers, called mountain men, began to appear
in the 1820s. Men like former enslaved African Jim Beckwourth
learned from Native American teachers and found paths through
the mountains. Trappers found it hard to make a living when beaver
hats went out of style in the 1830s. It was even harder for them when
wagon trains appeared on the Oregon Trail. In 1843 John Frémont
reported that the area could support a large population.
Oregon Fever
The Oregon Territory covered a
large area of the Pacific Northwest.
Between 1841 and 1845, the number
of American settlers rose from
400 to 6,000. The United States
and Britain both occupied Oregon.
The idea of manifest destiny drove
some Americans to claim new lands.
A treaty with Britain settled the
U.S.–Canadian border at the 49th
parallel. Many people moved to Oregon on the Oregon Trail. They
traveled in wagons known as Prairie Schooners. The 2,000-mile
journey could take six months and include hundreds of wagons.
© Macmillan/McGraw-Hill
Mormons Settle Utah
The Mormons were attracted by Utah’s isolation. Because of their
religious beliefs, they had been forced out of many places. When
Brigham Young first led his followers there in 1847, he decided Utah
was the right place for them. The Mormons irrigated and farmed the
dry land, and Salt Lake City grew. Non-Mormons also settled Utah.
Native Americans fought with settlers who took their land west of
the Mississippi and shot many buffalo on the plains. Ranches and
cattle herds starved Native Americans out of their world.
Unit 6 • Chapter 16 • Lesson 1
Standard 5.8
269
Name
Date
VOCABULARY
REVIEW
Trails to Oregon and Utah
Chapter 16 • Lesson 1
Write words or phrases from the box next to the three
numbered phrases below. Use each word at least once.
For help, see pages 548–553 in your textbook.
borders
fur traders
Prairie Schooner
carried all
needed supplies
Jim Beckwourth
right to expand
oxen
trappers
claim new lands
1. mountain men
2. wagon train
© Macmillan/McGraw-Hill
3. manifest destiny
270
Standard 5.8
Unit 6 • Chapter 16 • Lesson 1
Name
Date
Jim Beckwourth,
Mountain Man
READING
PASSAGE
Chapter 16 • Lesson 1
Read this passage. Then use it to answer the Reading
Comprehension questions.
Jim Beckwourth was born in 1798 in Fredericksburg, Virginia.
His father was an English aristocrat, and his mother was an
enslaved African woman. Although Jim was born into slavery,
his father bought his freedom. Sir Jennings took his family to St.
Louis, Missouri. Because of the color of his skin, people thought
Beckwourth must be a runaway enslaved African. In 1824 he signed
up with a fur trader, William Henry Ashley. At the time furs were
usually bought from Native Americans. Ashley’s plan was to
hire men who would go into the Rocky Mountains and trap the
animals themselves.
Beckwourth learned alongside other legendary mountain men.
He became an expert with a gun and a bowie knife. He also learned
to handle an ax from Native Americans whom he befriended.
Sometime in the late 1820s, he went to live with the Crow people.
He became a member of the group and married a Crow woman.
© Macmillan/McGraw-Hill
Then beaver fur went out of fashion. Wagon trains
heading west began to appear on the Oregon Trail,
inspired by the idea of manifest destiny. In 1836
Beckwourth left Ashley’s company and the Crow.
In 1851 Beckwourth discovered a pass through the
mountains to California, near what is now Reno,
Nevada. This became the Beckwourth Pass. He
built a road and established a trading post, which
became Beckwourth, California. Jim Beckwourth was
a famous teller of tall tales, and the
facts of his life are sometimes hard to
separate from the stories and legends
that surround him. His autobiography
is packed with them.
Unit 6 • Chapter 16 • Lesson 1
Standard 5.8
271
Name
Date
READING
COMPREHENSION
Chapter 16 • Lesson 1
Jim Beckwourth,
Mountain Man
Read the passage “Jim Beckwourth, Mountain Man.”
Then use it to answer these questions.
1. Many people mistakenly thought Jim Beckwourth was
A. the son of an English aristocrat.
B. a successful blacksmith.
C. a runaway enslaved person.
D. a Native American.
2. How was Ashley’s way of obtaining furs different from
the way they were usually obtained?
3. Why did Beckwourth leave the Crow and stop working for Ashley
as a trapper?
© Macmillan/McGraw-Hill
4. Beckwourth’s autobiography is full of tall tales and legends. Do
you think that an autobiography of this sort can be useful? Why
or why not?
272
Standards 5.8, R2.3, R2.4
Unit 6 • Chapter 16 • Lesson 1
Name
Date
WRITING
EXERCISE
A Story of the Oregon Trail
Chapter 16 • Lesson 1
Plan a story about a journey on the Oregon Trail. Compare
the hardships of the journey with the things that make the
journey worthwhile, even enjoyable. Mention the tasks that
you must do on the journey. Use the graphic organizer to
help you.
© Macmillan/McGraw-Hill
*EFBTGPS.Z4UPSZ"CPVUUIF0SFHPO5SBJM
Now use the information from the graphic organizer to
write a one- to two-page story. Be sure to include exciting
details about your journey.
Unit 6 • Chapter 16 • Lesson 1
Standards 5.8, W2.1
273
Name
Date
LESSON
SUMMARY
Chapter 16 • Lesson 2
Texas and the War
with Mexico
Trouble in Texas
Mexico won independence from Spain in 1821. Its lands included
what is now New Mexico, Texas, and California. Few Mexicans
lived in Texas, and its settlements were far from Mexico’s capital
in Mexico City. Mexico offered land to Americans who agreed to
become Mexican citizens and Catholics. Slavery was forbidden.
American empresarios like Stephen Austin bought land for profit,
and Americans began to settle Texas in large numbers. Many did
not wish to be Mexican citizens or Catholics. Many kept enslaved
workers. In 1835 some Texans revolted, aiming to become
independent of Mexican rule.
In 1835 Austin and 500 Texans attacked San Antonio. After
six weeks they occupied the old Spanish mission there, known
as the Alamo. A force from Mexico recaptured the Alamo and
killed everyone in it. Sam Houston led Texans to victory at San
Jacinto. He forced the Mexican leader, Santa Anna, to sign a treaty
of Texan independence. Texans voted to join the Union as a slave
state. Presidents Jackson and Van Buren rejected Texas, believing
that acceptance of Texas would lead to war with Mexico. Texas
then became an independent nation instead. In 1845 President
Polk accepted Texas, and in 1846 he declared war on Mexico. This
war became known as the Mexican-American War. Polk wanted
California to become a state so that the United States could have
unlimited access to its Pacific ports. At the time Mexican Californios
owned big areas of California. In 1846 U.S. troops supported an
American Californian rebellion and captured California. In 1847
U.S. troops occupied Mexico City and put an end to the war. Under
the Treaty of Guadalupe Hidalgo of 1848, the U.S.–Mexican border
was set at the Rio Grande. Texas was sold to the United States, along
with 55 percent of Mexico’s territories.
274
Unit 6 • Chapter 16 • Lesson 2
© Macmillan/McGraw-Hill
The Texas Rebellion
Name
Date
VOCABULARY
REVIEW
Chapter 16 • Lesson 2
Texas and the War
with Mexico
Use the words from the list below to fill in the blank following
each clue. For help, see pages 556–560 in your textbook.
Mexican-American War
Californios
empresarios
Treaty of Guadalupe Hidalgo
vaqueros
1. This document, signed in 1848, set the
Texas boundary.
2. These people took large land grants
from Mexico and resold the land to
settlers.
3. Begun in 1846, this conflict was over land in Texas and California.
© Macmillan/McGraw-Hill
4. These people lived in California and were Mexicans of Spanish
origin.
5. Stephen Austin made money as one of these.
6. The first cowboys, these men first herded cattle in Mexico.
Unit 6 • Chapter 16 • Lesson 2
Standard 5.8
275
Name
Date
READING
PASSAGE
Sam Houston:
A Special Place in History
Chapter 16 • Lesson 2
Read this passage. Then use it to answer the Reading
Comprehension questions.
Sam Houston has a special place in American history. He was
the governor of two states yet failed to serve out his term in either
state. In 1827 he was elected governor of Tennessee. He resigned
his office after an unhappy marriage, which lasted only 11 weeks.
Houston went off to live with the Cherokee. As a child he had run
away from home and was raised partly by the Cherokee. He married
a Cherokee woman and set up a trading post for cowboys and
vaqueros. After a brush with the law, he left for Mexican Texas.
Sam Houston joined the fight for Texan independence from
Mexican rule. After empresario Stephen Austin’s unsuccessful
attempt to take control of San Antonio, Houston led troops to
victory at the Battle of San Jacinto. His success in Texas might have
inspired John C. Frémont to rebel against Mexican rule in California
and to drive the Californios from their ranches.
These events preceded the Mexican-American War. When
that war was over, the United States was a much larger and
richer nation. By the Treaty of Guadalupe Hidalgo, the
United States had gained territories that included the
present-day states of Texas, California, Nevada, Utah,
and parts of Arizona, New Mexico, and Colorado.
276
© Macmillan/McGraw-Hill
When Texas became an independent republic,
Sam Houston was its first president. When Texas
joined the Union, Houston was its first senator. In
1859 he was elected governor of the state of Texas.
He had fought most of his adult life
to bring Texas into the Union. In
1861 he remained loyal to the Union.
He refused to join the Confederacy,
and for the second time in his life, he
resigned a state governorship.
Unit 6 • Chapter 16 • Lesson 2
Name
Date
READING
COMPREHENSION
Sam Houston:
A Special Place in History
Chapter 16 • Lesson 2
Read the passage “Sam Houston: A Special Place in
History.” Then use it to answer these questions.
1. In what way is Sam Houston’s record as a state governor unique?
A. He served as governor of two states yet
failed to serve out either term.
B. He was also a war hero.
C. He resigned his office in Tennessee.
D. He was also a senator.
2. Which fact supports the idea that Sam
Houston is a Texan hero?
A. He served as governor of Tennessee
before moving to Texas.
B. He had lived with the Cherokee.
C. He led his troops to victory at the Battle of San Jacinto.
D. Texas was under Mexican rule.
© Macmillan/McGraw-Hill
3. Which is the correct order of Sam Houston’s political jobs?
A. Governor of Texas, senator for Texas, governor of Tennessee
B. Governor of Texas, governor of Tennessee, senator for Texas
C. President of Republic of Texas, senator for Texas, governor
of Tennessee
D. Governor of Tennessee, president of Republic of Texas,
senator for Texas
4. How might Houston have inspired John C. Frémont?
Unit 6 • Chapter 16 • Lesson 2
Standards 5.8, R2.2, R2.3, R2.4
277
Name
Date
WRITING
EXERCISE
Chapter 16 • Lesson 2
Remember the Alamo!
© Macmillan/McGraw-Hill
It is 1836. Santa Anna’s troops have just taken the Alamo.
Plan a newspaper editorial explaining why Texas should fight
on against Mexico. Briefly mention what happened at the
Alamo. Present the problems of Mexican rule, and suggest
solutions that will be possible if Texans keep fighting. Use the
graphic organizer to plan your editorial.
Now use the information from the graphic organizer to write
a one-page editorial. Remember, you want to convince the
readers that Texas should keep fighting against Mexican rule.
278
Standards 5.8, W2.4
Unit 6 • Chapter 16 • Lesson 2
Name
Date
The California Gold Rush
LESSON
SUMMARY
Chapter 16 • Lesson 3
The Rush for Gold
In January 1848 James Marshall discovered gold in California.
By the end of that year, 6,000 miners were searching for gold in
California. The next year about 80,000 people came to California.
They became known as forty-niners. Most were Americans, but
a quarter came from other parts of the world. Most miners were
unmarried men, but the Gold Rush provided opportunities for
women, too.
California Bound
In 1846 the American population of California was 1,000.
By 1850 it had grown to more than 100,000. By 1852, 2,000
African Americans and 20,000 Chinese immigrants were living
in California. White miners and the California legislature
discriminated against nonwhite miners. The first miners used
simple tools to look for gold on the surface. Soon large companies
moved in with hydraulic mining equipment. Because of its harbor
and its location, San Francisco became the center of trade for the
region. Some people there made money by clothing, feeding, and
housing the miners.
© Macmillan/McGraw-Hill
California Becomes a State
By 1849 there were enough people living in California to make
it a state. In 1850 a constitution was written. There was to be no
slavery. That same year California became the thirty-first state of
the Union, which led to the Californios losing much of their land.
Southern senators in Congress had opposed California joining the
Union as a free state because California would give the antislavery
states an advantage in the Senate. The struggle was resolved by the
Compromise of 1850.
Unit 6 • Chapter 16 • Lesson 3
Standard 5.8
279
Name
Date
VOCABULARY
REVIEW
Chapter 16 • Lesson 3
The California Gold Rush
Use the words from the list to fill in the blanks. For help, see
pages 562–567 in your textbook.
Gold Rush
forty-niner(s)
1. A
Compromise of 1850
was someone who packed up
his or her belongings and moved to California during the
.
2. The
allowed California to become a state
by settling a disagreement about slavery in the U.S. Congress.
3. Because of the
, enough people had
moved to California to allow it to become a state.
4. There were three common ways for
to
© Macmillan/McGraw-Hill
travel to California from the East.
280
Standard 5.8
Unit 6 • Chapter 16 • Lesson 3
Name
Date
The Real Bonus
READING
PASSAGE
Chapter 16 • Lesson 3
Read this passage. Then use it to answer the Reading
Comprehension questions.
The United States and Mexico signed the Treaty of Guadalupe
Hidalgo on February 2, 1848. When the treaty was signed, neither
the Mexicans nor the Americans knew that James Marshall had just
discovered gold at Sutter’s Mill. The treaty stated that California was
now a U.S. territory. This meant that the gold belonged to Americans.
In December 1848 President James K. Polk told Congress: “The
accounts of the abundance of gold in that territory are of such
extraordinary character as would scarcely command belief, were
they not corroborated by authentic reports of officers in the public
service.” The Gold Rush was official. The following year, 80,000
hopeful forty-niners flooded into California.
© Macmillan/McGraw-Hill
Most miners did not become rich. The real profit from the
discovery was in the number of people who came looking for gold.
In 1846 there had been 1,000 Americans living in the whole area of
California. By 1850 there were 100,000 Americans there, and the
population was increasing daily. Californians believed that this
was enough people to create a new state. They acted quickly. On
September 1, 1849, a convention met in Monterey to draft
a constitution for California. Soon after, the document was
presented to the people of California. On November 13
the Californian constitution was approved.
Getting the approval of the U.S. Congress was
another matter. In Congress there was a delicate
balance between slave states and free states.
California’s constitution declared California a free
state. Admitting California to the Union would mean
disturbing that balance in favor of the free states. It
took delegates in Monterey just six
weeks to draft a constitution. It took
Congress nine months to reach the
Compromise of 1850, which made
California the thirty-first state of the
Union.
Unit 6 • Chapter 16 • Lesson 3
Standard 5.8
281
Name
Date
READING
COMPREHENSION
Chapter 16 • Lesson 3
The Real Bonus
Read the passage “The Real Bonus.” Then use it to answer
these questions.
1. Marshall discovered gold at Sutter’s Mill before Mexico and the
United States signed the Treaty of Guadalupe Hidalgo.
True
False
2. The people of California did not approve the draft constitution
that was presented in 1849.
True
False
3. Why did President Polk believe that there was an “abundance of
gold” in California?
A. The gold was mentioned in the California constitution.
B. The reports were confirmed by public officers.
C. President Polk owned Sutter’s Mill, where the gold was found.
D. He went to California to see for himself.
5. Why did it take so long for Congress to agree on the Compromise
of 1850? Support your ideas with text from the passage.
282
Standards 5.8, R2.2, R2.4
Unit 6 • Chapter 16 • Lesson 3
© Macmillan/McGraw-Hill
4. The discovery of gold was seen as an unexpected bonus of the
Mexican-American War. In what other way was it a bonus for
California?
Name
Date
WRITING
EXERCISE
Chapter 16 • Lesson 3
A Letter to a Friend
© Macmillan/McGraw-Hill
It is 1849. You have moved to California to search for gold.
So far you have not had much luck. Plan a letter to a friend
back home in the East who is considering coming out to
California also to search for gold. Try to convince your friend
that he or she might be better off staying put. Describe the
difficulties of mining. Talk about how some miners have been
discriminated against. Use the graphic organizer to plan
your letter.
Now use the information from the graphic organizer to
write a one- to two-page letter. Include details about your life
out west. Remember to follow the correct format for a letter.
Unit 6 • Chapter 16 • Lesson 3
Standards 5.8, W2.4
283
Name
Date
READING
SKILL
Draw Conclusions
Unit 6
Read this passage. Then copy the Word Web and use it to
draw conclusions.
In the middle of the nineteenth century in the United States,
speed became an important factor in trade. Traders needed to move
their cargo overseas more quickly and be able to avoid pirates and
warships. The clipper ship was invented to meet these needs.
The United States used clipper ships from about 1845 to 1859,
but most were built between 1850 and 1857. Donald McKay, a naval
architect from Boston, built many clipper ships.
Clipper ships were designed for speed, which normally limited
the amount of cargo the ship could carry. A clipper had a long body,
or hull. The bow, or front of the ship, came to a sharp point to limit
water resistance. The stern, or back, hung over the water to reduce
drag. Clippers typically had three tall masts. Each mast held as many
as five sails. American clipper ships generally ranged in size from
150 to 250 feet in length, although a few were larger. Clipper ships
usually carried crews of 25 to 50 sailors.
© Macmillan/McGraw-Hill
Clipper ships could carry their goods from New York to San
Francisco in only 89 days and from New York to Hong Kong in only
81 days. Several American clipper ships set world speed records. The
James Baines sailed around the world in a record 133 days.
284
Standards 5.8, R2.4
Unit 6 • Draw Conclusions
Name
Date
LESSON
SUMMARY
Chapter 17 • Lesson 1
Heading Toward the
Civil War
Slavery Grows
In 1777, Vermont was the first Northern state to prohibit slavery,
and, in 1804, New Jersey was the last. In 1808, it became illegal
to bring enslaved Africans to the United States, but 50,000 were
brought in illegally. In the North factories attracted people from
towns and villages and from other countries. While Northern cities
grew, Southern plantation owners defended their way of life.
The Politics of Slavery
In the early 1800s, the United States was equally divided between
slave states and free states. In 1819, settlers from the Missouri
territory asked to join the Union as a slave state. Southerners
supported them. Northerners opposed them. In the Missouri
Compromise, slavery was allowed south of the 36° parallel. North
of it, slavery was forbidden, except in Missouri. To keep the balance,
northern Massachusetts became the free state of Maine. The
Compromise of 1850 accepted California as a free state. The Fugitive
Slave Law required that all enslaved Africans who ran away be
returned to their former owners. The Kansas-Nebraska Act of 1854
allowed people in those territories to decide if they would support
slavery. The decision caused fighting in Kansas between Northern
and Southern settlers.
© Macmillan/McGraw-Hill
Working to End Slavery
William Lloyd Garrison’s newspaper, The Liberator, opposed
slavery. Angelina and Sarah Grimké spoke against slavery.
Escaped slaves like Frederick Douglass and Sojourner
Truth also spoke for abolition. The Underground
Railroad helped many slaves escape to freedom. In
the Dred Scott Decision of 1857, the Supreme Court
declared that slaves were an owner’s property. In
1859, John Brown led abolitionists to Harpers Ferry
to arm slaves with stolen weapons. He was hanged
for treason.
Unit 7 • Chapter 17 • Lesson 1
Standard 5.2
285
Name
Date
VOCABULARY
REVIEW
Chapter 17 • Lesson 1
Heading Toward
the Civil War
For questions 1–4, choose which group best answers the
question. For help, see pages 588–593 in your textbook.
1. The Underground Railroad, started in 1849 by Harriet Tubman,
helped many slaves to freedom in the North. Which group was
most likely to aid the Underground Railroad?
Southern plantation owners
Northerners opposed to slavery
2. California joined the Union as a free state. The Fugitive Slave Law
of 1850 required that all runaway slaves be returned from California
to their owners. Which group would have agreed with the Fugitive
Slave Law?
Southern plantation owners
Northerners opposed to slavery
3. Which group was most likely to include abolitionists?
Southern plantation owners
Northerners opposed to slavery
4. In the Dred Scott Decision of 1857, the Supreme Court decided that
slaves were property, with “none of the rights and privileges of American
citizens.” Which group would have agreed with the Dred Scott Decision?
Southern plantation owners
Northerners opposed to slavery
For questions 5–6, choose the correct legislation from the list
below to fill in the blank.
Kansas-Nebraska Act
© Macmillan/McGraw-Hill
Missouri Compromise
5. In the
of 1819, slavery was
allowed in only one state north of the 36° parallel.
6. In 1854 the
stated that
people in those territories could make their own
decision about slavery, no matter which side of
the 36th Parallel they were on.
286
Standard 5.2
Unit 7 • Chapter 17 • Lesson 1
Name
Date
READING
PASSAGE
Chapter 17 • Lesson 1
Sarah and
Angelina Grimké
Read this passage. Then use it to answer the Reading
Comprehension questions.
Sarah Grimké and her younger sister Angelina were the daughters
of a wealthy plantation owner in South Carolina. Having observed
slavery first-hand on their father’s plantation, the sisters knew
from an early age that they disagreed with it. In 1819 Sarah told her
mother that she felt the Missouri Compromise was a betrayal of
American values. In the late 1820s, the two sisters moved together
to Philadelphia. There, they began to speak out against slavery.
© Macmillan/McGraw-Hill
Abolitionist meetings at this time were often scenes of mob
violence. When William Lloyd Garrison, editor of The Liberator,
wrote an editorial attacking this violence, Angelina wrote a letter
to him, strongly supporting his views. Garrison published the letter,
and the sisters’ lives changed forever. Because Angelina was the
daughter of a Southern slave owner, abolitionists felt that her
words provided powerful support for the abolitionist cause.
From that time on, both sisters were deeply involved in the
abolitionist movement, despite the protests of some, who
felt that such activities were unfit for women. Sarah and
Angelina soon became campaigners for women’s
rights as well as the abolition of slavery.
The sisters opposed the Fugitive Slave Law and
actively supported the Underground Railroad.
Together and separately, they spoke out on all the
major issues of their day. At a time when events like
the Kansas-Nebraska Act, the Dred Scott Decision,
and the revolt at Harpers Ferry were
taking the country ever closer to Civil
War, Angelina and Sarah remained
steadfast in their support of
civil liberties.
Unit 7 • Chapter 17 • Lesson 1
Standard 5.2
287
Name
Date
READING
COMPREHENSION
Chapter 17 • Lesson 1
Sarah and
Angelina Grimké
Read the passage “Sarah and Angelina Grimké.” Then use
it to answer these questions.
1. Early in their lives, the two sisters turned against slavery. Why do
you think this was considered surprising?
2. Why do you think William Lloyd Garrison published
Angelina’s letter in his newspaper?
4. Sarah and Angelina Grimké have been described as “pioneers.”
In what way do you think this is an accurate description?
288
Standards 5.2, R2.3, R2.4
Unit 7 • Chapter 17 • Lesson 1
© Macmillan/McGraw-Hill
3. Why did some people in the abolitionist movement not welcome
the sisters to their cause?
Name
Date
WRITING
EXERCISE
Chapter 17 • Lesson 1
A Letter to The Liberator
It is the mid-1830s. William Lloyd Garrison has recently
written an editorial in The Liberator, opposing violence at
abolitionist meetings. You are an abolitionist. Plan a letter to
The Liberator. Describe your own experiences, give reasons
why you think the violence happens, and suggest how you
think it could be stopped. Use the graphic organizer to help
you present your arguments.
3FBTPOTGPS7JPMFODF
)PXUP4UPQ*U
© Macmillan/McGraw-Hill
.Z&YQFSJFODF
Now use the information from your graphic organizer to
write your letter.
Unit 7 • Chapter 17 • Lesson 1
Standards 5.2, W2.4
289
Name
Date
LESSON
SUMMARY
Chapter 17 • Lesson 2
The Emancipation
Proclamation
Leaving the Union
Lincoln said that if he won the 1860 election, he would try to stop
the spread of slavery. Some Southern states warned that they would
secede from, or leave, the Union if he was elected. When Lincoln
won, South Carolina seceded and other Southern states followed.
They formed the Confederate States of America and elected
Jefferson Davis as their president. Their aim was to keep states’
rights, the right of each state to make its own decisions. In April
1861, Confederate troops took Fort Sumter, and Lincoln called for
an army of 75,000 men to stop the rebellion. The North had a larger
population than the South. They had more factories, more farms,
more railroads, and more ships. This meant they could easily feed,
arm, and move their army. The Confederacy was united, on familiar
land, and had more experienced officers. In 1861 General Thomas
Jackson led Confederate troops to victory at Bull Run, and the Union
army won the Battle of Antietam.
In September 1862, Lincoln issued the Emancipation
Proclamation, and the Civil War became a war to end slavery.
Southern slaves were forced to work for the Confederacy. Thousands
fled north to work as laborers or to join the Union army. African
Americans had separate units. They fought bravely, and Sergeant
William Carney became the first of 23 African Americans to win
the Congressional Medal of Honor during the war. The Union’s
Anaconda Plan aimed to prevent the movement of Confederate
troops by taking control of the Mississippi River. It worked. In 1863,
Confederate troops surrendered to General Ulysses S. Grant at
Vicksburg, and Union troops gained victory at Gettysburg. Four
months later, Lincoln gave the Gettysburg Address. Short of supplies
and men, the Confederate army retreated and finally surrendered
in 1865. Lincoln was reelected but was assassinated.
290
Standard 5.2
Unit 7 • Chapter 17 • Lesson 2
© Macmillan/McGraw-Hill
The War Front
Name
Date
VOCABULARY
REVIEW
Chapter 17 • Lesson 2
The Emancipation
Proclamation
Use the instructions to answer the vocabulary questions
below. For help, see pages 596–599 in your textbook.
Match each word with its definition.
1. Emancipation Proclamation
A. States leaving the Union
2. secession
B. War between people of the same
country
3. Civil War
C. Statement that all enslaved Africans
would be free
Use the words in the box to fill in the blanks.
states’ rights
Confederate States of America
4. The states that left the Union joined together and
called themselves the
.
5. The states that left the Union joined together
.
© Macmillan/McGraw-Hill
and fought to keep
Unit 7 • Chapter 17 • Lesson 2
Standard 5.2
291
Name
Date
READING
PASSAGE
Chapter 17 • Lesson 2
Gettysburg
Read this passage. Then use it to answer the Reading
Comprehension questions.
November 19, 1863, was a solemn day. Over 50,000 men had died
at the Battle of Gettysburg four months earlier, including more than
23,000 Union soldiers. A cemetery had been built at Gettysburg,
and more than 3,500 of the Union dead had been buried there.
Crowds of people came on that November day to hear Edward
Everett, among the most famous speakers of the day, pay tribute
to those who had died protecting the Union in the Civil War.
The committee in charge of the ceremony had also invited the
President to give “a few appropriate remarks.”
It has been said that Lincoln did not have time to prepare and
merely jotted down a few notes on the back of an envelope as he
traveled to Gettysburg by train. His words were, in fact, carefully
chosen. After Everett had spoken for two hours, Lincoln talked for
just over two minutes. After Lincoln spoke and sat down, he said
to a friend, “It is a flat failure, and the people are disappointed.”
The Chicago Times later described his speech as “silly, flat, and
dishwatery.” However, because of its elegant simplicity, the
Gettysburg Address has come to be considered one of the
greatest speeches in American history.
The secession of the Southern states had led
to a war over states’ rights, and the Union could
not allow the existence of the Confederate States of
America. The Emancipation Proclamation had
changed the meaning of the war. When Lincoln
spoke of the Declaration of Independence’s
proposition “that all men are created equal,”
he really did mean all men. That
November day Lincoln honored
the Union dead with a promise that
America has been trying to honor
ever since.
292
Standard 5.2
Unit 7 • Chapter 17 • Lesson 2
Name
Date
READING
COMPREHENSION
Chapter 17 • Lesson 2
Gettysburg
Read the passage “Gettysburg.” Then use it to answer
these questions.
1. Why, do you think, did the committee use the phrase “a few
appropriate remarks” when they invited the President to speak?
2. How can you tell the President did what he was
asked to do by the committee?
3. What do you think the Chicago Times meant by
“dishwatery”?
© Macmillan/McGraw-Hill
4. At Gettysburg, Lincoln talked about the freedoms discussed in the
Declaration of Independence. Write your own two-minute speech
for Gettysburg. Try to imagine what Lincoln might have said.
Unit 7 • Chapter 17 • Lesson 2
Standards 5.2, R2.3, R2.4
293
Name
Date
WRITING
EXERCISE
Chapter 17 • Lesson 2
A Poem About the
Civil War
The Civil War can be seen as both tragic and glorious. On
both sides many people died, but they died fighting for what
they believed. There were famous acts of heroism during
brutal battles. In the end the Union was preserved. Plan a
poem comparing what was gained with what was lost as a
result of the Civil War. The graphic organizer will help you
balance the gains and the losses.
-PTTFT
© Macmillan/McGraw-Hill
(BJOT
Now use the information in your graphic organizer to
write your poem.
294
Standards 5.2, W2.1
Unit 7 • Chapter 17 • Lesson 2
Name
Date
LESSON
SUMMARY
Chapter 17 • Lesson 3
Unequal Rights
Rebuilding the South
When the Civil War ended, so did the Confederacy. When
Lincoln was assassinated, Vice President Andrew Johnson became
President. The rebuilding of the South, known as Reconstruction,
began. To rejoin the Union, the former Confederate states had
to ratify the Thirteenth Amendment, which abolished slavery.
Many Southerners opposed equal rights for black people, and
Southern state legislatures passed black codes, which limited the
rights of blacks to vote, travel, and work in certain businesses. The
Freedmen’s Bureau, set up just before the war ended, provided help
to freed blacks and to some white farmers. The bureau set up 4,000
schools for African Americans.
© Macmillan/McGraw-Hill
New Freedoms and Hardships
The First Reconstruction Act of 1867 gave the Union army control
over Southern states until those states agreed to give black people
voting rights. In 1868, the Fourteenth Amendment made African
Americans citizens of the United States. In 1870, the Fifteenth
Amendment gave African American men the right to vote. More
than 500 black people held state office during Reconstruction. Many
blacks worked for their former masters as sharecroppers. They were
not paid cash for their labor, but the landowners provided a cabin,
mules, and supplies, and the sharecroppers gave the landowners
part of their crops in exchange. Few sharecroppers got ahead using
this system, and many fell into debt. In 1868, Congress replaced
Johnson’s Reconstruction plan with one of its own and threatened
to impeach Johnson. Johnson survived by one vote. The Ku Klux
Klan was formed by former Confederates in 1866 to resist new black
rights. By 1877 the Union army had left the South. Southern states
passed Jim Crow laws, requiring segregation—the separation of
black and white people. Reconstruction had not succeeded in giving
equal rights to black people.
Unit 7 • Chapter 17 • Lesson 3
Standard 5.2
295
Name
Date
VOCABULARY
REVIEW
Chapter 17 • Lesson 3
Unequal Rights
Use the words in the list below to fill in the blanks in the
passage. For help, see pages 602–605 in your textbook.
black codes
segregation
Jim Crow laws
sharecropping
Reconstruction
Freedmen’s Bureau
aimed to do more than
just rebuild the South. It was also an effort to
change its way of life. President Andrew Johnson
aimed to create equality for black people,
but many former Confederate states resisted
change. Though they signed the Thirteenth and
Fourteenth Amendments, they quickly introduced
, which limited the freedom
of black citizens to vote, to travel, and to work in
certain businesses. Life was in many ways no better
for free Southern blacks than it had been before the war.
for their
former masters, but instead of being paid in cash, they were given
shares in crops. Also,
made
were enacted that
legal. The
was
created to protect the rights and well-being of former slaves, and
4,000 schools were set up in an effort to educate them.
296
Standard 5.2
Unit 7 • Chapter 17 • Lesson 3
© Macmillan/McGraw-Hill
Many former slaves worked by
Name
Date
Why Jim Crow?
READING
PASSAGE
Chapter 17 • Lesson 3
Read this passage. Then use it to answer the
Reading Comprehension questions.
The South resisted Reconstruction. Black codes limited the
freedoms granted to black people by the Thirteenth and Fourteenth
Amendments. Sharecropping limited black people’s ability to earn
money. Though the Freedmen’s Bureau did its best to protect and
educate former slaves, their lives remained difficult and restricted.
When the Union army left the South in 1877, the lives of former
slaves became harder and even more restricted. Starting in the late
1870s, Southern legislatures passed laws that made segregation
legal. They were known as Jim Crow laws. Why were they given
this name? Who was Jim Crow?
© Macmillan/McGraw-Hill
Thomas Dartmouth Rice was born in 1808 in New York City.
His parents were English immigrants, and Rice became a member
of a traveling theater. One day as he watched a slave singing and
dancing, he had an idea that would make him famous. Rice’s
comical rascal Jim Crow first appeared during a performance in
Louisville, Kentucky, in 1828. His song “Jump Jim Crow” gained
huge popularity. People here and in Britain learned to
“wheel about and jump Jim Crow.”
“Jim Crow” quickly became part of the American
language. In 1852, author Harriet Beecher Stowe
described Topsy, a character in the book Uncle
Tom’s Cabin, as “a funny little specimen in the Jim Crow
line.” Even earlier than that, railroad cars for black
people were referred to as “Jim Crow cars.” The
phrase quickly came to mean “for blacks only.”
African Americans used “Jim Crow” to describe the
discrimination they faced every day.
When segregation laws were passed
in the South, “Jim Crow” described
them perfectly.
Unit 7 • Chapter 17 • Lesson 3
Standard 5.2
297
Name
Date
READING
COMPREHENSION
Chapter 17 • Lesson 3
Why Jim Crow?
Read the passage “Why Jim Crow?” Then use it to
answer these questions.
1. Why did the Southern legislatures feel free to pass segregation
laws after 1877?
2. Where did Thomas Rice first try out his Jim Crow character? Why
do you think he tried it there first?
3. How do you think Jim Crow portrayed African Americans and
their lives under slavery?
© Macmillan/McGraw-Hill
4. Why do you think the phrase “Jim Crow” became part of the
American language?
298
Standards 5.2, R2.3, R2.4
Unit 7 • Chapter 17 • Lesson 3
Name
Date
WRITING
EXERCISE
Chapter 17 • Lesson 3
What Freedom Means
After the Civil War, some freed slaves returned to work for
their former masters. Amendments to the Constitution gave
them rights and freedoms they never had before, but in some
ways life was not much different. Plan a story about a freed
slave who goes back to work as a sharecropper for his or her
former master. Think about what freedom would have meant
to this sharecropper after the Civil War. Use the graphic
organizer to help plan your story.
4UBZFEUIF4BNF
© Macmillan/McGraw-Hill
$IBOHFE
Now use your graphic organizer to write your two-page story.
Unit 7 • Chapter 17 • Lesson 3
Standard W2.1
299
Name
Date
LESSON
SUMMARY
Chapter 18 • Lesson 1
Coming to America
Through the Golden Door
Between 1870 and 1920, more than 25 million people came to
the United States from southern and eastern Europe, China, and
Japan. Some came to find work, and others were escaping
danger in their homelands. Often they worked in factories
or mines or helped build the railroad. Some nativeborn Americans felt threatened by the newcomers. The
native-born Americans weren’t familiar with the new
cultures or traditions, and they were angry that jobs
were being given to immigrants.
Change in the United States
The transcontinental railroad was completed in 1869.
Trains now carried passengers and products across the country
to California. Businesses called corporations sold stock, or shares
of their company, to raise money it needed to expand. People who
bought the stock became part owners of the company and shared
in the company’s profits. There were many new inventions in the
years after the Civil War, including typewriters, telephones, and
adding machines.
Jobs in factories were dangerous. Workers did not receive health
insurance or good wages. Many factory jobs were done by women
or children in sweatshops. Sweatshops were small factories where
people worked long work hours under unsafe conditions. Workers
formed labor unions to fight for higher salaries and better working
conditions. Unions represented all the workers in an industry.
If the union was not getting what it wanted from employers, its
workers would call a strike or refuse to work until the owners met
their demands. One of the most famous labor leaders was Mary
Harris Jones, known as “Mother Jones.” She worked to end child
labor. Soon, the American Federation of Labor had about two
million members.
300
Unit 7 • Chapter 18 • Lesson 1
© Macmillan/McGraw-Hill
American Workers Unite
Name
Date
VOCABULARY
REVIEW
Chapter 18 • Lesson 1
Coming to America
Use the words below to complete the sentences. For help,
see pages 610–615 in your textbook.
transcontinental railroad
labor union
sweatshop
strike
corporation
1. Employees may go on
and refuse to work
unless they get a pay raise.
2. The
allowed passengers and products to
be more easily moved across the country.
3. Workers in a trade became organized into a
to try to improve their working
conditions and wages.
4. A
sells shares to investors to raise money.
5. Women often worked long hours
under unsafe conditions in a
© Macmillan/McGraw-Hill
.
Unit 7 • Chapter 18 • Lesson 1
301
Name
Date
READING
PASSAGE
Chapter 18 • Lesson 1
A New Home
Read this passage. Then use it to answer the Reading
Comprehension questions.
My family lived in Russia. We had difficult living conditions and
there were few jobs. My parents thought we could have a better life
in the United States. During the early 1900s, millions of people left
their homelands and immigrated to the United States. They thought
there would be higher-paying jobs and better living conditions.
We took a boat across the ocean. When we arrived, we entered
the United States at Ellis Island. My family moved into an apartment
in New York City. It had only one room. My father got a job
working in a steel factory. My mother and I worked at the Triangle
Shirtwaist Company. We didn’t make much money, and we
worked long hours. In 1911, there was a fire in our sweatshop, and
146 women died. After that, laws were passed that kept children
from working. My mother also lost her job because there wasn’t
enough work.
With the help of the transcontinental railroad, we moved
across the country. We took the train to California. My father
became a mechanic and worked for a corporation. His labor
union wanted better insurance and higher salaries. The
company owners would not agree, so the workers decided
to strike. My father was out of work for many weeks
without pay before the corporation finally met the
union’s demands. My father went back to work. I went
to public school for the first time. My mother worked
as a seamstress in a clothing store.
302
© Macmillan/McGraw-Hill
Slowly our living conditions got better. We
started to fit in. We learned the language and new
customs but also kept many of our
Russian traditions.
Unit 7 • Chapter 18 • Lesson 1
Name
Date
READING
COMPREHENSION
Chapter 18 • Lesson 1
A New Home
Read the passage “A New Home.” Then use it to answer
these questions.
1. Why did the family come to the United States?
2. What types of jobs did the family find when they came to the
United States?
3. How did the transcontinental railroad help change their lives?
4. Describe how the labor union helped the narrator’s father.
5. Describe how the strike hurt the narrator’s father.
© Macmillan/McGraw-Hill
6. What did the family do that
made them feel a part of
their new country?
Unit 7 • Chapter 18 • Lesson 1
Standards R2.3, R2.4
303
Name
Date
WRITING
EXERCISE
Chapter 18 • Lesson 1
Should We Unionize?
You are a factory worker in the early 1900s. Your fellow
workers have been talking about forming a labor union. You
are a trusted friend to many of the workers, and they have
asked you to give a brief speech about your opinion during
a meeting after work. What are the advantages of forming a
union? What are the disadvantages or possible risks? Based
on the advantages and disadvantages you have thought
about, decide whether you feel the factory should form a
union. Use the graphic organizer to help plan your speech.
%JTBEWBOUBHFT
© Macmillan/McGraw-Hill
"EWBOUBHFT
Now use the information in your graphic organizer to write
your speech.
304
Standard W2.4
Unit 7 • Chapter 18 • Lesson 1
Name
Date
American Cities Grow
and Change
LESSON
SUMMARY
Chapter 18 • Lesson 2
American Cities Grow
In 1890 Jacob Riis, a newspaper reporter, wanted to help
immigrants have a better life. He published a book called How the
Other Half Lives. This book showed the conditions that the poor
faced living in run-down tenements.
Many Different Communities
Immigrants who came to the United States often settled in
neighborhoods with people from their own country. For example,
Spanish-speaking immigrants joined Spanish speakers born in
the United States in barrios. Immigrants lived together to support
each other. Immigrants became Americans, but they still kept
many of their traditions. Later generations thought about the
“old country” less often than their parents and grandparents
did. Many immigrants faced discrimination because they did
not look or speak like native-born Americans. Asian immigrants
faced violence and segregation. Laws kept them from becoming
citizens. African Americans also faced segregation in the South.
Many moved to the North as part of the Great Migration. One place
they settled was Harlem in New York City, where they started the
Harlem Renaissance.
© Macmillan/McGraw-Hill
Helping New Americans
Immigrants formed societies to help each other. Mexican
Americans had groups called mutualistas. The Chinese Six
Companies helped Chinese immigrants in San Francisco. Nativeborn Americans helped immigrants, too. Jane Addams founded
Chicago’s Hull House, a community center for new Americans.
In the early 1900s, newspapers and magazines wrote about
corruption in government and business. Americans demanded
reform. President Theodore Roosevelt led the reform movement.
In the 1900s there were new amendments to the Constitution. An
amendment for women’s suffrage was passed in 1920.
Unit 7 • Chapter 18 • Lesson 2
305
Name
Date
VOCABULARY
REVIEW
Chapter 18 • Lesson 2
American Cities Grow
and Change
Match the words in the list below with their definitions. For
help, see pages 618–623 in your textbook.
1. Barrio
2. Discrimination
3. Great Migration
4. Harlem Renaissance
5. Mutualista
6. Chinese Six Companies
7. Reform
A. Society formed to help Mexican
Americans
B. Movement of African Americans to
the North
C. An end to corruption
D. Neighborhood settled by Spanish
speakers
E. An organization in San Francisco that
helped Chinese immigrants
8. Suffrage
F. Unfair treatment because of religion,
language, culture, or skin color
G. The right to vote
© Macmillan/McGraw-Hill
H. A “rebirth” inspired by African
American culture
306
Unit 7 • Chapter 18 • Lesson 2
Name
Date
Voices of a
Changing America
READING
PASSAGE
Chapter 18 • Lesson 2
Read this radio transcript. Then use it to answer the
Reading Comprehension questions.
NARRATOR: Welcome to “Voices of a Changing America,” the radio
program that takes you through America’s history. Today our focus
is the change in America’s cities during the end of the nineteenth
century and the beginning of the twentieth century.
VOICE 1: When we came here from Mexico, we found that
America was very different. My family lived in a barrio. We
faced discrimination, and we did not speak English. The local
mutualista helped us a lot. They helped my father find a job.
We met many of our friends there.
VOICE 2: In San Francisco we had the Chinese Six Companies.
We faced a lot of discrimination when we came from China. The
Chinese Six Companies were formed to help us.
© Macmillan/McGraw-Hill
VOICE 3: During the Great Migration, large numbers of African
Americans moved from the South to the North. We still faced
discrimination in the North, but there were more jobs.
African Americans started the Harlem Renaissance in
New York City.
VOICE 4: There were many reform movements
in the early twentieth century. Women faced
discrimination. A new movement for women’s
suffrage was promoted when women were finally
allowed to speak at public meetings.
NARRATOR: All of the voices you heard are of people
who fought discrimination and
worked for change.
Unit 7 • Chapter 18 • Lesson 2
307
Name
Date
READING
COMPREHENSION
Chapter 18 • Lesson 2
Voices of a
Changing America
Read the radio transcript “Voices of a Changing America.”
Then use it to answer these questions.
1. What is one thing each speaker faced?
2. How are a mutualista and the Chinese Six Companies alike?
3. Why did women work for suffrage?
4. Why did African American workers move to the North?
© Macmillan/McGraw-Hill
5. Each voice represents a group of people. How did these groups
change American cities?
308
Standards R2.3, R2.4
Unit 7 • Chapter 18 • Lesson 2
Name
Date
WRITING
EXERCISE
Chapter 18 • Lesson 2
Life in a New Country
© Macmillan/McGraw-Hill
You are an immigrant who came to the United States in
the early 1900s. Plan to write a letter home. Think about
how much a local ethnic society has helped you and note
three things that the society does to help new immigrants.
Mention one tradition from the “old country” that you see in
the United States. Mention how you feel about living in the
United States. Use the chart below to organize your story.
Now use the information in your chart to write your letter.
Unit 7 • Chapter 18 • Lesson 2
Standard W2.4
309
Name
Date
LESSON
SUMMARY
Chapter 18 • Lesson 3
Immigrants Today
Twentieth-Century Immigration
When World War II ended in 1945, many cities lay in ruins.
Millions of people had died, many of them civilians. About 6 million
Jews had been killed in the Holocaust. Millions of people became
refugees. Many of these refugees wanted to come to the United
States, but Congress had put a limit on immigration in the 1920s.
This policy changed after World War II. A new law was passed in
1948 to allow more refugees from Europe to come into the United
States. Immigration changed again after the 1960s. Today the United
States is a diverse nation with people from many races, cultures,
and religions.
© Macmillan/McGraw-Hill
In 1915 almost 15 percent of Americans had been born in other
countries. In the year 2000, that number was 11 percent. Many of
these immigrants left their countries for political reasons. When
the Vietnam War ended in 1975, more than 700,000 Southeast
Asian refugees came to the United States. Economic reasons
brought other immigrants. In the 1950s and 1960s, more than half
a million Mexican immigrants came to work in the United States.
The 1924 immigration law set a limit, or quota, on the number of
immigrants that could come from certain countries. The quotas
favored immigrants from European countries. Congress passed
a new immigration law in 1965 and changed the quotas. More
immigrants began to arrive from Latin America, the Caribbean, and
Asia. Alan Greenspan, head of our federal banking system, said that
immigrants contribute more than they take away from our economy.
They pay more in taxes than they use in benefits.
310
Unit 7 • Chapter 18 • Lesson 3
Name
Date
VOCABULARY
REVIEW
Chapter 18 • Lesson 3
Immigrants Today
Fill in the blanks using the vocabulary words listed below.
For help, see pages 626–628 in your textbook.
Holocaust
diverse
refugee
quota
1. A limit can also be called a
2. During the
.
about 6 million Jews were
murdered.
3. Someone who flees a country to escape war, persecution, or
disaster is a
4. The United States is a
.
nation with people
© Macmillan/McGraw-Hill
of many cultures.
Unit 7 • Chapter 18 • Lesson 3
Standard 5.2
311
Name
Date
READING
PASSAGE
Chapter 18 • Lesson 3
Family History Day
Read this passage. Then use it to answer the Reading
Comprehension questions.
Today was Family History Day in our class. For extra credit we
could talk about our family history or bring in something to share.
I brought in a very old blanket from Mexico. My family came from
Mexico, but we have lived in the United States for many years. My
grandfather says our family was here before California was part of
the United States. My ancestors settled in California when it was a
part of Mexico.
Our teacher, Mr. Halpern, had a surprise for us. He did not tell
us that he was going to participate in Family History Day. Mr.
Halpern’s family is from Poland. He brought in his uncle to tell us
about the Holocaust. He was a very nice man and said we could
call him Uncle Joel. It was very sad to hear that so many Jews died
during that time. Uncle Joel and his family wanted to come to the
United States, but they couldn’t. There was a quota and very strict
rules about who could come into the United States. Years later when
he was a teenager, Uncle Joel was able to come to the United
States. He lived in a Jewish neighborhood in New York City.
One day he saw some friends he used to play with in Poland.
They were all very surprised to see each other. Uncle Joel was
happy to know that his friends had escaped.
My classmates brought in interesting things,
too. Isabel’s family is from Mexico, like mine, but
they came here in the 1950s. She brought in a small
Mexican flag. Vincent’s family is from Vietnam.
They came here as refugees after the Vietnam War.
They have a restaurant, so his father brought in a
tray of steamed rice dumplings. This is a popular snack
in Vietnam. They were delicious!
Vincent’s presentation may have been
my favorite. Our class is very diverse.
312
Unit 7 • Chapter 18 • Lesson 3
Name
Date
READING
COMPREHENSION
Chapter 18 • Lesson 3
Family History Day
Read the passage “Family History Day.” Then
use it to answer these questions.
1. Steamed rice dumplings are popular in Vietnam.
True
False
2. Refugees came to the United States after the
Vietnam War.
True
False
3. Refugees left Poland during the Holocaust.
True
False
4. California was part of the United States before it was part
of Mexico.
True
False
© Macmillan/McGraw-Hill
5. Do you think the writer’s family and Isabel’s family came to the
United States from Mexico for the same reasons? Why or why not?
Unit 7 • Chapter 18 • Lesson 3
Standards R2.4, R2.5
313
Name
Date
WRITING
EXERCISE
Reasons for Immigration
Chapter 18 • Lesson 3
© Macmillan/McGraw-Hill
You are writing the introduction to a book containing the
stories of twentieth-century immigrants, told in their own
words. The goal of the introduction is to provide readers with
a brief history and explanation of immigration to the United
States in the twentieth century. Write about at least two
reasons why immigrants came to the United States in the
twentieth century. Mention where they came from and why.
Use the chart below to organize your introduction.
Now use the information in your chart to write
your introduction.
314
Standards W2.3
Unit 7 • Chapter 18 • Lesson 3
Name
Date
Our Core
Democratic Values
LESSON
SUMMARY
Chapter 19 • Lesson 1
A Democratic Republic
The United States is a democratic
republic based on ideas in the
Declaration of Independence and the
Constitution. These two documents
express the values on which our
country is founded. The writers of
the Declaration of Independence
believed that all people had the
unalienable rights of life, liberty, and
the pursuit of happiness. According
to the Declaration, people formed
governments to protect these rights.
Governments should act only with the
consent of the people. This belief in a
government that is by the people and for
the people is called popular sovereignty.
© Macmillan/McGraw-Hill
Values in the Constitution
The U.S. Constitution is our nation’s plan for
government. It states that the government should act and make laws
that will benefit everyone in the nation. In 1791 ten amendments,
known as the Bill of Rights, were added to the Constitution. Since
then other amendments have been added. Sometimes amendments
to the Constitution are made to ensure the values laid out in the
Declaration of Independence are followed. The American’s Creed is
another document that reflects our nation’s values. It was written
by William Tyler Page during World War I. The American’s Creed
is a statement of belief that calls on citizens to protect their own
freedoms as well as those of their neighbors and other citizens. The
democratic values expressed in the Declaration of Independence
and the Constitution are the “glue” that hold American society
together, but U.S. citizens must also participate in our democracy in
order for it to survive.
Unit 7 • Chapter 19 • Lesson 1
315
Name
Date
VOCABULARY
REVIEW
Chapter 19 • Lesson 1
Our Core
Democratic Values
The vocabulary words below are two of the main themes
expressed in the Declaration of Independence. Use them in a
short paragraph that explains American ideals. For help, see
pages 636–639 in your textbook.
unalienable rights
© Macmillan/McGraw-Hill
values
316
Unit 7 • Chapter 19 • Lesson 1
Name
Date
Writing the Declaration
of Independence
READING
PASSAGE
Chapter 19 • Lesson 1
Read this passage. Then use it to answer the Reading
Comprehension questions.
Thomas Jefferson believed in the right to be ruled fairly by the
government. He did not agree with the way Great Britain treated
the thirteen colonies. In April 1775 the Revolutionary War began,
but the colonies had not yet declared their independence from
Great Britain. Colonial leaders chose Thomas Jefferson to draft
the Declaration of Independence because he knew how to write
powerful arguments.
Jefferson wrote down the ideas that would shape a new nation.
He wanted to express the values that he and other Americans
had come to hold dear. He believed that all people were born
with important rights that must be protected by a government.
Jefferson wrote:
We hold these truths to be self-evident,
that all men are created equal, that they are endowed by
their Creator with certain
unalienable rights, that among these are Life, Liberty
and the pursuit of Happiness.
© Macmillan/McGraw-Hill
Jefferson also wrote that people should have the
right to choose a new government if their own did not
act on their behalf.
On July 2, 1776, Congress voted to sign the
Declaration of Independence, which became
official on July 4.
Jefferson led the nation in other
ways, serving as secretary of state,
Vice President, and President, but
writing the Declaration remained one
of his proudest achievements.
Unit 7 • Chapter 19 • Lesson 1
317
Name
Date
READING
COMPREHENSION
Chapter 19 • Lesson 1
Writing the Declaration
of Independence
Read the passage “Writing the Declaration of
Independence.” Then use it to answer these questions.
1. Describe in your own words one of the values Jefferson held
about government.
2. Which choice below most logically explains why our nation
celebrates Independence Day each year on July 4?
A. Thomas Jefferson became president.
B. The Revolutionary War began.
C. The Declaration of Independence was official.
D. U.S. citizens chose that date.
3. Why, do you think, was Thomas Jefferson so proud of his work
on the Declaration of Independence, even after he had led the
country in other important ways?
© Macmillan/McGraw-Hill
4. In your own words, explain the meaning of the phrase “all
men are created equal,” and describe how it expresses a core
democratic value.
318
Standards R2.3, R2.4
Unit 7 • Chapter 19 • Lesson 1
Name
Date
WRITING
EXERCISE
All for One and One for All
Chapter 19 • Lesson 1
Someone who has just moved to the United States has
asked you to explain how the Declaration of Independence
and U.S. Constitution have benefited citizens of this country.
Write a clear explanation of the benefits in a way that
interests the reader. Give a main idea and at least three
specific examples to explain the effects of these documents.
Plan your essay using the chart below.
© Macmillan/McGraw-Hill
%FDMBSBUJPOPG*OEFQFOEFODF64$POTUJUVUJPO
Now use the information in your chart to write a one- to
two-page essay. Begin with an introduction and end with a
conclusion that supports your main point.
Unit 7 • Chapter 19 • Lesson 1
Standard W2.4
319
Name
Date
LESSON
SUMMARY
Chapter 19 • Lesson 2
Equal Rights for All
Segregation
In the1880’s Jim Crow laws began segregating white and black
people in the South. Members of the National Association for the
Advancement of Colored People (NAACP) found many ways to
fight segregation. Thurgood Marshall won a Supreme Court case
that ended segregation in public schools. Rosa Parks helped to end
segregation on city buses.
The Struggle for Equality
In 1963, Martin Luther King, Jr., helped to organize a march on
Washington, D.C. A year later the Civil Rights Act of 1964 made it
illegal to discriminate against people in many areas based on their
race, religion, or gender. Women also fought for laws to protect their
rights. The Equal Pay Act of 1963 required equal pay for men and
women who performed the same jobs. The Civil Rights Act of 1964
made it illegal for employers to discriminate against women.
Many groups were inspired by the black civil rights movement.
In 1962 César Chávez and Dolores Huerta founded what became
the United Farm Workers (UFW). The UFW organized strikes and
boycotts for migrant workers. This movement, known as “La Causa,”
led to better treatment for the workers. In 1968 Native Americans
formed their own organization, the American Indian Movement
(AIM). AIM demanded fairness and respect for American Indians.
Slowly the United States government began to respond by returning
land and certain rights to Native Americans. Americans with
disabilities have also suffered from discrimination. In 1990 the
Americans with Disabilities Act (ADA) made it illegal to discriminate
against anyone with a disability when she or he applies for a job. The
law also banned discrimination in many places such as stores and
buses. Discrimination still exists, but our country has come closer to
the ideal of “liberty and justice for all.”
320
Unit 7 • Chapter 19 • Lesson 2
© Macmillan/McGraw-Hill
The Struggle Widens
Name
Date
VOCABULARY
REVIEW
Chapter 19 • Lesson 2
Equal Rights for All
Fill in the chart by answering the following questions about
La Causa and the American Indian Movement. For help, see
pages 642–648 in your textbook.
1. Why was each movement formed?
2. Who organized and/or led each movement?
3. What major action did each group take?
© Macmillan/McGraw-Hill
4. What did each movement achieve?
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Unit 7 • Chapter 19 • Lesson 2
321
Name
Date
READING
PASSAGE
Chapter 19 • Lesson 2
Louisa Makes
a Difference
Read this passage. Then use it to answer the Reading
Comprehension questions.
Louisa sat by the phone and took a deep breath. She was about
to make an important call. Louisa had been in a car accident
several years earlier and couldn’t use her legs. She had learned
to get around in a wheelchair and had joined a gym so she could
exercise. When her family moved to a new city, one of the first
things Louisa did was look up the local gym.
Louisa was disappointed to learn that the gym near her
new home was not wheelchair accessible. Without a ramp, she
could not enter the gym on her own. Louisa knew that the 1990
Americans with Disabilities Act required many businesses to
become wheelchair accessible, but had been afraid to ask the gym
to make changes.
As she sat in her wheelchair by the phone, Louisa
remembered studying about civil rights leaders and other
people who had fought to stop discrimination. She thought
of the African Americans who fought to end segregation.
She thought about the migrant workers, whose
movement, “La Causa,” improved pay and housing
for many of California’s farm workers. She thought
of the Native Americans who had formed the American
Indian Movement. Finally she thought about
people with disabilities who had spoken out
against discrimination. Louisa picked up the
phone. She was ready to make a difference.
322
Unit 7 • Chapter 19 • Lesson 2
Name
Date
READING
COMPREHENSION
Chapter 19 • Lesson 2
Louisa Makes
a Difference
Read the passage “Louisa Makes a
Difference.” Then use it to answer these
questions.
1. The
Act is what first inspired Louisa to stand
up for her rights.
2. In your own words, explain why Louisa
believed that the gym near her home
discriminates against her and other
people with disabilities.
3. Why did Louisa call the gym?
A. To become a member
B. To ask about the weight machines
C. To ask for help getting up the stairs
D. To ask for a wheelchair ramp
© Macmillan/McGraw-Hill
4. What do you think Louisa said when she called the gym, and
what may have happened as a result?
Unit 7 • Chapter 19 • Lesson 2
Standards R2.3, R2.4
323
Name
Date
WRITING
EXERCISE
Chapter 19 • Lesson 2
Storytelling
Now use the information in your chart to write a one- to
two-page story about a person who finds a positive way to
gain equality. Remember to use specific details to keep your
readers’ interest.
324
Standard W2.1
Unit 7 • Chapter 19 • Lesson 2
© Macmillan/McGraw-Hill
You are an author who has decided to write an inspiring
story about a person who fights for equality. You will need
to create a beginning, middle, and end to your story. The
beginning should establish a setting for your story, a main
character, and a situation in which the main character
encounters inequality. The middle should describe a positive
way in which your main character works to solve the
problem. The ending should describe how the problem is
solved. Use the chart below to help plan your story.
Name
Date
READING
SKILL
Make Inferences
Unit 7
Read this passage. Then copy the chart and use it to
make inferences.
The arrest of Rosa Parks on December 1, 1955, is seen as the
beginning of the Montgomery Bus Boycott. However, it took more
than one incident on one day to begin such a monumental event
in the history of American civil rights. African Americans had been
segregated and discriminated against since the beginning of our
country’s history. After enslaved people were freed in the South,
life continued to be difficult for black Americans. Many cities
maintained laws that did not allow blacks to use the same services
as whites. These laws that kept African Americans down were
exactly the ones that inspired them to rise up.
Many smaller incidents led to the yearlong bus boycott. Parks
had an earlier encounter with a bus driver who denied her entry. In
1949 Jo Ann Robinson sat in the front of a nearly empty bus and was
screamed at by the bus driver. She ran off in tears. In the early 1950s,
Vernon Johns was made to give up his seat to a white passenger.
When he asked the other black passengers to leave the bus in
protest, he was told, “You ought to know better.”
The final straw was the arrest of Parks, a well-respected woman
with a spotless record. She was a seamstress who also worked for
the NAACP and had recently finished a workshop on race relations.
When she was arrested on December 1, 1955, for refusing to move
to the back of a bus, the process to end segregation in Montgomery
began in earnest.
© Macmillan/McGraw-Hill
%FUBJMTGSPN1BTTBHF
Unit 7 • Make Inferences
*OGFSFODF
Standard R2.4
325
ANSWER KEY
Chapter 1 · Lesson 1
Unit 1
Page 5 · Vocabulary Review
Page 7 · Reading Comprehension
1. B
1. D
2. D
4. A
2. Answers might include that Maya merchants
traded by canoe, that chiefs headed Maya
communities, and that the Maya built
pyramids.
5. Archaeologist
3. A
6. Specialize
4. Answers should include worshiping their
gods and making sacrifices to them.
3. C
7. A huge ice blanket
5. Answers might mention that they worshiped
farming gods because farming was a major
source of their food supply, so they wanted
to keep the gods happy.
Page 8 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
The article has a strong opening paragraph. Several details
are given for each topic. The article is cohesive, and details are
factually accurate. There are no mistakes.
The article has a good opening paragraph. Several details are
given for each topic. The article could be better organized, but all
details are factually accurate. There are a few mistakes.
The article has an opening paragraph. A detail or two is given
for each topic. The article is disorganized, and a few details are
inaccurate. There are several mistakes.
The opening paragraph is unclear. Some details are given, but
they are not organized. There are many mistakes.
No response/incomprehensible response.
326
Unit 1
ANSWER KEY
Chapter 1 · Lesson 2
Unit 1
Page 10 · Vocabulary Review
Page 12 · Reading Comprehension
1. Adobe
1. They lived in the dry desert and needed to
bring water to their crops.
2. Irrigation
2. Their population continued to grow.
3. Kiva
3. The Pueblo
4. Dry farming
4. Answers should include that the river water
levels were unpredictable. Sometimes they
rose higher than expected, causing damage
to canals and crops. Other times, they
were much lower than expected and did
not provide enough water to people. The
Hohokam needed to try other methods that
would not need predictable water levels.
5. Pueblo
6. Canal
Page 13 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
© Macmillan/McGraw-Hill
2
1
0
Unit 1
The opening clearly states the goal in an interesting way. A
description of the way each group overcame their environment is
supported by at least three details about each farming method. A
clear comparison is included. The closing sums up the essay. There
are no mistakes.
The opening clearly states the goal, but could be more interesting.
A description of the way each group overcame their environment
is supported by two or three details about each farming method.
A comparison is included. The closing sums up the essay. There are
few mistakes.
The opening states the goal, but could be more interesting. A
description of the way each group overcame their environment is
supported by only one or two details about each farming method.
The comparison could be more clearly stated. The closing does
not clearly sum up the essay. There are several mistakes.
The opening does not clearly state the goal. Only a description
of the way one of the groups overcame their environment is
included. The description is supported by only one or two details.
The comparison is not stated. There is no closing. There are many
mistakes.
No response/incomprehensible response.
327
ANSWER KEY
Chapter 1 · Lesson 3
Unit 1
Page 15 · Vocabulary Review
Page 17 · Reading Comprehension
1. Obsidian is a glasslike volcanic rock that was
used to make sharp knives.
1. B
2. A palisade is a high log fence used to protect
a village from enemies.
3. A mound is a human-made hill or ridge of
earth used for burial, religious ceremonies,
and to study the sky.
2. D
3. D
4. D
5. The Europeans brought new diseases with
them and many Cahokians died from these
diseases.
Page 18 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
The opening states the goal in an interesting way. The three
groups discussed in the lesson are mentioned as mound builders.
At least three details about mound building are provided. The
closing clearly sums up the lesson. There are no mistakes.
The opening states the goal but could be more interesting. The
three groups discussed in the lesson are mentioned as mound
builders. Two or three details about mound building are provided.
The closing sums up the lesson. There are few mistakes.
The opening states the goal but could be more interesting. Only
two of the three groups discussed in the lesson are mentioned as
mound builders. Two or three details about mound building are
provided. The closing does not clearly sum up the lesson. There
are several mistakes.
The opening does not clearly state the goal. Only one or two of
the three groups discussed in the lesson are mentioned as mound
builders. Only one or two details about mound building are
provided. There is no closing. There are many mistakes.
No response/incomprehensible response.
328
Unit 1
ANSWER KEY
Chapter 2 · Lesson 1
Unit 1
Page 20 · Vocabulary Review
Page 22 · Reading Comprehension
1. The time before 1492 when Columbus
arrived in North America; The word PreColumbian is used to describe the early part
of Native American history.
1. 1700s
2. Wooden pole covered with painted or
carved symbols; The symbols on totem poles
told stories about Native American families.
3. Special feast where the guests receive gifts
from the host; Potlatches were and still are
an important Native American tradition.
2. Any three of the following: to welcome
visitors, to honor people who lived in that
home in the past, to remember the dead, to
support a roof, and to make fun of people
3. The Tlingit and the Haida
4. Some people thought the lowest figures on
a totem pole were the least important ones
5. So that everyone, including children, could
see them.
Page 23 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
Unit 1
The story includes a clear beginning, middle, and end. At least
three symbols are provided with clear details about the characters
they represent. There are no mistakes.
The story includes a beginning, middle, and end. The story could
have been presented in a more clear and engaging way. Two or
three symbols are provided with details about the characters they
represent. There are few mistakes.
The story includes a beginning, middle, and end. The story could
have been presented in a more clear and engaging way. At least
two symbols are provided with details about the characters they
represent. There are several mistakes.
The story does not include a beginning, middle, and end. The
story is not presented in a clear and engaging way. Only one or
two symbols are provided with details about the characters they
represent. There are many mistakes.
No response/incomprehensible response.
329
ANSWER KEY
Chapter 2 · Lesson 2
Unit 1
Page 25 · Vocabulary Review
Page 27 · Reading Comprehension
1. mesa
1. Her grandmother made pottery.
2. Kachina
2. Anasazi and traditional Hopi
3. migrate
3. The yellowish color and the geometric
shapes, animals and human faces used by
Anasazi potters.
4. Hogan
5. Wickiup
4. The National Museum of Women in the Arts
5. She used a chewed yucca plant stem as a
brush
6. She taught her pottery techniques to many
other people.
Page 28 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
330
The opening of the letter states the goal in an interesting way.
The three cultures are described. At least three details about each
culture are provided. The closing clearly sums up the letter and
states a choice. There are no mistakes.
The opening of the letter states the goal, but could be more
interesting. The three cultures are described. Two or three details
about each culture are provided. The closing sums up the letter
and states a choice. There are few mistakes.
The opening of the letter states the goal, but could be more
interesting. Two or three cultures are described. At least two
details about each culture are provided. The closing sums up the
letter and states a choice. There are several mistakes.
The opening of the letter states the goal, but could be more
interesting. Only two of the three cultures are described. Only one
or two details about each culture are provided. The closing does
not clearly sum up the letter and state a choice. There are many
mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 1
ANSWER KEY
Chapter 2, Lesson 3
Unit 1
Page 30 · Vocabulary Review
Page 32 · Reading Comprehension
1. G
1. The Plains people used the bison that
roamed the prairie for food, shelter, clothing
and tools. They used the grasses and earth to
build their lodges.
2. C
3. F
4. B
2. Their heavy coats protected the buffalo
from the climate. They survived by eating
prairie grasses.
5. A
6. E
3. Possible answers include: shields, drums,
arrow points, headdresses, halters, bracelets,
medicines, paints, cradles and winter robes
as well as jerky.
7. D
Column 1: teepee; lodge
Column 2: drought
4. Possible answers may include: The Plains
people followed the buffalo. They depended
on it for all their needs.
Column 3: coup stick
Column 4: jerky
Column 5: prairie
Column 6: travois
Page 33 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
© Macmillan/McGraw-Hill
1
0
Unit 1
The activity shows two paragraphs with the first containing three
facts about bison and the second containing three facts about the
bison’s importance to Plains people. A conclusion is drawn. There
are no mistakes.
The activity shows that one fact from either paragraph is missing.
A conclusion is drawn. There are no mistakes.
The activity shows two facts from either paragraph are missing. A
conclusion is attempted but weak. There are few mistakes.
The activity does not produce two paragraphs. No conclusion is
drawn. There are several mistakes.
No response/incomprehensible response.
331
ANSWER KEY
Chapter 2, Lesson 4
Unit 1
Page 35· Vocabulary Review
Page 37 · Reading Comprehension
1. Slash-and-burn
1. Corn, squash and beans
2. Creek Confederacy
2. Possible answers include fruits, nuts, berries,
animals, shells, trees, soil.
3. Clan
3. Interplanting and companion planting
4. Compromise
4. Clan
5. Iroquois Confederacy
6. Wampum
7. Longhouse
Page 38 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
332
The letter names all three seeds. The instructions for planting
include all four steps and there is a complete description of what
to expect when the seeds grow. There is an explanation of how
important these three crops were to the Iroquois. There are no
mistakes.
The letter names all three seeds. The instructions for planting do
not include all four steps, or there is only a partial description of
what to expect when the seeds grow. There is an explanation of
how important these three crops were to the Iroquois. There are
several mistakes.
The letter names all three seeds. The instructions for planting do
not include all four steps and there is only a partial description
of what to expect when the seeds grow. There is a mention of
how important these three crops were to the Iroquois, but no
explanation. There are many mistakes.
The letter does not name all three seeds. The instructions for
planting do not include all four steps. There is no description of
what to expect when the seeds grow. There is no explanation of
how important these three crops were to the Iroquois. There are
many mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 1
ANSWER KEY
Unit 1
Main Idea and Details
Page 39 · Reading Skill
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EBZUIFNFOBOEXPNFO
EJEDIPSFTBOEUIF
DIJMESFOQMBZFE
&WFOJOHBDUJWJUJFT
JODMVEFEUIFFWFOJOH
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BOEUSBEJUJPOBMDVTUPNT
TVDIBTTNPLJOHUIF
QFBDFQJQFBOE
TUPSZUFMMJOH
© Macmillan/McGraw-Hill
5IFEBZCFHBOXJUI
XPNFOTUBSUJOHUIF
NPSOJOHmSFDPMMFDUJOH
XBUFSBOEQSFQBSJOH
CSFBLGBTUBOENFOBOE
CPZTCBUIJOHCFGPSFUIF
CPZTIFSEFEUIFIPSTFT
Unit 1
333
ANSWER KEY
Chapter 3, Lesson 1
Unit 2
Page 41· Vocabulary Review
Page 43 · Reading Comprehension
1. It was called the Middle Ages because it was
between the time of ancient cultures and the
time of modern society.
1. A
2. Merchants added a new class to European
society. Previously, society had only farmers
and wealthy landowners or nobles.
3. Renaissance means rebirth; The Renaissance
was a time of new ideas. Reconquista means
to re-conquer, or take back, lands that were
taken. Reformation means to form again, or
remake ideas.
4. In the Counter-Reformation, people opposed
the Protestant movement.
2. B
3. Three of the following: Mongol people,
Chinese and other Asian cultures, paper
money, iron and salt production
4. Polo probably would not have been able
to see many of the places he visited. He
might not have been able to go inside
the great palaces he described. He might
not have seen all of the aspects of Asian
culture that he was able to experience in the
Khan’s service.
Page 44 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
334
Essay details how ideas or goods from Asia affected European life.
Examples may include a merchant class arising from increased
trade, banking arising from the new class of people whose power
came from their wealth, paper money changing buying and
selling in Europe, etc. Essay includes details from passage. There
are no mistakes.
Essay details how some goods or ideas from Asia affected
European life. Some details from passage are included. There are
few mistakes.
Essay details how a few ideas from Asia affected European life. Few
details are included. There are several mistakes.
Essay does not describe how ideas from Asia affected Europe. No
details from passage are included. There are many mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 2
ANSWER KEY
Chapter 3 · Lesson 2
Unit 2
Page 46 · Vocabulary Review
Page 48 · Reading Comprehension
1. Answers for A should include the word salt;
Answers for B should include the word gold.
1. D
2. Barter is the exchange of one item or good
for another item.
3. The advantage is that a person or country
can trade for an item it needs or wants by
exchanging it for something it has plenty of.
4. The disadvantage would be that barter
requires quantities of goods and you may
not find a buyer.
2. C
3. B
4. Traders were willing to take the risk because
they could make profits at the end of the
journey. You also could think that many
people were at least partially successful,
which led others to use the route.
Page 49 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
Letter describes in detail the hardships of travel on the Silk
Road, including dangers faced and conditions of travel. Letter is
supported by details from readings. There are no mistakes.
Letter describes some of the conditions of travel on the Silk Road.
Some details support writing. There are a few mistakes.
Letter describes few of the conditions of travel on the Silk Road.
Few details support writing. There are several mistakes.
Letter does not describe conditions of travel on the Silk Road. No
details support writing. There are many mistakes.
No response/incomprehensible response.
Unit 2
335
ANSWER KEY
Chapter 3 · Lesson 3
Unit 2
Page 51 · Vocabulary Review
Page 53 · Reading Comprehension
1. Navigation
1. These stories were about places that were
unknown. Explorers had never seen these
things.
2. Astrolabe
3. Caravel
2. A letter arrived in Rome in the 1100s that
seemed to come from Prester John. Over the
years more letters appeared. They were read
by people all over Europe.
3. The letters described the kingdom as
peaceful and happy. If there really were
rivers full of gold and a fountain of youth,
visitors to the kingdom would be rich and
young forever.
4. Some mapmakers included Prester John’s
kingdom on their maps of the world.
5. Prince Henry must have heard of Prester
John since he wanted to help the king.
Page 54 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
336
This report is vivid, dramatic, and full of information. The student
shows a good grasp of geography and understands how Dias
would have known he was in the Indian Ocean by seeing the
coastline and checking his compass. There are no mistakes.
This report is dramatic and imaginative. But the student has not
shown clearly how Dias knew he had reached the Indian Ocean.
There are few mistakes.
The student does not quite seem to have grasped the methods
that Dias used to ascertain that he had reached the Indian Ocean.
There are several mistakes.
It is difficult to understand this report. The student has little
understanding of geography or the use of a compass. There are
many mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 2
ANSWER KEY
Chapter 4, Lesson 1
Unit 2
Page 56 · Vocabulary Review
Page 58 · Reading Comprehension
1. Expedition
1. False; Artifacts and other clues tell historians
about Taíno culture.
2. Log
2. True
3. Colony
3. True
4. Columbian Exchange
4. False; The Taíno made canoes from hollowed
out tree trunks.
Page 59 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
The central idea, the reaction to a visit by a stranger, is presented
in an interesting way. Three facts compare and contrast the
Europeans with the Taíno. Each fact is supported with some
details. There are no mistakes.
The central idea, the reaction to a visit by a stranger, could be
presented in a more interesting way. Two or three facts compare
and contrast the Europeans with the Taíno. Just a couple of details
support each fact. There are a few mistakes.
The central idea, the reaction to a visit by a stranger, is not
presented in an interesting way. Only one or two facts compare
and contrast the Europeans with the Taíno. There are no details to
support the facts. There are several mistakes.
The opening does not state the central idea, the reaction to a visit
by a stranger. Only a few facts or details are given to support the
central idea. There is no closing. There are many mistakes.
No response/incomprehensible response.
Unit 2
337
ANSWER KEY
Chapter 4, Lesson 2
Unit 2
Page 61 · Vocabulary Review
Page 63 · Reading Comprehension
1. C
1. La Malinche
2. D
2. He wanted to defeat the Aztec Empire and
claim its riches.
3. A
3. They did not want to pay tribute to the Aztec.
4. B
4. She served as an interpreter and convinced
Native Americans to join Cortés against
the Aztec.
Page 64 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
The letter describes the Inca Empire in an accurate and interesting
way. Inca and Spanish customs are compared and contrasted. The
descriptions are supported by several convincing details. There are
no mistakes.
The letter describes the Inca Empire accurately. Inca and Spanish
customs are compared and contrasted. The descriptions are
supported by a few convincing details. There are a few mistakes.
The letter describes the Inca Empire. Inca customs may or may not
be compared to Spanish customs. The descriptions are supported
by only one or two details. There are several mistakes.
The letter contains little information about the Inca Empire. Inca
and Spanish customs are not compared. Details are omitted or
inaccurate.
No response/incomprehensible response.
338
Unit 2
ANSWER KEY
Chapter 4, Lesson 3
Page 66 · Vocabulary Review
%
.
#
/
-
)
%
.
3
)
/
.
!
2
9
5
,
!
$
Page 68 · Reading Comprehension
1. Freed; Native Americans
!
.
-
3
)
2. He was not interested in having power over
the mestizos and Native Americans in New
Spain.
,
!
-
6
0
3. Answers should include that Las Casas freed
the Native Americans on his land, went
to Spain to plead for freedom for Native
Americans, and convinced the Spanish king
to pass the New Laws against slavery.
%
%
.
)
.
3
2
%
4
)
#
2
)
Unit 2
#
/
:
,
,
/
4. The laws he worked for were mostly ignored
by the landowners.
.
6
%
2
4
Page 69 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
© Macmillan/McGraw-Hill
2
1
0
Unit 2
The opening states the central idea, the similarities and differences
between Mexico City and Tenochtitlán, in an interesting way.
Three facts about buildings, location, and people are described.
Details about the similarities and differences of each topic are
provided. The closing clearly sums up the central idea. There are
no mistakes.
The opening states the central idea, but it could be more
interesting. Two or three facts compare and contrast Mexico City
with Tenochtitlán. Only one or two details support each fact. The
closing clearly sums up the central idea. There are a few mistakes.
The opening states the central idea, but it is not interesting.
Only one or two facts compare and contrast Mexico City with
Tenochtitlán. There are no details to support the facts. The
closing does not clearly sum up the central idea. There are several
mistakes.
The opening does not state the central idea very clearly. Only a
few facts or details are given to support the central idea. There is
no closing. There are many mistakes.
No response/incomprehensible response.
339
ANSWER KEY
Chapter 4, Lesson 4
Unit 2
Page 71 · Vocabulary Review
Page 73 · Reading Comprehension
1. East coast
1. What he thought were gold cities were really
Pueblo villages.
2. Mission
2. The Spanish demanded food and supplies
from the Pueblo.
3. Southwest
4. Southwest
3. Answers should include that the Spanish fled
the Pueblo land and the Pueblo were able to
practice their own religion and ceremonies
again.
5. Missions
4. After years of the Spanish making demands
of the Native Americans and taking their
land, Popé was angry. When the Spanish
began arresting religious leaders, he decided
to plan the revolt.
Page 74 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
340
The opening states the central idea, a description of three failed
expeditions, in an interesting way. Three expeditions/explorers are
evaluated (Ponce de Léon, Francisco Vásquez de Coronado, Fray
Marcos de Niza, or Alvar Nuñez Cabeza de Vaca). Details about
the year, purpose, and result of each expedition are provided. The
closing clearly explains why the expeditions might have failed.
There are no mistakes.
The opening states the central idea, but it could be more
interesting. Three expeditions/explorers are evaluated. Two or
three details about each expedition are provided. The closing
explains why the expeditions might have failed. There are a few
mistakes.
The opening states the central idea, but it is not interesting. Only
two expeditions/explorers are evaluated. Only one or two details
about each expedition are provided. The closing does not clearly
sum up the central idea. There are several mistakes.
The opening does not state the central idea. Only one or two
expeditions/explorers are evaluated. Only one detail about
each expedition is provided. There is no closing. There are many
mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 2
ANSWER KEY
Chapter 5 · Lesson 1
Unit 2
Page 76 · Vocabulary Review
Page 78 · Reading Comprehension
1. Answers should include that the Northwest
Passage was a supposed route across North
America that connected the Atlantic and
Pacific oceans, that many European nations
wanted to find it, and that none ever did.
1. joint stock company
2. Answers should include that merchant
companies pooled the resources of several
merchants so that they could afford
an expensive exploration and that the
merchants agreed to share the profits from
the voyage.
5. Answers might include that perhaps the
spice traders did not want English cloth, or
perhaps English cloth was not of as high
quality as the Indian cotton.
2. 1581
3. fur, tar, iron, and copper
4. the Netherlands
6. Answers might include that the merchant
companies shared the risks of trading, grew
rich, raised more money than could be raised
by just one merchant, or shared rewards, or
profits.
Page 79 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
The letter contains four discrete topics. Each topic is supported by
factually accurate details. There are no mistakes.
The letter contains three discrete topics. Each topic is supported
by factually accurate details. There are few mistakes.
The letter contains two discrete topics. Each topic is supported by
details which may be factually inaccurate in some places. There
are several mistakes.
The letter contains one discrete topic. The topic is not supported
by any details or the details are factually inaccurate. There are
many mistakes.
No response/incomprehensible response.
Unit 2
341
ANSWER KEY
Chapter 5 · Lesson 2
Unit 2
Page 81 · Vocabulary Review
Page 83 · Reading Comprehension
1. Coureur de bois
1. coureurs de bois
2. Portage
2. The portages helped the traders carry their
furs between waterways by giving them a
land path.
3. Voyageur
3. One way the French used the furs was to
make hats.
4. The French government wanted to license
the fur traders because they wanted to profit
from the trading.
5. Answers might include that it was necessary
because the Native Americans were
originally the fur trappers or that Native
Americans were more familiar with the
land because they had lived there for much
longer than the French.
Page 84 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
342
The opening uses descriptive words and scenarios to make the
passage interesting. The passage is factually accurate. There are no
mistakes.
The opening uses descriptive words and scenarios to make the
passage interesting. The passage is factually accurate. There are
few mistakes.
The opening needs more descriptive words and scenarios to
make the passage more interesting. The passage has a few factual
inaccuracies. There are several mistakes.
The opening has no or very few descriptive words or scenarios.
The passage has several factual inaccuracies. There are many
mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 2
ANSWER KEY
Chapter 5 · Lesson 3
Unit 2
Page 86 · Vocabulary Review
Page 88 · Reading Comprehension
1. Indentured servant
1. Tobacco
2. House of Burgesses
2. D
3. Charter
3. Five, seven
4. Cash crop
4. Answers should include that jobs were
scarce in England, and the people wanted
the chance to start a new life in the colonies.
5. Answers might include that the colonists
wanted a government that represented
them in the colonies or that the colonists did
not like being governed by England.
Page 89 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
The editorial mentions clear reasons for supporting the House
of Burgesses, plausible arguments against it, and persuasive
responses to those arguments. The editorial is persuasive. There
are no mistakes.
The editorial mentions reasons for supporting the House of
Burgesses, possible arguments against it, and responses to those
arguments. The editorial could be more persuasive. There are few
mistakes.
The editorial omits reasons for supporting the House of Burgesses,
arguments against it, or responses to those arguments. The
editorial is not very persuasive. There are several mistakes.
The editorial omits reasons for supporting the House of Burgesses,
arguments against it, and/or responses to those arguments. The
editorial is not persuasive. There are many mistakes.
No response/incomprehensible response.
Unit 2
343
ANSWER KEY
Sequence of Events
Unit 2
Page 90 · Reading Skill
*O1PODFEF-FØOXBTCPSOJO4QBJO
*OFBSMZTQSJOHPG1PODFEF-FØOTBJMFEGSPN1VFSUP3JDPUPUIF#BIBNBT
0O&BTUFSNPSOJOHPG1PODFEF-FØODBNFBDSPTTBCFBVUJGVMMBOE
)FOBNFEJU'MPSJEB
*O1PODFEF-FØOMBOEFEPOUIFXFTUDPBTUPG'MPSJEBBOEXBT
BUUBDLFECZ/BUJWF"NFSJDBOT
© Macmillan/McGraw-Hill
*O+VMZ1PODFEF-FØOEJFEJO$VCB
344
Unit 2
ANSWER KEY
Chapter 6 · Lesson 1
Unit 3
Page 92 · Vocabulary Review
Page 94 · Reading Comprehension
1. D
1. Larger and larger areas of land were
cultivated, so more workers were necessary.
2. C
2. Indentured servants had to work very hard in
hot weather. They could earn their freedom
after five to seven years, but they were
often abused. They received some money
when free.
3. B
4. A
3. People of any religion had to pay taxes to the
Anglican Church.
4. To some officials of these colonies, religious
tolerance meant that people of some
religions were allowed to practice freely.
5. Religious tolerance means that all people are
free to practice the religions they choose.
Page 95 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
© Macmillan/McGraw-Hill
1
0
Unit 3
The article’s topic is an event that really happened in Maryland
in the 1600s. It opens in an interesting way and follows the 5W
format. Many vivid details are included to support the structure.
The article closes well.
The article’s topic is an event that really happened in Maryland in
the 1600s. It opens well and follows the 5W format. Some details
are included to support the structure. The article closes well.
The article’s topic could have happened in Maryland in the 1600s.
It tries to follow the 5W format, but leaves out one of the Ws. A
few details are included to support the structure. The article closes
weakly.
The article’s topic may or may not have happened in Maryland
in the 1600s. It does not follow the 5W format. Only one or two
details are included to support the structure. The article does not
close well.
No response/incomprehensible response.
345
ANSWER KEY
Chapter 6 · Lesson 2
Page 97 · Vocabulary Review
Unit 3
2. He negotiated with the English for peace and
traded with them so that the Creeks benefited.
1. Debtor
3. Mary Musgrove’s role was valuable to the
English settlers of Georgia and to the Creeks
because she was a translator between the
two groups.
2. Indigo
3. Proprietor
Page 99 · Reading Comprehension
1. Tomochichi served as a mediator between
the English and the Creek Indians.
4. Mary worked for peace between the Creeks
and English, and she traded between
the two groups, which helped them
economically.
5. 5, 3, 2, 4, 1
Page 100 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
346
The essay clearly compares and contrasts Oglethorpe’s plan for
Georgia with the way the colony actually developed. It includes
at least three details about Oglethorpe’s plan and the actual
development of the colony. (Oglethorpe’s Plan: debtors from
England would settle Georgia; colonists would grow silkworms
and grapes; settlers would do all of the work, and slavery would
not be allowed. Both: Oglethorpe made friends with Chief
Tomochichi; the chief helped Oglethorpe by selling him land.
Actual Development: the colonists who settled in Georgia were
mostly skilled people not debtors; silkworms could not be raised
in Georgia, and colonists grew corn, tobacco, rice and indigo;
there were not enough settlers in the colony to do all the work,
and slavery became legal in 1750.) There are no mistakes.
The essay compares and contrasts Oglethorpe’s plan for Georgia
with the way the colony actually developed. It includes two or
three details about Oglethorpe’s plan and the actual development
of the colony. There are few mistakes.
The essay compares and contrasts Oglethorpe’s plan for Georgia
with the way the colony actually developed, but it could be more
clear. It includes at least two details about Oglethorpe’s plan and
the actual development of the colony, but some of the details may
be inaccurate. There are several mistakes.
The essay does not clearly compare and contrast Oglethorpe’s
plan for Georgia with the way the colony actually developed. It
includes one or two details about the colony, but some of the
details may be inaccurate. There are many mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 3
ANSWER KEY
Chapter 6 · Lesson 3
Page 102 · Vocabulary Review
Unit 3
Page 104 · Reading Comprehension
Big plantation owners kept many enslaved
Africans. They also employed men called
overseers, who told the workers what to
do and punished them. But not all African
Americans were enslaved. Five percent of
African Americans in the Southern Colonies
were free. This was sometimes because
they had been indentured servants, and
sometimes because they were the sons
and daughters of indentured servants.
Others had bought their freedom. But
the law did not give much protection to
free African Americans. Some of them
formed communities in the foothills of the
Appalachians, known as the backcountry.
1. They visited relatives on other plantations,
sang, and told stories
2. In some versions, the tribe members had
lost their power to fly because it had been
stolen from them. In other versions, they had
forgotten how to fly.
3. Answers should include that families were
important because they provided love,
comfort, and companionship.
4. Answers might include that it was good for
children to know that there was a better life
than the one they themselves led, or that
memories and stories gave them hope and
entertained them.
5. Answers should include that this story
was important because enslaved Africans
believed they were like the tribe members
who had lost their power to fly. They hoped
that one day their children, like the people
in the story, would learn to fly again, and be
free and happy.
Page 105 · Writing Exercise
Writing Rubric
Score Descriptor
4
© Macmillan/McGraw-Hill
3
2
1
0
Unit 3
The diary entry is a full and clearly detailed account of a day in the
life of a backcountry child. The hardships of the backcountry are
described and factually accurate. There are no mistakes.
The diary entry is a good account of a day in the life of a
backcountry child. The hardships of the backcountry are described
and factually accurate. There are few mistakes.
The diary entry is a fair account of a day in the life of a backcountry
child. The hardships of the backcountry are described with a few
factual inaccuracies. There are several mistakes.
The diary entry is a poor account of a day in the life of a
backcountry child. The hardships of the backcountry are not
mentioned. There are many mistakes.
No response/incomprehensible response.
347
ANSWER KEY
Chapter 7 · Lesson 1
Unit 3
Page 107 · Vocabulary Review
Page 109 · Reading Comprehension
1. The Pilgrims who settled at Plymouth were
Separatists.
1. A
2. All Separatists were Puritans.
3. A tribal leader was a sachem.
4. The Mayflower Compact was signed by the
Pilgrim men.
5. The Mayflower Compact was a document
that established a government in Plymouth.
2. The Puritans wanted ministers and church
member to have a more active role in
the church.
3. Separatists believed that it was necessary to
break away from the church.
4. The Pilgrims were Separatists who came to
Plymouth on the Mayflower.
5. Native Americans helped the Pilgrims
fertilize the soil, grow corn, trap animals,
and fish.
Page 110 · Writing Exercise
Writing Rubric
4
3
2
1
348
0
The student has written two letters that clearly reflect the point of
view of a Puritan and the point of view of a Separatist. Each letter
includes a clearly detailed discussion of the changes wanted and
how these changes should be made. There are no mistakes.
The student has written two letters: one from the point of view
of a Puritan and one from the point of view of a Separatist. Each
letter includes a discussion of the changes wanted and how
these changes should be made. Some of the details included are
not accurate or are included in the wrong letter. There are few
mistakes.
The student has written two letters from the same point of view or
one letter that mixes the Puritan and Separatist points of view. The
letter or letters include a discussion of the changes wanted but
may not describe how these changes should be made. Some of
the details included are not accurate. There are several mistakes
The student has not written two letters that accurately reflect the
point of view of a Puritan and a Separatist. The writing does not
fully describe either the changes wanted or how these changes
should be made. Details may be included, but they are not
accurate. There are many mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
Score Descriptor
Unit 3
ANSWER KEY
Chapter 7 · Lesson 2
Unit 3
Page 112 · Vocabulary Review
Page 114 · Reading Comprehension
1. All male settlers, or “free men,” must sign a
contract, or covenant, stating that he and his
family will abide by the rules of the Puritan
church.
1. John Winthrop was the governor of the
Massachusetts Bay Colony.
2. All free men are allowed to attend town
meetings, where matters including creation
of laws and election of government officials
are decided by voting. Meetings are held in
the meeting house.
3. The area is called the common. Sheep
are often grazed there to keep the grass
trimmed. It is a pleasant park open to all.
2. Winthrop believed Puritans should behave
according to the laws in the Christian Bible.
3. Anne Hutchinson was a Puritan who came to
Boston in 1634. She challenged Winthrop’s
ideas.
4. Hutchinson opposed Wintrop’s ideas that
people needed a minister in order to have a
relationship with God.
Page 115 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
© Macmillan/McGraw-Hill
1
0
Unit 3
The article describes at least two of Winthrop’s leadership
qualities. It includes descriptions of at least two ways in which the
colony grew. Each description of growth is related to Winthrop’s
leadership qualities and efforts. There are no mistakes.
The article describes at least two of Winthrop’s leadership
qualities. It includes descriptions of at least two ways in which
the colony grew, but not all descriptions are related to Winthrop’s
leadership qualities and efforts. There are a few mistakes.
The article describes at least two of Winthrop’s leadership
qualities. It includes a description of only one way in which the
colony grew. It does not mention how Winthrop’s leadership
contributed to that growth. There are several mistakes.
The article describes only one of Winthrop’s leadership qualities.
It does not describe how the colony grew or how Winthrop
contributed to that growth. There are many mistakes.
No response/incomprehensible response.
349
ANSWER KEY
Chapter 7 · Lesson 3
Unit 3
Page 117 · Vocabulary Review
Page 119 · Reading Comprehension
1. Pequot War: Answers will vary and could
include four of the following: between
Pequot and colonists; one of the worst
conflicts between Native Americans and
colonists; Connecticut; 1637.
1. D
2. King Philip’s War: Answers will vary and
could include four of the following:
between Wampanoag and colonists; 1675;
Wampanoag leader was Metacomet; English
called Metacomet King Philip; thousands
killed, including Metacomet; Metacomet’s
family sold into slavery.
2. C
3. B, C, D
4. He feels guilt at having helped bring about a
devastating and permanent defeat of Native
Americans in New England. King Philip’s War
marked the end of Wampanoag culture as
they had known it, and, though the writer
may feel such defeat is inevitable and
necessary, he is nevertheless remorseful.
3. Answers should include that Roger Williams
believed that the Massachusetts Bay Colony
should tolerate the religious beliefs of others.
Page 120 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
350
Both sides of King Philip’s War are presented. There are at least two
reasons given for each side. The opening is compelling and the
closing summarizes the essay well. There are no mistakes.
Both sides of King Philip’s War are presented. There are less than
two reasons given for each side. There is an opening but it could
be more interesting. The closing doesn’t summarize well. There are
a few mistakes.
Both sides of King Philip’s War are presented. There are only
reasons given for one side. There is an opening but no closing.
There are several mistakes.
Only one side of King Philip’s War is presented. There is only one
reason given for this side. There is no opening and no closing.
There are many mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 3
ANSWER KEY
Chapter 7 · Lesson 4
Unit 3
Page 122 · Vocabulary Review
Page 124 · Reading Comprehension
1. Journeyman
1. At a dame school
2. Dame school
2. A hornbook contained basic skills for
students to study.
3. Hornbook
3. It was attended by both boys and girls. Most
dame schools were for girls only.
4. First Great Awakening
5. Apprentice
4. Because he wanted to become a minister.
Page 125 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
The report lists all three types of change caused by the Great
Awakening. There are at least two details supporting each one.
There is an opening describing the Great Awakening. There is a
closing that summarizes the report well. There are no mistakes.
The report describes two or three types of change caused by the
Great Awakening, but there are two or less details supporting each
one. There is an opening describing the Great Awakening. There is
a closing, but it could summarize better. There are a few mistakes.
The report lists two types of change caused by the Great
Awakening, but there are one or no details to support each type.
There is an opening describing the Great Awakening, but not very
clearly. There is no closing. There are several mistakes.
The report lists only one type of change caused by the Great
Awakening. There are few or no details. It does not have an
opening describing the Great Awakening. There is no closing.
There are many mistakes.
No response/incomprehensible response.
Unit 3
351
ANSWER KEY
Chapter 8 · Lesson 1
Unit 3
Page 127 · Vocabulary Review
Page 129 · Reading Comprehension
1. Patroon
1. A vassal had to promise loyalty to a lord, help
him, and provide fighting men if the lord
needed them.
2. Free trade
3. Patroon
2. Tenants in Dutch colonies did not pay rent
for ten years, and the patroon provided a
teacher and minister for them.
4. Patroon
5. Free trade
3. Serfs were not allowed to own property or
leave the land, and they could not marry
without the lord’s permission.
4. Answers should include that there were no
vassals in the patroon system; serfs were
bound to the land for life and tenants were
not; tenants immigrated to a colony and
serfs did not; patroons provided a teacher
and a minister, but not protection.
5. Answers should include that free trade
was allowed and limits were placed on the
patroon’s power.
Page 130 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
352
The opening clearly states the writer’s opinion. The writer’s
opinion is supported by at least three details (the Dutch can
continue worshipping in their own churches; troops cannot be
housed in people’s homes without payment; laws added the right
to trial by jury; Peter Stuyvesant, the leader of New Netherland,
had a bad temper and harsh personality, which made him
unpopular). The article is convincing. There are no mistakes.
The opening states the writer’s opinion. The writer’s opinion
is supported by two or three details. The article is somewhat
convincing. There are few mistakes.
The writer’s opinion is not clearly stated. The writer’s opinion is
supported by one or two details. The article is not very convincing.
There are some mistakes.
The writer’s opinion is not clearly stated. The writer’s opinion is
supported by only one detail. The article is not convincing. There
are many mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 3
ANSWER KEY
Chapter 8 · Lesson 2
Page 132 · Vocabulary Review
Unit 3
Page 134 · Reading Comprehension
1. Revolution
1. B
2. Holy Experiment
2. England
3. Quaker
3. No, members of the Society of Friends are
also called Quakers.
4. Walking Purchase
4. Answers may mention that the writer was
sad to hear that the Native Americans
had been cheated; and Quakers believe
that everyone should be treated fairly;
Penn started the colony with the idea of
fair treatment.
5. Unicameral
6. Revolution
7. Quaker
8. Unicameral
9. Holy Experiment
5. Answers should include the following
details: Admiral Penn helped King Charles
after the revolution, and to show his
gratitude, the king gave land to Penn’s son.
10. Walking Purchase
Page 135 · Writing Exercise
Writing Rubric
Score Descriptor
4
© Macmillan/McGraw-Hill
3
2
1
0
Unit 3
The opening clearly states the purpose of pamphlet (convincing people
to move to colony). Paragraphs are linked and follow a logical line of
thought. The writer gives four reasons for moving to Pennsylvania
(peaceful Quakers live there, Christians are allowed to worship freely,
the city of Philadelphia is a busy port, many of the buildings are made
of brick to withstand fires, the city has wide streets that are lined with
trees, the colony is a prosperous center of commerce, people from
many countries live there). There are no mistakes.
The opening mentions the purpose of pamphlet. Paragraphs
are linked and follow a logical line of thought but could be more
explicit. The writer gives three reasons for moving to Pennsylvania.
There are few mistakes.
The opening does not clearly state the purpose of pamphlet.
The paragraphs are loosely linked and barely follow a logical line
of thought. The writer gives two or three reasons for moving to
Pennsylvania. There are some mistakes.
The pamphlet does not have a recognizable opening and does
not state the purpose for writing. Paragraphs are not linked and
do not follow a logical line of thought. The writer gives one or two
reasons for moving to Pennsylvania. There are many mistakes.
No response/incomprehensible response.
353
ANSWER KEY
Chapter 8 · Lesson 3
Unit 3
Page 137 · Vocabulary Review
Page 139 · Reading Comprehension
1. heritage
1. The Indians/Native Americans taught settlers
about girdling.
2. grain
3. Answer should be a complete sentence and
show that student can use the word heritage
correctly.
4. Answer should be a complete sentence and
show that student can use the word grain
correctly.
2. It clears trees over fields.
3. Answers may mention that other colonies
needed more grain; Surplus Sam could make
more money selling extra grain.
4. Answers should include that an immigrant
might find that people in the colonies
dressed and spoke differently; people in the
colonies practiced girdling; people in the
colonies had different farming methods;
there were Indians living in the colonies.
Page 140 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
The story is interesting and includes visual detail. At least three
events take place in the story. The events are in chronological
order. There are no mistakes.
The story is somewhat interesting and includes some visual detail.
Two or three events take place in the story. The events are in
chronological order. There are few mistakes.
The story is somewhat interesting but lacks visual detail. One
or two events take place in the story. The events are not in
chronological order. There are some mistakes.
The story is not interesting and lacks visual detail. Only one event
takes place in the story. There are many mistakes.
No response/incomprehensible response.
354
Unit 3
ANSWER KEY
Chapter 9 · Lesson 1
Unit 3
Page 142 · Vocabulary Review
Page 144 · Reading Comprehension
1. A. Powhatan Wars
1. Metacomet had seen his people dying of
diseases introduced by the English colonists.
The English had gone back on many treaties.
He thought the English had poisoned his
brother.
Answers may include: series of conflicts; 40
years; Chief Powhatan; Governor de La Warr;
governor thought colonists were kidnapped
B. King Philip’s War
2. D
Answers may include: one war; over a year
long; English nicknamed Metacomet King
Philip; Metacomet killed at end of war; family
sold into slavery
2. Possible answer: Governor de La Warr
thought the Virginia colonists had been
taken hostage.
3. True
4. Metacomet had been causing trouble for
the colonists. He may have thought that
the colonists executed his friend as a way of
showing him that they were the real rulers of
the area.
5. Answers should show an awareness that
the action of the Swansea boy was the
final straw. It may also be argued that the
execution of Metacomet’s friend was the
final act of provocation, but that was not, in
itself, an act of war.
Page 145 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
© Macmillan/McGraw-Hill
2
1
0
Unit 3
The article clearly explains Lord de la Warr and Chief
Opechancanough’s mistakes and the effects of each one. The
writer makes a good case for the idea that communication can
prevent violence. There are no mistakes.
The article clearly explains both mistakes, but the effects are
not as clear. The writer makes a fairly good case for the idea that
communication can prevent violence. There are few mistakes.
The article includes an explanation for at least one mistake and
one effect, but they could be more clearly stated. The writer
does not make a good case for the idea that communication can
prevent nonviolence. There are several mistakes.
The article does not clearly explain either the mistakes or the
effects The writer does not make a good case for the idea that
communication can prevent violence. There are many mistakes.
No response/incomprehensible response.
355
ANSWER KEY
Chapter 9 · Lesson 2
Unit 3
Page 147 · Vocabulary Review
Page 149 · Reading Comprehension
1. The slave trade was the practice of
kidnapping or buying Africans and bringing
them by ship to the colonies. The slave codes
were the laws that explained the rules of
slavery.
1. A noun
2. Answers will vary, but should reflect the
student’s understanding of the phrase.
3. Answers will vary but should use the word
spiritual in the sense of a religious song.
2. The person outsmarted slaveholders.
3. B
4. Answers will vary. Possible answer: Their
relationship was friendly, trusting, and
respectful, while a more typical relationship
might have been guarded and hostile.
5. Stories like this one were popular because
they showed how the slaves could get
the better of their masters. Slaves liked to
think that maybe they were smarter than
their masters, and the slave in this story is
definitely smarter than his master. Slaves
longed for freedom, and this story shows
how freedom could be won.
Page 150 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
356
This is a very good account of Stono’s Rebellion. It answers all of
the five questions (from the section “The Stono Rebellion” on page
302 of the text). It tells the story in a dramatic way. There are no
mistakes.
The report answers four of the five questions. It is somewhat
dramatic. There are few mistakes.
The report answers three of the five questions. It is not very
dramatic. There are several mistakes.
The report answers one or two of the five questions. It has no
sense of the drama of the event. There are many mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 3
ANSWER KEY
Chapter 9 · Lesson 3
Unit 3
Page 152 · Vocabulary Review
Page 154· Reading Comprehension
1. Triangular trade
1. D
2. The Middle Passage was the second leg in
the triangular trade, from Africa to the West
Indies.
2. False
3. Answers will vary but should demonstrate
the knowledge that industry is a business
that produces one kind of product or service
(e.g., the shipbuilding industry, the lumber
industry, the music industry).
3. Answers will vary but should include that
he was educated and was a valuable help to
King.
4. Answers may mention that the book played
a big part in the abolition of slavery, was the
first book ever written by a slave, and it is
seen as the starting point of black literature
in English. Students will probably answer on
a more emotional level, citing the trials he
went through.
Page 155 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
Unit 3
All three parts of the triangular trade are mentioned. The verses
are four lines long and incorporate rhyme. There are no mistakes.
All three parts of the triangular trade are mentioned, but the
verses are of irregular length, and there is no rhyming scheme.
There are few mistakes.
Only two parts of the triangular trade are mentioned. The verses
are of irregular length, and there is little or no rhyming. There are
several mistakes.
Only one part of the triangular trade is mentioned. There are no
verses and little or no rhyming. There are many mistakes.
No response/incomprehensible response.
357
ANSWER KEY
Chapter 9 · Lesson 4
Unit 3
Page 157 · Vocabulary Review
Page 159 · Reading Comprehension
1. An assembly is a lawmaking body.
1. Signature and official seal of the governor
2. Answers will vary, but should reflect the
student’s understanding of the word.
2. C
3. Answers will vary.
3. B
4. It would have weakened the king’s authority
in the colony.
5. Answers should recognize that the
assemblies and the colonial governors had
fundamentally different aims. Assemblies
did their best to help the colonists, and
governors did their best to make as much
money as possible for England and the
English.
Page 160 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
358
The report includes at least three details in chronological order.
(For example, farmer Peters complained that the governor wasn’t
being fair to farmers, then Josh Owens said that Harvey Lawrence
had been caught swearing in public again and should be put
in the public pillory, then Morton Jones brought up the issue of
women owning property.) It is easy to tell who is saying what.
There are no mistakes.
The report includes three details in chronological order, but it is
not clear who brought up which issue. There are few mistakes.
The report includes only two details. It is unclear which issue was
brought up first or who brought up which issue. There are several
mistakes.
The report includes only one detail. It is unclear who brought up
the issue. There are many mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 3
ANSWER KEY
Unit 3
Summarize
Page 161 · Reading Skill
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BOEDSFBUFEBUSFBUZCFUXFFO
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© Macmillan/McGraw-Hill
1BSBHSBQI
Unit 3
359
ANSWER KEY
Chapter 10 · Lesson 1
Page 163 · Vocabulary Review
Ã
à à à à à à à à Ã
Ã
Ã
à Þà à à à à Ã
à Ã
à à à à à Ã
Ã
Ã
Ã
à à Þà à Ã
à à Ã
Ã
Ã
à à à à Þà à Ã
à Ã
à à à à à Ã
Ã
Ã
à à Ã
Ã
à à Þà Ã
Ã
à Ã
1. Juan Rodríguez Cabrillo
2. They were afraid of losing their land, way of
life, and good health.
Ã
Ã
Page 165 · Reading Comprehension
à à à à Ã
Ã
3. Kayaa is younger and more hopeful about
their new lifestyle. He tends to look on the
bright side of things. Mian is older and
worried about the lives of the native people
living on the Spanish mission.
à à à à Ã
à à à à à à à à Ã
Unit 4
4. Possible answers include: The lives of the
two brothers are very different as a result of
moving to the Spanish mission. They were
baptized and received different Christian
names. They have a structured day with work
and religious classes. Before, the brothers
probably spent their time fishing and
gathering food instead of growing it.
Page 166 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
360
The opening starts the entry in an interesting way. At least three
descriptions of life as a pueblo alcalde are given. Each point is
supported by information and facts from the text. The closing
sums up the story. There are no mistakes.
The opening starts the entry but could be more interesting. Two
or three descriptions of life as a pueblo alcalde are given. Some
points need to be supported by more information and facts from
the text. The closing sums up the story. There are few mistakes.
The opening starts the entry but could be more interesting. One
or two descriptions of life as a pueblo alcalde are given. Some
points need to be supported by more information and facts from
the text. The closing does not clearly sum up the story. There are
several mistakes.
The entry is not started clearly. A few descriptions of life as a
pueblo alcalde are given. There is no closing. There are many
mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 4
ANSWER KEY
Chapter 10 · Lesson 2
Unit 4
Page 168 · Vocabulary Review
Page 170 · Reading Comprehension
1. Territory
1. La Salle, 1682
2. Tributary
2. They both started out as French fur trading
posts.
3. Disease killed many colonists; there weren’t
enough settlers to populate the huge colony.
4. Answers will vary. Possible answer: New
Orleans became the biggest French
settlement for several reasons. It had an
ideal location at the mouth of the Mississippi
River. It became wealthy due to the work
of African slaves on numerous plantations.
Several different crops were grown there,
including indigo, rice, and tobacco.
Page 171 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
© Macmillan/McGraw-Hill
1
0
Unit 4
The letter follows correct letter format. At least three descriptions
of New Orleans are given. Each point is supported by information
and facts from the text. There are no mistakes.
The letter follows correct letter format. Two or three descriptions
of New Orleans are given. Some points need to be supported by
more information and facts from the text. There are few mistakes.
The format of the letter has a few errors. One or two descriptions
of New Orleans are given. Some points need to be supported
by more information and facts from the text. There are several
mistakes.
The format of the letter is incorrect. Descriptions of New Orleans
are given, but they are not supported by facts from the text. There
are many mistakes.
No response/incomprehensible response.
361
ANSWER KEY
Chapter 10 · Lesson 3
Page 173 · Vocabulary Review
Unit 4
4. Great Britain and France were enemies at this
time, in constant conflict as both imperial
powers sought to expand and defend their
empires.
1. Treaty of Paris
2. Proclamation of 1763
3. French and Indian War
Page 175 · Reading Comprehension
1. 1763, Treaty of Paris
2. They planned to pass the Proclamation
of 1763, setting aside land west of the
Appalachian Mountains for Native
Americans.
3. Answers might include any of the following:
France lost most of its territory in North
America; American colonists became more
confident, and their relationship with Great
Britain began to change; Great Britain gained
a lot of territory in North America.
5. Answers might include that the French
and Indian War had a profound impact on
American colonists. They learned how to
fight, how to trust their own leaders, and
how to take greater control of their destiny.
As a result of the war, many colonists
started to become frustrated with Britain.
The Proclamation of 1763 and increased
British attention to American colonial affairs
angered many colonists.
Page 176 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
362
At least three points about the French and Indian War are given.
Each point is supported by information and facts from the text.
The closing sums up the text. There are no mistakes.
Two or three points about the French and Indian War are given.
Some points need to be supported by more information and facts
from the text. The closing sums up the text. There are few mistakes.
One or two points about the French and Indian War are given.
Some points need to be supported by more information and facts
from the text. The closing does not clearly sum up the text. There
are several mistakes.
A few points about the French and Indian War are given. The
points are not supported by information from the text. There is no
closing. There are many mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 4
ANSWER KEY
Chapter 11 · Lesson 1
Page 178 · Vocabulary Review
Page 180 · Reading Comprehension
1. Yes, she supports the British taxes on the
colonies.
3
/
.
3
0
-
4
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)
%
,
4
0
)
"
)
/
3
%
4
2
4
/
2. No, she feels the British have no right to tax
the colonies.
%
/
Unit 4
2
)
%
.
.
-
!
"
.
/
5
9
3
3
,
!
#
3. “Whether or not we pay taxes ought to be
a matter for us to help decide, not the king
and parliament alone!” Paraphrasing this is
correct as well.
4
2
%
/
-
!
4
%
4
-
4
.
9
0
4. It is likely that they are old friends. Jenny has
gone off to the colonies and has grown to
think like someone in a country increasingly
separate from England. Elizabeth, on the
other hand, still sees New England as a
group of colonies that owes allegiance to
the king. The differing views of the women’s
husbands also would have influenced them.
!
#
4
/
2
9
Page 181 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
© Macmillan/McGraw-Hill
1
0
Unit 4
The summary of events is thorough with cause and effect noted.
There are reasonable ideas about king’s compromises, e.g.,
allowing colonists some form of representation in parliament or
sharing tax revenue. There are no mistakes.
The key events are well summarized. Some suggestions for
compromise could be stronger. There are few mistakes.
There are one or two key events and/or causes and effects missing
from summary. There are no suggestions for compromise. There
are several mistakes.
The summary is weak and there are no suggestions for
compromise. There are many mistakes.
No response/incomprehensible response.
363
ANSWER KEY
Chapter 11 · Lesson 2
Unit 4
Page 183 · Vocabulary Review
Page 185 · Reading Comprehension
1. B, D, and E
1. False
2. A, C, and F
2. True
3. False
4. True
5. Answers might include brave, patriotic,
daring, fearless, and so on.
Page 186 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
The speech states the central idea, the need to fight against British
rule, in a persuasive way. At least three good reasons support the
central idea. There are no mistakes.
The speech states the central idea, the need to fight against British
rule, in a persuasive way. At least two good reasons support the
central idea. There are a few mistakes.
The speech states the central idea, the need to fight against
British rule, in a slightly persuasive way. At least one good reason
supports the central idea. There are several mistakes.
The speech does not state the central idea. Only a few details are
given. There is no closing. There are many mistakes.
No response/incomprehensible response.
364
Unit 4
ANSWER KEY
Chapter 11 · Lesson 3
Unit 4
Page 188 · Vocabulary Review
Page 190 · Reading Comprehension
1. Continental army
1. C
2. Declaration of Independence
2. B
3. Second Continental Congress
3. A
4. True
5. True
Page 191 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
The opening clearly states the central idea. The paper presents an
alternative history supported by at least three feasible cause-andeffect relationships. There are no mistakes.
The opening states the central idea. The paper presents an
alternative history supported by at least two cause-and-effect
relationships. There are few mistakes.
The opening states the central idea. The paper presents an
alternative history, but it is not feasible or not supported by causeand-effect relationships. There are several mistakes.
The opening does not state the central idea. The paper fails to
present an alternative history. There are many mistakes.
No response/incomprehensible response.
Unit 4
365
ANSWER KEY
Chapter 12 · Lesson 1
Page 195 · Vocabulary Review
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)
!
1. People were suddenly selling the goods for a
lot more than the goods were worth.
/
#
Page 197 · Reading Comprehension
0
2
$
)
.
'
,
/
9
!
4. Answers should include an explanation
that too many dollars in circulation were
counterfeit or legally printed without being
backed by anything of value.
%
9
2
,
)
3
2. Collect taxes from the states and demand
supplies from the states.
3. Printing money
%
2
Unit 4
4
.
'
Page 196 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
There is a strong opening. All five Ws are addressed. A closing
clearly sums up the aspects of the war. There are no mistakes.
There is a good opening. Four or less Ws are addressed. There is a
closing, but it could present a stronger summary. There are a few
mistakes.
There is a weak opening. Three or less Ws are addressed. There is
a closing, but it does not clearly sum up the aspects of the war.
There are several mistakes.
There is no opening. Two or less Ws are addressed. There is no
closing. There are many mistakes.
No response/incomprehensible response.
366
Unit 4
ANSWER KEY
Chapter 12 · Lesson 2
Unit 4
Page 198 · Vocabulary Review
Page 200 · Reading Comprehension
1. Betrays his or her country
1. D
2. Marines were soldiers who could fight on
land or at sea.
2. Supplies had to be dragged through thick
forest; colonists attacked traveling soldiers;
Burgoyne’s luxury items had to be added to
the supply train.
3. The treaty allied France with the United
States. The French sent troops and supplies
to aid in the war. It marked a shift in
European attitudes toward the new country.
4. Privateers could attack ships and seize
treasure. However, they operated
under the legal permission of the
American government.
3. A series of small attacks, small victories, and
privateer activities made it difficult for the
British to advance, despite their superior
size and strength—just as picnickers can be
defeated by tiny ants!
Page 201 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
© Macmillan/McGraw-Hill
1
0
Unit 4
The letter contains a clear summary of events surrounding the
battle. The letter discusses a soldier’s feelings about the war in a
believable way. There are no mistakes.
The letter contains a fair summary of events surrounding the
battle with no major factual inaccuracies. The letter discusses a
soldier’s feelings about the war in a believable way. There are few
mistakes.
The letter contains an incomplete summary of events surrounding
the battle with some major factual inaccuracies. The letter
discusses a soldier’s feelings about the war. There are several
mistakes.
The letter contains an incomplete summary of events surrounding
the battle with several major factual inaccuracies. The letter fails to
discuss a soldier’s feelings about the war. There are many mistakes.
No response/incomprehensible response.
367
ANSWER KEY
Chapter 12 · Lesson 3
Unit 4
Page 203 · Vocabulary Review
Page 205 · Reading Comprehension
1. France and Spain
1. C
2. Answers should include three of the
following: the British recognized American
independence; the Mississippi River became
the western border of the United States; the
Mississippi was open to ships from France,
Spain, Great Britain, and the United States;
Spain regained Florida; France regained
Senegal.
2. B
3. B
4. Answers might include that the American
desire not to be ruled by Britain makes
the nation ungovernable and the war
effort futile.
Page 206 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
The letter raises each of the key points from Sir Alfred’s letter.
The letter makes a logical rebuttal of each point. Each rebuttal is
factually accurate. There are no mistakes.
The letter raises most of the key points from Sir Alfred’s letter.
The letter makes a logical rebuttal of each point. Each rebuttal is
factually accurate. There are few mistakes.
The letter raises some of the key points from Sir Alfred’s letter. The
letter attempts a rebuttal of each point, but they are not very clear.
There are a few factual inaccuracies. There are several mistakes.
The letter raises one or no key points from Sir Alfred’s letter. There
are no rebuttals. There are many mistakes.
No response/incomprehensible response.
368
Unit 4
ANSWER KEY
Cause and Effect
Unit 4
Page 207 · Reading Skill
$BVTF
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CFGPVOEJOUIF"NFSJDBT
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'MPSJEBBOEUIFTPVUIFBTUFSOQBSUPGXIBUJT
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EVSJOHUIFFYQMPSBUJPOPG"NFSJDB
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UIFDPBTUXIFSFBTIJQXBTUPNFFUUIFN
%F4PUPIBEUPME/BUJWF"NFSJDBOTUIBUXIJUF
NFOXFSFJNNPSUBM
)JTNFOIBEUPIJEFIJTEFBUI
© Macmillan/McGraw-Hill
-JLFPUIFSFYQMPSFSTIFIPQFEUPmOEBSPVUF
UP$IJOBBOEFOPVHIHPMEUPMVSFTFUUMFSTUP
UIFBSFB
Unit 4
369
ANSWER KEY
Chapter 13 · Lesson 1
Unit 5
Page 209 · Vocabulary Review
Page 211 · Reading Comprehension
1. Shays’s Rebellion
1. More and more settlers were coming into
the area. Land developers wanted to buy the
land so they could sell it. The government
had to respond to this.
2. Northwest Ordinance
3. Articles of Confederation
4. Republic
2. It was a system of government that outlined
how the territories could become states. It
provided for the advancement of education
and some people’s freedoms and did not
allow slavery.
3. They sold land at high prices to farmers who
wanted to use the rich farmland for food and
trade.
4. The merchants’ refusal to accept paper
money and their demands for payment in
silver or gold.
5. False. The Congress thought the new nation
needed a strong central government to
ensure economic and political stability in all
the states.
Page 212 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
370
The main idea comes through the well-organized plot. Many vivid
details are given, and the characters are introduced. Conflict is
clear and strongly resolved in a satisfying closing. There are no
mistakes.
The main idea comes through the fairly well-organized plot. Three
or four vivid details are given, and the characters are introduced.
Conflict is resolved in a good closing. There are a few mistakes.
The main idea could come through in a stronger way and the
plot could be better organized. One or two details are given and
they could be more vivid. At least two characters are introduced.
Conflict could be better resolved in a stronger closing. There are
several mistakes.
The main idea does not come through well, and the plot is
disorganized. Few details are given, and characters are not
introduced. Conflict is unclear or unresolved in a weak closing.
There are many mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 5
ANSWER KEY
Chapter 13 · Lesson 2
Unit 5
Page 214 · Vocabulary Review
Page 216 · Reading Comprehension
1. Veto
1. Answers may include that Madison was
one of the hardest-working delegates; he
came prepared with the Virginia Plan; he
helped the convention arrive at the Great
Compromise.
2. Senate
3. Electoral College
4. Legislature
2. Madison’s journal is the only record we have
of the debates during the Constitutional
Convention.
5. Constitutional Convention
6. Great Compromise
7. House of Representatives
3. Students might infer that Madison listened
to everyone and he probably believed the
best solution was one that was fair to all
the states.
8. Delegate
Page 217 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
The main idea is clearly expressed. Many vivid details support the
argument, which is fully presented in two paragraphs. There is a
strong opening and closing. There are no mistakes.
The main idea is clearly expressed. Several vivid details support
the argument, which is fully presented in two paragraphs. There is
a good opening and closing. There are a few mistakes.
The main idea is expressed, but it could be clearer. There are few
details to support the argument, which could be better presented
or may be shorter than two paragraphs. The opening or closing
may not exist or one could be better. There are several mistakes.
The main idea is not clearly expressed. The supporting details are
not relevant or not clearly presented or are incomplete. There are
many mistakes.
No response/incomprehensible response.
Unit 5
371
ANSWER KEY
Chapter 13 · Lesson 3
Unit 5
Page 219 · Vocabulary Review
Page 221 · Reading Comprehension
1. Legislative Branch-X
1. B
2. Preamble-O
2. C
3. Judicial Branch-X
3. A
4. Supreme Court-X
4. Opinion; fact; fact; opinion
5. Federal System-O
5. They were successful. We know this because
the Constitution has been the foundation of
our country for over 200 years.
6. Executive Branch-X
7. Checks and Balances-O
Page 222 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
Letter includes at least three items from the Constitution, their
descriptions or definitions, and a valid reason why each would
benefit the nation. The letter includes an interesting opening and
conclusion. There are no mistakes.
Letter includes at least three items from the Constitution, their
descriptions or definitions, and a reason why each would benefit
the nation. One of the reasons may be invalid or missing. The letter
includes a good opening and conclusion. There are a few mistakes.
Letter includes two items from the Constitution. Descriptions
or definitions, and a reason why each would benefit the nation
may be invalid or missing. The letter has either an opening or a
conclusion. There are several mistakes.
Letter includes one item from the Constitution. A description
or definition, and a reason why it would benefit the nation are
missing or invalid. The letter lacks an opening and a conclusion.
There are many mistakes.
No response/incomprehensible response.
372
Unit 5
ANSWER KEY
Chapter 13 · Lesson 4
Unit 5
Page 224 · Vocabulary Review
Page 226 · Reading Comprehension
1. Bill of Rights
1. Madison had to include the Bill of Rights.
2. rule of law
2. It was important to have three branches so
that they would be equal in power.
3. amendment
3. Rule of law means that all government
officials have to follow the same rules that
the citizens of the United States must follow.
4. Antifederalists
5. Federalists
6. popular sovereignty
4. Madison believed a strong central
government would be best. Henry believed
that the Constitution took power away from
individual states and gave all of the power to
the central government.
5. Madison compromised and included the Bill
of Rights in the Constitution.
Page 227 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
© Macmillan/McGraw-Hill
1
0
Unit 5
The statement is clearly written with two rights and two
responsibilities given. A connection is made between each set of
rights and responsibilities, and vivid details are supplied. There are
no mistakes.
The statement is clearly written but may be missing one right or
one responsibility. A connection is made between at least one set
of rights and responsibilities, and details are supplied. There are
few mistakes.
The statement is written but is missing one or more rights and one
or more responsibilities. A connection is made between at least
one set of rights and responsibilities, but it could be clearer, and
more details could be supplied. There are several mistakes.
The statement is not clearly written. Several rights and
responsibilities are missing, or there is no connection between
them. Few details are supplied. There are many mistakes.
No response/incomprehensible response.
373
ANSWER KEY
Chapter 13 · Lesson 5
Unit 5
Page 229 · Vocabulary Review
Page 231 · Reading Comprehension
1. C
1. B
2. A
2. C
3. B
3. B
4. C
5. It was near the Mason-Dixon Line, which
divided the North from the South.
Page 232 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
The opening states the central idea, the perfect new capital for
the United States, in an interesting way. Three facts compare
and contrast the dream capital and Washington, D.C. Each fact
is supported with some details. The closing clearly sums up the
central idea. There are no mistakes.
The opening states the central idea, but it could be more
interesting. Two or three facts compare and contrast the dream
capital and Washington, D.C. Just a couple details support each
fact. The closing clearly sums up the central idea. There are few
mistakes.
The opening states the central idea, but it is not interesting. Only
one or two facts compare and contrast the dream capital and
Washington, D.C. There are no details to support the facts. The
closing does not clearly sum up the central idea. There are several
mistakes.
The opening does not state the central idea very clearly. Only a
few facts or details are given to support the central idea. There is
no closing. There are many mistakes.
No response/incomprehensible response.
374
Unit 5
ANSWER KEY
Chapter 14 · Lesson 1
Unit 5
Page 234 · Vocabulary Review
Page 236 · Reading Comprehension
1. Poverty
1. Native Americans often attacked the
pioneers.
2. Pioneer
2. Native Americans were the earliest
Americans.
3. Pioneer
4. Poverty
3. Answers should explain that he was called
“Mad” Anthony Wayne because of his
unpredictable behavior on the battlefield
or because his military actions were often
foolish.
4. Because Native American forces hid behind
trees that had blown over in a tornado.
5. Answers should state that the Native
Americans gave up their land and that
western expansion continued.
Page 237 · Writing Exercise
Writing Rubric
Score Descriptor
4
© Macmillan/McGraw-Hill
3
2
1
0
Unit 5
The opening states the central idea, the pros and cons of life as a
pioneer, in an interesting way. Three challenges (harsh conditions,
danger, unfamiliar land, etc.) and one reward (new land, ways to
earn money, etc.) are described to support the central idea. Each
example is supported with some details. The closing clearly states
the student’s recommendation for or against the pioneer life.
There are no mistakes.
The opening states the central idea, but it could be more
interesting. Two or three reasons are given to support the central
idea. Just a couple of details support each reason. The closing
clearly states the student’s recommendation for or against the
pioneer life. There are a few mistakes.
The opening states the central idea, but it is not interesting. Only
one or two reasons are given to support the central idea. There
are no details to support the reasons. The closing does not clearly
state the student’s recommendation. There are several mistakes.
The opening does not state the central idea very clearly. Only
a few details are given to support the central idea. There is no
closing. There are many mistakes.
No response/incomprehensible response.
375
ANSWER KEY
Chapter 14 · Lesson 2
Unit 5
Page 239 · Vocabulary Review
Page 241 · Reading Comprehension
1. Possible answer: The British followed a
policy of impressment. This picture shows
American sailors being taken by the British.
1. D
2. Possible answer: The House of
Representatives voted to impeach a
Supreme Court justice in 1804. This picture
shows the vote for impeachment in the
House of Representatives.
2. A
3. B
4. D
5. A
3. Possible answer: In 1803, the United States
bought the Louisiana Territory from the
French government. This was known as the
Louisiana Purchase. This map shows the land
that was part of the Louisiana Purchase.
Page 242 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
376
The opening of the notice states the central idea, the need for
special explorers for an incredible expedition, in an interesting
way. Qualities (ability to live in the wilderness, create maps, work
as a team, etc.) describe the perfect candidate. Details about the
journey support each quality. The closing clearly states why the
explorer will have the trip of a lifetime. There are no mistakes.
The opening of the notice states the central idea, but it could be
more interesting. Qualities describe the perfect candidate. Just
a couple of details about the journey support these qualities.
The closing clearly states why the explorer will have the trip of a
lifetime. There are a few mistakes.
The opening of the notice states the central idea, but it is not
interesting. Only one quality describes the perfect candidate.
There are a couple of details to support this quality. The closing
does not clearly state that this will be the trip of a lifetime. There
are several mistakes.
The opening of the notice does not state the central idea very
clearly. Only a couple details are given to support the central idea.
The closing does not sum up the central idea. There are many
mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 5
ANSWER KEY
Chapter 14 · Lesson 3
Unit 5
Page 244 · Vocabulary Review
Page 246 · Reading Comprehension
1. C
1. Louisiana Purchase
2. E
2. The North and the South
3. A
3. Goodwill tour; Era of Good Feelings
4. B
4. Answers should mention that Monroe
thought problems created by European
territories in North America could be solved
through the power of negotiation.
5. D
5. The Adams-Onis Treaty was named for the
two men who negotiated the treaty: John
Quincy Adams and Louis de Onis.
Page 247 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
© Macmillan/McGraw-Hill
1
0
Unit 5
The opening states the central idea, whether the author feels
the war was won, lost, or a draw in an interesting way. Three
facts (e.g., the British were unable to capture Fort McHenry, the
British fleet in Lake Champlain was destroyed, the British forces
were crushed in the Battle of New Orleans) support the author’s
opinion. Each fact is supported with some details. The closing
clearly sums up the central idea. There are no mistakes.
The opening states the central idea, but it could be more
interesting. Two or three facts confirm the author’s opinion. Just
a couple of details support each fact. The closing clearly sums up
the central idea. There are a few mistakes.
The opening states the central idea, but it is not interesting. Only
one or two facts support the author’s opinion. There are no details
to support the facts. The closing does not clearly sum up the
central idea. There are several mistakes.
The opening does not state the central idea very clearly. Only
a few facts or details are given to support opinion. There is no
closing. There are many mistakes.
No response/incomprehensible response.
377
ANSWER KEY
Compare and Contrast
Unit 5
Page 248 · Reading Skill
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© Macmillan/McGraw-Hill
'FEFSBMJTUT
378
Unit 5
ANSWER KEY
Chapter 15 · Lesson 1
Page 250 · Vocabulary Review
Page 252 · Reading Comprehension
1. Buy products such as the cotton gin, reaper,
or steel-blade plow.
)
.
4
)
.
$
5
3
4
2
)
!
,
2
%
6
/
,
'
)
.
5
4
)
/
.
2
#
(
0
#
/
4
2. The Industrial Revolution started in Great
Britain. Eli Whitney invented the cotton gin
in 1793. Steam engines allow factories to
move away from rivers
!
!
Unit 6
4
/
.
3. For example: This is the biggest sale of the
industrial Revolution.
'
%
.
%
4
!
4. All of the inventions help people to increase
production of something.
"
,
2
%
!
0
%
5. Inventions such as the cotton gin, reaper,
and steel-blade mechanical plow allowed
farmers who could afford to buy them to
produce more than they could by hand. As a
result, less hand labor was needed.
2
0
!
2
4
3
Page 253 · Writing Exercise
Writing Rubric
Score Descriptor
4
© Macmillan/McGraw-Hill
3
2
1
0
Unit 6
The opening starts the story in an interesting way. At least three
descriptions of life as a mill worker are given (when worker gets
up in the morning, what worker does at work, what worker eats
during the day, etc.). Each event in the story is supported by
information and facts from the text. The closing sums up the story.
There are no mistakes.
The opening starts the story, but could be more interesting. Two
or three descriptions of life as a mill worker are given. Some events
in the story need to be better supported by information and
facts from the text. The closing sums up the story. There are few
mistakes.
The opening starts the story, but could be more interesting. One
or two descriptions of life as a mill worker are given. Some events
in the story need to be better supported by information and facts
from the text. The closing does not clearly sum up the story. There
are several mistakes.
The story is not started clearly. No descriptions of life as a mill
worker are given. There is no closing. There are many mistakes.
No response/incomprehensible response.
379
ANSWER KEY
Chapter 15 · Lesson 2
Page 255 · Vocabulary Review
Unit 6
4. A. Locomotives and/or steamboats (or steam
engine), which made travel via boat and
train much quicker. B. The Erie Canal and/or
lock, which made it possible to connect the
Great Lakes to the Atlantic Ocean. C. The
telegraph, which made communication over
long distances possible.
1. C
2. D
3. E
4. A
5. B
Page 257 · Reading Comprehension
1. Travel on a steam-powered locomotive.
2. The steam engine
3. They both love new inventions and want to
try them out.
5. Ellie and her mother have very different
opinions about new inventions. Ellie is
excited by them and trusts them. She is
eager and willing to try them out and
actively reads to learn more. Ellie’s mother
is wary of new inventions. She is content to
let things stay as they are and lead a simple
life. Ellie’s mother is a little afraid of all the
changes.
Page 258 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
380
The opening states the goal in an interesting way. At least three
explanations of inventions or innovations, at least one of which
is in transportation, are given to support the goal. Each point is
supported by information and facts from the text. The closing
sums up the article. There are no mistakes.
The opening states the goal, but could be more interesting. Two
or three explanations of inventions or innovations, at least one of
which is in transportation, are given to support the goal. Some
points need to be better supported by information and facts from
the text. The closing sums up the article. There are few mistakes.
The opening states the goal, but could be more interesting. At
least two explanations of inventions or innovations, one of which
is in transportation, are given to support the goal. Some points
need to be better supported by information and facts from the
text. The closing does not clearly sum up the article. There are
several mistakes.
The goal is not stated clearly. Two or less explanations of
inventions or innovations are given to support the goal. There is
no mention of an innovation in transportation. There is no closing.
There are many mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 6
ANSWER KEY
Chapter 15 · Lesson 3
Unit 6
Page 260 · Vocabulary Review
Page 262 · Reading Comprehension
1. Trail of Tears
1. President Jackson was called an imperial
president because he increased the
President’s power.
2. Indian Removal Act
3. Indian Territory
2. C
4. Bank of the United States
3. Jackson saw the Bank of the United States
as a powerful institution that was not
controlled by the common people.
5. Union
4. A. Jackson believed the Union must be
preserved. B. Jackson believed that Native
Americans threatened the growth of the
United States.
5. President Jackson wanted to remove Native
Americans from their land in the east. He
championed the Indian Removal Act, which
passed through Congress in 1830. Cherokee
refused to leave and took their case to the
Supreme Court, where they won. Jackson
refused to honor the ruling and sent troops
to drive Cherokee from their homelands.
Page 263 · Writing Exercise
Writing Rubric
Score Descriptor
4
© Macmillan/McGraw-Hill
3
2
1
0
Unit 6
The opening starts the editorial in an interesting way. At least
three descriptions of the Trail of Tears are given. Each event is
supported by information and facts from the text. There are no
mistakes.
The opening could be more interesting. Two or three descriptions
of the Trail of Tears are given. Some events need to be better
supported by information and facts from the text. There are few
mistakes.
The opening could be more interesting. One or two descriptions
of the Trail of Tears are given. Some events need to be better
supported by information and facts from the text. There are
several mistakes.
The editorial is not started clearly. Only one description of the Trail
of Tears are given. There are many mistakes.
No response/incomprehensible response.
381
ANSWER KEY
Chapter 15 · Lesson 4
Unit 6
Page 265 · Vocabulary Review
Page 267 · Reading Comprehension
1. Second Great Awakening
1. Attend a meeting.
2. clipper ship
2. the Second Great Awakening
3. Women’s rights; ending slavery;
educational improvements
4. Possible answers include “This is a once-in-alifetime event!”
5. To inspire the townspeople to make positive
changes during a time of increased growth.
Page 268 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
The opening starts the entry in an interesting way. At least three
descriptions of New York City are given. Each description in the
entry is supported by information and facts from the text. The
closing sums up the entry. There are no mistakes.
The opening starts the entry, but could be more interesting.
Two or three descriptions of New York City are given. Some
descriptions in the entry need to be better supported by
information and facts from the text. The closing sums up the entry.
There are few mistakes.
The opening starts the entry, but could be more interesting. One
or two descriptions of New York City are given. Some descriptions
in the entry need to be better supported by information and facts
from the text. The closing does not clearly sum up the entry. There
are several mistakes.
The entry is not started clearly. At least three descriptions of New
York City are given. There is no closing. There are many mistakes.
No response/incomprehensible response.
382
Unit 6
ANSWER KEY
Chapter 16 · Lesson 1
Page 270 · Vocabulary Review
1. Fur traders, Jim Beckwourth, trappers
2. Carried all needed supplies, oxen, Prairie
Schooner
3. Borders, claim new lands, right to expand
Page 272 · Reading Comprehension
1. C
2. Until this time skins were usually obtained
by trading with Native Americans. Ashley’s
idea was to hire men who would trap the
animals themselves.
3. Beckwourth left the Crow and stopped
working for Ashley because beaver fur went
out of fashion. He could no longer make a
living as a trapper.
Unit 6
4. Answer must be yes or no, with reasons
to support the answer. An answer might
suggest that an autobiography full of tall
tales can be useful. One of the purposes of
an autobiography is to help the reader get to
know the writer. If the writer is a storyteller
like Beckwourth, the reader gets to know
him for what he really is. The facts may not
all be true, but the writer is being true to his
nature. Also, if the stories are good, this kind
of autobiography is entertaining to read,
even if it is not strictly true. Answers might
also suggest that it is not useful because it’s
too difficult to tell if the story is true or not,
which is more important to the reader than
insight into the writer’s life and personality.
Page 273 · Writing Exercise
Writing Rubric
Score Descriptor
4
© Macmillan/McGraw-Hill
3
2
1
0
Unit 6
The story gives an excellent account of the hardships, hopes, and
pleasures of the journey. The details of a traveler on the Oregon
Trail are well described and factually accurate. The story clearly
establishes a plot, point of view, setting, and conflict. There are no
mistakes.
The story gives a good account of the hardships, hopes, and
pleasures of the journey. The details of a traveler on the Oregon
Trail are well described with a few factual errors. The story
establishes a plot, point of view, setting, and conflict. There are
few mistakes.
The story gives a fair account of the hardships, hopes, and
pleasures of the journey. A few details of a traveler on the Oregon
Trail are described with several factual errors. The story’s plot,
point of view, setting, and conflict are not very clear. There are
several mistakes.
The story gives a poor account of the hardships, hopes, and
pleasures of the journey. A few details of a traveler on the Oregon
Trail are described with many factual errors. The story’s plot, point
of view, setting, and conflict are unclear. There are many mistakes.
No response/incomprehensible response.
383
ANSWER KEY
Chapter 16 · Lesson 2
Unit 6
Page 275 · Vocabulary Review
Page 277 · Reading Comprehension
1. Treaty of Guadalupe Hidalgo
1. A
2. Empresarios
2. C
3. The Mexican-American War
3. D
4. Californios
4. Answers might include that Houston showed
that it was possible to defeat the Mexican
troops and to drive them out. Frémont saw
that Houston had done this in Texas and
aimed to do the same in California.
5. Empresario
6. Vaqueros
Page 278 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
2
1
© Macmillan/McGraw-Hill
0
This piece is very well written, in the manner of a newspaper
editorial. The tone is persuasive. The editorial gives good reasons
why Texas should keep on fighting. There are no mistakes.
This piece is well written, mostly in the manner of a newspaper
editorial. The tone is mostly persuasive but could be more
persuasive. The editorial gives good reasons why Texas should
keep on fighting. There are few mistakes.
This piece is written somewhat in the manner of a newspaper
editorial. The tone is somewhat persuasive. The editorial gives one
adequate reason why Texas should keep on fighting. There are
several mistakes.
This piece is not written in the manner of a newspaper editorial.
The tone is not persuasive. The editorial gives no good reasons
why Texas should keep on fighting. There are many mistakes.
No response/incomprehensible response.
384
Unit 6
ANSWER KEY
Chapter 16 · Lesson 3
Unit 6
Page 280 · Vocabulary Review
Page 282 · Reading Comprehension
1. Forty-niner; Gold Rush
1. True
2. Compromise of 1850
2. False
3. Gold Rush
3. B
4. Forty-niners
4. Answers should include that the Gold Rush
created a large American population in
California. By September 1849 Californians
believed that their population was large
enough for California to become a state of
the Union.
5. Answers should include that there was a
balance in Congress between slave states
and free states. The admission of a free
California would upset that balance in favor
of free states. Congress had to find a way
to admit California but keep the balance
between slave states and free states. Answers
should include facts from the passage.
Page 283 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
© Macmillan/McGraw-Hill
2
1
0
Unit 6
The letter is persuasive and well written. It states at least three
factually accurate details about life as a miner. There is some
mention of discrimination toward certain miners. The correct letter
format is used. There are no mistakes.
The letter is persuasive and well written. It states at least two
factually accurate details about life as a miner. There is mention of
discrimination toward certain miners. The format of the letter is
correct with a few minor errors. There are few mistakes.
The letter is somewhat persuasive but could be better written. It
states at least one factually accurate detail about life as a miner.
There is no mention of discrimination toward certain miners. The
format of the letter has several errors. There are several mistakes.
The letter is not persuasive. It states no factually accurate details
about life as a miner. There is no mention of discrimination toward
certain miners. The format of the letter has several errors. There are
many mistakes.
No response/incomprehensible response.
385
ANSWER KEY
Draw Conclusions
Unit 6
Page 284 · Reading Skill
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DSFBUFEUPNFFUBHSPXJOHOFFEGPSBGBTUFSDBSHPTIJQ
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5SBEFSTOFFEFEGBTUFSTIJQTJOPSEFS
UPNPWFDBSHPNPSFRVJDLMZBOE
BWPJEEBOHFSBUTFB
%FUBJM
5IF6OJUFE4UBUFTVTFEDMJQQFSTIJQT
GSPNBCPVUUPCVUNPTU
XFSFCFJOHMBVODIFEJOUIF
TFWFOZFBSQFSJPECFUXFFO
BOE
$PODMVTJPO
$MJQQFSTIJQTUSBOTGPSNFE
MPOHEJTUBODFTIJQQJOHCFDBVTF
USBEFSTDPVMENPWFHPPETNVDI
GBTUFSUIBOUIFZDPVMECFGPSF
386
%FUBJM
$MJQQFSTIJQTTFUXPSMETQFFESFDPSET
5IF+BNFT#BJOFTTBJMFEBSPVOEUIF
XPSMEJOEBZT
© Macmillan/McGraw-Hill
%FUBJM
5IFDMJQQFSTIJQEFTJHONBEF
TQFFENPSFJNQPSUBOUUIBODBSHP
TQBDF5IFNBOZTBJMTDBVHIUUIFXJOE
UPJODSFBTFTQFFE5IFMPOHTMJNTIBQF
QPJOUFECPXBOEUIFXBZUIFTUFSO
IVOHPWFSUIFXBUFSBMMPXFEDMJQQFS
TIJQTUPNPWFGBTUFS
Unit 6
ANSWER KEY
Chapter 17 · Lesson 1
Page 286 · Vocabulary Review
Unit 7
3. Garrison published the letter because
it came from a woman with personal
experience of slavery. He knew this made the
letter an especially powerful statement of
support for the abolitionist movement. Also,
he may have thought that Angelina’s letter
would encourage more women to join the
abolitionists.
1. Northerners opposed to slavery
2. Southern plantation owners
3. Northerners opposed to slavery
4. Southern plantation owners
5. Missouri Compromise
6. Kansas-Nebraska Act
Page 288 · Reading Comprehension
1. They turned their backs on their own
privileges to fight for what they felt was right.
2. People on both sides had strong feelings
about slavery. Abolitionists felt that slavery
was morally wrong, and slave owners felt
that the abolition of slavery would threaten
their way of life.
4. Some abolitionists felt it was wrong for
women to hold such strong opinions. They
did not believe that women should play an
active part in public life.
5. Sarah and Angelina were pioneers in many
ways. They came out of the slave-owning
South to speak against slavery, against their
own family and culture. They were among
the first American women to speak in
public. Angelina was the first woman to be
invited to speak at the Massachusetts State
Legislature. The sisters were also pioneers in
the early women’s rights movement.
Page 289 · Writing Exercise
Writing Rubric
Score Descriptor
4
© Macmillan/McGraw-Hill
3
2
1
0
Unit 7
The letter is vivid and carefully presented. The reader’s concerns
are expressed well and the conclusions are arrived at by well
described experience and reasoned argument. Garrison would
definitely publish it. There are no mistakes.
Garrison might think twice before publishing this letter. The writer’s
experiences are vividly described but tend to get in the way of
reasonable argument. The writer holds strong convictions, but the
letter is too emotional and personal. There are few mistakes.
The letter is powerfully felt but poorly organized. The writer has
evidently experienced the violence that is the main concern but
does not really have clear or workable ideas about how to deal
with the problem. There are several mistakes.
Garrison would not publish this letter. The writer has learned very
little from attending abolitionist meetings and has few ideas about
how to deal with the trouble that so often blights them. The writer’s
arguments are thin and poorly organized. There are many mistakes.
No response/incomprehensible response.
387
ANSWER KEY
Chapter 17 · Lesson 2
Page 291 · Vocabulary Review
Unit 7
3. Dishwater might be tepid, bland, used, and/
or uninteresting.
1. C
2. A
3. B
4. Confederate States of America
5. States’ rights
Page 293 · Reading Comprehension
1. The Civil War was still raging, and Lincoln
might not have had time to come to
Gettysburg. The committee arranged to have
Everett present the main address and invited
Lincoln in the hope that he might find time
in his busy schedule.
2. The President did what he was asked. His
very short speech can be called “a few
appropriate remarks.”
4. The student’s answer should acknowledge
that Lincoln did a great deal more in the
Gettysburg Address than remember the
dead and dedicate the cemetery. The
student should address the problem of
whether Lincoln was “using” the occasion
to talk about politics and the nature of the
freedoms discussed in the Declaration of
Independence. The student should recognize
that Lincoln was in fact talking about why
those men had died and what they had died
for. He was honoring the dead by honoring
the cause for which they had given their
lives. Part of the greatness of the speech
lies in the promise that Lincoln made to the
fallen and in redefining the words of the
Declaration of Independence to make a new
promise to the nation they died for.
Page 294 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
388
The writer demonstrates a clear understanding of what was
achieved and what was destroyed. The writer also shows an
understanding of how the formal discipline of a poem may
be used to debate and balance conflicting ideas. There are no
mistakes.
This poem weighs the gains against the losses well but does not
go quite far enough in exploring them. The poem is formally good,
but the debate is weighted too much on one side. There are a few
mistakes.
There are not enough gains and not enough losses in this answer.
The sense of poetic form is good, but there is not enough sense
of debate here. The poem lacks drama and atmosphere. There are
several mistakes.
There seems to be so little lost and so little gained that this poem
almost suggests that the Civil War was hardly worth fighting.
There is little sense of poetic form here and little sense of drama.
There are many mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 7
ANSWER KEY
Chapter 17 · Lesson 3
Page 296 · Vocabulary Review
Unit 7
Page 298 · Reading Comprehension
Reconstruction aimed to do more than
just rebuild the South. It was also an effort
to change its way of life. President Andrew
Johnson aimed to create equality for black
people, but many former Confederate states
resisted change. Though they signed the
Thirteenth and Fourteenth Amendments,
they quickly introduced black codes, which
limited the freedom of black citizens to vote,
to travel, and to work in certain businesses.
Life was in many ways no better for free
Southern blacks than it had been before
the war. Many former slaves worked by
sharecropping for their former masters,
but instead of being paid in cash, they were
given shares in crops. Also, Jim Crow laws
were enacted that made segregation legal.
The Freedmen’s Bureau was created to
protect the rights and well-being of former
slaves, and 4,000 schools were set up in an
effort to educate them.
1. The Union army left the former Confederate
states in 1877, leaving them free to
legislate without any immediate threat of
punishment.
2. He tried it out in Louisville, Kentucky.
Kentucky was a Southern state, with many
slaves and slave owners. Southern audiences
would be more likely to react well to such a
performance than audiences in the North.
3. The comical rascal Jim Crow was a parody that
made fun of African Americans and made light
of how difficult their lives were under slavery.
4. The familiar image of Jim Crow was useful
to whites as a shorthand way of describing
customs, and later laws, of segregation.
African Americans turned the phrase to their
own advantage by using the Jim Crow figure
as an expression of white attitudes toward
black men. The student might also make
the point that the theft of black identity was
associated with the theft of liberty.
Page 299 · Writing Exercise
Writing Rubric
Score Descriptor
4
© Macmillan/McGraw-Hill
3
2
1
0
Unit 7
This story has a strong narrative structure, has good atmosphere,
and is full of accurate historical detail. The characters are well
drawn. The story is believable and moving. There are no mistakes.
The historical detail is accurate, but the student has not quite
used it to create a story. The characters are well drawn but a little
generalized. There is some overwriting, which gets in the way of
credibility and real atmosphere. There are few mistakes.
There is a lack of historical detail here, which weakens the sense of
time and place. The characterization is thin and generalized. The
narrative lacks substance and reads as a sequence of events rather
than as a particular person’s story. There are several mistakes.
This barely reads as a story, and as a sequence of historical
events it is incomplete and inaccurate. There is no real attempt at
characterization or period atmosphere. There are many mistakes.
No response/incomprehensible response.
389
ANSWER KEY
Chapter 18 · Lesson 1
Unit 7
Page 301 · Vocabulary Review
Page 303 · Reading Comprehension
1. Strike
1. The family came to the United States to
improve their living conditions.
2. Transcontinental railroad
2. The family worked in factories and
sweatshops.
3. Labor union
4. Corporation
3. The family was able to travel across the
country and look for better opportunities.
5. Sweatshop
4. The labor union tried to help the narrator’s
father by getting him better insurance and a
higher salary.
5. The strike hurt the narrator’s father because
when they went on strike, the father earned
no money.
6. The family learned the language and
customs of their new home.
Page 304 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
390
The speech has an introduction and a conclusion. The speech
discusses several advantages (e.g., more pay, better working
conditions, etc.) and disadvantages (e.g., may have to strike
and lose pay, risk physical violence, etc.) and concludes which
outweighs the other. There are no mistakes.
The speech has an introduction and a conclusion. It lists one
advantage and disadvantage and comes to a conclusion. There are
a few mistakes.
The speech has an introduction and a conclusion. It may be
missing advantages or disadvantages or come to a conclusion
that is not supported by the text of the speech. There are several
mistakes.
The speech is missing an introduction and a conclusion. It cites
no examples of advantages/disadvantages and comes to no
conclusion. There are many mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 7
ANSWER KEY
Chapter 18 · Lesson 2
Unit 7
Page 306 · Vocabulary Review
3. They wanted to have a part in voting.
1. D
3. B
5. A
7. C
2. F
4. H
6. E
8. G
4. They wanted better jobs and to
escape discrimination.
Page 308 · Reading Comprehension
1. Each speaker faced discrimination.
5. Answers can include that immigrants
brought their language, customs, and
traditions; African Americans started the
Harlem Renaissance; women worked for
reform and suffrage.
2. Both are organizations that helped
immigrants.
Page 309 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
© Macmillan/McGraw-Hill
2
1
0
Unit 7
The student has written a well-organized and detailed letter about
a new immigrant’s experience in the United States. The letter talks
about an ethnic society and tells three ways in which that society
helps new immigrants (e.g., help celebrate, lend money, organize
community events). It also mentions one tradition from the writer’s
native country (e.g., traditional holiday celebrations) and tells how the
writer feels about living in the United States. There are no mistakes.
The student has written an organized letter about a new
immigrant’s experience in the United States. The letter talks about
an ethnic society and tells three ways in which that society helps
new immigrants. It also mentions one tradition from the writer’s
native country and tells how the writer feels about living in the
United States. There are a few mistakes.
The student has written an unorganized letter about a new
immigrant’s experience in the United States. The letter mentions
an ethnic society and tells two ways in which that society helps
new immigrants. It does not mention a tradition from the writer’s
native country but tells how the writer feels about living in the
United States. There are several mistakes.
The student has written about a new immigrant’s experience in
the United States, but the paper is not in the form of a letter. It
mentions an ethnic society and tells one way in which that society
helps new immigrants. It does not mention a tradition from the
writer’s native country or tell how the writer feels about living in
the United States. There are many mistakes.
No response/incomprehensible response.
391
ANSWER KEY
Chapter 18 · Lesson 3
Unit 7
Page 311 · Vocabulary Review
Page 313 · Reading Comprehension
1. Quota
1. True
3. False
2. Holocaust
2. True
4. False
3. Refugee
5. Answers can include that the writer’s family
came to California to live in a Spanish
colony, and that Isabel’s family came many
years later when California was a U.S. state.
Students should indicate whether they think
these families came for the same reason.
For example: yes, because they all came for
new opportunities; no, because they came at
different times.
4. Diverse
Page 314 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
392
The student has written a logical and well-organized paper about
the causes of twentieth-century immigration to the United States.
More than two reasons for immigration are mentioned (e.g.,
war, persecution, natural disasters). The student mentions more
than two of the regions from which these immigrants came (e.g.,
Mexico, Southeast Asia). The student talks about how a change in
quotas affected immigration. There are no mistakes.
The student has written a logical and organized paper about the
causes of twentieth-century immigration to the United States. Two
reasons for immigration are mentioned. The student mentions two
of the regions from which these immigrants came. The student
talks about how a change in quotas affected immigration. There
are a few mistakes.
The student has written a paper about the causes of twentiethcentury immigration to the United States. Two reasons for
immigration are mentioned. The student mentions two of the
regions from which these immigrants came. The student talks
about how a change in quotas affected immigration. There are
several mistakes.
The student has written an unorganized paper about the causes of
twentieth-century immigration to the United States. One reason
for immigration is mentioned. The student mentions one of the
regions from which these immigrants came. The student does not
talk about how a change in quotas affected immigration. There are
many mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 7
ANSWER KEY
Chapter 19 · Lesson 1
Page 316 · Vocabulary Review
A brief paragraph should use both of the
lesson’s vocabulary words to describe important
American values expressed in the Declaration
of Independence, such as the protection of
unalienable rights and popular sovereignty.
Page 318 · Reading Comprehension
1. Answer can convey the idea that Jefferson
believed deeply in people’s right to be ruled
fairly by their government.
2. C
Unit 7
3. Answer can express the idea that the
Declaration of Independence is a lasting
document that presents important core
values and helped shape a new nation.
4. Answer can convey the idea that the phrase
means that all people, no matter their
background or beliefs, have the same rights
to life, liberty, and the pursuit of happiness.
Answer should also mention that the
phrase expresses the core democratic value
of giving each person a voice in running
the country by choosing leaders for the
government, and that the government
should serve all the people, both the
powerful and those less powerful.
Page 319 · Writing Exercise
Writing Rubric
Score Descriptor
4
3
© Macmillan/McGraw-Hill
2
1
0
Unit 7
The introduction is interesting and states the main idea, that
the Declaration and the Constitution have benefited U.S.
citizens in several or many ways. At least three specific examples
from pages 636–639 in the textbook are given to support this
statement. These examples deal with both the Declaration and the
Constitution and are written in a clear fashion and logical order.
The conclusion sums up the argument. There are no mistakes.
The introduction states a main idea, but it could be more interesting
or clear. Two or three specific examples from pages 636–639 in the
textbook are given to support this statement. These examples deal
with both the Declaration and the Constitution but are not always
written in the most clear and logical fashion. The conclusion sums
up the argument. There are few mistakes.
The opening states a main idea but nothing more. Two examples
from pages 636–639 in the textbook are given to support this
statement. These examples deal with both the Declaration and
the Constitution but are not always written in a clear and logical
fashion. The conclusion does not clearly sum up the argument.
There are several mistakes.
The introduction does not include a main idea. Only one example
from pages 636–639 in the textbook is discussed. This example
deals only with the Declaration or the Constitution. There is no
conclusion. There are many mistakes.
No response/incomprehensible response.
393
ANSWER KEY
Chapter 19 · Lesson 2
Page 321 · Vocabulary Review
Unit 7
4. Began a process by which U.S. government
began returning land to Native Americans,
states were required to honor agreements
with Native Americans.
La Causa
1. Formed to achieve better wages and
conditions for migrant farm workers.
2. Organized and led by labor leaders César
Chávez, Dolores Huerta, and Larry Itliong.
3. Grape pickers in Delano marched 250 miles
to Sacramento to publicize their demands.
4. Grape growers agreed to improve wages and
conditions for migrant workers.
American Indian Movement
1. Formed to draw attention to the rights and
needs of Native Americans.
Page 323 · Reading Comprehension
1. Americans with Disabilities
2. Answer should convey the idea that the gym
was in effect discriminating against people
with certain disabilities.
3. D
4. Answer should describe a phone call
between Louisa and someone at the gym.
The answer should also include a result of
this phone call.
2. Organized and led by a group of Chippewa.
3. Members seized Alcatraz Island.
Page 324 · Writing Exercise
Writing Rubric
Score Descriptor
3
2
1
0
394
The beginning of the story establishes a setting, main character,
and situation. The middle includes an account of how the main
character reacts. The ending describes a positive and inspiring
resolution. The writer uses specific details. There are no mistakes.
The beginning of the story establishes a main character and
situation involving inequality but lacks a specific setting. The
middle includes an account of how the main character reacts. The
ending describes a resolution. The story would benefit from more
specific details. There are few mistakes.
The beginning of the story establishes a main character, but the
situation is hard to follow. The middle includes an account of how
the main character reacts. The ending lacks a clear resolution.
There are few specific details. There are several mistakes.
The beginning of the story does not clearly establish a setting,
main character, and situation involving inequality. The middle
includes an account of how the main character chooses to react,
but it could be clearer. The ending lacks a clear resolution. There
are few, if any, specific details. There are many mistakes.
No response/incomprehensible response.
© Macmillan/McGraw-Hill
4
Unit 7
ANSWER KEY
Make Inferences
Unit 7
Page 325 · Reading Skill
Inferences could include the following:
© Macmillan/McGraw-Hill
%FUBJMTGSPN1BTTBHF
Unit 7
*OGFSFODF
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GBDUUIFSFXBTIVHFQSFKVEJDFBHBJOTUUIFN
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DSFBUFEBNVDICJHHFSNPWFNFOU5IFmOBM
TUSBXXBT3PTB1BSLTTSFGVTBMUPNPWFUPUIF
CBDLPGUIFCVT5IJTTFUPõBDIBMMFOHFUIBU
QFPQMFXFSFSFBEZUPBDDFQU
395
© Macmillan/McGraw-Hill
Teacher’s Notes
396
Grade 5
© Macmillan/McGraw-Hill
Teacher’s Notes
Grade 5
397
© Macmillan/McGraw-Hill
Teacher’s Notes
398
Grade 5
© Macmillan/McGraw-Hill
Teacher’s Notes
Grade 5
399
© Macmillan/McGraw-Hill
Teacher’s Notes
400
Grade 5