activity kit preview -...

Activity Kit Preview

World History 1

Prehistoric Cave Paintings

Terrace Farming

World GeoGrapHy 9

civics and Government 4

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.

The

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United states History 6

The Treatment of African American

Prisoners of WarUnited states History 6

Primary Source• provides hands-on analysis

for history, geography, and civics and government

• provides engaging classroom activities

• includes a teacher’s Guide

Contents

Copyright © Holt McDougal. All rights reserved.

iii Primary Source Activity Kit Teacher’s Guide

To the Teacher........................................iv

Rubrics .....................................................vi

Working with Primary Sources Analyzing Primary Sources................... viii Analyzing Visuals ....................................ix Interpreting Political Cartoons ..................x Recognizing Bias......................................xi

Teaching Strategies Civics and Government

Document 1: Frontispiece of Leviathan ....1 Document 2: Mayflower Compact ............2 Document 3: Notes on a Speech by

Alexander Hamilton ................................3 Document 4: Federalist Paper No. 51 ......4 Document 5: The U.S. Bill of Rights ........5 Document 6: Clarence Gideon’s Petition

to the U.S. Supreme Court ......................6 Document 7: Thomas Jefferson’s Letter

to the Danbury Baptists...........................7 Document 8: Documenting the Struggle

for Voting Rights.....................................8 Document 9: Andrew Jackson

Political Cartoon......................................9 Document 10: Political Parties

Cartoon..................................................10

U.S. History Document 1: Columbus Describes

the Americas..........................................11 Document 2: Virginia Settlement

Broadside ..............................................12 Document 3: Letter Describing the

Battle of Bunker Hill.............................13 Document 4: Meriwether Lewis’s List

of Expenses ...........................................14 Document 5: Map of U.S. Political

Divisions ...............................................15 Document 6: Letters about African

American Prisoners of War...................16 Document 7: Thirteenth Amendment......17 Document 8: Child Labor Photo .............18 Document 9: Women’s Suffrage

Cartoon..................................................19 Document 10: Headlines from the

Spanish-American War .........................20

Document 11: Civilian Defense Questionnaire ........................................ 21

Document 12: 1950s Advertisement....... 22 Document 13: Images of the Civil

Rights Movement.................................. 23 Document 14: Vietnam War Cartoon ..... 24 Document 15: President Reagan’s “Tear

Down this Wall” Speech” ..................... 25

World Geography Document 1: Map of Mount Vernon....... 26 Document 2: Population Cartogram........ 27 Document 3: Illustrations of Native

Americans ............................................. 28 Document 4: Antarctica Description....... 29 Document 5: A Pioneer Describes the

Rocky Mountains .................................. 30 Document 6: Description of the

Eruption of Mount Vesuvius................. 31 Document 7: Nighttime Lights................ 32 Document 8: New York City .................. 33 Document 9: Photograph of Terrace

Farms .................................................... 34 Document 10: Aerial Photographs of a

Natural Disaster .................................... 35

World History Document 1: Prehistoric Rock Art .......... 36 Document 2: The Bhagavad Gita ........... 37 Document 3: Mosaic of the Battle

of Issus .................................................. 38 Document 4: Description of Mecca ........ 39 Document 5: Illuminated Manuscript ..... 40 Document 6: Scroll Painting of the

Mongol Invasions ................................. 41 Document 7: Sketches of Weapons......... 42 Document 8: Sixteenth Century Map of

the World .............................................. 43 Document 9: A Portrait of Napoleon ...... 44 Document 10: Painting of the Battle

of Adwa................................................. 45 Document 11: Description of the

Sinking of the Lusitania........................ 46 Document 12: Soviet War Poster............ 47 Document 13: Communist Propaganda

Poster .................................................... 48 Document 14: UN Resolution on the

Partition of Palestine............................. 49 Document 15: Nelson Mandela’s

Nobel Lecture ....................................... 50

Q Samples of Primary Source Cards in this preview.

Q

Q

Q

Q

Q

Q

Q

Q

Contents


iii Primary Source Activity Kit Teacher’s Guide

To the Teacher........................................iv

Rubrics .....................................................vi

Working with Primary Sources Analyzing Primary Sources................... viii Analyzing Visuals ....................................ix Interpreting Political Cartoons ..................x Recognizing Bias......................................xi

Teaching Strategies Civics and Government

Document 1: Frontispiece of Leviathan ....1 Document 2: Mayflower Compact ............2 Document 3: Notes on a Speech by

Alexander Hamilton ................................3 Document 4: Federalist Paper No. 51 ......4 Document 5: The U.S. Bill of Rights ........5 Document 6: Clarence Gideon’s Petition

to the U.S. Supreme Court ......................6 Document 7: Thomas Jefferson’s Letter

to the Danbury Baptists...........................7 Document 8: Documenting the Struggle

for Voting Rights.....................................8 Document 9: Andrew Jackson

Political Cartoon......................................9 Document 10: Political Parties

Cartoon..................................................10

U.S. History Document 1: Columbus Describes

the Americas..........................................11 Document 2: Virginia Settlement

Broadside ..............................................12 Document 3: Letter Describing the

Battle of Bunker Hill.............................13 Document 4: Meriwether Lewis’s List

of Expenses ...........................................14 Document 5: Map of U.S. Political

Divisions ...............................................15 Document 6: Letters about African

American Prisoners of War...................16 Document 7: Thirteenth Amendment......17 Document 8: Child Labor Photo .............18 Document 9: Women’s Suffrage

Cartoon..................................................19 Document 10: Headlines from the

Spanish-American War .........................20

Document 11: Civilian Defense Questionnaire ........................................ 21

Document 12: 1950s Advertisement....... 22 Document 13: Images of the Civil

Rights Movement.................................. 23 Document 14: Vietnam War Cartoon ..... 24 Document 15: President Reagan’s “Tear

Down this Wall” Speech” ..................... 25

World Geography Document 1: Map of Mount Vernon....... 26 Document 2: Population Cartogram........ 27 Document 3: Illustrations of Native

Americans ............................................. 28 Document 4: Antarctica Description....... 29 Document 5: A Pioneer Describes the

Rocky Mountains .................................. 30 Document 6: Description of the

Eruption of Mount Vesuvius................. 31 Document 7: Nighttime Lights................ 32 Document 8: New York City .................. 33 Document 9: Photograph of Terrace

Farms .................................................... 34 Document 10: Aerial Photographs of a

Natural Disaster .................................... 35

World History Document 1: Prehistoric Rock Art .......... 36 Document 2: The Bhagavad Gita ........... 37 Document 3: Mosaic of the Battle

of Issus .................................................. 38 Document 4: Description of Mecca ........ 39 Document 5: Illuminated Manuscript ..... 40 Document 6: Scroll Painting of the

Mongol Invasions ................................. 41 Document 7: Sketches of Weapons......... 42 Document 8: Sixteenth Century Map of

the World .............................................. 43 Document 9: A Portrait of Napoleon ...... 44 Document 10: Painting of the Battle

of Adwa................................................. 45 Document 11: Description of the

Sinking of the Lusitania........................ 46 Document 12: Soviet War Poster............ 47 Document 13: Communist Propaganda

Poster .................................................... 48 Document 14: UN Resolution on the

Partition of Palestine............................. 49 Document 15: Nelson Mandela’s

Nobel Lecture ....................................... 50

To the Teacher

Copyright © by Holt McDougal. All rights reserved.

iv Primary Source Activity Kit Teacher’s Guide

Holt McDougal’s Primary Source Activity Kit is designed to engage students in the study of social studies by using historical documents to illustrate key themes and issues. Designed for students in grades 6 to 12, the Primary Source Activity Kit is a compilation of primary and secondary sources that cover the main social studies disciplines: civics and government, U.S. history, world geography, and world history. The documents are designed to enhance classroom instruction by providing students opportunities to examine historical, geographical, and governmental records; to analyze a variety of points of view; and to use critical thinking strategies to interpret historical documents.

The Primary Source Activity Kit can be used as part of class instruction or for individual or small group enrichment activities. The kit includes 50 different documents displayed on durable cards. Each primary source card contains information about the document and a high-interest, engaging activity designed to enhance students’ understanding of the document and of the topic or time period. In addition to the cards, the Kit also contains a Teacher’s Guide to enhance your classroom instruction of the documents.

Primary Source Cards The Primary Source Activity Kit features 50 different primary source cards that focus on social studies. The 50 documents cover four key disciplines—Civics and Government, U.S. History, World Geography and World History.

• Civics and Government The Primary Source Activity Kit includes 10 documents related civics and government. These documents address the foundations of U.S. government, the debate over the Constitution, civil rights, presidential power, and political parties.

• U.S. History Fifteen documents cover the range of American history from Columbus’s discovery of the Americas to the end of the Cold War. Documents address topics from U.S. history such as early colonial settlement, sectionalism, the treatment of African American prisoners of war, the Spanish-American War, and the civil rights movement.

• World Geography Also included in the Primary Source Activity Kit are 10 World Geography documents that cover each of the essential elements of geography. These world geography documents include maps, descriptions of physical and human systems, photographs of landscapes, and satellite images.

• World History A variety of documents address the many different eras of world history. Fifteen documents covering a range of civilizations and time periods help students understand important concepts in world history. Topics include Hinduism, the Middle Ages, the Mongol invasions, the world wars, and the creation of Israel.

The documents cover a wide range of sources, including newspaper articles, photographs, paintings, letters, maps, diaries, and government documents. Each document has five high-quality cards so that you can organize students into small groups, each with its own card. On the back of each card is a short background of the issues or topics relating to the document, information about the document, and brief instructions for an engaging classroom activity related to the document.

continued To the Teacher


v Primary Source Activity Kit Teacher’s Guide

Teacher’s Guide Included in the Primary Source Activity Kit is a Teacher’s Guide containing strategies for how to implement each document into your classroom instruction. The Teacher’s Guide contains teaching strategies, rubrics, and student worksheets.

• Teaching Strategies Included in the Teacher’s Guide is a one-page Teaching Strategy for each document. Each Teaching Strategy page contains the background information from the back of the card, so that you have the same information that students will see. Also included are instructions for conducting the classroom activity.

• Rubrics The Teacher’s Guide also provides guidance for assessing classroom activities. Located in the front of the Guide are brief rubrics that give you the basic indicators for assessing student performance on a variety of classroom activities. Use the rubrics as they are, or add you own indicators for a more customized rubric.

• Document-Analysis Worksheets To help students understand how to analyze historical documents, the Teacher’s Guide includes black-line masters of key document-analysis worksheets. These worksheets teach basic skills for analyzing primary sources and provide students an opportunity to practice those skills. Use the worksheets as an introduction to the document or as a quick lesson on critical thinking skills.

The documents in the Primary Source Activity Kit will not only help students sharpen their thinking skills, but will also engage them in the study of key social studies topics. Whether used as class, group, or individual assignments, the study of these historical documents will help motivate all your students.

Rubrics


vi Primary Source Activity Kit Teacher’s Guide

Use the following rubrics to help you assess student performance in the various activities.

ADVERTISEMENTS • Advertisement clearly identifies the good or service to its intended audience. • Advertisement attempts to persuade the target audience to take advantage of the good or

service being advertised. • Advertisement is eye catching and effectively appeals to its target audience. • Advertisement uses accurate spelling, punctuation, and grammar.

ARTWORK • Artwork clearly expresses a message to its audience and shows an understanding of the

concepts or topics being depicted. • Artwork is creative, attractive, and appropriate. • Spelling, punctuation, and grammar of the text that accompanies the artwork are accurate.

DEBATES • Participants offered effective, convincing, and relevant arguments. • Participants’ statements are accurate and well researched. • Participants responded to opposing arguments convincingly and effectively. • Participants followed the appropriate format and time limits.

EDITORIALS AND LETTERS TO THE EDITOR • Letter clearly states the writer’s position on the topic. • Letter is persuasive and provides specific facts and evidence to support the writer’s opinion. • Letter effectively addresses opposing arguments. • Letter uses accurate spelling, punctuation, and grammar.

JOURNALS • Journal entry exhibits an understanding of the individual’s life and the period in which he or

she lived. • Journal entry clearly expresses a point of view relevant to the period. • Journal entry is well written and ideas are clear and articulately expressed. • Journal entry uses accurate spelling, punctuation, and grammar.

LETTERS• Heading, greeting, and signature are appropriate to the purpose of the letter. • Letter exhibits logical organization and is clear and easy to follow. • Letter clearly states the writer’s purpose and supports the main idea with adequate evidence. • Letter uses accurate spelling, punctuation, and grammar.

rubrics sample

Name _____________________________ Class _________________ Date __________________

Working with Primary Sources


x Primary Source Activity Kit Teacher’s Guide

Interpreting Political Cartoons Political cartoons are illustrations that use exaggerated characteristics to convey a specific message. Usually created for magazines or newspapers, political cartoons often express a specific point of view on a particular issue or event. Use the chart below and the acronym BASIC to interpret political cartoons.

B Background KnowledgeWhat do you already know about this source or this subject? To what events, issues, or people does the cartoon refer?

A Argument What message is the artist trying to convey? What indicates that to you?

S Symbolism What symbols does the artist use in the cartoon? What do those symbols mean?

I Irony Irony is the use of words to express something other than their literal meaning. Is there irony present in the cartoon? Explain.

C Caricature Does the artist use caricature, or exaggerated facial features or figures? What might the use of caricature indicate?

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U.S. History Teaching Strategies Document 10


20 Primary Source Activity Kit Teacher’s Guide

Headlines from the Spanish-American War BACKGROUND Toward the end of the 1800s two New York newspapers became involved in a heated competition for readers. In the 1880s Joseph Pulitzer’s New York World gained popularity with New Yorkers due to its use of attention-grabbing stories and illustrations. In 1895 publisher William Randolph Hearst built the New York Journal to rival the World. The two newspapers soon became involved in a fierce competition. Both papers used scandalous stories, vivid illustrations, and shocking headlines to attract readers. This type of sensationalist reporting became known as yellow journalism.

In the late 1890s international events became the focus of such yellow journalism. At the time, Cuba was still ruled by Spain, and many Cubans favored independence. In 1895 Cubans rose in revolt. In response, the Spanish army began a brutal crackdown on the rebels and on Cuban civilians. American journalists were in Cuba to report on the events taking place. Vivid descriptions of Spanish brutality convinced many Americans to support the rebels. American newspapers such as the Journal and the World, began to call for U.S. military intervention.

In 1898 the United States sent the battleship USS Maine to Havana Harbor to protect the lives and property of U.S. citizens. On February 15, 1898, an explosion sank the battleship, killing some 260 U.S. troops. Although the cause of the explosion was unclear, American newspapers immediately blamed Spain. “Remember the Maine!” became a rallying cry for angry Americans. When Congress issued a resolution declaring Cuba independent, the Spanish government declared war on the United States. The Spanish-American War had begun.

ABOUT THE DOCUMENT The document on this card is the front page of the New York Journal from February 17, 1898, two days after the explosion of the USS Maine. The Journal blamed the destruction of the Maine on Spain and offered a $50,000 reward for information leading to the conviction of those responsible.

CLASSROOM ACTIVITY Imagine you work for a rival newspaper. Decide if your newspaper will use yellow journalism in its coverage of the war with Spain in order to compete with the New York Journal and the New York World. Prepare a plan for your newspaper to follow for its coverage of the war. Create a series of advertisements to convince readers to buy your newspaper. 1. Review the document with the class. Ask students to identify elements in the document that

might be considered yellow journalism. Ask students if they support or oppose such tactics. 2. Have students create an advertising campaign for a competing newspaper at the time of the

Spanish-American War. Have students create a series of advertisements highlighting the benefits of reading their newspaper.

3. Have students display their advertisements for everyone to see. Then ask students which newspapers they would be most likely to buy.

ENRICHMENT Instruct students to research the Teller Amendment. Then have students write a newspaper article about the Teller Amendment. Assign some students to write their articles in the style of yellow journalism and others to write their articles in a more objective fashion.

teaching strategies sample

Congress of the United Statesbegun and held at the City of New-York, on

Wednesday the fourth of March, one thousand seven hundred and eighty nine.RESOLVED by the Senate and House of Representatives of the United States of America, in Congress assembled, two thirds of both Houses concurring, that the following Articles be proposed to the Legislatures of the several States, as amendments to the Constitution of the United States, all, or any of which Articles, when ratifi ed by three fourths of the said Legislatures, to be valid to all intents and purposes, as part of the said Constitution; viz.ARTICLES in addition to, and Amendment of the Constitution of the United States of America, proposed by Congress, and ratifi ed by the Legislatures of the several States, pursuant to the fi ft h Article of the original Constitution.Article the fi rst Aft er the fi rst enumeration required by the fi rst article of the Constitution, there shall be one

Representative for every thirty thousand until the number shall amount to one hundred, aft er which, the proportion shall be so regulated by Congress, that there shall be not less than one hundred Representatives, nor less than one Representative for every forty thousand persons, until the number of Representatives shall amount to two hundred, aft er which the proportion shall be so regulated by Congress, that there shall not be less than two hundred Representatives, nor more than one Representative for every fi ft y thousand persons.

Article the second No law, varying the compensation for the services of the Senators and Representatives, shall take eff ect until an election of Representatives shall have intervened.

Article the third Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

Article the fourth A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.

Article the fi ft h No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law.

Article the sixth Th e right of the people to be secure in their persons, houses, papers, and eff ects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affi rmation, and particularly describing the place to be searched, and the persons or things to be seized.

Article the seventh No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same off ence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.

Article the eighth In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.

Article the ninth In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law.

Article the tenth Excessive bail shall not be required, nor excessive fi nes imposed, nor cruel and unusual punishments infl icted.

Article the eleventh Th e enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.

Article the twelft h Th e powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively or to the people.

CIVICS A

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Copyright © H

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ougal. All rights reserved.

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BackgroundIn the summer of 1787 delegates from every state except Rhode Island convened in Philadelphia, Pennsylvania, at what became known as the Constitutional Convention. Th ere, they draft ed a radically new form of government—a federal republic. In the debates that followed, it soon became clear that without guarantees for individual rights, the Constitution would never be ratifi ed. Every state constitution contained a bill of rights guaranteeing the people’s civil liberties. Critics of the new Constitution, known as Antifederalists, believed that without such a bill of rights, the powerful new national gov-ernment could violate the rights Americans had fought so hard to win. At the time of the Constitutional Con-vention, James Madison, one of the principal authors of the Constitution, did not believe a bill of rights was necessary. However, upon hearing the demands of the Antifederalists, Madison sat down to draft a bill of rights. In June 1789 Madison proposed 17 amend-ments to the Constitution. Of Madison’s proposals, Congress off ered 12 articles to the states for ratifi cation. Articles three through twelve were unanimously accepted by the states. Article One was rejected, and Article Two was not added to the Constitution until 1992. In December 1791 the 10 approved articles became the fi rst 10 amendments to the Constitution, known today as the U.S. Bill of Rights.

About the DocumentTh e document on this card is a reproduction of the original congressional joint resolu-tion proposing 12 amendments to the states for adoption. Th e original joint resolution can be seen in the photo above. Th e docu-ment is housed today as part of the perma-nent Charters of Freedom exhibit in the rotunda of the National Archives Building in Washington, D.C.

Classroom ActivityImagine that it is 1789 and you are a mem-ber of a state legislature asked to ratify the 12 proposed amendments to the U.S. Constitution. Make a list of arguments for and against the adoption of each article. Take part in a class debate over the merits of each article. Be prepared to vote on each article and to provide specifi c reasons for your support or opposition.

Th e U.S. Bill of Rights

Copyright © H

olt McD


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Bill o

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1789

, Nat

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istra

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CIVICS A

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T9King Andrew Jackson the First, circa 1832, The Granger Collection, New York

Copyright © H

olt McD


Andrew

Jackson Political Cartoon


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Copyright © H

olt McD


Andrew Jackson Political CartoonBackgroundTh e Framers of the Constitution created a government based on the principle of separation of powers. Not all branches were given equal power, however. Th e Framers gave the majority of government power to Congress. Th e Framers believed, in the words of James Madison, that “in a repub-lican government, the legislative authority necessarily predominates.” In the eyes of the Framers, limiting the power of the executive branch was necessary in order to protect a republican form of government. An execu-tive with too much power would be too similar to a king. Most early presidents deferred to Congress on most matters of domestic policy. In the 1800s, however, a few early presidents acted in ways that expanded the power of the presidency beyond what was envisioned by the Framers of the Constitution. For example, Andrew Jackson, who was president from 1829 to 1837, viewed the president as the one true representative of the people. To Jackson, this gave a president power that even Congress could not claim. He reserved for himself the right to veto acts of Congress simply because he disagreed with them. In fact, during his presidency, Jackson vetoed more bills than all six previous presidents. Many of Jackson’s critics accused him of abusing his power. Still, most presidents since Jackson have taken a similar position. Today the issue of presidential authority is still very much a point of controversy.

About the DocumentTh e document on this card is a political cartoon published in 1832. Th e cartoon compares Jackson’s expansion of presi-dential power to the power of a king. Note that Jackson holds a veto in his hand and is standing upon the U.S. Constitution and a plan for improving the First Bank of the United States. Th rown at his feet is a book titled “Judiciary of the U. States.”

Classroom ActivityCreate an illustrated time line showing key events that led to an expansion of presi-dential power. Include dates and labels for at least four entries. Illustrate your entries with images that show the challenges or circumstances that led to the change in presidential power. For example, you might wish to illustrate the dire economic circumstances that led Franklin Roosevelt to expand presidential powers during the Great Depression of the 1930s.

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The Granger Collection, New York

UN

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Headlines from

the Spanish-Am

erican War

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Headlines from

the Spanish-Am

erican War

BackgroundTow

ard the end of 1800s two N

ew York new

spapers became

involved in a heated competition for readers. In the 1880s Joseph

Pulitzer’s New

York World gained popularity w

ith New

Yorkers due to its use of attention-grabbing stories and illustrations. In 1895 publisher W

illiam R

andolph Hearst built the N

ew York Jour-

nal to rival the World. Th e tw

o newspapers soon becam

e involved in a fi erce com

petition. Both papers used scandalous stories, vivid illustrations, and shocking headlines to attract readers. Th is type of sensationalist reporting becam

e known as yellow

journalism.

In the late 1890s international events becam

e the focus of such yellow

journalism. A

t the time, C

uba was still ruled by

Spain, and many C

ubans favored independence. In 1895 Cubans

rose in revolt. In response, the Spanish army began a brutal

crackdown on the rebels and on C

uban civilians. Am

erican jour-nalists w

ere in Cuba to report on the events taking place. V

ivid descriptions of Spanish brutality convinced m

any Am

ericans to support the rebels. A

merican new

spapers such as the Journal and the W

orld, began to call for U.S. m

ilitary intervention.

In 1898 the United States sent the battleship U

SS Maine to

Havana H

arbor to protect the lives and property of U.S. citizens

in Cuba. O

n February 15, 1898, an explosion sank the battleship, killing som

e 260 U.S. troops. A

lthough the cause of the explosion

was unclear, A

merican new

spapers imm

ediately blamed Spain.

“Remem

ber the Maine!” becam

e a rallying cry for angry Am

eri-cans. W

hen Congress issued a resolution declaring C

uba inde-pendent, the Spanish governm

ent declared war on the U

nited States. Th e Spanish-A

merican W

ar had begun.

About the Document

Th e document on this card is the front page of the N

ew York

Journal from February 17, 1898, tw

o days aft er the explosion of the U

SS Maine. Th e Journal blam

ed the destruction of the Maine

on Spain and off ered a $50,000 reward for inform

ation leading to the conviction of those responsible.

Classroom Activity

Imagine you w

ork for a rival newspaper. D

ecide if your news-

paper will use yellow

journalism in its coverage of the w

ar with

Spain in order to compete w

ith the New

York Journal and the N

ew York W

orld. Prepare a plan for your newspaper to follow

in its coverage of the w

ar. Create a series of advertisements to con-

vince readers to buy your newspaper.

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Copyright © H

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1950s Advertisem

ent


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Copyright © H

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1950s AdvertisementBackgroundTh e 1950s in the United States is oft en viewed as a time of peace and prosperity. Th e coun-try experienced unprecedented economic success throughout the 1950s. Millions of Americans earned more money than ever before. As a result, they had more money to spend on houses, cars, vacations, and goods for the home. At the same time, advances in technology led to tremendous innovations, including the television, transistors, and the fi rst computers. Postwar consumers, eager to spend aft er years of wartime sacrifi ce, pur-chased consumer goods in record numbers. Th roughout the 1950s the United States experienced a baby boom, or a signifi -cant increase in the number of babies born. To house these growing families, builders constructed millions of new houses across the nation. Many of these new homes were outfi tted with the latest technology, includ-ing gas and electric stoves, refrigerators, and washing machines. Most popular of all, however, was the television. By the end of the 1950s nearly 90 percent of all American families owned at least one television set. Advertising became a key part of the consumer culture of the 1950s. Colorful print advertisements in leading magazines encour-aged consumers to purchase the latest home appliances. Catchy jingles advertised cars and other goods on the radio. Well-known actors promoted a variety of goods and services on television.

About the DocumentTh e document on this card is a 1957 adver-tisement promoting the uses of electricity and electric appliances. Th e advertisement was part of a campaign sponsored by elec-tric utilities across the nation and electrical manufactures, such as General Electric. In addition to print advertisements in maga-zines and newspapers, the “Live Better . . . Electrically” campaign also included a variety of radio and television advertisements. Actor and future president Ronald Reagan served as the campaign’s spokesperson.

Classroom ActivityThe year is 2150 and you are a museum curator specializing in American history. You have just been given the advertisement on this card. Write an information card to display beside this artifact explaining the advertisement to museum patrons. Be sure to explain the appliances on the list so that visitors will understand what they are read-ing about.

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World population cartogram, 2006, courtesy of Mark Newman, University of Michigan

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World Population C

artogram

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World Population C

artogramBackgroundPopulation, the num

ber of people who live in a place, is a critical

statistic in geography. A place’s population shapes how

people live there: how

much food is needed, w

hat types of homes people can

build, what kinds of w

ork people can do. Geographers w

ho study population are particularly interested in the patterns of w

here people live. W

hich areas can support large population? In what

parts of the world do few

people live? Answ

ering questions like these can help us better understand the w

orld.

To help see population patterns, geographers create many

types of maps. O

ne type that they use to study population is called a cartogram

. Unlike a standard political m

ap, a cartogram

does not attempt to show

the correct shapes and sizes of the w

orld’s countries. Instead, it uses size to present information.

On a population cartogram

, for example, the size at w

hich each country is draw

n is determined by its population—

the larger the population, the larger the country appears. By using m

aps such as cartogram

s, we are better able to visualize patterns that exist in

the world. For exam

ple, a country with a population of 20 m

illion w

ould appear exactly twice as large as one w

ith a population of 10 m

illion.

About the Document

Th e document on this card is a cartogram

showing the w

orld’s population. It w

as created by a professor from the U

niversity of M

ichigan using population data compiled by the International

Center for Earth Science at C

olumbia U

niversity. On this carto-

gram, C

hina and India appear much larger than norm

al, because these tw

o countries together account for about one third of the w

orld’s population. In contrast, countries like Russia and Canada

that have enormous am

ounts of land and relatively small popula-

tions appear much sm

aller than normal.

Classroom Activity

You are a mem

ber of the board of directors of a large charitable organization. Your organization has supplies of food and other necessities that you w

ish to send to poor residents of over-populated areas. Study the cartogram

and choose one country that you think could use these supplies. Then w

rite a proposal to other m

embers of the board to support your choice. In your

proposal, explain in detail why you think the country’s residents

could use your assistance.

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Birds’ Eye View of New York and Brooklyn, by John Bachman, 1851, Picture History

Aerial view of New York City, circa 2003, © aerialarchives.com / Alamy

Photographs of New

York City


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BackgroundGeography is not simply the study of maps and landforms. Geographers must also study how humans have helped shape Earth’s surface. Human systems—the activities and processes used by people to shape the world around them—play a crucial role in Earth’s geography. Th ese human systems include settlement, population, migration, technol-ogy, and use of resources. One of the most important human systems is the human population. As the world’s population has grown, so has our impact on Earth. In 1830 the world’s popula-tion was just over 900 million people. Today more than 6.5 billion people inhabit Earth. As you can imagine, those 6.5 billion people require more food, resources, and land to survive than did the population in 1830. As a result of this population growth, cities are larger, more crops are grown, and more pol-lution is produced. Human settlement is another impor-tant human system. Geographers oft en examine where people create settlements and what types of settlements they create. Settlements can infl uence all aspects of life, including government and economic systems, transportation, and culture. As a result, analyzing settlements is a key part of geography.

About the DocumentsTh e two documents on this card show changes in human development in New York City. Th e fi rst document, Birds’ Eye View of New-York and Brooklyn, by John Bachmann, is an illustration of Manhattan Island from 1851. Visible in the illustration is Battery Park, Trinity Church, and Bedloe’s Island, now called Liberty Island. Th e second document is a modern-day view of New York City. Th e photograph, taken about 2003, shows lower Manhattan Island and the Hudson and East rivers. Visible in the photograph is Battery Park, the site of the World Trade Center, and the Brooklyn and Manhattan bridges.

Classroom ActivityImagine that you have been transported in time from 1851 to the present day. The city of New York is nothing like you remem-ber it. Write a letter to your family in 1851, describing the changes that have taken place in New York City. Use the two images on this card to describe the changes in human development that have occurred.

Photographs of New York City


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Copyright © H

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© The Trustees of the Chester Beatty Library, Dublin/The Bridgeman Art Library International

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Page from the Bhagavad G

ita

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2A Page from the Bhagavad GitaBackgroundOne of the world’s oldest religions is Hindu-ism, which originated in India thousands of years ago. Hinduism teaches that everything in the world comes from the power of Brahman, the single great universal being. Most Hindus believe that various aspects of Brahman, called devas, are active in the world, helping to keep order in nature. Th ree of the devas—together called the Trimurti—have been particularly infl uential in the development of Hinduism. Th ey are Brahma, the creator, Vishnu, the preserver, and Siva, the destroyer. Hinduism has evolved over thousands of years. Much of the religion’s evolution has stemmed from a number of sacred writings that have been produced during that time. Th ese texts infl uenced not only what people believed about Hinduism, but how they practiced the religion in their own lives. Among these sacred writings are the Vedas, which contains sacred hymns of praise, the Upanishads, a series of philosophical observations about the Vedas, and two sacred epic poems. Th e epic poems, known as the Ramayana and the Mahabharata, each tells a story and at the same time teaches people about many aspects of Hindu belief and phi-losophy. For example, the Mahabharata tells of a war and teaches about dharma and proper behavior for rulers, warriors, and others.

About the DocumentTh e document on this card is an illustrated page from a manuscript of the Bhagavad Gita created in the 1700s or 1800s. Th e Bhagavad Gita, one of Hinduism’s most sacred texts, is a central portion of the epic poem the Mahabharata. Th e Mahabharata tells the story of a war between two rival families. Th e Bhagavad Gita is written as a dialogue between a warrior named Arjuna and Krishna, a human form of the god Vishnu. Krishna is Arjuna’s cousin and companion. He drives Arjuna in a chariot in order to keep him safe. Arjuna, a famous archer, has doubts about taking part in an upcoming battle. In the dialogue between the two, Krishna helps Arjuna understand his duty as a warrior.

Classroom ActivityImagine that you work for a company that is publishing a new English translation of the Bhagavad Gita. Plan and create a book jacket for the new edition of the book. Remember to include a cover image and title, a summary, and a short history of the book. Be sure that your book jacket is eye-catching and gives readers a good idea of the book.


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Emanuel Celler Papers, Manuscript Division, Library of Congress

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United N

ations Resolution on the Partition of Palestine

Resolution 181 (II). Future government of Palestine

The General Assembly,

Having met in special session at the request of the mandatory

Power to constitute and instruct a Special Committee to prepare

for the consideration of the question of the future Government of

Palestine at the second regular session . . .

Considers that the present situation in Palestine is one which is

likely to impair the general welfare and friendly relations among

nations;

Takes note of the declaration by the mandatory Power that it

plans to complete its evacuation of Palestine by l August 1948;

Recommends to the United Kingdom, as the mandatory Power for Pal-

estine, and to all other Members of the United Nations the adop-

tion and implementation, with regard to the future Government of

Palestine, of the Plan of Partition with Economic Union set out

below . . .

PLAN OF PARTITION WITH ECONOMIC UNION

Part I. Future Constitution and Government of Palestine

A. TERMINATION OF MANDATE, PARTITION AND INDEPENDENCE

1. The Mandate for Palestine shall terminate as soon as possible

but in any case not later than 1 August 1948.

2. The armed forces of the mandatory Power shall be progressively

withdrawn from Palestine, the withdrawal to be completed as

soon as possible but in any case not later than 1 August 1948.

The mandatory Power shall advise the Commission, as far in ad-

vance as possible, of its intention to terminate the mandate and

to evacuate each area. The mandatory Power shall use its best

endeavours to ensure that an area situated in the territory of

the Jewish State, including a seaport and hinterland adequate to

provide facilities for a substantial immigration, shall be evacu-

ated at the earliest possible date and in any event not later

than 1 February 1948.

3. Independent Arab and Jewish States and the Special Interna-

tional Regime for the City of Jerusalem, set forth in Part

III of this Plan, shall come into existence in Palestine two

months after the evacuation of the armed forces of the manda-

tory Power has been completed but in any case not later than

1 October 1948. The boundaries of the Arab State, the Jew-

ish State, and the City of Jerusalem shall be as described in

Parts II and III below.


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United N

ations Resolution on

the Partition of PalestineBackgroundIn the late 1800s a Jew

ish nationalist movem

ent known as

Zionism developed. A

s a result, Jews began calling for an inde-

pendent state, or country, in their ancient homeland in the region

of the Middle East called Palestine. It w

ould take until aft er W

orld War II for Jew

ish dreams of an independent Jew

ish state to be realized.

Aft er W

orld War I, an organization of countries called the

League of Nations gave G

reat Britain control of Palestine and required Britain to m

ake preparations for a Jewish hom

eland there. Follow

ing World W

ar II, Jewish leaders in Palestine pressed

the British to create a Jewish state. W

ith the horrors of the Holo-

caust revealed to the world, the international com

munity w

as sym

pathetic to the Zionist cause.

In 1947 the British government announced that it w

as giving up control of Palestine and turning the m

atter over to the new

ly created organization of countries called the United N

ations (U

N). Th e U

N proposed to partition, or divide, Palestine into a

Jewish state and an A

rab state with the city of Jerusalem

under international control. Jew

ish leaders accepted the proposal, but A

rab leaders rejected it. Despite A

rab objections, the UN

Gen-

eral Assem

bly passed UN

Resolution 181, making the partition

of Palestine offi cial. Soon thereaft er, the British withdrew

from

Palestine. On M

ay 14, 1948, David Ben-G

urion and other Jewish

leaders declared the birth of the democratic State of Israel.

About the Documents

Th e fi rst document is a reproduction of the original text of

United N

ations Resolution 181, calling for the partition of Palestine. Th e second docum

ent is a tally sheet maintained by

U.S. Representative Em

anuel Celler (D

-NY) to keep track of the

UN

General A

ssembly’s vote on U

N Resolution 181. A

s you can tell from

Celler’s tally sheet, the resolution passed on a vote of

33 in favor to 13 against, with 10 abstentions, or refusals to vote.

Th e vote took place on Novem

ber 29, 1947.

Classroom Activity

It is Novem

ber 29, 1947, and you are a reporter for a major

Am

erican newspaper. W

rite an article for tomorrow

’s morning

edition covering UN

Resolution 181. Describe the plan and the

results of the General A

ssembly’s vote and discuss the likely

short- and long-term eff ects of the vote.

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Primary Source Activity Kit includes:• Primary Source Cards for Civics and

Government, United States History, World Geography, and World History

• Teaching Strategies• Rubrics• Document-Analysis Worksheets

For more information about this product or to order, please call 800-479-9799 or visit HoltMcDougal.com.

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CIVICS AN

D G

OVERN

MEN

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King Andrew Jackson the First, circa 1832, The Granger Collection, New York

Copyright © H

olt McD


Andrew Jackson Political Cartoon


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World population cartogram, 2006, courtesy of Mark Newman, University of Michigan

WO

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World Population Cartogram


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Emanuel Celler Papers, Manuscript Division, Library of Congress

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ISTORY 14

Copyright © Holt M

cDougal. All rights reserved.

United N

ations Resolution on the Partition of Palestine

Resolution 181 (II). Future government of Palestine

The General Assembly,

Having met in special session at the request of the mandatory

Power to constitute and instruct a Special Committee to prepare

for the consideration of the question of the future Government of

Palestine at the second regular session . . .

Considers that the present situation in Palestine is one which is

likely to impair the general welfare and friendly relations among

nations;

Takes note of the declaration by the mandatory Power that it

plans to complete its evacuation of Palestine by l August 1948;

Recommends to the United Kingdom, as the mandatory Power for Pal-

estine, and to all other Members of the United Nations the adop-

tion and implementation, with regard to the future Government of

Palestine, of the Plan of Partition with Economic Union set out

below . . .

PLAN OF PARTITION WITH ECONOMIC UNION

Part I. Future Constitution and Government of Palestine

A. TERMINATION OF MANDATE, PARTITION AND INDEPENDENCE

1. The Mandate for Palestine shall terminate as soon as possible

but in any case not later than 1 August 1948.

2. The armed forces of the mandatory Power shall be progressively

withdrawn from Palestine, the withdrawal to be completed as

soon as possible but in any case not later than 1 August 1948.

The mandatory Power shall advise the Commission, as far in ad-

vance as possible, of its intention to terminate the mandate and

to evacuate each area. The mandatory Power shall use its best

endeavours to ensure that an area situated in the territory of

the Jewish State, including a seaport and hinterland adequate to

provide facilities for a substantial immigration, shall be evacu-

ated at the earliest possible date and in any event not later

than 1 February 1948.

3. Independent Arab and Jewish States and the Special Interna-

tional Regime for the City of Jerusalem, set forth in Part

III of this Plan, shall come into existence in Palestine two

months after the evacuation of the armed forces of the manda-

tory Power has been completed but in any case not later than

1 October 1948. The boundaries of the Arab State, the Jew-

ish State, and the City of Jerusalem shall be as described in

Parts II and III below.


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UN

ITED STATES H

ISTORY 10

Copyright © Holt M

cDougal. All rights reserved.

Headlines from

the Spanish-Am

erican War


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