america in the 1950s 1953-1960 chapter 28 - your history site american journey/chap28.pdf · the...

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America in the 1950s

19531960Why It Matters

The election of Dwight Eisenhower to the presidency ushered in one of the most prosper-ous periods in American history. Economic growth resulted in increased employment and

higher wages throughout the 1950s.

The Impact TodayThe prosperity of the 1950s raised questions that remain important in American society

today. Can a period of economic growth bring benefits to all Americansor are somegroups likely to be excluded? Can the nations economic growth be guided by cultural and

social valuesor does growth occur at the expense of those values? Americans still debatethese issues today.

The American Journey Video The chapter 28 video, The Fifties Dream,explores popular culture and ideals during the 1950s.

1950s Baby boom increases

U.S. population by over 20 percent

1955 Eisenhower meets

with Khrushchev at Geneva summit

1950s Abstract expressionism

grows in popularity

1953 Watson, Crick,

and Franklin discover DNA structure

1955 Warsaw pact signed

1956 Egypt takes control of

Suez Canal

Uprising in Hungary isdefeated by Soviet troops

Eisenhower19531961

1953 Results of polio

vaccine testspublished

1956 Federal Highway

Act passed

CHAPTER 28 America in the 1950s

1952 1954 1956

813

1957 Kerouacs On the Road published

1958 The United States

launches Explorer

1959 Alaska and Hawaii

become states

1957 Soviet Union

launches Sputnik

1959 Mary and Louis Leakey

uncover hominid fossils

HISTORY

Chapter OverviewVisit taj.glencoe.com andclick on Chapter 28Chapter Overviews to pre-view chapter information.

Red Spy Hunt by Thomas Maitland Cleland The 1950s transformedour culture and shaped the way we live today.


1958 1960

KNOW: WANT TOKNOW:

LEARNED:

Step 1 Fold a sheet of paper into thirds fromtop to bottom.

Step 2 Turn the paper horizontally, unfold,and label the three columns as shown.

Know-Want-Learn Study Foldable Make thisfoldable to determine what you already know, toidentify what you want to know, and to recordwhat you learn about America in the 1950s.

Reading and Writing Before you read thechapter, write what you already know about the1950s in the Know column. Write what youwant to know about the 1950s in the Want to Know column. Then, as you read the chapter,write what you learn in the Learned column.Then check to see if you have learned what youwanted to know (from the second column).

http://taj.glencoe.com

1952Eisenhower elected president

1953Oveta Culp Hobbyheads HEW

1957The Soviets launch Sputnik

1959Alaska and Hawaiienter the Union

Main IdeaPresident Eisenhower promoted poli-cies to compete with the Soviet Unionfor military and space leadership.

Key Termsmoderate, surplus, arms race,domino theory, summit, peacefulcoexistence

Reading StrategyOrganizing Information As you readthe section, re-create the diagrambelow and list examples of actions theUnited States took to solve problemsin world affairs.

Read to Learn what beliefs and policies character-

ized the Eisenhower presidency. what foreign policy challenges the

Eisenhower administration faced.

Section ThemeScience and Technology The UnitedStates worked to develop space tech-nology and compete with the Sovietsin space.

Eisenhower inthe White House

He merely has to smile at you, and you trust him at once. These words were usedto describe Dwight D. Eisenhower, Republican presidential candidate in 1952. Eisen-hower had an appeal that went far beyond his party label. His performance in WorldWar II had made him an unquestioned hero in the eyes of almost every American.Above all, his personality and political style made many people feel safe, comfortable,and confident.

Republican RevivalBy 1952 Harry S Truman faced widespread dissatisfaction with his presi-

dency. Many Americans were frustrated over the stalemated war in Korea andworried about reports of communist subversion in government. To the Demo-crats relief, Truman decided not to run for reelection. The Democrats nomi-nated the respected governor of Illinois, Adlai E. Stevenson, for president andSenator John J. Sparkman of Alabama as his running mate.

814 CHAPTER 28 America in the 1950s

Republican ad,1952

U.S. in world affairs

Preview of Events

Guide to Reading

1950 1955 1960

815CHAPTER 28 America in the 1950s

To head their presidential ticket, the Republi-cans chose General Dwight D. Eisenhower, thepopular World War II hero. For vice president,the Republicans selected Richard M. Nixon, ayoung senator from California who had wonfame as a tough opponent of communism.

The CampaignBorn in Texas and raised in rural Kansas,

Dwight D. Eisenhower graduated from theUnited States Military Academy at West Point.He rose steadily through the army to becomesupreme commander of the Allied forces inEurope during World War II. People called himIkeand they trusted him. His warmth and sin-cerity attracted many voters.

Eisenhowers steadiness made Americans feelsecure. He won wide support with his pledge tobring the Korean War to an early and honor-able end. If that job requires a personal trip to Korea, he declared, I shall make that trip.

The Republicans faced a brief crisis duringthe presidential campaign when the story brokethat Richard Nixon had accepted political giftsfrom supporters. Nixon went on television todefend himself in what came to be known as theCheckers speech. He proclaimed that he haddone nothing wrong and had kept only onegifthis family dog, Checkers. The speech wonbroad support for Nixon, persuading Eisen-hower to keep him on the ticket.

Landslide Republican VictoryIn November 1952, Americans elected

Eisenhower to the presidency in a land-slide victorythe first Republican to winthe White House since 1928. Far morepeople voted in 1952 than in any previ-ous presidential election. Eisenhowercollected over six million popular votesmore than Stevenson and carried theelectoral college 442 to 89. The Republi-cans also won control of Congress. Theelection seemed to usher in a new era innational politics.

Identifying Who was thecandidate for vice president on Eisenhowers ticket?

Domestic PolicyAlthough Eisenhower had little political

experience, he proved to be an effective politi-cian. During his two terms in office, Eisenhowerfollowed a moderate, or middle-of-the-road,approach to domestic policy. He described him-self as conservative when it comes to moneyand liberal when it comes to human beings.

Eisenhower helped steer the country on asteady course. He avoided ambitious new gov-ernment programs, but resisted the pressure toabolish popular older ones, and sometimes heeven expanded them. As he once told reporters:

I feel pretty good when Im attacked fromboth sides. It makes me more certain Im on theright track.

President Eisenhower wanted to make thefederal government smaller rather than bigger.He supported economic policies aimed at limit-ing government spending and encouraging pri-vate enterprise. With the support of Republicansand conservative Democrats in Congress, thepresident removed the wage and price controlsthat the Truman administration had establishedduring the Korean War. He also managed totransfer some authority in financial matters tothe states and to make some cuts in governmentspending. When he left office in 1961, the federalbudget had a surplus, or excess, of $300 million.

The nations 34th president,Dwight Eisenhower, served in themilitary for more than 30 years.

The Nation ExpandsThe greatest domestic program of the Eisen-

hower presidency involved building a network of interstate highways. In June 1956 Congresspassed the Federal Highway Act. The lawfunded the construction of more than 40,000miles (64,000 km) of highways that tied thenation together. The highway programthelargest public works program in the nations his-toryalso spurred growth in many areas of thenations economy, including the automobile andoil industries, while improving military mobil-ity in case of an attack.

The nation itself also grew during Eisen-howers presidency. In 1959 Alaska and Hawaiientered the Union, bringing the number ofstates to 50. Alaska and Hawaii became the onlystates not bordering on the other states.

Social ProgramsEisenhower believed that government should

protect the basic welfare of Americans. He refusedto tamper with Social Security and other NewDeal social programs. During his presidency,Eisenhower agreed to extend Social Security ben-efits to 10 million more people and to provideunemployment insurance to 4 million more. Healso approved greater funding for public housingand, in 1955, agreed to an increase in the mini-mum wage from 75 cents an hour to $1.00.

The creation of the Department of Health,Education, and Welfare (HEW) in 1953 con-firmed the governments role in helping Ameri-cans meet their basic social needs. Eisenhowernamed Oveta Culp Hobby as the first secretaryof the new department. Hobby, only the second

woman in American history to hold a cabinetpost, had organized the Womens Army Corps(WACs) in World War II.

Eisenhowers moderation and leadership wonthe approval of a majority of Americans. In the1956 presidential election, he ran against Demo-crat Adlai Stevenson again. This time Eisen-hower won by an even bigger margin, receivingmore than 57 percent of the popular vote.

Describing How did the highwayprogram affect the economy?

Eisenhower and the Cold WarOn October 4, 1957, millions of Americans

heard the startling news: the Soviets had sentinto space the worlds first artificial satellite,called Sputnik. Within a month, the Soviets suc-cessfully launched a second satellite. Americanswere both horrified and in awe. They feared thatthe nation was lagging behind the Soviets. Theyalso feared that the Soviets could launch atomicweapons from space.

Worry turned to embarrassment in December1957, when the United States tried to launch its ownspace satelliteVanguard. Hundreds of reportersand spectators watched the rocket rise a few feet offthe launching padand then explode. The foreignpress made fun of the launch, calling it Flopnikand Stayputnik. Americas status declined.

United StatesSoviet RivalryDuring the 1950s the United StatesSoviet

rivalry kept the Cold War at the center of Amer-ican foreign policy. The Eisenhower administra-tion continued to oppose the spread ofcommunism. At the same time, the presidentlooked for ways to keep AmericanSoviet ten-sions from erupting into open conflict.

Secretary of State John Foster Dulles becameEisenhowers most important foreign policyadviser. Dulles condemned the containmentpolicy of the Truman administration. Eisen-hower and Dulles proposed a new, bolder pol-icy. If the Soviet Union attacked any nation, theUnited States would launch a massive retalia-tionan instant attack using nuclear weapons.Vice President Nixon explained:

816

Stars and Stripes Today Statehoodfor Alaska and Hawaii brought thenumber of stars to 50 (its currentnumber) in the flag of 1960.

Americas Flags



Rather than let the Communists nibble us todeath all over the world in little wars, we willrely in the future on massive mobile retaliatory[attacking] powers.

Dulles believed that the United States had touse threats to push the Soviets to the brink ofwar before they would agree to anything. Criticscalled this tough stance brinkmanship.

By relying more on nuclear weapons, theEisenhower administration could reduce thesize of the army and the arsenal of conven-tional, or non-nuclear, weapons. These reduc-tions would allow Eisenhower to cut themilitary budget. As Secretary of Defense CharlesWilson explained, nuclear weapons gave theUnited States more bang for the buck.

The Arms RaceDespite Eisenhowers intentions, defense

spending increased again. The policy of massiveretaliationand Soviet efforts to counter itproduced a nuclear arms race. Both nations builtmore and more weapons.

The superpowers built immensely destructivehydrogen bombsnuclear weapons that weremuch more powerful than atomic bombs. Theydeveloped a variety of guided missiles capable of delivering nuclear warheads. The intermedi-ate-range ballistic missile (IRBM) could reachtargets up to 1,500 miles (2,414 km) away. Theintercontinental ballistic missile (ICBM) had arange of many thousands of miles. Soon bothsides had massive nuclear arsenals capable ofdestroying the other side many times over.

As the arms race continued, Americans beganpreparing for a nuclear attack. The CivilDefense Administration educated the publicwith pamphlets and radio and television mes-sages. Some families built air-raid shelters intheir basements or backyards. Schools held air-raid drills. One student described his schoolsdrill: Students lie on the floor and stick theirheads under the lockers. He recalled that hebelieved this would make him safe during anuclear attack. ; (See page 976 for an article LIFE magazinepublished on what to do during a nuclear attack.)

The launch of Sputnik shifted the space race intohigh gear. Nearly 12 years later, a spacecraft fromApollo 11 landed on a level plain in the Sea ofTranquility on the moon. The long-lived dream oflanding on the moon had come true.

At the end of the Cold War, the United States andRussia agreed to build a space station and coop-erate on other projects in space. A rivalry thatbegan in fear has become a partnership.

The Space Race

Competing in SpaceThe Soviet launch of Sputnik and the Vanguard

failure led America to develop its own space pro-gram. Federal money poured into the NationalAeronautics and Space Administration (NASA),the new government agency in charge of thespace program. When the United States suc-ceeded in launching the Explorer satellite in Janu-ary 1958, the Associated Press reported:

The missile took off in a beautiful launching.It rose slowly at first in a huge splash of flamewith a roar that could be heard for miles. . . .

The space race had begun, and the UnitedStates soon began pulling ahead. Project Mer-cury was the nations first program to put anastronaut in space. Along with its commitment

Astronaut on the moon

to space exploration and scientific research, thegovernment also encouraged science educationby providing more funds for the teaching of sci-ence and technology in the nations schools.

Explaining What is massive retaliation?

Foreign Policy ChallengesWith the stakes in the nuclear arms race so

high, the United States and the Soviet Unionhad to act carefully. A minor crisis, badly man-aged, could lead to all-out war.

Crisis in the Middle EastTrouble arose first in the Middle East. Arab

states had attacked Israel soon after its foundingin 1948, and tensions there had remained highever since. Because the United States backedIsrael, while the Soviet Union maintained ties

with the Arab states, a Middle East conflictthreatened to involve the superpowers as wellas their allies.

Fighting did break out in the Middle East in1956, when Egyptian president Gamal AbdelNasser nationalized, or brought under govern-ment control, the Suez Canal from British con-trol. Great Britain and France feared that Nassermight close the canal and cut off oil shipments toEurope. In October, the two European powersattacked Egypt. Great Britain and France hopedto overthrow Nasser and seize the canal. Israel,angered by repeated Arab attacks along its bor-ders, agreed to help by invading Egypt.

The United States sponsored a UnitedNations resolution calling for an immediatetruce. The Soviets threatened rocket attacks onBritish and French cities. In the face of this pres-sure, the three nations pulled out of Egypt.

Uprising in HungaryAnother crisis erupted in Europe. In October

1956, students and workers demonstrated in Budapest, the capital of Hungary, for changesin the government. Strikes and riots soonspread. A new government came to power anddemanded withdrawal of Soviet troops. In earlyNovember, Soviet tanks and troops poured intoHungary and crushed the revolt. Hungarianrebels appealed to the United States for help.President Eisenhower condemned the Sovietcrackdown but did not intervene.

War in Southeast AsiaYet another trouble spot appeared in South-

east Asia, in Frances former colony of Vietnam.In the early 1950s, the United States gave Francebillions of dollars in military aid to help it fightthe Vietminh, nationalist rebels led by Commu-nist leader Ho Chi Minh.

In spite of American aid, the French soonfaced defeat. In March 1954, Vietminh forcestrapped 13,000 French troops at the French baseof Dien Bien Phu. The French pleaded with theUnited States to send forces, but Eisenhowerrefused. The Korean War was still fresh in hismemory. I can conceive of no greater tragedy,he said, than for the United States to becomeengaged in all-out war in Indochina.


Many cartoons used a bear to stand forthe Soviet Union and an eagle to representthe United States. What do you thinkthe cartoonist was saying by showingthe subjects on the edge of a cliff?

Analyzing Political Cartoons


Without American troops, the French wereforced to surrender in May. Soon after, Frenchand Vietminh representatives in Geneva,Switzerland, negotiated a cease-fire agreement.The agreement, known as the Geneva Accords,temporarily divided Vietnam. The Vietminhcontrolled the north, while other Vietnamesemore friendly to the Frenchheld the south.The accords also arranged for the withdrawal ofall French troops and called for free elections ina reunited Vietnam in 1956.

Eisenhower believed that if one nation in Asiafell to the Communists, others would also fall,one after the other. He described the danger inwhat came to be called the domino theory:

You have a row of dominoes set up. Youknock over the first one, and what will happento the last one is that it will go over veryquickly.

To keep South Vietnam from becoming thefirst domino, the United States aided its anti-Communist government. In another step todefend against Communist aggression, the

United States helped to create the SoutheastAsia Treaty Organization (SEATO) in 1954. TheUnited States, Great Britain, France, NewZealand, Australia, the Philippines, Pakistan,and Thailand made up the alliance. The nationspledged joint action against any aggressor.

Troubles in Latin AmericaThe Eisenhower administration also faced

communist challenges in Latin America. In 1954the Central Intelligence Agency (CIA) helpedoverthrow the government of Guatemala,which some American leaders feared was lean-ing toward communism. Latin Americansresented the intervention in Guatemala.

Anti-American feeling became a part of thegrowing revolutionary movement in Cuba. Fol-lowing the overthrow of dictator FulgencioBatista (buhTEEStuh), rebel leader Fidel Cas-tro formed a new government in January 1959.The United States supported Castro at first andwelcomed his promise of democratic reforms.But Castro angered Americans when he seizedforeign-owned property. His governmentbecame a dictatorship and formed close ties

These terms were first used during the Cold War era.

Fallout shelter Underground building designed to holdup against fallout from a nuclear attackHot line Direct phone line between U.S. and Soviet

leaders established after the Cuban missile crisisHydrogen bomb Nuclear weapon hundreds of timesmore powerful than the atomic bombs dropped onHiroshima and Nagasaki; first tested in 1952Iron Curtain Term used to describe the separationbetween communist and democratic nations in Europe

Massive retaliation Policy that promised U.S.attacks in answer to Soviet expansionMissile Gap Claim that the U.S. had fallen behindthe Soviets in producing nuclear missilesSpace Race Rivalry for supremacy in outer spaceSputnik First artificial earth satellite, launched byUSSR in 1957 (pictured above)U-2 Spy plane with ability to take pictures fromas high as 80,000 feet (24,400 m)

The Language of the Cold War

Intercontinental ballistic missile

with the Soviet Union. During the last days ofhis presidency in 1961, Eisenhower cut diplo-matic ties with Cuba. Relations between the twonations have remained strained ever since.

Cold War ThawsAfter Soviet dictator Joseph Stalin died in

1953, Nikita Khrushchev (krushCHAWF)emerged as the dominant leader. By the mid-1950s, both American and Soviet leaders wereinterested in easing Cold War tensions.

In July 1955, Eisenhower, NATO leaders, andSoviet officials met at a summit conference inGeneva, Switzerland. A summit is a meeting of heads of government. The leaders discusseddisarmament and German reunification. Thefriendly atmosphere, promptly called the Spiritof Geneva, renewed hopes for peace.

After the Geneva summit, a policy of peace-ful coexistence began to emerge. This meantthat the two superpowers would compete withone another but would avoid war. Khrushchevproposed to Eisenhower that the two leadersvisit each others country and attend anothersummit in Paris in 1960. Eisenhower agreed.

Khrushchevs 10-day trip to the United Statesin 1959 captured world headlines. As the leadersmade plans for their next meeting in Paris,Eisenhower hoped to reach agreements on armscontrol and nuclear test bans.

The U-2 IncidentHopes of peace fell to earth with an American

plane. For years American pilots had flownhigh-altitude spy planesU-2sover Sovietterritory to photograph Soviet nuclear sites andmilitary bases.

When the Soviets shot down a U-2 plane onMay 1, 1960, and captured its pilot, Francis GaryPowers, Khrushchev denounced the United Statesfor invading Soviet airspace. Although the Parissummit began as scheduled on May 16, the moodhad changed. The summit broke up the next day.The brief thaw in the Cold War had ended.

Eisenhowers Warning In his January 1961 Farewell Address to the

nation, President Eisenhower issued a warningabout the influence of the military. The militarybudget had grown dramatically, he said, and mil-itary leaders had allied with business to seek big-ger and more expensive weapons. Eisenhowerfeared that this alliancea military-industrialcomplexheated the arms race and couldendanger our liberties or democratic processes.In a twist of history, this former army generalwarned the nation of the close involvement ofgovernment and industry in preparing for war.

Describing How did relationsbetween the superpowers change after the Geneva summit?


Foreign policy

Eisenhower Truman

Checking for Understanding1. Key Terms Use the following terms

to write an article about life duringthe Cold War: arms race, dominotheory, peaceful coexistence.

2. Reviewing Facts What two stateswere added to the Union duringEisenhowers presidency?

Reviewing Themes3. Science and Technology How did

the Soviet launch of Sputnik affectscience and technology in the United States?

Critical Thinking4. Identifying Central Issues Why was

President Eisenhower willing to sendaid to Vietnam?

5. Comparing Re-create the diagrambelow and describe how Eisenhowersview on foreign policy differed fromTrumans view.

Analyzing Visuals6. Analyzing Political Cartoons Study

the cartoon on page 818. Who dothe figures in the cartoon represent?What idea do you think the cartoon-ist is presenting?

Science Make a two-level time linewith the heading United Statesand Soviet Union. Track theachievements of these two coun-tries in space from 1957 to 1967.

with the Soviet Union. During the last days ofhis presidency in 1961, Eisenhower cut diplo-matic ties with Cuba. Relations between the twonations have remained strained ever since.

Cold War ThawsAfter Soviet dictator Joseph Stalin died in

1953, Nikita Khrushchev (krushCHAWF)emerged as the dominant leader. By the mid-1950s, both American and Soviet leaders wereinterested in easing Cold War tensions.

In July 1955, Eisenhower, NATO leaders, andSoviet officials met at a summit conference inGeneva, Switzerland. A summit is a meeting of heads of government. The leaders discusseddisarmament and German reunification. Thefriendly atmosphere, promptly called the Spiritof Geneva, renewed hopes for peace.

After the Geneva summit, a policy of peace-ful coexistence began to emerge. This meantthat the two superpowers would compete withone another but would avoid war. Khrushchevproposed to Eisenhower that the two leadersvisit each others country and attend anothersummit in Paris in 1960. Eisenhower agreed.

Khrushchevs 10-day trip to the United Statesin 1959 captured world headlines. As the leadersmade plans for their next meeting in Paris,Eisenhower hoped to reach agreements on armscontrol and nuclear test bans.

The U-2 IncidentHopes of peace fell to earth with an American

plane. For years American pilots had flownhigh-altitude spy planesU-2sover Sovietterritory to photograph Soviet nuclear sites andmilitary bases.

When the Soviets shot down a U-2 plane onMay 1, 1960, and captured its pilot, Francis GaryPowers, Khrushchev denounced the United Statesfor invading Soviet airspace. Although the Parissummit began as scheduled on May 16, the moodhad changed. The summit broke up the next day.The brief thaw in the Cold War had ended.

Eisenhowers Warning In his January 1961 Farewell Address to the

nation, President Eisenhower issued a warningabout the influence of the military. The militarybudget had grown dramatically, he said, and mil-itary leaders had allied with business to seek big-ger and more expensive weapons. Eisenhowerfeared that this alliancea military-industrialcomplexheated the arms race and couldendanger our liberties or democratic processes.In a twist of history, this former army generalwarned the nation of the close involvement ofgovernment and industry in preparing for war.

Describing How did relationsbetween the superpowers change after the Geneva summit?


Foreign policy

Eisenhower Truman

Checking for Understanding1. Key Terms Use the following terms

to write an article about life duringthe Cold War: arms race, dominotheory, peaceful coexistence.

2. Reviewing Facts What two stateswere added to the Union duringEisenhowers presidency?

Reviewing Themes3. Science and Technology How did

the Soviet launch of Sputnik affectscience and technology in the United States?

Critical Thinking4. Identifying Central Issues Why was

President Eisenhower willing to sendaid to Vietnam?

5. Comparing Re-create the diagrambelow and describe how Eisenhowersview on foreign policy differed fromTrumans view.

Analyzing Visuals6. Analyzing Political Cartoons Study

the cartoon on page 818. Who dothe figures in the cartoon represent?What idea do you think the cartoon-ist is presenting?

Science Make a two-level time linewith the heading United Statesand Soviet Union. Track theachievements of these two coun-tries in space from 1957 to 1967.


1955Polio vaccine givento school children

1956Elvis Presley gainsnational popularity

During the prosperous 1950s, many Americans left the cities to settle in the suburbs,hoping for a better life for themselves and their children. Suburbiawith its greatdistances between home, school, shopping areas, and downtowngradually becamenot only a place but also a lifestyle. One suburban resident observed: Before we camehere, we used to live pretty much to ourselves. . . . Now we stop around and visit peo-ple or they visit us. I really think [suburban living] has broadened us.

A Booming EconomyAfter World War II, many experts predicted Americas economy would level

off or decline as production of war goods decreased. Instead, after a few yearsof adjustment, the economy began to grow rapidly and steadily. Between 1945and 1960, the total value of goods and services produced in the United Statesincreased about 250 percent.

Some of this amazing growth resulted from the burst of military spending during the Korean War. Government spending on housing, schools, welfare, highways, and veteran benefits also spurred the rapid economic expansion. Technological advances contributed to economic growth as well. Business, indus-try, and agriculture adopted new technology and new production methods,

Main IdeaEconomic growth changed the socialand cultural life of Americans.

Key Termsproductivity, standard of living, affluence, baby boom

Reading StrategyOrganizing Information As you readSection 2, re-create the diagrambelow and describe three changesthat occurred in American life as aresult of the strong economy or thegrowth of technology.

Read to Learn what factors helped the economy

grow during the 1950s. how the eras prosperity affected

American society and culture.

Section ThemeContinuity and Change The eco-nomic growth of the 1950s broughtgreat changes to the nation.

1950s Prosperity

Changes in American life

1947William Levitt starts firstsuburban development

Preview of Events

Guide to Reading

1945 1950 19601955

New homes in the suburbs

Rural dwellers Central city dwellers Suburban dwellers

Where Americans Lived, 19011960

Source: U.S. Bureau of the Census.

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190110 191120 192130 193140 194150 195160

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resulting in greater productivitythe ability toproduce more goods with the same amount oflabor. The demand for new technology led togreater investment in research and in the educa-tion and training of scientists, engineers, andtechnicians.

The computer was one of the 1950s techno-logical advances. Unlike todays small personalcomputers, early computers were immense,weighing tons and filling whole rooms.Although first used only by the military and thegovernment, computers soon appeared in largecorporations. By 1955 International BusinessMachines (IBM) was the leader in the field, withorders for 129 of its big computers.

Higher IncomesThe economic boom of the 1950s raised the

standard of livinga measure of peoples over-all wealth and quality of lifeof millions ofAmericans. Between 1945 and 1960, personalincomethe average income, earned orunearned, of every individual in the nationincreased from $1,223 to $2,219. By the end ofthe 1950s, Americans had the highest standardof living in the world.

Prosperity and steady economic growth alsoled to new optimism. Economists began to thinkit was possible to maintain prosperity and

growth permanently. Americans felt confidentthat the government could, when necessary,take steps to avoid serious recessions, or down-turns in the economy.

Comparing How did the computersof the 1950s differ from modern computers?

A Changing NationEconomic growth and prosperity brought

many changes to America. These included agrowth in population, increased affluence, orwealth, suburban expansion, and a greaterdemand for consumer goods.

The Baby BoomLike the economy, the family enjoyed great

growth during the postwar years. During the1950s the nations population rose from 150 million to 179 million, an increase of nearly 20percent. People called the nations soaringbirthrate a baby boom.

Several factors encouraged the baby boom.Husbands and wives who had postponed hav-ing children during the Depression and WorldWar II started having families. With higherincomes, couples felt they could afford to have more children. In addition, better health


Many Americans moved to the suburbs during the 1950s.

Comparing How did the percentage of suburbandwellers change from 1920 to 1960?


By the early 1950s,medical science had madegreat strides in combat-ing childhood diseases.Antibiotics and vaccineshelped control diseasessuch as diphtheria,influenza, and typhoidfever. A vaccine for polio,however, continued toescape the medical pro-fession. Polio became the

eras most dreaded dis-ease because the diseaseleft many of its victimsparalyzed for life.

After many years ofresearch, scientist Dr.Jonas Salk developed thefirst safe and effectivevaccine against polio.After it was tested, theSalk vaccine was admin-istered to schoolchildren

beginning in 1955. Thethreat of polio has beenalmost completely elimi-nated. Salk was hailed asa hero not only for devel-oping the vaccine, butalso for refusing to patentthe vaccine. The medicalpioneers last years werespent searching for a vac-cine against AIDS.

care, improved nutrition, and medical break-throughs against disease helped reduce theinfant death rate.

The baby boom had a powerful impact onsociety. Many women left the workforce to stayhome and raise their children. The demand forbaby products and services grew, stimulatingthe economy. School enrollment soared as thebaby boomers reached school age, putting agreat strain on the educational system.

Expanding SuburbsDuring the 1950s, 75 percent of new home

construction took place in the suburbs. The newsuburbs were usually located on the fringes ofmajor cities.

William Levitt introduced mass-producedhousing based on experience he had gainedbuilding houses for the navy. He started his firstsuburban development, called Levittown, onLong Island, New York, in 1947. Levittownincluded more than 17,000 identical houses,built from materials precut and preassembled ata factory and then erected quickly on designatedlots. Other builders adopted Levitts methods orused their own techniques for rapid construc-tion, creating a massive house-building boom.

Suburban housing developments appealed tomany Americans. In addition to affordablehomes, they offered privacy, isolation fromurban problems, space for cars, and a sense ofbelonging to a community formed by peoplesimilar in age, social background, and race.

Though affordable, the suburbs did not offeropportunities for home ownership to everyone.Many American cities had growing popula-tions of middle-class minorities, particularlyAfrican American and Hispanic American,who longed to escape the noise and the crimeof the cities. However, the developers of thenations postwar suburbs often refused to sellhomes to minorities.

A Nation on WheelsThe car made suburban escape possible. Peo-

ple needed cars to get to work, to go shopping,and to run errands. For suburban families, carswere not a luxury but a necessity.

The construction of thousands of miles of newhighways in the 1950s encouraged the spread ofsuburbs. Suburban America became a car cul-ture in which life centered on the automobile.Southern California came to symbolize subur-ban life and this car culture. In California, the

drive-in capital of the nation, a person could go tothe movies, eat fast food, do banking, and evenattend religious services without leaving the car.One suburban California woman spoke for manyother Americans when she explained her need fora car:

I live in Garden Grove, work in Irvine, shopin Santa Ana . . . my husband works in LongBeach, and I used to be the president of theLeague of Women Voters in Fullerton.

Air TravelAmericans were also finding it easier to travel

by air. The jet engine was perfected in the 1950s,and the first jet-powered commercial aircraftbegan operation. By the early 1950s, the airliner

was on the way to replacing the railroad trainand the ocean liner as the preferred transporta-tion for long-distance travel.

A Consumer SocietyAmericans of the 1950s went on a buying

spree. Affluence, the growing variety and quan-tity of products available, and expanded adver-tising all played a role in the increased demandfor consumer goods. Buying goods became easier, too. Many Americans used credit cards,charge accounts, and easy-payment plans topurchase goods.

Consumers eagerly sought the latest prod-uctsdishwashers, washing machines, televi-sion sets, stereos, and clothes made fromsynthetic fabrics. The growing market for biggerand better cars prompted automakers to outdo

Jet TravelThe first commercial jettransport, the Boeing 707,made aviation history withits maiden flight December20, 1957. It could carrymore passengers for longerdistances than any previousaircraft. In what ways doyou think jet aircraftaffected the Americaneconomy?

824

Fuel tanks held up to 21,000gallons, allowing the 707 tofly for almost 6,000 milesbefore stopping to refuel.

1

The 4 turbofan jet engines powereda cruising speed of 600 mph. (Earliertransports had carried 21 passengersat a speed of 170 mph.)

3

The Boeing 707 couldcarry up to 181 peoplein passenger seating.

2

Flight deck

Flaps

Rudder

Jet control panel

On October 26, 1958, Pan American World Airways startedthe first 707 jet service between New York and Paris.

825

one another by manufacturing bigger,faster, and flashier cars. They came outwith new models every year, addingstylish features such as chrome-platedbumpers and soaring tail fins.

The advertising and marketing ofproducts on television, on radio, andin magazines created consumer fadsand crazes that swept the nation. Inthe late 1950s, Americans bought mil-lions of hula hoopslarge plasticrings they twirled around their waists.Other popular fads included crew cutsfor boys, poodle skirts for girls, and anew snackpizza.

An American CultureBy 1949 over 900,000 American households

had television sets. These large wooden cabinetshad small screens that displayed grainy black-and-white images. During the 1950s an averageof 6.5 million sets were produced annually. Bythe end of the decade, most American familieshad television.

Television profoundly changed American life.It became the main form of entertainment formany people as well as an important source ofnews and information. Religious leaders helpedspread religious commitment with the aid ofmodern communications. They had their ownradio and television programs, best-selling books,and newspaper columns. Billy Graham, a popu-lar Protestant minister and preacher, attractedthousands of people throughout the nation and inother parts of the world. Fulton J. Sheen, aRoman Catholic bishop, became a television per-sonality through his weekly program. Protestantminister Norman Vincent Peale attracted manythousands of followers with his message of

Americas Architecture

Architect Frank Lloyd Wright, who died in 1959, leftbehind a rich legacy of beautiful homes and buildings. The house Fallingwater in rural Pennsylvania appears to come out from the rocks above the waterfall. Wrights 70-year career influenced many architects.

positive thinking. Another popular religiousleader, Jewish rabbi Joshua Loth Liebmanexpressed tolerance for religious differences:

Tolerance is the positive and cordial effort tounderstand anothers beliefs, practices, andhabits without necessarily sharing or acceptingthem.

Billboards and television commercials pro-claimed: Bring the whole family to church andThe family that prays together stays together.Messages like these clearly indicated that post-war society was focused on the family.

Millions of Americans watched the same pro-grams. Families gathered to watch quiz showssuch as The $64,000 Question. Children tuned into programs such as The Mickey Mouse Club andHowdy Doody. Teens kept up with the latest hitsongs on American Bandstand. Families followedweekly episodes of I Love Lucy, Leave It to Beaver,and Father Knows Best. The images shown in


Checking for Understanding1. Key Terms Use each of these terms

in a sentence that will help explain itsmeaning: productivity, standard ofliving, affluence, baby boom.

2. Reviewing Facts How did Ameri-cans per capita income change dur-ing the 1950s?

Reviewing Themes3. Continuity and Change Describe

the link between television and con-sumer spending in the 1950s.

Critical Thinking 4. Compare and Contrast Think about

the ways television and the automo-bile changed the way Americanslived during the 1950s. How wouldyour life be different without them?

5. Analyzing Information Re-createthe diagram below and identify fac-tors that stimulated economic growthin the 1950s.

Analyzing Visuals6. Graph Skills Examine the graph on

page 822. How did the percentage ofrural dwellers change from 1920 to1960?

many programsof happy middle-class fami-lies in neat middle-class homeshelped shapeAmericans expectations for their own lives.

Finally, television had an important effect onthe consumer culture. Television advertisinghelped create a vast national market for newproducts and fashions. Some showssuch asthe Philco Television Playhouseadopted thenames of their sponsors, which brought thesponsors prestige.

A new form of musicrock n rollachievedgreat popularity in the 1950s. Many teensrejected the mellow popular music favored by

their parents. They preferred theheavily accented beats and simplelyrics of rock n roll.

Rock n roll grew from therhythm and blues music that

African American musicians hadcreated years before. It often had

some elements of country music. Inrock n roll, the tempo was quicker, and

electrically amplified instrumentsmostlyguitarswere used.

One of the first rock hits, reaching numberone in 1955, was Bill Haley and the Comets RockAround the Clock. Adapting the style of AfricanAmerican performers such as Chuck Berry andLittle Richard, Elvis Presley burst on thenational scene in 1956. Presley quickly becameknown as the king of rock n roll and was anidol to millions of young Americans. Manyyoung men copied his ducktail haircut andswaggering mannerisms.

For teenagers, the shared experience of listen-ing to the music helped forge a common identityand bond. The differing attitudes of the older andyounger generations toward music, as well asother forms of popular culture, later came to beknown as the generation gap.

Analyzing Why did suburban lifeappeal to many Americans?


Music Paste photographs or draw-ings on poster board of the musi-cians that you think represent thebest of modern music. Write cap-tions that include your explanationof why music is an important partof American culture.

Economic growth

One of the most popular cars of 1957, theChevrolet Bel Air sold for about $2,500.

CHAPTER 28 America in the 1950s 827

Analyzing Information

Applying the SkillAnalyzing Information Choose an article froma newsmagazine. Read it and analyze the informa-tion. Answer questions one, two, and three, as theyapply to the article.

Glencoes Skillbuilder Interactive Workbook CD-ROM, Level 1, providesinstruction and practice in key social studies skills.

Critical ThinkingCritical Thinking

Why Learn This SkillHave you ever heard someone say, Dont believe

everything you read? To be an informed citizen, youhave to analyze information carefully as you read tomake sure you understand the meaning and theintent of the writer.

Learning the Skill1 Identify the subject or topic of the information.

2 How is the information organized? What are themain points?

3 Think about how reliable the source of the information is.

4 Summarize the information in your own words.Does the information agree with or contradictsomething you already know?

Practicing the SkillIn this chapter you read about new trends in music

and the influence of Elvis Presley. The informationthat follows is from a biography of Presley. Analyzethe paragraph and answer the questions that follow.

Elvis Presley may be the single most importantfigure in American twentieth-century popularmusic. Not necessarily the best, and certainly notthe most consistent. But no one could argue thathe was not the musician most responsible forpopularizing rock and roll. His 1950s recordingsestablished the basic language of rock and roll; his explosive stage presence set standards for themusic's visual image; his vocals were incrediblypowerful and versatile.

1 Was the information easy to understand? Explain.

2 Consider the source of the information. Doesthat make it seem more valid or less valid? Why?

3 Summarize the paragraph in a sentence of yourown.

4 Do you think the writer admired or did notadmire Presley? Why?

Elvis Presley in a 1956 performance

1950sMore than 20 percent ofAmericans live in poverty

1950sBeat writers influencenonconformists

1950sWomen and African Americansquestion their roles in society

Main IdeaMany Americans did not share in theprosperity of the 1950s.

Key Termsghetto, automation, materialism

Reading StrategyClassifying Information As you readthe section, re-create the diagrambelow and describe the economicproblems these groups faced.

Read to Learn which groups did not share in the

prosperity of the 1950s. why some people criticized Ameri-

can values of the period.

Section ThemeContinuity and Change The pros-perity that many Americans enjoyedin the 1950s was not shared by therural and urban poor.

Problems in a Time of Plenty

Picture postcards of Washington, D.C. in the 1950s showed the Capitol and othergovernment buildings. Hidden behind the tall buildings was a very different UnitedStates, however. It was a nation of crumbling streets and rat-infested tenements, hun-gry and, sometimes, homeless people. The invisible poor lived in a nation not ofaffluence and plenty, but of desperate need.

PovertyIn the 1950s more than 20 percent of Americans lived in poverty. Millions

more struggled to survive on incomes only slightly above the poverty level.Such poverty marred the landscape of the affluent society.

Many farmers did not share in the prosperity of the 1950s. Huge crop sur-pluses during those years caused the prices of farm productsand thus farmincometo decline dramatically. Large business enterprises bought vastareas of available farmland. They used large sums of money to transformagriculture into a thriving business. New machines and chemicals helped


Economic problems

Small farmers

Migrant farmworkers

Factory workers

Preview of Events

Guide to Reading

1950 1955 1960

Children in Washington, D.C.


produce an abundance of food for Americanand foreign consumers. While some farmersbenefited from these changes, others suffered.Because small farms could not compete withlarge farms, many small-farm families sold theirland and migrated to urban areas. Thousands ofsmall farmers who remained in agriculture strug-gled to stay out of poverty.

Farmworkers suffered as well. In the South,African American sharecroppers and tenantfarmers had always struggled to survive. Theirproblems increased when mechanized cottonpickers replaced workers. The popularity ofsynthetic fibers reduced the demand for cotton.Southern farmworkers lost their jobs, cottonproduction fell, and thousands of farmers losttheir land.

Migrant farmworkers in the West and theSouthwestmostly Mexican Americans andAsian Americansalso suffered. They toiledlong hours for very low wages and lived in sub-standard housing.

Rural poverty did not always come from agri-cultural problems. In Appalachia, a regionstretching along the Appalachian Mountainsthrough several states, the decline of the coalindustry plunged thousands of rural mountainpeople into desperate poverty.

Urban PovertyAs increasing numbers of middle-class Amer-

icans moved to the suburbs in the 1950s, theyleft the poor behind. The inner cities becameislands of poverty. To these islands people stillcame looking for work. Continuing their migra-tion from rural areas of the South, more thanthree million African Americans moved to citiesin the North and the Midwest between 1940 and1960. Many poor HispanicsPuerto Ricans inthe East and Mexicans in the Southwest and theWestalso moved to American cities.

The migration of poor African Americans andHispanics to Northern cities hastened the depar-ture of whites to the suburbs. This white flight

22.2%

11.3%

Americans Belowthe Poverty Line

1960

2000Source: U.S. Bureau of the Census.

1960 2000

GA.

S.C.

N.C.

VA.

N.Y.

OHIO

KY .

TENN.

MISS. ALA.

PA.MD.

W. VA.

GA.

S.C.

N.C.

VA.

N.Y.

OHIO

KY .

TENN.

MISS. ALA.

PA.MD.

W. VA.

Source: Appalachian Regional Commission, 2001 Fiscal Year Data.

Appalachian region

Distressed counties

Non-distressed counties

1. Region Identify the northernmost and southernmost partsof Appalachia.

2. Comparing Was poverty more widespread in Alabama in1960 or in 2000? Explain your answer.

Appalachia, 1960 and 2000

turned some areas of cities into ghettosneigh-borhoods that were inhabited mainly by poorminority groups.

Urban UnemploymentFew good job opportunities existed for the

growing numbers of urban poor. As whites fledcities, factories and businesses also relocatedinto suburban areas. With a declining popula-tion, cities faced growing financial problems.Taxes could no longer keep up with the demandfor such services as public transportation andpolice protection. Moreover, automationpro-ducing goods using mechanical and electronicdevicesreduced jobs in the industries thatremained. It became more and more difficult forthe urban poor to rise from poverty andimprove their lives.

The urban poor struggled not only withpoverty but also with racial discrimination inemployment, housing, and education. Crimeand violence often grew out of inner-citypoverty, especially among young people whosaw no hope for escape from life in the ghetto.

Explaining What effect did automa-tion have on factory jobs?

Voices of DissentChanges in American society in the 1950s

caused some people to question the values thatwere emerging. Some critics charged that thesameness of suburban and corporate life had acostthe loss of individuality. Others con-demned American materialisma focus onaccumulating money and possessions ratherthan an interest in spiritual matters.

Social CriticsDuring the 1950s, leading social critics exam-

ined the complexity of modern society. Manywrote about its effects on individual behavior.William H. Whyte, Jr., studied American busi-ness life in The Organization Man. He concludedthat young executives who abandoned theirown views to get along were the most likely tosucceed. He drew a somber picture of organi-zation men who have left home spiritually aswell as physically.

In his book The Affluent Society, economistJohn Kenneth Galbraith wrote of the prosper-ous American society of the 1950s. However, notall Americans shared in this prosperity. Galbraith described a suburban family, comfort-ably installed in an air-conditioned, power-steered and power-braked automobile, drivingthrough cities that are badly paved, madehideous by litter, blighted buildings, bill-boards. Prosperous Americans, he claimed,often ignored the problems and hardships facedby other Americans.

The Beat GenerationA group of writers called the Beats had even

sharper criticism of American society. The termBeat, said novelist Jack Kerouac, meant


A crowd of similarly dressed suburban residents returnshome from working in the city. What criticisms didwriters such as Jack Kerouac make about Americanmiddle-class society of the 1950s?

History

weariness with all forms of the modern indus-trial state. Kerouac, poet Allen Ginsberg, andother Beats rebelled against American culture.

Kerouacs novel On the Road, the most influ-ential book of the Beats, described the wildadventures of friends who drove aimlesslyaround the country. Its main character was

mad to live, mad to talk, mad to be saved,desirous of everything at the same time.

The novel made Kerouac an instant celebrity.Millions of young Americans read the works

of Beat writers. Some adopted Beat attitudes ofrebellion and isolation from society.

Questioning RolesWith society changing, women and African

Americans began questioning their roles. In the1950s both groups strived to gain greater free-dom and equality.

The suburban housewife was the dreamimage of the young American woman, wroteBetty Friedan, herself a suburban wife andmother. She was healthy, beautiful, educated,[and] concerned only about her husband, herchildren, and her home. Television, advertis-ing, and magazines reinforced this image ofwomen as perfect wives and mothers and pre-sented the idea of suburban life as the path to a full and happy life.

Checking for Understanding1. Key Terms Write a short paragraph

in which you use the following terms:ghetto, automation, materialism.

2. Reviewing Facts Problems in whatindustry led to unemployment andeconomic woes in Appalachia?

Reviewing Themes3. Continuity and Change How were

American inner cities changing dur-ing the 1950s?

Critical Thinking4. Drawing Conclusions Why do you

think some women were dissatisfiedwith their roles during the 1950s?

5. Determining Cause and EffectRe-create the diagram below andexplain how automation affectedeach of the following groups.

Analyzing Visuals6. Picturing History Examine the pho-

tographs in this section. Write a cap-tion for each of the photographs inwhich you describe what the subjectsare doing.


Descriptive Writing Write a poemat least 12 lines long that mighthave been written by a social criticof the 1950s.

As Friedan discovered,however, many suburbanhousewives were dissatis-fied with this role andlonged to express theirindividuality. Her book,The Feminine Mystique,described the frustrationand unhappiness of these women.

African Americans also questioned their placein society in the 1950s. After years of struggling fortheir rights, African Americans became increas-ingly impatient for change and less willing toaccept their status as second-class citizens. Theylaunched a new campaign for full civil rights.

Three events in the 1950s proved especiallyimportant for African Americans. First, theCourt decision in Brown v. Board of Education ofTopeka (1954) declared racial segregation in pub-lic schools to be unconstitutional. Second,African Americans staged a successful boycottof segregated buses in Montgomery, Alabama.Third, President Eisenhower sent troops to Little Rock, Arkansas, to enforce a court orderto integrate a high school. These three events,which you will learn more about in Chapter 29,paved the way for the successes of the civilrights movement in the 1960s.

Describing What criticisms weremade about suburban and corporate life?

Effects of Automation

Factory Small Industrialowner farmer worker

HISTORY

Student Web ActivityVisit taj.glencoe.com andclick on Chapter 28Student Web Activitiesfor an activity on life inthe 1950s.


N O T E B O O K

V E R B A T I MV E R B A T I M

ProfileOn July 20, 1969, NEIL ARMSTRONG became the first human to walk on the moon. There he spoke thefamous words Thats one small step for a man, onegiant leap for mankind. Later, Armstrong reflectedon his voyage and the spaceship we call Earth.

FROM OUR POSITION HERE ON THE EARTH, IT ISDIFFICULT to observe where the Earth is, and where its

going, or what its future course might be. Hopefully by getting a little farther away, both in the real sense and the

figurative sense, well be able to make some people step back and reconsider their mission in the universe, to think of themselves as a group of people who constitute the crew of a spaceship going through the universe. If youre going to run a spaceship youve got to be pretty cautious about how you use your resources, how you use your crew, and how you treat your spacecraft.

from the book First on the Moon

AD

AM

SC

ULL/ G

LOB

E P

HO

TOS

COLLIERSThe respected magazine loses readership,publishing its final edition on Jan. 4, 1957.

TVS BEAVERAfter 234 episodes, Leave It to Beaver goes off the air in 1963.

POODLE SKIRTS1950s girls wear these long skirts with a puffy crinoline underneath.

TV GUIDEWeekly magazine has circulation

of about 6.5 million by 1959.

KERMITIts easy being green when

youre a hot Muppet on the hit show Sesame Street that first aired in 1969.

MINI SKIRTSSkirts in 1964 reach new heights.

GLO

BE

PH

OTO

S

Kermit Leave It to Beaver

W H A T S I N & W H A T S O U TW H A T S I N & W H A T S O U T

CU

LVE

R P

ICTU

RE

S

Neil Armstrong

What were peoples lives like in the past?Whatand whomwere people talking about? What did they eat? What did they do for fun? These two pages will give you some clues toeveryday life in the U.S. as you step back in time with TIME Notebook.

WHAT PEOPLE ARE SAYING

Riddle: Whats college? Thats where girls who are abovecooking and sewing go to meet a man they spend their lives cooking and sewing for.

Ad for Gimbels Department Store campus clothes in 1952

I was looking to the left, and I heard these terrible noises. So I turned to the right, and all I remember is seeing my husband, he had this sort of quizzical look on his face, and his hand was up.FIRST LADY JACQUELINE KENNEDY,on the day her husband, President John

F. Kennedy, was assassinated in 1963

I have a dream that my four little children will one day live in a nation where they will not bejudged by the color of their skinbut by the content of their character.REV. MARTIN LUTHER KING, JR.

August 28, 1963

GE

OR

GE

SILK

BE

TTMA

NN

/CO

RB

IS

832

Be PreparedKnow the Bombs True Dangers.Know the Steps You Can Take toEscape Them!You Can Survive.Government pamphlet, 1950

ARE YOU DIGGING YOUR OWN

bomb shelter? Better go shopping. Below is a list of items included with the $3,000Mark I Kidde Kokoon, designedto accommodate a family of five for a three- to five-dayunderground stay.

3-way portable radio air blower radiation detector protective apparel suit face respirator radiation charts (4) hand shovel combination (for

digging out after the blast) gasoline-driven generator gasoline (10 gallons) chemical toilet toilet chemicals (2 gallons) bunks (5) mattresses and blankets (5) air pump (for blowing up

mattresses) incandescent bulbs (2) 40 watts

fuses (2) 5 amperes clocknon-electric first aid kit waterless hand cleaner sterno stove canned water (10 gallons) canned food (meat, powdered

milk, cereal, sugar, etc.) paper products

A N E W E R A : 1 9 5 0 1 9 7 0

BE

TTMA

NN

/CO

RB

IS

3 First class postage stamp19 Loaf of bread25 Issue of Sports

Illustrated

35 Movie ticket50 Gallon of milk

(delivered)

$2.05 Average hourly wage$2,845Average cost of a new car

$5,234Median income for a family of four

N U M B E R S 1 9 5 7N U M B E R S 1 9 5 7

Bomb Shelter

WORD AND MUSIC

Translation, Please!Match the jazz or bebop word to its meaning.

1 crazy a. become enthusiastic2 dig b. wonderful, great3 flip c. understand, appreciate4 hip d. awareanswers:1. b; 2. c; 3. a; 4. d

PO

PP

ER

FOTO

/AR

CH

IVE

PH

OTO

American Scene 19501960

Bowling Lanes(thousands)

52.5

108.0

1950 1960Little Leagues

776

5,700

1950 1960Hot Dog Production

(estimated millions of pounds)

750

1,050

1950 1960Potato Chip Production

(estimated millions of pounds)

320

532

1950 1960Encyclopedia Sales

(millions of dollars)

72

300

1950 1960

833

834

Reviewing Key TermsExamine the groups of words below. Then write a sentenceexplaining what each group has in common. 1. automation, productivity2. affluence, standard of living3. domino theory, arms race4. summit, peaceful coexistence

Reviewing Key Facts5. What states entered the Union in 1959?6. Name three foreign policy challenges the Eisenhower

administration faced.7. What was the goal of Project Mercury?8. How did the Geneva summit help to ease Cold War

tensions?9. Who formed a new government in Cuba in 1959?

10. Identify technological advances of the 1950s. 11. What are downturns in the economy called?12. What medical breakthrough did Dr. Jonas Salk make?13. Identify three religious leaders who influenced Ameri-

cans in the 1950s.14. How did the mass movement to the suburbs affect

inner cities?

Critical Thinking15. Analyzing Information What general economic poli-

cies did the Eisenhower administration support?16. Determining Cause and Effect Why would the devel-

opment of nuclear weapons have allowed Eisenhowerto cut the military budget?

17. Analyzing Themes: Continuity and Change Whywas there such a great demand for automobiles in the 1950s?

18. Determining Cause and Effect Re-create the dia-gram below and explain how these two factors createdproblems for farmers and farm workers.

America in the FiftiesEisenhowers Domestic Policy Attempts to limit government spending Federal Highway Act Extends social programs

The Cold War American leaders adopt policy

of massive retaliation

NASA is created Crisis in the Middle East Uprising in Hungary War in Southeast Asia Troubles in Latin America Geneva Summit encourages peaceful coexistence U-2 incident rekindles Cold War

Prosperity Productivity increased Per capita income and the

standard of living increased

The baby boom increases population Suburban housing developments boom Car culture grows Consumerism grows Television viewing increases

Problems and Issues Growing competition hurts small

farmers

Decline in coal industry increasespoverty in rural areas

Inner cities decay as businesses and residents relocate

Social critics question conformity Women question their roles in society African Americans challenge segregation

Farm problems

Crop surpluses Synthetic fiber industry


Directions: Choose the best answer for this multiple choice question.

The Cold War between the United States and theformer Soviet Union was a rivalry between what two forms of government?

A communism and socialismB communism and dictatorshipC communism and democracyD democracy and monarchy

Test-Taking TipTo answer this question, you need to remember various

systems of government are defined. Did either theUnited States or the former Soviet Union live under a

monarchyrule by a king or queen? Since they did not,you know that answer D is incorrect.

Standardized Test Practice

Practicing SkillsAnalyzing Information Reread the People in History feature on page 823 and answer the questions that follow.19. Who is the subject of the feature?20. How did polio affect its victims?21. What effect did the use of the polio vaccine have?

Geography and History ActivityStudy the maps on page 829; then answer the questions that follow.22. Region How many states are included in the Appalachia

region?23. Location In which states did poverty strike the hardest

in 1960?24. Comparing Maps Was poverty in the Appalachian region

more widespread in 1960 or in 2000? How can you tell?

Citizenship Cooperative Activity25. Analyzing Social Issues Throughout history social critics

have tried to draw attention to the injustices of society.Working in groups of three, research to find three poemswritten by modern poets that deal with current socialproblems. Social problems might include, for example,poverty, prejudice, and the prevalence of violence. Mounteach of your poems on an 812" x 11" sheet of paper anduse photographs or drawings to illustrate each. Yourgroup might also want to include short descriptions or captions to identify your photographs or drawings.Combine your poems with those of other groups to create a poetry collection titled A Decade of Dissent.

Economics Activity26. Math Practice The Bureau of Labor Statistics issued

these statistics on workers between the ages of 16 and 24who were employed in July 1998. Use the statistics to cre-ate a bar graph showing the numbers of people workingin the different economic sectors.

About 7 in 8 employed youth worked in private busi-ness this summer. The largest employers were retailtrade (7.4 million) and services (5.8 million). Therewere also large numbers of youth employed in manu-facturing (2.2 million) and construction (1.2 million).Government employed a total of 1.5 million youngpeople in July. Nearly 3 in 5 of the young people withgovernment jobs worked in local government.

Technology Activity27. Using the Internet In the 1950s it would have been hard

to imagine the role computers would play in our livestoday. One by-product of the computer revolution is thehundreds of new computer-related words we have addedto our language. Words such as surfing and megabytedescribe computers and how we use them. Do an inter-net search and compile a list of words that probably didnot exist before computers were invented in the 1950s.Share your findings with the class.

Alternative Assessment28. Portfolio Writing Activity Talk to a friend or relative

who is a baby boomer. How is life different for people ofyour generation? What do you think will be the effect onsociety when baby boomers retire? Write a report thatfocuses on these questions. Place it in your portfolio.

Self-Check QuizVisit taj.glencoe.com and click on Chapter 28Self-Check Quizzes to prepare for the chapter test.

HISTORY


Directions: Choose the best answer for this multiple choice question.

The Cold War between the United States and theformer Soviet Union was a rivalry between what two forms of government?

A communism and socialismB communism and dictatorshipC communism and democracyD democracy and monarchy

Test-Taking TipTo answer this question, you need to remember various

systems of government are defined. Did either theUnited States or the former Soviet Union live under a

monarchyrule by a king or queen? Since they did not,you know that answer D is incorrect.

Standardized Test Practice

Practicing SkillsAnalyzing Information Reread the People in History feature on page 823 and answer the questions that follow.19. Who is the subject of the feature?20. How did polio affect its victims?21. What effect did the use of the polio vaccine have?

Geography and History ActivityStudy the maps on page 829; then answer the questions that follow.22. Region How many states are included in the Appalachia

region?23. Location In which states did poverty strike the hardest

in 1960?24. Comparing Maps Was poverty in the Appalachian region

more widespread in 1960 or in 2000? How can you tell?

Citizenship Cooperative Activity25. Analyzing Social Issues Throughout history social critics

have tried to draw attention to the injustices of society.Working in groups of three, research to find three poemswritten by modern poets that deal with current socialproblems. Social problems might include, for example,poverty, prejudice, and the prevalence of violence. Mounteach of your poems on an 812" x 11" sheet of paper anduse photographs or drawings to illustrate each. Yourgroup might also want to include short descriptions or captions to identify your photographs or drawings.Combine your poems with those of other groups to create a poetry collection titled A Decade of Dissent.

Economics Activity26. Math Practice The Bureau of Labor Statistics issued

these statistics on workers between the ages of 16 and 24who were employed in July 1998. Use the statistics to cre-ate a bar graph showing the numbers of people workingin the different economic sectors.

About 7 in 8 employed youth worked in private busi-ness this summer. The largest employers were retailtrade (7.4 million) and services (5.8 million). Therewere also large numbers of youth employed in manu-facturing (2.2 million) and construction (1.2 million).Government employed a total of 1.5 million youngpeople in July. Nearly 3 in 5 of the young people withgovernment jobs worked in local government.

Technology Activity27. Using the Internet In the 1950s it would have been hard

to imagine the role computers would play in our livestoday. One by-product of the computer revolution is thehundreds of new computer-related words we have addedto our language. Words such as surfing and megabytedescribe computers and how we use them. Do an inter-net search and compile a list of words that probably didnot exist before computers were invented in the 1950s.Share your findings with the class.

Alternative Assessment28. Portfolio Writing Activity Talk to a friend or relative

who is a baby boomer. How is life different for people ofyour generation? What do you think will be the effect onsociety when baby boomers retire? Write a report thatfocuses on these questions. Place it in your portfolio.

Self-Check QuizVisit taj.glencoe.com and click on Chapter 28Self-Check Quizzes to prepare for the chapter test.

HISTORY


The American JourneyIllinois EditionIllinois Learning Standards for Social ScienceHow Does The American Journey Help Me Learn the Standards?How Does The American Journey Help Me Test My Knowledge of Social Science?The Illinois Constitution: A SummaryTable of ContentsPreviewing Your TextbookScavenger HuntHow Do I Study History?The Structure of Illinois GovernmentConstitution Test PracticeReading Skills HandbookIdentifying Words and Building VocabularyReading for a ReasonUnderstanding What You ReadThinking About Your ReadingUnderstanding Text StructureReading for Research

National Geographic Reference AtlasUnited States PoliticalUnited States PhysicalUnited States Territorial GrowthNorth America PhysicalNorth America PoliticalMiddle East Physical/PoliticalWorld PoliticalUnited States Facts

Geography HandbookWhat Is Geography?How Do I Study Geography?How Do I Use Maps?How Does Geography Influence History?Geographic Dictionary

Be an Active ReaderUnit 1: Different Worlds Meet: Beginnings to 1625Chapter 1: The First Americans, Prehistory to 1492Section 1: Early PeoplesSection 2: Cities and EmpiresSection 3: North American PeoplesChapter 1 Assessment and Activities

Chapter 2: Exploring the Americas, 14001625Section 1: A Changing WorldSection 2: Early ExplorationSection 3: Spain in AmericaSection 4: Exploring North AmericaChapter 2 Assessment and Activities

Unit 2: Colonial Settlement: 15871770Chapter 3: Colonial America, 15871770Section 1: Early English SettlementsSection 2: New England ColoniesSection 3: Middle ColoniesSection 4: Southern ColoniesChapter 3 Assessment and Activities

Chapter 4: The Colonies Grow, 16071770Section 1: Life in the ColoniesSection 2: Government, Religion, and CultureSection 3: France and Britain ClashSection 4: The French and Indian WarChapter 4 Assessment and Activities

Unit 3: Creating a Nation: 17631791Chapter 5: Road to Independence, 17631776Section 1: Taxation Without RepresentationSection 2: Building Colonial UnitySection 3: A Call to ArmsSection 4: Moving Toward IndependenceThe Declaration of IndependenceChapter 5 Assessment and Activities

Chapter 6: The American Revolution, 17761783Section 1: The Early YearsSection 2: The War ContinuesSection 3: The War Moves West and SouthSection 4: The War Is WonChapter 6 Assessment and Activities

Chapter 7: A More Perfect Union, 17771790Section 1: The Articles of ConfederationSection 2: Convention and CompromiseSection 3: A New Plan of GovernmentChapter 7 Assessment and Activities

Civics in Action: A Citizenship HandbookSection 1: The ConstitutionSection 2: The Federal GovernmentSection 3: Citizen's Rights and ResponsibilitiesHandbook Assessment

The Constitution of the United States

Unit 4: The New Republic: 17891825Chapter 8: A New Nation, 17891800Section 1: The First PresidentSection 2: Early ChallengesSection 3: The First Political PartiesChapter 8 Assessment and Activities

Chapter 9: The Jefferson Era, 18001816Section 1: The Republicans Take PowerSection 2: The Louisiana PurchaseSection 3: A Time of ConflictSection 4: The War of 1812Chapter 9 Assessment and Activities

Chapter 10: Growth and Expansion, 17901825Section 1: Economic GrowthSection 2: Westward BoundSection 3: Unity and SectionalismChapter 10 Assessment and Activities

Unit 5: The Growing Nation: 18201860Chapter 11: The Jackson Era, 18241845Section 1: Jacksonian DemocracySection 2: Conflicts Over LandSection 3: Jackson and the BankChapter 11 Assessment and Activities

Chapter 12: Manifest Destiny, 18181853Section 1: The Oregon CountrySection 2: Independence for TexasSection 3: War with MexicoSection 4: New Settlers in California and UtahChapter 12 Assessment and Activities

Chapter 13: North and South, 18201860Section 1: The North's EconomySection 2: The North's PeopleSection 3: Southern Cotton KingdomSection 4: The South's PeopleChapter 13 Assessment and Activities

Chapter 14: The Age of Reform, 18201860Section 1: Social ReformSection 2: The AbolitionistsSection 3: The Women's MovementChapter 14 Assessment and Activities

Unit 6: Civil War and Reconstruction: 18461896Chapter 15: Road to Civil War, 18201861Section 1: Slavery and the WestSection 2: A Nation DividingSection 3: Challenges to SlaverySection 4: Secession and WarChapter 15 Assessment and Activities

Chapter 16: The Civil War, 18611865Section 1: The Two SidesSection 2: Early Years of the WarSection 3: A Call for FreedomSection 4: Life During the Civil WarSection 5: The Way to VictoryChapter 16 Assessment and Activities

Chapter 17: Reconstruction and Its Aftermath, 18651896Section 1: Reconstruction PlansSection 2: Radicals in ControlSection 3: The South During ReconstructionSection 4: Change in the SouthChapter 17 Assessment and Activities

Unit 7: Reshaping the Nation: 18581914Chapter 18: The Western Frontier, 18581896Section 1: The Mining BoomsSection 2: Ranchers and FarmersSection 3: Native American StrugglesSection 4: Farmers in ProtestChapter 18 Assessment and Activities

Chapter 19: The Growth of Industry, 18651914Section 1: Railroads Lead the WaySection 2: InventionsSection 3: An Age of Big BusinessSection 4: Industrial WorkersChapter 19 Assessment and Activities

Chapter 20: Toward an Urban America, 18651914Section 1: The New ImmigrantsSection 2: Moving to the CitySection 3: A Changing CultureChapter 20 Assessment and Activities

Unit 8: Reform, Expansion, and War: 18651920Chapter 21: Progressive Reforms, 18771920Section 1: The Progressive MovementSection 2: Women and ProgressivesSection 3: Progressive PresidentsSection 4: Excluded from ReformChapter 21 Assessment and Activities

Chapter 22: Overseas Expansion, 18651917Section 1: Expanding HorizonsSection 2: Imperialism in the PacificSection 3: Spanish-American WarSection 4: Latin American PoliciesChapter 22 Assessment and Activities

Chapter 23: World War I, 19141919Section 1: War in EuropeSection 2: America's Road to WarSection 3: Americans Join the AlliesSection 4: The War at HomeSection 5: Searching for PeaceChapter 23 Assessment and Activities

Unit 9: Turbulent Decades: 19191945Chapter 24: The Jazz Age, 19191929Section 1: Time of TurmoilSection 2: Desire for NormalcySection 3: A Booming EconomySection 4: The Roaring TwentiesChapter 24 Assessment and Activities

Chapter 25: The Depression and FDR, 19291941Section 1: The Great DepressionSection 2: Roosevelt's New DealSection 3: Life During the DepressionSection 4: Effects of the New DealChapter 25 Assessment and Activities

Chapter 26: World War II, 19391945Section 1: Road to WarSection 2: War BeginsSection 3: On the Home FrontSection 4: War in Europe and AfricaSection 5: War in the PacificChapter 26 Assessment and Activities

Unit 10: Turning Points: 19451975Chapter 27: The Cold War Era, 19451954Section 1: Cold War OriginsSection 2: Postwar PoliticsSection 3: The Korean WarSection 4: The Red ScareChapter 27 Assessment and Activities

Chapter 28: America in the 1950s, 19531960Section 1: Eisenhower in the White HouseSection 2: 1950s ProsperitySection 3: Problems in a Time of PlentyChapter 28 Assessment and Activities

Chapter 29: The Civil Rights Era, 19541973Section 1: The Civil Rights MovementSection 2: Kennedy and JohnsonSection 3: The Struggle ContinuesSection 4: Other Groups Seek RightsChapter 29 Assessment and Activities

Chapter 30: The Vietnam Era, 19601975Section 1: Kennedy's Foreign PolicySection 2: War in VietnamSection 3: The Vietnam Years at HomeSection 4: Nixon and VietnamChapter 30 Assessment and Activities

Unit 11: Modern America: 1968PresentChapter 31: Search for Stability, 19681981Section 1: Nixon's Foreign PolicySection 2: Nixon and WatergateSection 3: The Carter PresidencyChapter 31 Assessment and Activities

Chapter 32: New Challenges, 1981PresentSection 1: The Reagan PresidencySection 2: The Bush PresidencySection 3: A New CenturySection 4: The War on TerrorismChapter 32 Assessment and Activities

AppendixWhat Is an Appendix and How Do I Use One?Primary Sources LibraryPresidents of the United StatesDocuments of American HistorySupreme Court Case SummariesGazetteerGlossarySpanish GlossaryIndexAcknowledgements and Photo Credits

Feature ContentsPrimary Sources LibraryDocuments of America's HeritageMore AboutWhat Life Was LikeNational Geographic: Geography & HistoryAmerica's LiteratureTwo ViewpointsTechnology and HistoryLinking Past & PresentWhat IfHands-On History Lab ActivityTIME NotebookWhy It MattersCauses and EffectsSkillBuilderCritical ThinkingSocial StudiesStudy & WritingTechnology

People In HistoryFact Fiction FolklorePrimary Source QuotesCharts & GraphsMaps

Student WorkbooksActive Reading Note-Taking Guide - Student EditionChapter 1: The First Americans, Prehistory to 1492Section 1: Early PeoplesSection 2: Cities and EmpiresSection 3: North American Peoples

Chapter 2: Exploring the Americas, 14001625Section 1: A Changing WorldSection 2: Early ExplorationSection 3: Spain in AmericaSection 4: Exploring North America

Chapter 3: Colonial America, 15871770Section 1: Early English SettlementsSection 2: New England ColoniesSection 3: Middle ColoniesSection 4: Southern Colonies

Chapter 4: The Colonies Grow, 16071770Section 1: Life in the ColoniesSection 2: Government, Religion, and CultureSection 3: France and Britain ClashSection 4: The French and Indian War

Chapter 5: Road to Independence, 17631776Section 1: Taxation Without RepresentationSection 2: Building Colonial UnitySection 3: A Call to ArmsSection 4: Moving Toward Independence

Chapter 6: The American Revolution, 17761783Section 1: The Early YearsSection 2: The War ContinuesSection 3: The War Moves West and SouthSection 4: The War Is Won

Chapter 7: A More Perfect Union, 17771790Section 1: The Articles of ConfederationSection 2: Convention and CompromiseSection 3: A New Plan of Government

Chapter 8: A New Nation, 17891800Section 1: The First PresidentSection 2: Early ChallengesSection 3: The First Political Parties

Chapter 9: The Jefferson Era, 18001816Section 1: The Republicans Take PowerSection 2: The Louisiana PurchaseSection 3: A Time of ConflictSection 4: The War of 1812

Chapter 10: Growth and Expansion, 17901825Section 1: Economic GrowthSection 2: Westward BoundSection 3: Unity and Sectionalism

Chapter 11: The Jackson Era, 18241845Section 1: Jacksonian DemocracySection 2: Conflicts Over LandSection 3: Jackson and the Bank

Chapter 12: Manifest Destiny, 18181853Section 1: The Oregon CountrySection 2: Independence for TexasSection 3: War with MexicoSection 4: New Settlers in California and Utah

Chapter 13: North and South, 18201860Section 1: The North's EconomySection 2: The North's PeopleSection 3: Southern Cotton KingdomSection 4: The South's People

Chapter 14: The Age of Reform, 18201860Section 1: Social ReformSection 2: The AbolitionistsSection 3: The Women's Movement

Chapter 15: Road to Civil War, 18201861Section 1: Slavery and the WestSection 2: A Nation DividingSection 3: Challenges to SlaverySection 4: Secession and War

Chapter 16: The Civil War, 18611865Section 1: The Two SidesSection 2: Early Years of the WarSection 3: A Call for FreedomSection 4: Life During the Civil WarSection 5: The Way to Victory

Chapter 17: Reconstruction and Its Aftermath, 18651896Section 1: Reconstruction PlansSection 2: Radicals in ControlSection 3: The South During ReconstructionSection 4: Change in the South

Chapter 18: The Western Frontier, 18581896Section 1: The Mining BoomsSection 2: Ranchers and FarmersSection 3: Native American StrugglesSection 4: Farmers in Protest

Chapter 19: The Growth of Industry, 18651914Section 1: Railroads Lead the WaySection 2: InventionsSection 3: An Age of Big BusinessSection 4: Industrial Workers

Chapter 20: Toward an Urban America, 18651914Section 1: The New ImmigrantsSection 2: Moving to the CitySection 3: A Changing Culture

Chapter 21: Progressive Reforms, 18771920Section 1: The Progressive MovementSection 2: Women and ProgressivesSection 3: Progressive PresidentsSection 4: Excluded from Reform

Chapter 22: Overseas Expansion, 18651917Section 1: Expanding HorizonsSection 2: Imperialism in the PacificSection 3: Spanish-American WarSection 4: Latin American Policies

Chapter 23: World War I, 19141919Section 1: War in EuropeSection 2: America's Road to WarSection 3: Americans Join the AlliesSection 4: The War at HomeSection 5: Searching for Peace

Chapter 24: The Jazz Age, 19191929Section 1: Time of TurmoilSection 2: Desire for NormalcySection 3: A Booming EconomySection 4: The Roaring Twenties

Chapter 25: The Depression and FDR, 19291941Section 1: The Great DepressionSection 2: Roosevelt's New DealSection 3: Life During the DepressionSection 4: Effects of the New Deal

Chapter 26: World War II, 19391945Section 1: Road to WarSection 2: War BeginsSection 3: On the Home FrontSection 4: War in Europe and AfricaSection 5: War in the Pacific

Chapter 27: The Cold War Era, 19451954Section 1: Cold War OriginsSection 2: Postwar PoliticsSection 3: The Korean WarSection 4: The Red Scare

Chapter 28: America in the 1950s, 19531960Section 1: Eisenhower in the White HouseSection 2: 1950s ProsperitySection 3: Problems in a Time of Plenty

Chapter 29: The Civil Rights Era, 19541973Section 1: The Civil Rights MovementSection 2: Kennedy and JohnsonSection 3: The Struggle ContinuesSection 4: Other Groups Seek Rights

Chapter 30: The Vietnam Era, 19601975Section 1: Kennedy's Foreign PolicySection 2: War in VietnamSection 3: The Vietnam Years at HomeSection 4: Nixon and Vietnam

Chapter 31: Search for Stability, 19681981Section 1: Nixon's Foreign PolicySection 2: Nixon and WatergateSection 3: The Carter Presidency

Chapter 32: New Challenges, 1981PresentSection 1: The Reagan PresidencySection 2: The Bush PresidencySection 3: A New CenturySection 4: The War on Terrorism

Activity Workbook - Student EditionLocal history activitiesActivity 1: The First AmericansActivity 2: Exploring the AmericasActivity 3: Colonial AmericaActivity 4: The Colonies GrowActivity 5: Road to IndependenceActivity 6: The American RevolutionActivity 7: A More Perfect UnionActivity 8: A New NationActivity 9: The Jefferson EraActivity 10: Growth and ExpansionActivity 11: The Jackson EraActivity 12: Manifest DestinyActivity 13: North and SouthActivity 14: The Age of ReformActivity 15: Road to Civil WarActivity 16: The Civil WarActivity 17: Reconstruction and Its AftermathActivity 18: The Western FrontierActivity 19: The Growth of IndustryActivity 20: Toward an Urban AmericaActivity 21: Progressive ReformsActivity 22: Overseas ExpansionActivity 23: World War IActivity 24: The Jazz AgeActivity 25: The Depression and FDRActivity 26: World War IIActivity 27: The Cold War EraActivity 28: America in the 1950sActivity 29: The Civil Rights EraActivity 30: The Vietnam EraActivity 31: Search for StabilityActivity 32: New Challenges

Reading Essentials and Study Guide - Student EditionChapter 1: The First Americans, Prehistory to 1492Section 1: Early PeoplesSection 2: Cities and EmpiresSection 3: North American Peoples

Chapter 2: Exploring the Americas, 14001625Section 1: A Changing WorldSection 2: Early ExplorationSection 3: Spain in AmericaSection 4: Exploring North America

Chapter 3: Colonial America, 15871770Section 1: Early English SettlementsSection 2: New England ColoniesSection 3: Middle ColoniesSection 4: Southern Colonies

Chapter 4: The Colonies Grow, 16071770Section 1: Life in the ColoniesSection 2: Government, Religion, and CultureSection 3: France and Britain ClashSection 4: The French and Indian War

Chapter 5: Road to Independence, 17631776Section 1: Taxation Without RepresentationSection 2: Building Colonial UnitySection 3: A Call to ArmsSection 4: Moving Toward Independence

Chapter 6: The American Revolution, 17761783Section 1: The Early YearsSection 2: The War ContinuesSection 3: The War Moves West and SouthSection 4: The War Is Won

Chapter 7: A More Perfect Union, 17771790Section 1: The Articles of ConfederationSection 2: Convention and CompromiseSection 3: A New Plan of Government

Chapter 8: A New Nation, 17891800Section 1: The First PresidentSection 2: Early ChallengesSection 3: The First Political Parties

Chapter 9: The Jefferson Era, 18001816Section 1: The Republicans Take PowerSection 2: The Louisiana PurchaseSection 3: A Time of ConflictSection 4: The War of 1812

Chapter 10: Growth and Expansion, 17901825Section 1: Economic GrowthSection 2: Westward BoundSection 3: Unity and Sectionalism

Chapter 11: The Jackson Era, 18241845Section 1: Jacksonian DemocracySection 2: Conflicts Over LandSection 3: Jackson and the Bank

Chapter 12: Manifest Destiny, 18181853Section 1: The Oregon CountrySection 2: Independence for TexasSection 3: War with MexicoSection 4: New Settlers in California and Utah

Chapter 13: North and South, 18201860Section 1: The North's EconomySection 2: The North's PeopleSection 3: Southern Cotton KingdomSection 4: The South's People

Chapter 14: The Age of Reform, 18201860Section 1: Social ReformSection 2: The AbolitionistsSection 3: The Women's Movement

Chapter 15: Road to Civil War, 18201861Section 1: Slavery and the WestSection 2: A Nation DividingSection 3: Challenges to SlaverySection 4: Secession and War

Chapter 16: The Civil War, 18611865Section 1: The Two SidesSection 2: Early Years of the WarSection 3: A Call for FreedomSection 4: Life During the Civil WarSection 5: The Way to Victory

Chapter 17: Reconstruction and Its Aftermath, 18651896Section 1: Reconstruction PlansSection 2: Radicals in ControlSection 3: The South During ReconstructionSection 4: Change in the South

Chapter 18: The Western Frontier, 18581896Section 1: The Mining BoomsSection 2: Ranchers and FarmersSection 3: Native American StrugglesSection 4: Farmers in Protest

Chapter 19: The Growth of Industry, 18651914Section 1: Rail