chapter planning guide · 3 levels resources chapter opener section 1 section 2 section 3 section 4...

✓

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Section 4

Chapter AssessBL OL AL ELL

FOCUSBL OL AL ELL Daily Focus Skills Transparencies 24-1 24-2 24-3 24-4

TEACHBL OL ELL Reading Essentials and Note-Taking Guide* p. 257 p. 260 p. 263 p. 266

OL Historical Analysis Skills Activity, URB p. 122

BL OL ELL Guided Reading Activities, URB* p. 148 p. 149 p. 150 p. 151

BL OL AL ELL Content Vocabulary Activity, URB* p. 127

BL OL AL ELL Academic Vocabulary Activity, URB p. 129

OL AL Critical Thinking Skills Activity, URB p. 132

BL OL ELL Reading Skills Activity, URB p. 121

BL ELL English Learner Activity, URB p. 125

OL AL Reinforcing Skills Activity, URB p. 131

BL OL AL ELL Differentiated Instruction Activity, URB p. 123

BL OL ELL Time Line Activity, URB p. 133

OL Linking Past and Present Activity, URB p. 134

BL OL AL ELL American Art and Music Activity, URB p. 139

BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 141

AL Enrichment Activity, URB p. 145

BL OL AL ELL American Biographies ✓ ✓

BL OL AL ELL Primary Source Reading, URB p. 135 p. 137

BL OL AL ELL Supreme Court Case Studies p. 161

BL OL AL ELL The Living Constitution* ✓ ✓ ✓ ✓ ✓ ✓

OL AL American History Primary Source Documents Library ✓ ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Unit Map Overlay Transparencies ✓ ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Differentiated Instruction for the American History Classroom ✓ ✓ ✓ ✓ ✓ ✓

BL OL AL ELL StudentWorks™ Plus DVD ✓ ✓ ✓ ✓ ✓ ✓

Note: Please refer to the Unit 7 Resource Book for this chapter’s URB materials. * Also available in Spanish

802A

BL Below Level OL On Level

AL Above Level ELL English Language Learners

Planning GuideChapter

Key to Ability Levels

Print Material Transparency CD-ROM or DVD

Key to Teaching Resources

Plus

All-In-One Planner and Resource Center

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Section 4

Chapter AssessBL OL AL ELL

TEACH (continued)

BL OL AL ELL American Music Hits Through History CD ✓ ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Unit Time Line Transparencies and Activities ✓ ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Cause and Effect Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Why It Matters Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓ ✓

BL OL AL ELL American Issues ✓ ✓ ✓ ✓ ✓ ✓

OL AL ELL American Art and Architecture Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓ ✓

BL OL AL High School American History Literature Library ✓ ✓ ✓ ✓ ✓ ✓

BL OL AL ELL The American Vision: Modern Times Video Program ✓ ✓ ✓ ✓ ✓ ✓

Teacher Resources

Strategies for Success ✓ ✓ ✓ ✓ ✓ ✓

Success with English Learners ✓ ✓ ✓ ✓ ✓ ✓

Reading Strategies and Activities for the Social Studies Classroom ✓ ✓ ✓ ✓ ✓ ✓

Presentation Plus! with MindJogger CheckPoint ✓ ✓ ✓ ✓ ✓ ✓

ASSESSBL OL AL ELL Section Quizzes and Chapter Tests* p. 337 p. 338 p. 339 p. 340 p. 341

BL OL AL ELL Authentic Assessment With Rubrics p. 53

BL OL AL ELL Standardized Test Practice Workbook p. 56

BL OL AL ELL ExamView® Assessment Suite 24-1 24-2 24-3 24-4 Ch. 24

CLOSEBL ELL Reteaching Activity, URB p. 143

BL OL ELL Reading and Study Skills Foldables™ p. 84

BL OL AL ELL American History in Graphic Novel p. 79

✓ Chapter- or unit-based activities applicable to all sections in this chapter.

802B

• Interactive Lesson Planner • Interactive Teacher Edition • Fully editable blackline masters • Section Spotlight Videos Launch

• Differentiated Lesson Plans• Printable reports of daily

assignments• Standards Tracking System

ChapterPlanning Guide

Visit glencoe.com and enter ™ code TAVMT5154c24T for Chapter 24 resources.

You can easily launch a wide range of digital products from your computer’s desktop with the McGraw-Hill Social Studies widget.

Student Teacher ParentMedia Library

• Section Audio ● ●

• Spanish Audio Summaries ● ●

• Section Spotlight Videos ● ● ●

The American Vision: Modern TImes Online Learning Center (Web Site)• StudentWorks™ Plus Online ● ● ●

• Multilingual Glossary ● ● ●

• Study-to-Go ● ● ●

• Chapter Overviews ● ● ●

• Self-Check Quizzes ● ● ●

• Student Web Activities ● ● ●

• ePuzzles and Games ● ● ●

• Vocabulary eFlashcards ● ● ●

• In Motion Animations ● ● ●

• Study Central™ ● ● ●

• Web Activity Lesson Plans ●

• Vocabulary PuzzleMaker ● ● ●

• Historical Thinking Activities ●

• Beyond the Textbook ● ● ●

802C

Integrating TechnologyChapter

Teach With Technology

What is Study-to-Go?Study-to-Go provides portable textbook-based content direct from the Glencoe Web site to your students whenever and wherever they want!

How can Study-to-Go help my students?Study-to-Go content can be downloaded to a personal digital assistant (PDA) or a cell phone. Students can download Study Sets that include: • Self Quiz—a series of multiple choice quizzes that provides instant answer feedback • Key Terms—definitions for textbook vocabulary • Flashcards—an assessment tool to help students study textbook key terms

Visit glencoe.com and enter a ™ code to go to the Study-to-Go.

Using Study-to-GoTeach With Technology

http://glencoe.com

http://glencoe.com

The following videotape programs are available from Glencoe as supplements to this Modern Times chapter:

• Colin Powell: A Soldier’s Campaign (ISBN 1-56-501701-3)

• The White House—Great American Monuments (ISBN 1-56-501643-2)

To order, call Glencoe at 1-800-334-7344. To find classroom resources to accompany many of these videos, check the following home pages:

A&E Television: www.aetv.com

The History Channel: www.historychannel.com

®

802D

ChapterAdditional Chapter Resources

• Timed Readings Plus in Social Studies helps stu-dents increase their reading rate and fluency while maintaining comprehension. The 400-word passages are similar to those found on state and national assessments.

• Reading in the Content Area: Social Studies con-centrates on six essential reading skills that help stu-dents better comprehend what they read. The book includes 75 high-interest nonfiction passages written at increasing levels of difficulty.

• Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

www.jamestowneducation.com

Use this database to search more than 30,000 titles to create a customized reading list for your students.

• Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest.

• The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections.

• A brief summary of each selection is included.

Leveled reading suggestions for this chapter:

For students at a Grade 8 reading level:• September 11, 2001: Attack on New York City, by

Wilborn Hampton

For students at a Grade 9 reading level:• September 11, 2001: The Day that Changed America,

by Jill C. Wheeler

For students at a Grade 10 reading level:• President George W. Bush: Our Forty-Third President,

by Beatrice Gormley

For students at a Grade 11 reading level:• Thura’s Diary: My Life in Wartime Iraq, by

Thura Al-Windawi

For students at a Grade 12 reading level:• Iraq and the Fall of Saddam Hussein, by Jason Richie

Reading List Generator

CD-ROM

The following articles relate to this chapter:

• “Time to Hit the Panic Button? How We Decide What’s Risky,” by Joel Achenbach, September 2003.

• “Where Have You Gone New Orleans?,” by Ernest J. Gaines, August 2006.

National Geographic Society Products To order the following, call National Geographic at 1-800-368-2728:

• ZipZapMap! USA (ZipZapMap!)

Access National Geographic’s new, dynamic MapMachine Web site and other geography resources at:

www.nationalgeographic.comwww.nationalgeographic.com/maps

Index to National Geographic Magazine:

http://www.aetv.com

http://www.nationalgeographic.com/maps

http://www.historychannel.com

http://www.jamestowneducation.com

http://nationalgeographic.com

802

U.S. PRESIDENTS

U.S. EVENTSWORLD EVENTS

Chapter

A New Century A New Century Begins2001–Present SECTION 1 America Enters A New Century

SECTION 2 The War on Terrorism Begins

SECTION 3 The Invasion of Iraq

SECTION 4 A Time of Challenges

2001 2002 20042003

Sept. 11, 2001 • Terrorists

attack World Trade Center and Pentagon

November 2000• A close vote

in Florida causes a contested election

October 2001• U.S. begins bombing Afghanistan• Patriot Act enacted

January 2002• President Bush

signs No Child Left Behind Act

March 2003• U.S. invades Iraq

2001 • Terrorists attack the Indian

Parliament

2003• Israel and PLO sign a cease fire

2004• Tsunami in Indian Ocean devastates

Indonesia and surrounding regions• Terrorists bomb trains in Spain

G. W. Bush2001–2009

On September 11, 2006, the Tribute in Light commemorated the fifth anniversary of the attack on the World Trade Center.

802 Chapter 24 A New Century Begins

Introducing

Chapter

FocusMAKING CONNECTIONSHow Does the Passage of Time Affect the Way Events are Understood?Have students reflect on a memo-rable past event or situation in their lives Ask: How was your life permanently changed by the event or situation? What lessons did you learn from the experience? Explain that a nation like the United States can also experience moments when its path in history dramatically alters and when unexpected decisions have to be made. Ask them to name episodes in American his-tory that aroused Americans and suddenly changed the course of the nation’s policies and actions. Most students will probably include the 9/11 terrorist attacks and their effect on the nation. Conclude by having students give their ideas about how the United States should respond to terrorism.

TeachThe Big IdeasAs students study the chapter, remind them to consider the sec-tion-based Big Ideas included in each section’s Guide to Reading. The Essential Questions and the activities below tie in to the Big Ideas and help students think about and understand important chapter concepts. In addition, the Hands-on-Chapter Projects with their culminating activities relate the content from each section to the Big Ideas. These activities build on each other as students progress through the chapter. Section activities culminate in the wrap-up activity on the Visual Summary page. BL OL

Section 1America Enters a New CenturyEssential Question: When an election’s results are uncertain or disputed, how do you think the problem should be resolved? (by compromise, vote counts, the courts, holding run-off elections) Point out that in Section 1 students will learn about the close presidential election of 2000 and how its outcome was set-tled peacefully. OL

Section 2The War on Terrorism BeginsEssential Question: What challenges might governments face in fighting terrorism? (the need to enact tough measures against ter-rorism that at the same time are respectful of citizens’ rights) Point out in Section 2 students will learn about the terrorist attacks of September 11, 2001 and the response of the Bush Adminstration with the “War on Terror.” OL

Dinah Zike’s Foldables

Dinah Zike’s Foldables are three-dimensional, inter-active graphic organizers that help students practice basic writing skills, review vocabu-lary terms, and identify main ideas. Instructions for creat-ing and using Foldables can be found in the Appendix at the end of this book and in the Dinah Zike’s Reading and Study Skills Foldables booklet.

803

Visit glencoe.com and enter code TAVMT5154c24T for Chapter 24resources, including a Chapter Overview, Study Central™, Study-to-Go, Student Web Activity, Self-Check Quiz, and other materials.

Organizing Information Compile facts about the terrorist attacks at the World Trade Center and Pentagon on September 11, 2001. Then, make a Four-Door Book Foldable that explains what, where, when, and why these events occurred.

WhatWhy

When Where

August 2005• Hurricane Katrina

devastates Louisiana and Mississippi; levees fail and New Orleans floods

2006• Israel invades Lebanon to

attack Hezbollah• Over 1 billion people

worldwide use the Internet

2005 2006

November 2004• George W. Bush defeats

John Kerry in the election

2005• Terrorists bomb

London subway system

2007

January 2007• Nancy Pelosi

becomes first female Speaker of the House

Chapter Audio

MAKING CONNECTIONS

How Does the Passage of Time Affect the Way Events Are Understood?As the United States entered the twenty-first century, combating terrorism at home and abroad became a national priority. The attacks on the World Trade Center and the Pentagon resulted in wars in Afghanistan and Iraq. The wars as well as new security policies led to great controversy in American politics.

• What previous events in American history have forced the nation to dramatically change its poli-cies and actions?

• How should the United States respond to terror-ism to prevent it from happening again?

Chapter 24 A New Century Begins 803

Visit glencoe.com

and enter code TAVMT5147c24 for Chapter 24 resources.

Introducing

Chapter

More About the PhotoVisual Literacy Ask students:What city is shown in the photo? What type of event is taking place? (New York City; a commem-oration or memorial using light beams) The “Tribute in Light” memorial lies near the site of the World Trade Center in lower Manhattan. The two beams of light, which represent the fallen twin towers of the Center, light up the evening sky to remember the people who lost their lives as a result of the terrorist attacks on September 11, 2001.

Section 3The Invasion of IraqEssential Question: How do you think the United States carries out its foreign policy? (through diplomacy, trade, war, humanitarian aid, public relations) Explain that in Section 3 students will learn about how the United States became militarily involved in Iraq and Afghanistan and the effects of U.S. actions on these two countries. OL

Section 4A Time of ChallengesEssential Question: How might unexpected events affect a country’s politics and government? (Citizens’ votes are based on how well or how badly the government responds to these emergencies.) Explain that in Section 4 students will learn how scandal and natural disaster weakened Republican control of government and benefited Democrats in congressional elections. OL

http://glencoe.com

http://glencoe.com

Section 1

America Enters a New Century

In the election of 2000, Democrat Al Gore faced Republican George W. Bush. After a dispute over the

outcome in Florida, Bush became president. Bush then focused on cutting taxes and introducing health care and education reforms.

The Election of 2000MAIN Idea In one of the closest presidential races in history, involving

vote recounts and the Supreme Court, George W. Bush became president.

HISTORY AND YOU Do you think the Electoral College should be modified or eliminated? Read on to learn how the 2000 election ultimately came down to a decision about Florida’s disputed electoral votes.

As he prepared to leave office, President Clinton’s legacy was uncertain. He had balanced the budget and presided over a period of rapid economic growth. His presidency was marred, however, by the impeachment trial, which had divided the nation and widened the divide between liberals and conservatives. In the election of 2000, that division led to one of the closest elections in American history.

The Candidates Campaign The Democrats nominated Vice President Al Gore for president

in 2000. Gore, a former senator from Tennessee, was regarded as a moderate and his Southern roots were expected to help him win votes in the South. For his running mate, Gore chose Senator Joseph Lieberman from Connecticut, the first Jewish American ever to run for vice president on a major party ticket.

The Republican contest for the presidential nomination came down to two men: Governor George W. Bush of Texas, son of for-mer president George H.W. Bush, and Senator John McCain of Arizona, a former navy pilot and prisoner of war in North Vietnam. Most Republican leaders endorsed Bush, who was especially popular with conservatives. He easily won the nomination, despite some early McCain victories in the primaries. Bush chose Richard “Dick” Cheney as his vice presidential running mate. Cheney had served as President George H.W. Bush’s secretary of defense.

The election campaign revolved around the question of what to do with surplus tax revenues. Both Bush and Gore agreed that Social Security needed reform, but they disagreed on the details. Both promised to cut taxes, although Bush proposed a much larger tax cut than Gore. Both men also promised to improve public education and to support plans to help senior citizens pay for prescription drugs.

Section Audio Spotlight Video

Guide to ReadingBig IdeasGovernment and Society A very close presidential election saw a shift in power in the White House, as George W. Bush became the forty-third President of the United States.

Content Vocabulary• chad (p. 805)• strategic defense (p. 807)

Academic Vocabulary• priority (p. 807)• controversial (p. 807)

People and Events to Identify• Al Gore (p. 804)• George W. Bush (p. 804)• Ralph Nader (p. 805)

Reading StrategyOrganizing Complete a graphic organizer similar to the one below by charting the key postelection events culminating in George W. Bush’s victory.

Bush’sVictory


BellringerDaily Focus Transparency 24-1

Analyzing Information

DAILY FOCUS SKILLS TRANSPARENCY 24-1

ANSWER: DTeacher Tip: Tell students that they must read the chartcarefully in order to analyze the information it presents. UNIT

7Chapter 24

Directions: Answer the followingquestion based on the chart.

Which best summarizes theinformation in the chart?

A Gore won the electoral vote,but lost the popular vote.

B Bush won both the popularvote and the electoral vote.

C Gore won the popular vote,but the electoral vote wastied.

D Gore won the popular vote,but Bush won the electoralvote.

Results of the 2000 Election

Candidate Popular Vote Electoral Vote

Bush 50,456,002 271

Gore 50,999,897 266

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

Chapter 24 • Section 1

Guide to ReadingAnswers: Fla. recounts; Bush certified winner

Fla. Supreme Court decides for hand recount

U.S. Supreme Court rules in Bush v. Gore against hand recount

Bush’s Victory

To generate student interest and provide a springboard for class discussion, access the Chapter 24, Section 1 video at glencoe.com or on the video DVD.

Resource Manager

Focus

R Reading Strategies C Critical

Thinking D Differentiated Instruction W Writing

Support S Skill Practice

Teacher Edition• Summarizing, p. 806

Additional Resources• Guided Reading Act.,

URB p. 148

Teacher Edition• Making Inferences,

p. 807

Additional Resources• Hist. Analysis Skills, URB

p. 122• Interpret. Political

Cartoons, URB p. 141• Quizzes/Tests, p. 337

Additional Resources• Enrichment Act., URB

p. 145• Foldables, p. 84

Additional Resources• Content Vocabulary

Act., URB p. 127• Academic Vocabulary

Act., URB p. 129

Teacher Edition• Interpret. Maps, p. 805

Additional Resources• Time Line Act., p. 133• Read. Essen., p. 257

http://glencoe.com

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NM5

TX32

ID4

CA54

AK3

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PresidentialCandidate

PopularVotes

% ofPopular

VoteElectoral

Votes

BushGoreNader

50,456,00250,999,8972,882,955

* One Gore elector from Washington, D.C., abstained from casting an electoral vote.

47.88%48.40%2.74%

271 266*

0

Gore

PresidentialElection of 2000

Bush

Frustrated by what he viewed as the funda-mental similarities between Bush and Gore, well-known consumer advocate Ralph Nader entered the race as the nominee of the Green Party. Nader was known for his strong envi-ronmentalist views and his criticism of the power of large corporations. Nader argued that both Bush and Gore depended on campaign funds from large companies and were unwill-ing to support policies that favored American workers and the environment.

A Close Vote The 2000 election was one of the closest in

American history. No candidate won a majority of the votes cast, but Gore received the most votes, winning 48.4 percent of the popular vote compared to 47.9 percent for Bush. (Nader won about 3 percent of the vote.) To win the presi-dency, however, candidates must win 270 elec-toral votes—not lead in the popular vote.

The election came down to the Florida vote—both men needed its 25 electoral votes to win. The results in Florida were so close that state law required a recount of the ballots using vote-counting machines. There were, however, thousands of ballots that had been thrown out because the counting machines could not read the voting cards. Gore then asked for a hand recount of ballots in several strongly Democratic counties. After the machine recount showed Bush still ahead, a battle began over the man-ual recounts.

Most Florida ballots required voters to punch a hole. The little piece of cardboard punched out of the ballot is called a chad. The problem for vote counters was how to count a ballot if the chad was still partially attached. On some, the chad was still in place, and the voter had left only a dimple on the surface. When looking at the ballots, vote counters had to determine what the voter intended—and different counties used different standards.

▲ The recount of the vote in Florida meant vote counters had to examine ballots individually to determine the intention of the voter.

The Election of 2000

Analyzing VISUALS1. Making Generalizations What characteristics do the

states that voted for Bush share? What characteristics do the states that voted for Gore share?

2. Assessing Do you think the Florida ballot was easy to understand or confusing? Why?

S



805

Exploring the “Blogosphere”

Step 1: Making a Blog Chart Groups of students will use a blog search engine to search the Internet and identify a variety of blogs. They will chart the information.

Directions Tell groups of students to use a blog search engine to find blogs on differ-ent topics. Groups will then chart the infor-mation they have collected in three columns. The first column will give the name and Web address of the site. The second column will

describe the topic of site information. Topics may cover a range of subjects—from poli-tics to pop culture. The third column will cite what kind of blog it is (private, political, or commercial) and its creator’s name.

Summarizing Have students share what they learned about how people use the Internet to communicate. Encourage the class to speculate about the goals of each of the blogs on their charts. OL (Project continues on page 811)

Hands-On Chapter Project

Step 1

Teach

S Skill Practice Interpreting Maps Point out to students that the 2000 election marked the first election since 1888 in which the candidate who won the popular vote did not win the electoral vote. Ask: Which states had more than 20 elec-toral votes? [California (54), New York (33), Texas (32), Florida (25), Pennsylvania (23), Illinois (22), and Ohio (21)] What candidate won the electoral votes in each of these states? (Bush won Texas, Florida, and Ohio. Gore won California, New York, Pennsylvania, and Illinois.) OL

Analyzing VISUALS

Answers:1. Most Bush states were in

the South and Interior West; most Gore states were in the Northeast, upper Midwest, and Pacific Coast.

2. Answers will vary but should focus on the readability and physical appearance of the ballot cards.

Under state law, Florida officials had to cer-tify the results by a certain date. When it became clear that not all of the recounts could be finished in time, Gore went to court to chal-lenge the deadline. The Florida Supreme Court agreed to set a new deadline. At Bush’s request, the United States Supreme Court then inter-vened to decide whether the Florida Supreme Court had acted constitutionally.

While lawyers for Bush and Gore prepared their arguments for the Supreme Court, the hand recounts continued. Despite having more time, not all of the counties where Gore wanted recounts were able to meet the new deadline. On November 26, Florida officials certified Bush the winner by 537 votes.

Bush v. Gore Although Bush had been declared the win-

ner in Florida, Gore’s lawyers headed back to court arguing that thousands of ballots were still uncounted. The Florida Supreme Court

ordered all Florida counties to begin a hand recount of ballots rejected by the counting machines. As counting began, the United States Supreme Court ordered the recount to stop until it had issued its ruling.

On December 12, in Bush v. Gore, the United States Supreme Court ruled 7–2 that the hand recounts in Florida violated the equal protec-tion clause of the Constitution. The Court argued that because different vote counters used different standards, the recount did not treat all voters equally.

Both federal law and the Constitution require the electoral votes for president to be cast on a certain day. If Florida missed that deadline, its electoral votes would not count. The Court ruled 5–4 that there was not enough time left to conduct a manual recount that would pass constitutional standards. This rul-ing left Bush the certified winner in Florida. The next day, Gore conceded the election.

Analyzing Why did the U.S. Supreme Court stop the manual recounts in Florida?


▲ The candidates are presented as two turkeys arguing over the results with closed captioning provided to translate what they are saying into what they really mean.

▲ The close presidential election of 2000 illustrated clearly how important it is for everyone to exercise the right to vote.

Analyzing VISUALS1. Evaluating Based on the cartoon on the left, do you

think the cartoonist supported Bush or Gore?

2. Analyzing Why are the three characters in the car-toon above angry at the man on the right?

For more on Bush v. Gore read the case summary on page R58 inSupreme Court Case Summaries.

(l r)Daryl Cagle/Cagle Cartoons

R

R



806

Name Date Class

Historical Analysis Skills Activity 24★

122

Copyright ©

Glencoe/M

cGraw

-Hill, a division of T

he McG

raw-H

ill Com

panies, Inc.

Interpreting Political Cartoons

LEARNING THE SKILLExpressions of opinion are often presented as political cartoons. Using caricatures

(exaggerated pictures) and symbols (ideas, images, or objects that stand for or sug-gest something else), political cartoons help readers see relationships and draw con-clusions about personalities and events.

Use the following guidelines to help you interpret political cartoons:

• Determine the main theme or subject of the cartoon.

• Find out what the cartoon’s caricatures and symbols represent.

• Identify the issues that are addressed.

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

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

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

2. Do Al Gore’s words make any sense? What do they symbolize or represent?

3. What feature of George W. Bush is caricatured or exaggerated in this cartoon?

4. Do you think the cartoonist supported Bush or Gore in the 2000 election? Explain.

APPLYING THE SKILLDIRECTIONS: Draw a political cartoon expressing your opinion about a current issue at yourschool, in your neighborhood, or one that is happening nationally.

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Differentiated Instruction

R Reading Strategy Summarizing Have students read the first two paragraphs under “Bush v. Gore” and then summarize what they have just read. Remind them that only the main ideas should be included in a summary but that all the main ideas should be included. OL ELL

Historical Analysis Skills Activity, URB p. 122

Analyzing VISUALS

Answers: 1. Answers will vary, but stu-

dents should support their opinions.

2. The election of 2000 was an extremely close one. Every vote counts in such a close race.

Answer:The Supreme Court ruled that the hand recounts violated the equal protection clause of the Constitution. Because different vote counters used different standards, the recount did not treat all voters equally.

Objective: Understand how to interpret political cartoons.Focus: Ask: What is the purpose of political cartoons?Teach: List the steps to interpreting political cartoons.Assess: Explain the main idea of this political cartoon.Close: Find a political cartoon in a recent news-

magazine or newspaper. Bring it to class and interpret it.

Interpreting Political Cartoons

Differentiated Instruction Strategies BL Create a political cartoon on a current

national issue. AL Create a different political cartoon on

the same topic. ELL Explain to a classmate how to interpret

a political cartoon.

Section 1 REVIEWBush Becomes PresidentMAIN Idea George W. Bush supported the enactment of a tax cut,

the No Child Left Behind program, and a strategic defense system.

HISTORY AND YOU Have new education policies affected the testing pro-cess at your school? Read on to learn more about No Child Left Behind.

On January 20, 2001, George W. Bush became the forty-third president of the United States. In his Inaugural Address, Bush prom-ised to improve the public schools, to cut taxes, to reform Social Security and Medicare, and to build up the nation’s defenses.

After taking office, the president’s first priority was to cut taxes to try to boost the economy. During the election campaign, the stock market dropped sharply, unemployment began to rise, and many new Internet-based companies went out of business. Despite oppo-sition from some Democrats, Congress passed a large $1.35 trillion tax cut to be phased in over 10 years. In the summer of 2001, Americans began receiving tax rebate checks that put about $40 bil-lion back into the economy in an effort to prevent a recession.

Soon after Congress passed the tax cut plan, President Bush proposed two major reforms in education. He wanted public schools to give annual standardized tests, and he wanted to allow parents to use federal funds to pay for private schools if their public schools were doing a poor job. Although Congress refused to give federal funds to private schools, it did vote in favor of annual reading and math tests in public schools for grades 3–8. This law became known as the No Child Left Behind Act.

President Bush also focused on Medicare reform. By the summer of 2002, Congress had introduced a bill adding prescription drug benefits to Medicare. The bill was controversial. Some opponents feared it would cost too much, while others argued that it did not go far enough. The program finally became law in November 2003.

Congress also reacted to a rash of corporate scandals—the most famous taking place at a large energy trading company called Enron. Corporate leaders there cost investors and employees billions of dollars before the company went bankrupt. Congress passed a new law—the Public Company Accounting Reform and Investor Protection Act—also known as the Sarbanes-Oxley Act, after the members of Congress who introduced it. The law tightened account-ing rules and toughened penalties for dishonest executives.

Shortly after taking office, President Bush also pushed for new military programs designed to meet the needs of the post–Cold War world. One program Bush strongly favored was strategic defense—the effort to develop missiles and other devices that could shoot down nuclear missiles. Bush argued that missile defense was needed because many hostile nations were develop-ing long-range missiles.

As the debate about the nation’s military programs continued in the summer of 2001, a horrific event changed everything. On September 11, 2001, terrorists crashed passenger jets into the World Trade Center and the Pentagon. A new war had begun.

Explaining What was President George W. Bush’s first priority when he took office?

Study Central™ To review this section, go to glencoe.com and click on Study Central.

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Vocabulary1. Explain the significance of: Al Gore,

George W. Bush, Ralph Nader, chad, stra-tegic defense.

Main Ideas2. Paraphrasing What did the U.S.

Supreme Court decide in Bush v. Gore?

3. Describing What did the No Child Left Behind Act mandate?

Critical Thinking4. Big Ideas What caused the vote-count

controversy in Florida in the 2000 election?

5. Organizing Use a graphic organizer sim-ilar to the one below by listing President Bush’s goals when he took office.

Bush’s Goals

6. Analyzing Visuals Study the photos on page 805. Explain how you would change the voting process following the controversy of the 2000 election.

Writing About History7. Persuasive Writing Take on the role of

a Supreme Court justice. Write a state-ment explaining how you voted in Bush v. Gore and why you took this position.


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Section 1 REVIEW

Answers

C Critical ThinkingMaking Inferences Ask: What does the phrase “No Child Left Behind” reveal about Bush’s reasons for education reform. (Students may state that Bush wanted to improve learning and ensure that all students have equal access to good schools) OL

Assess

Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content.

CloseDrawing Conclusions Ask: Why do you think the 2000 presidential election was so close? OL

1. All definitions can be found in the section and the Glossary.

2. The Supreme Court decided that hand recounts in Florida were unconstitutional because different voting standards were used that did not treat all voters equally.

3. It mandated annual standardized tests in public schools.

4. Thousands of ballots had been thrown out because the counting machines could not read the voting cards. Then, in the hand recount, different counties used different standards to determine what the voter had intended.

5. Bush’s goals were to improve public schools, to cut taxes, to reform Social Security and Medicare, and to build up the nation’s defenses.

6. Answers will vary but should focus on sim-plifying the voting process and ensuring that all votes are counted.

7. Answers will vary but should be supported by reasoned arguments and evidence.

Answer: Bush’s first priority was to cut taxes to try to boost the economy.

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Section 2

The War on Terrorism Begins

On September 11, 2001, terrorists attacked the United States killing over 3,000 people. The

attacks united the nation as Americans worked to help the survivors. President George W. Bush and Congress launched a war on terrorism to prevent such attacks in the future.

September 11, 2001MAIN Idea The terrorist attacks on the World Trade Center and the

Pentagon shocked and alarmed Americans; almost immediately, combating terrorism became the nation’s top priority.

HISTORY AND YOU Do you recall learning about the 1919 bombings that triggered government raids and roundups of foreigners? Read on to learn how the United States reacted to the more deadly attacks of 2001.

At 8:45 A.M. Eastern Daylight Time on September 11, 2001, a Boeing 767 passenger jet slammed into the North Tower of the World Trade Center in New York City. As people below gazed in horror, a second plane collided with the South Tower. Soon afterward, a third plane crashed into the Pentagon in Washington, D.C. At 9:50 A.M., the South Tower collapsed in a billowing cloud of dust and debris. The North Tower fell about 40 minutes later. The falling towers killed thousands of people, burying them beneath a vast mound of rubble.

The airplanes did not crash accidentally. Hijackers deliberately crashed them into the buildings. Hijackers also seized a fourth air-plane, United Airlines Flight 93, probably hoping to crash it into the White House or the Capitol. Many passengers on Flight 93 had cell phones. After hearing about the World Trade Center, four passen-gers—Todd Beamer, Thomas Burnett, Jeremy Glick, and Mark Bingham—decided to do something. An operator listening over a cell phone heard Todd Beamer’s voice: “Are you ready guys? Let’s roll.”

Soon afterward, Flight 93 crashed in a field in Pennsylvania. At that moment, Vice President Dick Cheney was in a bunker under the White House. After hearing Flight 93 had crashed, he turned to the others in the room, and said: “I think an act of heroism just took place on that plane.”

A National EmergencyThe attacks of 9/11, as the day came to be called, killed all 266 pas-

sengers and crewmembers on the four hijacked planes. Another 125 people died in the Pentagon. In New York City, nearly 3,000 peo-ple died. More Americans were killed in the attacks of September 11,



Guide to ReadingBig IdeasGovernment and Society Acts of terrorism against the United States prompted George W. Bush to declare “War on Terror.”

Content Vocabulary• terrorism (p. 810)• state-sponsored terrorism (p. 811)• anthrax (p. 813)

Academic Vocabulary• resolve (p. 809)• interpretation (p. 810)• obtain (p. 812)

People and Events to Identify• Osama bin Laden (p. 809)• al-Qaeda (p. 809)

Reading StrategyOrganizing Complete a graphic orga-nizer similar to the one below to show causes of terrorism.

Causes ofTerrorism


Predicting


ANSWER: FTeacher Tip: Tell students to check their answers bylooking for evidence in the quote that backs up theprediction they chose.

UNIT

7Chapter 24

Directions: Answer the followingquestion based on the quote.

Which prediction does thequote support?

F The United States will con-front terrorism in more thanone country.

G Most nations will remain neu-tral in the war on terrorism.

H The war in Afghanistan willsolve the problem of terror-ism.

J The United States will ignoregovernments that sponsor ter-rorism.

“Today we focus on Afghanistan, but thebattle is broader. Every nation has achoice to make. In this conflict, there isno neutral ground. If any governmentsponsors the outlaws and killers ofinnocents, they have become outlawsand murderers, themselves. And theywill take that lonely path at their ownperil. . . .”

—President George W. Bush, Address tothe Nation, October 7, 2001


Guide to ReadingAnswers: Causes of Terrorism: oil wealth and povertyopposition to Western culture U.S. support of ruling families U.S. support of Israel





Teacher Edition• Academic Vocab.,

pp. 809, 810

Additional Resources• Content Vocab., URB

p. 127• Guided Reading Act.,

URB p. 149• Prim. Source Read., URB

p. 135

Teacher Edition• Determining Cause/

Effect, p. 810• Evaluating, p. 811• Drawing Concl., p. 811

Additional Resources• Quizzes/Tests, p. 338

Teacher Edition• Visual/Spatial, p. 812

Additional Resources• English Learner Act.,

URB p. 125• Differentiated Instruct.

Act., URB p. 123

Teacher Edition• Narrative Writing, p. 809

Teacher Edition• Analyz. a Map, p. 810

Additional Resources• Read. Essen., p. 260


Resource Manager

Focus

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2001, than died at Pearl Harbor or on D-Day in World War II.

The attacks shocked Americans, but they responded rapidly to the crisis. Medical work-ers and firefighters from other cities raced to New York to help. Across the nation, Americans donated blood and collected food, blankets, and other supplies. Within weeks, Americans also donated over $1 billion. From around the world came sympathy. “We are all Americans!” wrote one French journalist.

Everywhere across the nation, Americans put up flags to show their unity and resolve. They held candlelight vigils and prayer services as they searched for ways to help. If the terror-ists had hoped to divide Americans, they failed. As the Reverend Billy Graham noted at a memorial service, “A tragedy like this could

have torn our country apart. But instead it has united us and we have become a family.”

The American government also responded quickly to the crisis. All civilian airplanes were grounded. The armed forces were put on high alert. Across the nation, Americans in the National Guard left their civilian jobs and reported for duty. The Air National Guard began patrolling the skies over major cities, and Army National Guard troops were deployed to airports to strengthen security.

On September 14, President Bush declared a national emergency. Congress authorized the use of force to fight whoever had attacked the United States. Intelligence sources and the FBI quickly identified the attacks as the work of a man named Osama bin Laden and his organization, al-Qaeda (al KY•duh).

The Attacks of September 11, 2001

The terrorist attacks of September 11, 2001, altered the lives of millions of Americans and shifted the priorities of the federal government. At home the United States launched a new war against terrorists and their supporters. Globally, the United States took aggressive and preemptive steps to stop terrorism. At home, the balance between civil liberties and national security shifted, with passage of the USA Patriot Act, which gave broad new powers to the federal government.

MAKING CONNECTIONS How are the terrorist attacks and their aftermath still affecting American society and foreign policy?

Above, the South Tower of the World Trade Center bursts into flames after being struck by an airliner while the North Tower burns from an attack a few minutes earlier. At left, one side of the Pentagon was badly damaged. Part of the building later collapsed. At right, after the World Trade Center towers collapsed, the resulting debris coated the city with dust.

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W Writing SupportNarrative Writing Have stu-dents research the response of American public to the 9/11 attacks. Then have them write a descriptive essay explaining how they think the terrorist attacks united Ameri-cans and brought a great sense of patriotism to the country. Have volunteers read their essays to the class. AL

R Reading Strategy Academic Vocabulary Ask students to read the sentence that contains the word resolve. Have students list the synonyms and antonyms for the word.

Answer: Answers will vary but might point out remembrances for those who lost their lives in the 9/11 attacks, the ongoing wars in Afghanistan and Iraq, the effect of the Iraq war on the 2006 congressional elections, and public debate over government intelligence-gathering and citizens’ rights.

Additional Support

Analyzing Information Have students find and bring to class an example of an article that uses both primary and secondary sources to tell the story of the September 11, 2001, terrorist attacks or of the massive relief effort that fol-lowed. Have students write a one-page sum-mary of their article identifying the various

points of view and explaining how the writer used a variety of source material to paint a pic-ture of the events. As a class, discuss the impor-tance of both types of sources in explaining historical events. OL

Activity: Collaborative Learning

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AFRICA

ASIAEUROPE

AUSTRALIA

SOUTHAMERICA

NORTHAMERICA

ATLANTICOCEAN

PACIFICOCEAN

PACIFICOCEAN

INDIANOCEAN

ARCTIC OCEAN

1993 Bomb at the World Trade Center kills 61995 Bombs at a U.S.-Saudi facility in Riyadh kill 71996 Bombing of Khobar Towers barracks in Dhahran,Saudi Arabia, kills 19 Americans1998 Bombings at U.S. embassies in Kenya and Tanzaniakill more than 2002000 Attack on the USS Cole kills 17 American sailors2001 Hijacked airliners crash into the World Trade Center,the Pentagon, and a field in Pennsylvania killing nearly 3,0002002 Bombing in Bali, Indonesia, kills more than 2002004 Bombing of commuter trains in Madrid, Spain, kills 1912004 Attack on the U.S. Consulate in Jedda, Saudi Arabia,kills 52005 Bombs on the London subway kill 522002–present Ongoing attacks against coalition troops andcivilians in Afghanistan2003–present Ongoing attacks against coalition troops andcivilians in Iraq

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Middle East Terrorism and the United States

The attacks on the World Trade Center and the Pentagon were acts of terrorism. Terrorism is the use of violence by nongovern mental groups against civilians to achieve a political goal. Terrorist acts are intended to instill fear in people and to force governments into chang-ing their policies.

Although there have been many acts of ter-rorism in American history, most terrorist attacks on Americans since World War II have been carried out by Middle Eastern groups. The reason Middle Eastern terrorists have tar-geted Americans can be traced back to events early in the twentieth century.

As oil became important to the American economy in the 1920s, the United States invested heavily in the Middle East oil indus-try. This industry brought great wealth to the ruling families in some Middle Eastern king-doms, but most people remained poor. Some

became angry at the United States for sup-porting the wealthy kingdoms and families.

The rise of the oil industry also led to the spread of Western ideas in the region, and many Muslims feared that their traditional val-ues were being weakened. New movements arose calling for a strict interpretation of the Quran—the Muslim holy book—and a return to traditional Muslim religious laws. These Muslim movements wanted to overthrow pro-Western governments in the Middle East and create a pure Islamic society. Muslims who support these movements are referred to as fundamentalist militants. Some militants began using terrorism to achieve their goals.

American support of Israel angered many in the Middle East. In 1947, following the global outrage over the Jewish Holocaust, the UN pro-posed to divide the British Mandate of Palestine into an Arab state and a Jewish state. The Jews accepted and established Israel in 1948. Arab states responded by attacking Israel. The terri-tory that the UN had proposed as an Arab state

Major Terrorist Attacks Involving Al-Qaeda, 1993–Present

Osama bin Laden

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Additional Support

S Skill Practice Analyzing a Map Have the students answer the following questions to help them learn more about current terrorist threats. Ask: On what continents have attacks occurred? (North America, Europe, Africa, and Asia) What place was attacked twice, and why? (New York Trade Center; symbol of U.S. economic power) Why might terrorist attacks have occurred in places other than the United States? (Countries supporting U.S. policies or having Western residents or visitors) OL

R Reading Strategy Academic Vocabulary Ask students to read the sentence that contains the word interpretation. Then ask them to rewrite the sen-tence in their own words. OL

C Critical ThinkingDetermining Cause and Effect Ask: Why has U.S. sup-port of Israel angered many people in the Middle East? (Many Palestinian Arabs claim that Israel, a largely Jewish nation, was founded on land that belongs to them.) OL

International Response to Terrorism Have students work in groups and use the library or Internet resources to research three of the terrorist attacks that occurred outside of the United States. Have the groups write and pre-sent oral reports describing the attacks and the response in the particular countries where the

attacks took place. Students’ reports should include photos, maps, or other visual aids. Then ask the class to compare these events to those of the attacks of 9/11 in the United States. Discuss how responses vary from country to country. OL

Activity: Connecting with the United States

came under the control of Israel, Jordan, and Egypt. In the 1950s, Palestinians began staging guerrilla raids and terrorist attacks against Israel. Since the United States gave aid to Israel, it became the target of Muslim hostility. In the 1970s, several Middle East nations realized they could fight Israel and the United States by pro-viding terrorists with money, weapons, and training. This is called state-sponsored terror-ism. The governments of Libya, Syria, Iraq, and Iran have all sponsored terrorists.

The Rise of Al-QaedaIn 1979 the Soviet Union invaded

Afghanistan. In response, Muslims from across the world headed to Afghanistan to help fight the Soviets. Among them was a wealthy 22-year-old Saudi Arabian named Osama bin Laden. In 1988 he founded an organization called al-Qaeda or “the Base.” Al-Qaeda recruited Muslims and channeled money and arms to the Afghan resistance.

Bin Laden believed that superpowers could be beaten. He also believed that Western ideas had contaminated Muslim society and was outraged by Saudi Arabia’s decision to allow American troops to be based on Saudi soil after Iraq invaded Kuwait.

At first, bin Laden ran al-Qaeda from camps in Sudan, but in 1996, he moved back to Afghanistan after the Taliban, a militant Muslim funda-mentalist group, took power there. Bin Laden dedicated himself to driving Westerners out of the Middle East. In 1998 he called on Muslims to kill Americans. His followers set off bombs at the American embassies in Kenya and Tanzania.

After these bombings, President Clinton ordered cruise missiles fired at terrorist camps in Afghanistan and Sudan, but bin Laden was not deterred. In 1999, al-Qaeda terrorists were arrested while trying to smuggle explosives into the United States in an attempt to bomb Seattle. In October 2000, al-Qaeda terrorists crashed a boat loaded with explosives into the USS Cole, an American warship, while it was docked in Yemen. Then, on September 11, 2001, al-Qaeda struck again, hijacking four American passenger planes and executing the most dev-astating terrorist attack in history.

Explaining Why was Osama bin Laden able to create a terrorist organization?

A New War BeginsMAIN Idea The war on terrorism involved halt-

ing terrorists’ access to funding and launching a war in Afghanistan.

HISTORY AND YOU Does your school have plans for coping with an emergency? Read on to learn about the national response to the terrorist attacks.

In an address to Congress on September 20, 2001, President Bush demanded the Taliban regime in Afghanistan turn over bin Laden and his supporters and shut down all terrorist camps. The president then made it clear that although the war on terrorism would start by targeting al-Qaeda, it would not stop there. “It will not end,” the president announced, “until every terrorist group of global reach has been found, stopped, and defeated.” While Secretary of State Colin Powell began building an inter-national coalition to support the United States, Secretary of Defense Donald Rumsfeld began deploying troops, aircraft, and warships to the Middle East.

The president also announced that the United States would no longer tolerate states that aided terrorists. “From this day forward,” the president proclaimed, “any nation that continues to harbor or support terrorism will be regarded by the United States as a hostile regime.” The war would not end quickly, but it was a war the nation had to fight:

PRIMARY SOURCE

“Great harm has been done to us. We have suf-fered great loss. And in our grief and anger we have found our mission and our moment. . . . Our Nation—this generation—will lift a dark threat of violence from our people and our future.”

—President George W. Bush, Address to Joint Session of Congress, September 20, 2001

In a letter to the New York Times, Secretary of Defense Rumsfeld warned Americans that “this will be a war like none other our nation has faced.” The enemy, he explained, “is a global network of terrorist organizations and their state sponsors, committed to denying free people the opportunity to live as they choose.” Fighting terrorism would not be easy. Military force would be used, but terrorism had to be fought by other means as well.

For a longer excerpt from this speech read, “President Bush’s Address to Joint Session of Congress, September 20, 2001” on page R57 ofDocuments in American History.

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Step 2: Blog Quotes Students will make posters using quotes from blogs selected from the chart they compiled in Step 1.

Directions Write the Big Idea on the board. Have student groups select a quote from three of the blogs found on their charts. Ask students to make a poster for each quote. Each poster should include the quote in large enough type to be easily read. The posters should also include photographs

from newspapers, magazines, and the Internet that illustrate the meaning of the quote.

Summarizing Have students present their posters to the class. Ask the class to match the posters to blogs on the chart compiled in Step 1. Have them discuss in what ways, if any, the blogs from which they have quoted strengthen or threaten democracy. OL (Project continued on page 816)

C1 Critical ThinkingEvaluating Ask students to draw up a list for determining if the United States’s war on terror is succeeding. Remind them to look at both short term and long-term success. Have them sug-gest changes to the nation’s policies that may lead to better success. OL

C2 Critical ThinkingDrawing Conclusions Ask: What did Defense Secretary Rumsfeld mean when he said in 2001 that the war on terror would be “a war like none other our nation has faced”? (Past wars involved fighting other countries that had standing armies, while the war on terror involves dealing with underground groups, in some cases sponsored by governments, who carry out attacks on civilians.) OL

Answer: He used his personal wealth to build a terrorist organization and relied on fighters trained during the Afghan resistance against the Soviet Union.


Step 2

Responding to 9/11

At left, Alana Milawski, waves an American flag during a candlelight vigil in Las Vegas on September 12, 2001. Above, firefighters work in the rubble of the World Trade Center. The attacks led to an increase in airline security (right) resulting in long lines at airports while passengers waited to be screened.

The president also asked Congress to pass legislation to help law enforcement agencies track down terrorist suspects. Drafting the leg-islation took time. Congress had to balance Americans’ Fourth Amendment protections against unreasonable search and seizure with the need to increase security. President Bush signed the antiterrorist bill—known as the USA Patriot Act—into law in October 2001. In cases involving terrorism, the law permitted secret searches to avoid tipping off suspects and allowed authorities to obtain a nation-wide search warrant useable in any jurisdiction. The law also made it easier to wiretap suspects and allowed authorities to track Internet com-munications and seize voice mail.

In the months following the attack, the Office of Homeland Security struggled to coor-dinate all of the federal agencies fighting ter-rorism. In June 2002, President Bush asked Congress to combine all of the agencies responsible for the public’s safety into a new

After the attacks, Americans held vigils and prayer services to remember and honor those who had died. For months after the attacks, Americans closely followed the efforts of firefighters and rescue workers. Despite increased airport security, the attacks left some Americans wary of air travel.

Analyzing VISUALS1. Theorizing Why do you think so many peo-

ple participated in group vigils and memorials after the attacks?

2. Evaluating In what ways were Americans most immediately affected by the attacks of September 11, 2001?

Student Web Activity Visit glencoe.com and complete the activity on the war on terrorism.

Cutting Terrorist Funding One effective way to fight terrorist groups is to cut off their funding. On September 24, President Bush issued an executive order freezing the financial assets of several individuals and groups sus-pected of terrorism. As information about ter-rorist groups increased, more names and organizations were added to the list. President Bush asked other nations to help, and within weeks, some 80 nations had issued orders freezing the assets of the organizations and individuals on the American list.

Homeland Security and the Patriot Act As part of the effort to protect the American people from further terrorist attacks, President Bush created a new federal agency—the Office of Homeland Security—to coordinate the doz-ens of federal agencies and departments work-ing to prevent terrorism. He then appointed Pennsylvania governor Tom Ridge to serve as the agency’s director.



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Additional Support

D Differentiated Instruction

Visual/Spatial Have students work in pairs to design a memo-rial to the victims and heroes of the September 11, 2001, terrorist attacks. Encourage students to use library and Internet resources to learn about the designs of other memorials. Have students note how symbolism is used in the design of many memorials. Have the pairs write a paragraph explaining the symbolism they chose for their memorial. OL

Analyzing VISUALS

Answers:1. They felt a sense of personal

loss because the attacks were carried out on innocent peo-ple living their everyday lives.

2. Answers will vary but might include more security checks at public places, especially at airports.

Activity: Connecting with the United States

Identifying Ask: Do you know what agencies are included in the Department of Homeland Security? Divide the class into groups, and have each group research the structure of the Department of Homeland Security and the agencies it now includes. Tell the groups to use their findings to create an organizational chart that shows the following directorates of the depart-ment: Border and Transportation Security,

Emergency Preparedness and Response, Science and Technology, Information Analy-sis and Infrastructure Protection; describes the general responsibilities of each; and lists the agencies under the umbrella of each. Students’ charts also should include agen-cies in the department that are not part of a directorate. Then ask each student to select an agency and find out how it contributes to the protection of the United States. Have

students share what they discover in a class discussion. AL

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REVIEWSection 2department called the Department of Homeland Security. The plan called for the largest reorganization of the federal govern-ment since 1947, when Congress created the Department of Defense, the National Security Council, and the CIA.

The president’s proposal led to an intense debate in Congress, and it did not pass until after the midterm elections in November 2002. The new Department of Homeland Security controls the Coast Guard, the Border Patrol, the Immigration and Naturalization Service, the Customs Service, the Federal Emergency Management Agency, and many other agencies. It also analyzes information collected by the FBI, the CIA, and other intelligence agencies.

Bioterrorism Strikes the United States As the nation struggled to cope with the attacks on the Pentagon and the World Trade Center, another terrorist attack began. On October 5, 2001, a newspaper editor in Florida died from an anthrax infection. Anthrax is a type of bacteria. Several nations, including the United States, Russia, and Iraq, have used anthrax to create bio-logical weapons. Antibiotics can cure anthrax, but if left untreated, it can quickly become lethal.

Soon after its appearance in Florida, anthrax was found at the offices of news organizations in New York City. In Washington, D.C., a letter containing anthrax arrived at Senator Tom Daschle’s office. It was now clear that terrorists were using the mail to spread anthrax. Traces of anthrax were found at several government build-ings. Several postal workers who had handled letters containing anthrax contracted the disease, and two workers died. The FBI began investigating the attack, but no suspects were arrested.

The War in Afghanistan BeginsOn October 7, 2001, the United States began bombing al-

Qaeda’s camps and the Taliban’s military forces in Afghanistan. In an address to the nation, President Bush explained that Islam and the Afghan people were not the enemy, and that the United States would send food, medicine, and other supplies to Afghan refugees. The president also explained that the attack on the Taliban was only the beginning. The war on terrorism would con-tinue until victory was achieved:

PRIMARY SOURCE

“Today we focus on Afghanistan, but the battle is broader. Every nation has a choice to make. In this conflict, there is no neutral ground. If any government sponsors the outlaws and killers of innocents, they have become outlaws and murderers, themselves. And they will take that lonely path at their own peril. . . . The battle is now joined on many fronts. We will not waver; we will not tire; we will not falter; and we will not fail. Peace and freedom will prevail. Thank you. May God continue to bless America.”

—President George W. Bush, Address to the Nation, October 7, 2001

Outlining What steps did the president take in response to the terrorist attacks?


813

Vocabulary1. Explain the significance of: Osama

bin Laden, al-Qaeda, terrorism, state-sponsored terrorism, anthrax.

Main Ideas2. Describing What factors have contrib-

uted to the rise of Middle Eastern terrorist groups?

3. Listing What major actions marked the beginning of the United States’ war on terrorism?

Critical Thinking4. Big Ideas Why do Islamic fundamental-

ists in the Middle East disagree with U.S. foreign policy?

5. Categorizing Use a graphic organizer similar to the one below to list the responses of individual Americans and the federal government to the attacks on September 11, 2001.

Response to9/11 attacks

Individuals Government

6. Analyzing Visuals Study the map of terrorist attacks on page 810. How would you describe the scope of al-Qaeda’s operation?

Writing About History7. Persuasive Writing The Patriot Act

gave law enforcement new ways to fight terrorism. Write a letter to a newspaper explaining why you are either for or against giving up some freedoms in exchange for increased security.


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Section 2 REVIEW

Answers

Assess


CloseSummarizing Ask: How did the United States respond to the terrorist attacks of September 11, 2001? OL

Answer: He froze financial assets of ter-rorist groups, created a new fed-eral department to coordinate government efforts to prevent terrorism, signed legislation empowering government offi-cials to hunt down terrorists, and sent the military to overthrow the pro-terrorist Taliban govern-ment in Afghanistan.


2. U.S. support of wealthy oil countries and ruling families, Western influences under-mining traditional values, and beliefs, and American support for Israel

3. Freezing terrorist assets, expanding govern-ment to hunt down terrorists and prevent terrorist attacks, increase of security arrangements to protect the public, and the sending of American forces to the Middle East

4. They resent the use of American power to spread Western political, cultural, and eco-nomic influences to the Middle East; they oppose U.S. support for the Jewish nation of Israel.

5. Individuals: medical workers and firefighters helped in New York, citizens donated blood, collected supplies, gave money to relief efforts, and commemorated the dead; Government: froze terrorist funds, reorga-nized bureaucracy and expanded efforts to hunt down terrorists, mandated security

procedures, and used the military to remove pro-terrorist Taliban government in Afghanistan

6. Answers will vary but might mention the world-wide scope of terrorist operations from North America to Europe and Southeast Asia.

7. Answers will vary but should be supported by reasoned arguments and evidence.

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Section 3

The Invasion of Iraq

After the attacks of September 11, 2001, the United States invaded Afghanistan, the Central Asian

nation that had sheltered many al-Qaeda members. In March 2003, the United States invaded Iraq and toppled the regime of Saddam Hussein.

The War on Terror ContinuesMAIN Idea After forcing Taliban leaders in Afghanistan to flee, the

United States and its allies sent more troops as peacekeepers and worked to create a stable and democratic government.

HISTORY AND YOU Can you think of a nation or region today where peacekeepers are stationed while a new government is established? Read on to learn about the role of peacekeepers in Afghanistan.

Less than a month after the September 11 attacks, the United States launched a war in Afghanistan with the goal of bringing down the Taliban regime that had sheltered Osama bin Laden and other members of al-Qaeda. Americans also hoped that bin Laden would be captured and brought back for trial in the United States.

While American warplanes bombed the Taliban’s forces, the United States began sending military aid to the Northern Alliance, a coalition of Afghan groups that had been fighting the Taliban for several years. U.S. Special Forces also entered Afghanistan to advise the Northern Alliance and identify targets for American aircraft. The American bombing campaign quickly shattered the Taliban’s defenses. The Northern Alliance then launched a massive attack. In December 2001, the Taliban government collapsed, and surviving Taliban fled to the mountains of Afghanistan.

Rebuilding AfghanistanAfter the Taliban fled, the United States and its allies helped local

Afghan leaders create a new government. Meanwhile, thousands of American and allied troops arrived to act as peacekeepers. In 2003 NATO took command of peacekeeping in Afghanistan.

Since 2002 Afghanistan has begun to slowly recover from decades of war. The economy has grown rapidly, although the people remain very poor. The United States and its allies have donated some $24 billion to help rebuild the country. In December 2004, Afghanistan held its first nationwide democratic election, and Hamid Karzai was elected president. One year later, the Afghan people elected a National Assembly. Despite these successes, Afghanistan continues to suffer from violence. Taliban insurgents have staged guerrilla



Guide to ReadingBig IdeasTrade, War, and Migration In an effort to fight terrorism, the United States launched attacks in both Afghanistan and Iraq.

Content Vocabulary• weapons of mass destruction

(WMD) (p. 816)

Academic Vocabulary• inspector (p. 817)• significantly (p. 818)• eliminate (p. 819)

People and Events to Identify• Northern Alliance (p. 814)• Khalid Shaikh Mohammed (p. 815)• “axis of evil” (p. 816)• Saddam Hussein (p. 817)

Reading Strategy As you read this section on the Invasion of Iraq, complete a graphic organizer similar to the one below to show the different groups in Iraq.

Iraq


Distinguishing Fact from Opinion


ANSWER: CTeacher Tip: Remind students to look for a statement thatcannot be objectively verified by the information at handwhen deciding which is an opinion.

UNIT

7Chapter 24

Directions: Answer the followingquestion based on the informationat left.

Which states an opinionabout the graphic?

A Iraq, Iran, and North Koreawere all considered statesponsors of terrorism.

B The three countries were sus-pected of developing weaponsof mass destruction.

C Iraq, Iran, and North Koreawere all serious threats toworld peace.

D The three countries each hada different form of govern-ment.

The “Axis of Evil” in 2002

Iraq:• Suspected of developing

weapons of massdestruction

• Designated a state sponsor of terrorism

• Under U.N. sanctions since its 1991 invasion of neighboring Kuwait

North Korea:• Suspected of developing

weapons of mass destruction

• Designated a state sponsor of terrorism

• Has a communist government and massive armed forces

Iran:• Suspected of developing

weapons of mass destruction

• Designated a state sponsor of terrorism by the United States

• Became an Islamic republic in 1979


Sources: www.state.gov/s/ct/rls/crt/2000/2441.htm;www.state.gov/s/ct/c14151.htm; www.cia.gov/cia/publications/factbook/geos/ir.html;www.cia.gov/cia/publications/factbook/geos/kn.html

Guide to ReadingAnswers:

Iraq

Arabs Kurds

SunniShia





Teacher Edition• Activate. Prior Knowl.,

p. 816


URB p. 150

Teacher Edition• Identify Issues, p. 815• Analyz. Info., p. 816

Additional Resources• Quizzes/Tests, p. 339

Teacher Edition• Special Education,

p. 818

Teacher Edition• Persuas. Writing, p. 818

Teacher Edition• Reading a Time Line,

p. 817

Additional Resources• Read. Essen., p. 263


Resource Manager

Focus

http://glencoe.com

The War in Afghanistan

attacks and suicide bombings. The Afghan government has little control over the moun-tainous regions of southern Afghanistan and fighting continues between NATO and Taliban forces in the south.

Bin Laden Goes Into HidingAccording to news reports, American intel-

ligence agencies believe Osama bin Laden crossed into Pakistan to hide in the mountain-ous region of Waziristan where the local peo-ple were friendly to al-Qaeda and the Taliban. Between 2002 and 2006, bin Laden released a number of audiotapes and one videotape urg-ing his followers to continue the fight.

Pakistan has not officially allowed American troops to enter its territory to find bin Laden, although news reports suggest U.S. Special Forces may be operating in the area. Pakistan has itself launched several military operations in Waziristan in search of al-Qaeda and Taliban forces. Although many al-Qaeda operatives have been arrested in Pakistan, Osama bin Laden remains at large.

Tracking Down Al-Qaeda Since 2001, the United States and its allies

have continued their worldwide hunt for al-Qaeda members. Hundreds of people have been captured or killed, including several top leaders of al-Qaeda. In November 2002, the CIA used an unmanned remote-controlled fly-ing drone to fire a missile at a car in Yemen killing everyone in the vehicle. The car had been carrying top al-Qaeda leaders who had planned the attack on the USS Cole in 1998.

In 2003, Pakistan and the United States cap-tured Khalid Shaikh Mohammed—one of the highest ranking members of al-Qaeda, and the man suspected of planning the September 11 attacks. Between 2002 and 2006, the American government believes that at least 10 major attacks by al-Qaeda, including at least three attacks on the United States and two on Great Britain, have been prevented.

Describing What strategy has the United States used to prevent the Taliban from regaining power?

The United States invaded Afghanistan to overthrow the Taliban regime. Helping to establish a democratic government was the next step.

Analyzing VISUALS1. Speculating What part of their duties do

you think these soldiers find most difficult?

2. Predicting How may voting rights for women affect the development of the new Afghan government?

▲ The new Afghan constitution granted equal rights to women, including the right to vote.

▲ American soldiers were sent to act as peacekeepers while the new Afghan government tried to establish order in the mountainous country.

▲

Hamid Karzai was elected president in 2004.

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C Critical ThinkingIdentifying Central Issues Ask: Would the finding of Osama bin Laden bring a sig-nificant end to terrorist activities by groups such as al-Qaeda? (Answers will vary. Some students might state that finding bin Laden would be a severe blow; others might state that other terrorist leaders would arise) AL

Analyzing VISUALS

Answers:1. Answers will vary but might

mention dealing with unex-pected terrorist attacks as well as handling cultural dif-ferences between Afghan and American ways of life

2. Women will be able to have influence on government policies.

Answer: The U.S. has helped set up a democratic government, has sent aid to rebuild the country, and contributes military support.

Additional Support

Geography Provide students with an outline map of Afghanistan. Have students create a series of maps showing the progress of Northern Alliance forces against the Taliban forces. Each map should show major cities and major physi-cal features of Afghanistan. The maps should

indicate the approximate areas controlled by opposing sides on each date chosen. Encourage students to create a minimum of five maps, using October 7, 2001 as the date of the first map. Have students display the completed maps in time line fashion. AL

Activity: Interdisciplinary Connection

March 20, 2003American and coalition forces begin the invasion of Iraq

March 1, 2003Khalid Shaikh Mohammed, suspected of planning the 9/11 attacks, is captured

Sept. 11, 2001Terrorists highjack four planes and attack the World Trade Center and the Pentagon

Oct. 7, 2001The United States launches attacks on Taliban positions in Afghanistan

Sept. 2003Eleven coun-tries form the Proliferation Security Initiative to intercept ship-ments of materi-als used to make weapons of mass destruction

Nov. 2002UN Resolution warns Iraq to allow weapons inspectors to return

Iraq and Weapons of Mass DestructionMAIN Idea Concern that Iraq might be produc-

ing WMDs that could be given to terrorists led to an ultimatum.

HISTORY AND YOU Do you think the UN is an effective mediator of world affairs? Read on to learn about UN actions before the Iraq War.

The terrorist attacks of September 11, 2001 showed that groups such as al-Qaeda were determined to kill as many Americans as pos-sible. President Bush and his advisers were deeply concerned that terrorist groups might acquire weapons of mass destruction (WMD). Weapons of mass destruction can kill large numbers of people all at once. Nuclear, chemical, and biological weapons are all exam-ples of weapons of mass destruction.

During the Cold War, very few nations had weapons of mass destruction, and the United States relied upon a policy of deterrence to prevent their use. The United States announced that if any nation used weapons of mass

destruction against the United States, the United States would counterattack with its own weapons of mass destruction. Deterrence worked during the Cold War, but the rise of state-sponsored terrorism created a new prob-lem. If a nation secretly gave weapons of mass destruction to terrorists who then used them against the United States, the American mili-tary might not know where the weapons came from, or whom to attack in response.

The “Axis of Evil”In his State of the Union speech in 2002,

President Bush warned that an “axis of evil” made up of Iraq, Iran, and North Korea posed a grave threat to the world. Each of these nations had been known to sponsor terrorism, and was suspected of developing weapons of mass destruction. The president warned that “The United States of America will not permit the world’s most dangerous regimes to threaten us with the world’s most destructive weapons.”

Of the three nations in the “axis of evil,” the president and his advisers believed Iraq to be the most immediate danger. It had used chem-

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Step 3: Blogging Students will work in groups to create their own blog.

Directions Write the Big Idea on the board. Remind students that they have the respon-sibility to practice free speech in a construc-tive manner. Any criticism they make should be useful and not abusive. Have student groups use the charts and posters they created in Steps 1 and 2 to brainstorm ideas for a blog topic. Remind students that the

content of their blog must meet school standards. When students have selected a topic and a name for their blogs, have them collaborate on writing the first entries for their blogs.

Summarizing Have students read their blog entries to the class. Encourage the class to discuss how they chose their blog topics and how school standards influenced what they wrote. OL (Project continued on page 826)


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R Reading Strategy Activating Prior Knowledge Remind students that they stud-ied the term state-sponsored ter-rorism in Section 1. Have them explain its relationship to the phrase axis of evil. (Governments, such as those of the axis of evil, sponsor terrorism by supplying arms and funding to terrorist groups to fight wars instead of committing their own military forces.) OL

C Critical ThinkingAnalyzing Information Ask: In what way are weapons of mass destruction more danger-ous today than during the Cold War? (During the Cold War, the threat of counterattack kept the superpowers from using the weap-ons. Today, the weapons can be spread secretly by nations to terror-ists who could use them without being known or located.) OL


Step 3

Analyzing TIME LINES1. Sequencing Which happened

first—the U.S. attack on Afghanistan or the invasion of Iraq?

2. Specifying When did Iraqis hold their first free election?

Oct., 2004Iraq Survey Group issues its fi nal report concluding Iraq did not have weapons of mass destruction at the time the war began

Oct. 29, 2004Osama bin Laden releases a video warning Americans that they will never have security if they continue their attacks

Jan. 31, 2005Iraqis go to the polls in their fi rst free election

ical weapons against the Kurds, an ethnic group in northern Iraq, and after the 1991 Gulf War, UN inspectors had also found evidence that Iraq had developed biological weapons and had been working on a nuclear bomb.

Between 1991 and 1998, Iraq appeared to be hiding its weapons of mass destruction from UN inspectors. In 1998 the Iraqi government ordered the inspectors to leave the country. In response, President Clinton ordered a massive bombing attack on Iraq to destroy its ability to make such weapons. Despite the attack, intel-ligence agencies continued to believe Iraq was hiding weapons of mass destruction.

An Ultimatum to IraqIn 2002 President Bush decided the time

had come to deal with Iraq. On September 12, he delivered a speech to the United Nations asking for a new resolution against Iraq. If Iraq’s dictator, Saddam Hussein, wanted peace he would have to give up Iraq’s weapons of mass destruction, readmit the UN weapons inspectors, stop supporting terrorism, and stop

oppressing his people. Although he was ask-ing the UN to pass a resolution, the president made it clear that the United States would act with or without UN support.

While the UN Security Council debated a new resolution, President Bush asked Congress to authorize the use of force against Iraq, which it did. With the midterm elections only weeks away, Democrats wanted to focus on the nation’s high unemployment rate and the slow economy. Instead, President Bush successfully kept the focus on national security issues. In 2002 Republicans picked up seats in the House of Representatives and regained control of the Senate.

Soon after the American elections, the UN approved a new resolution setting a deadline for Iraq to readmit weapons inspectors. It also required Iraq to declare its weapons of mass destruction, to stop supporting terrorism, and to stop oppressing its people. It threatened “serious consequences” if Iraq did not comply.

Analyzing Why did the United States think stopping the spread of weapons of mass destruction was linked to the war on terror?

Jan. 2007President Bush announces he will send 20,000 more troops to Iraq to restore order in Baghdad

June 2006Al-Zarqawi, the leader of al-Qaeda in Iraq, is killed in a U.S. attack

Oct. 2005American deaths in the war in Iraq surpass 2,000

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A New Century Begins, 2000–Present

A. PRE-READING ACTIVITY

Previewing the MaterialDirections: Before reading the material from the Address to the Nation on page 813, answerthe following questions.

1. The Northern Alliance was a group of people already fighting against the Taliban whenthe United States entered Afghanistan. Why would the United States want to work withthe Northern Alliance?

2. The Taliban was not directly responsible for the attacks on September 11, 2001, but it sup-ported al-Qaeda. Why would the United States want to force the Taliban out ofAfghanistan?

B. PRE-READING ACTIVITY

Vocabulary ReviewDirections: Reviewing the words and expressions below will help you understand the reading.

focus (v.): to concentrate attention or effort

broad (adj.): extending far and wide

neutral (adj.): not engaged on either side of a dispute

sponsor (v.): to financially or otherwise support a person or organization

outlaw (n.): a lawless person or fugitive from the law

lonely (adj.): being without company, cut off from others

peril (n.): to risk being injured or destroyed

waver (v.): to fluctuate in opinion, allegiance, or direction

falter (v.): to hesitate in purpose or action

prevail (v.): to triumph over an adversary

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English Learner Activity 24 ★ ★ ★ ★ ★ ★

(continued)

In order to prosecute a radi-cal political group called theWhite Panthers, who werebelieved to have bombed a CIA

office in Michigan in 1968, President Richard Nixonauthorized federal agents to record phone conversa-tions of the group’s members. The wiretapping wasconducted without court-ordered warrants. Nixon’sAttorney General, John Mitchell, submitted a state-ment saying that the surveillance was necessary toprevent domestic groups from attacking the govern-ment. But the Supreme Court ruled that the wiretapsexceeded the president’s Constitutional powers, andthe case against the White Panthers was dropped.

Partly in response to Nixon’s abuse of domestic sur-veillance, the Foreign Intelligence Surveillance Act(FISA) was created in 1978 to describe how intelligenceinformation may be legally collected in the UnitedStates. The act allows for wiretapping of U.S. citizensand permanent resident aliens if there is cause tobelieve that the individual may be involved in a crimi-nal act. In most cases involving U.S. persons, FISArequires a court-ordered warrant in order to conductthe surveillance. FISA created special secret courts toissue these warrants for wiretapping, or other forms ofelectronic surveillance.

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Linking Past and Present Activity 24

Controversy over Domestic SurveillanceIn 2001, the National Security

Agency (NSA), with authoriza-tion from the Bush administra-tion, began conducting

increased instances of wiretapping, or tracking andintercepting, telephone calls between the UnitedStates and overseas locations in cases where it wasbelieved that a U.S. resident having ties to al-Qaedamight be involved in the call. “If al-Qaeda is callingsomeone in America, we want to know what they’resaying on that call,” Bush said.

President Bush bypassed the courts set up by FISA toprovide warrants for wiretapping because he believedthe courts were too slow. He believed he had the author-ity to expand wiretapping without warrants to help fightterrorism. The wiretapping was controversial becausemany people believed the program violated Americancitizens’ privacy, specifically the Fourth Amendment’sprotections against illegal search and seizure.

In August 2006, a federal judge declared wiretappingwithout warrants to be unconstitutional, and the federalgovernment appealed the case. In January 2007, theBush administration agreed to follow the rules of FISAand allow the FISA court to watch over its domestic sur-veillance program. It also agreed to hand over materialthat it had collected in its surveillance program toCongress. However, U.S. Attorney General AlbertoGonzales argued that the president’s authority to wiretapphone calls was granted by Congress after 9/11 throughthe USA Patriot Act and a Congressional Authorization ofUse of Military Force. Some people, including Gonzales,believed that this act granted the president authority tosecretly gather intelligence on al-Qaeda without comply-ing with FISA. Others, including members of Congresswho had helped to create the FISA court, believed thepresident had violated the Constitution.

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CRITICAL THINKING

Directions: Answer the questions below on a separate sheet of paper.

1. Determining Cause and Effect Why was FISA set up?

2. Detecting Bias Why did Gonzales support Bush’s authorization of wiretapping without warrants?

3. Identifying the Main Idea Why is warrantless wiretapping a controversial topic?

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Reading Skills Activity 24★

Drawing Conclusions

LEARNING THE SKILLDrawing conclusions is a skill that requires readers to analyze and interpret facts

and information to arrive at a conclusion, or a reasonable judgment that sums up theinformation. Drawing conclusions may often involve gleaning information that isnot explicitly mentioned in the text. You can use information you already knowabout a subject to help you draw conclusions.

PRACTICING THE SKILLDIRECTIONS: Read the following excerpt from the heading “The Government’s InadequateResponse” in Section Four of Chapter 24 that describes the government’s response toHurricane Katrina. Underline the parts of the text that support the conclusion stated in the heading.

“Television news broadcast scenes of the squalid condition of the survivors, asking why the government wasfailing to respond more quickly. The mayor of New Orleans was faulted for not issuing a mandatory evacuationuntil the storm was less than a day away, and for having failed to provide transportation for those who could notleave on their own. The governor of Louisiana engaged in a dispute with federal officials over who should takecharge of the state’s National Guard units. The Federal Emergency Management Agency (FEMA) seemed unprepared in its response.”

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

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A New Century Begins, 2000–Present

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

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

2. A is a small piece of cardboard punched out of a voting ballot.

3. Several nations have used , a type of bacteria, to create biologicalweapons.

4. Nuclear, chemical, and biological weapons are all examples of ––weapons that can kill large numbers of people all at once.

5. is terrorism in which a nation supports a terrorist group by pro-viding money, weapons, and training.

6. A(n) is a provision added to a spending bill that specifies theexpenditure of federal money for particular projects.

7. One program Bush strongly favored was ––the effort to developmissiles and other devices that could shoot down nuclear missiles.

Content Vocabulary Activity 24★

anthrax

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strategic defense

terrorism

state-sponsored terrorism

weapons of mass destruction (WMD)

AL Linking Past and Present Activity, URB p. 134

BL Content Vocabulary Activity, URB, p. 127

OL Reading Skills Activity, URB p. 121

ELL English Learner Activity, URB p. 125

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S Skill Practice Reading a Time Line Ask: What was the major report released in October 2004? (a report on Iraqi weapons of mass destruction) Who released the report? (the Iraq Survey Group) What did the report conclude? (Iraq did not have weapons of mass destruction at the time the Iraq War began.) Why were the report’s findings important? (Bush had justified going to war on the basis of intelligence reports claiming that Iraq had weapons of mass destruc-tion. The report cast doubt on this justification.) OL

Analyzing TIME LINES

Answers:1. Invasion of Afghanistan2. January 31, 2005

Answer: The U.S. feared the spread of weapons of mass destruction to terrorist groups.

Leveled Activities

The Invasion of Iraq

Confronting Iraq MAIN Idea Coalition forces defeated the Iraqi

military, but then factions in Iraq took up arms against coalition forces and each other.

HISTORY AND YOU In retrospect, do you believe the invasion of Iraq was justified? Read on to learn more about the different stages of the war.

In November 2002, Iraq agreed to readmit UN weapons inspectors. It then submitted a statement admitting it had weapons of mass destruction before the Gulf War, but denying it currently had weapons of mass destruction. Secretary of State Colin Powell declared that Iraq’s declaration contained lies and was in “material breach” of the UN resolution.

As the United States and a coalition of some 30 nations prepared for war with Iraq, others at the UN Security Council argued that the inspectors should be given more time to find evidence of Iraq’s WMD programs. By March 2003, the inspectors still had found nothing, and the United States began pressing the UN to authorize the use of force against Iraq.

France and Russia, two Security Council members with veto power, refused to back

such a resolution. As war became imminent, world opinion divided between those who supported the United States and those who opposed an attack on Iraq. Around the world antiwar protestors staged rallies and marches. Several nations that had supported the United States in its war on terror, and had sent troops to Afghanistan, including France, Germany, and Canada, refused to join the coalition against Iraq. Saudi Arabia and Turkey—both American allies—refused to allow the United States to attack Iraq from their territories. The only nation bordering Iraq that granted per-mission to use its territory was Kuwait.

The Invasion BeginsOn March 20, 2003, the U.S.-led coalition

forces attacked Iraq. Over 150,000 American troops, some 45,000 British troops, as well as a few hundred special forces from Australia and Poland took part in the invasion.

Much of the Iraqi army dissolved as soldiers refused to risk their lives for Hussein. A few fierce battles took place, but the Iraqis were unable to slow the coalition advance signifi-cantly. On May 1, President Bush declared

Overthrowing Saddam Hussein to ensure he could not give WMDs to terrorists was the primary objective of the invasion. Ousting his regime, however, proved easier than establishing a new government.

Analyzing VISUALS1. Speculating What do you suppose these

soldiers hope to accomplish in fulfilling their duties?

2. Predicting Will regularly-scheduled elec-tions lead to a more stable national government?

▲ After decades of sham elections, Iraqi voters get to make real choices when they vote during Iraq’s 2005 elections.

▲ U.S. and Iraqi soldiers face the difficult challenge of urban warfare in Iraq where the enemy can be very close, hiding behind walls or in buildings.

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Primary Source Reading 24–1 ★ ★ ★ ★ ★ ★

(continued)

BACKGROUND: The National SecurityCouncil (NSC), comprising the president andhis advisors and cabinet members, dealswith national security and foreign policy. In2001 Condoleezza Rice became the NationalSecurity Advisor, a position which serves asthe chief advisor to the President of theUnited States on national security issues.

GUIDED READING As you read, pay attention to Clarke’s

warnings about al-Qaeda and how govern-ment officials responded. Then answer thequestions that follow.

Richard Clarke Speaks OutAbout the SelectionRichard Clarke began his career in the fed-

eral government in 1973 in the Office of theSecretary of Defense. He worked as an advi-sor for presidents Reagan, George H. W.Bush, Bill Clinton, and George W. Bush. In1998 Clarke became the first national coordi-nator for Security, Infrastructure Protection,and Counterterrorism. Clarke continued inthat position under George W. Bush until heretired in 2003. In his book Against AllEnemies, published in 2004, Clarke arguesthat Bush and his advisors failed to take thethreat of a large-scale al-Qaeda attack seri-ously and that the 9/11 attacks could havebeen prevented. Clarke also criticizes Bushfor focusing on Iraq after 9/11, a nation notinvolved in the attacks.

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Rice viewed the NSC as a “foreign policy” coordination mechanism and notsome place where issues such as terrorism in the U.S., or domestic pre-

paredness for weapons of mass destruction, or computer network securityshould be addressed.

I realized that Rice, and her deputy, Steve Hadley, were still operating withthe old Cold War paradigm from when they had worked on the NSC . . . Itstruck me that neither of them had worked on the new post-Cold War secu-rity issues.

I tried to explain: “This office is new, you’re right. It’s post-Cold War secu-rity, not focused just on nation-state threats. The boundaries betweendomestic and foreign have blurred. Threats to the U.S. now are not Sovietballistic missiles carrying bombs, they’re terrorists carrying bombs.” . . .

Within a week of the inauguration, I wrote to Rice and Hadley asking“urgently” for a Principals, or Cabinet-level, meeting to review the imminental-Qaeda threat. . . . The first meeting, in the small wood-paneled SituationRoom conference room, did not go well.

Rice’s deputy, Steve Hadley, began the meeting by asking me to brief thegroup. I turned immediately to the pending decisions needed to deal with al-Qaeda. “We need to put pressure on both the Taliban and al-Qaeda by arm-ing the Northern Alliance and other groups in Afghanistan. Simultaneously,we need to target bin Laden and his leadership by reinitiating flights of thePredator [an unmanned surveillance plane].”

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W Writing SupportPersuasive Writing Have stu-dents write a newspaper editorial supporting or opposing President Bush’s decision to attack Iraq with-out UN Security Council support. Students should provide reasons for their positions. AL


Special Education Help stu-dents identify the pointers that connect each picture with its caption. Explore what additional information the image teaches about the topic discussed in the caption. OL

Analyzing VISUALS

Answers:1. Answers will vary but might

include bringing peace, order, or security to Iraq.

2. Answers will vary but might mention the need for cooper-ation among Iraq’s ethnic groups in order for democ-racy to work.

Richard Clarke Speaks Out

Primary Source Reading, URB p. 135

Objective: To review high-level discussions of foreign policy

Focus: Have students discuss the scene of this excerpt.Teach: Outline the message of the excerpt.Assess: Summarize Clarke’s warnings.

Differentiated Instruction Strategies BL Summarize Clarke’s warning and the

reaction to it. AL Research to find other primary sources

regarding the U.S. government’s response to al-Qaeda. Summarize the content to share with the class.

ELL What is the NSC?

REVIEWthat the major combat was over. About 140 Americans and sev-eral thousand Iraqis had died. Saddam Hussein was captured in late 2003. After a prolonged trial, an Iraqi court found him guilty of ordering mass executions. He was executed in 2006.

Insurgents and ReconstructionThe quick victory did not end the fighting. Soon after the coali-

tion took control of the country, small groups of Iraqis began staging bombings, sniper attacks, and sporadic battles against coalition forces. Some of the groups carrying out the attacks were former members of Saddam Hussein’s military. Others were affil-iated with al-Qaeda and other radical Muslim groups who believed the invasion offered a chance to build support in the Muslim world by organizing resistance to the Americans.

Some of the attacks were carried out by militias belonging to the different religious and ethnic groups in Iraq. The majority of Iraq’s population is Shia Muslim, but there is a large Sunni Muslim minority as well. The Sunni are themselves divided between Sunni Arabs, who ruled the country under Saddam Hussein’s leadership, and Sunni Kurds. The collapse of Hussein’s dictatorship renewed old hostilities between these groups, forcing coalition troops to protect them from attacks from each other’s militias.

Having gone to war in Iraq to overthrow a tyrant and elimi-nate the possibility of weapons of mass destruction being given to terrorists, the United States found itself trying to suppress an insurgency, prevent a civil war, and establish a new Iraqi govern-ment. The United States and its allies spent more than $30 billion to improve Iraq’s electrical generating capacity, provide clean water, build schools, and improve health care, but insurgent attacks slowed these efforts. Despite the problems, Iraq’s econ-omy began to grow rapidly and a substantial improvement in liv-ing standards took place.

Between 2003 and 2006, insurgents killed over 3,000 American soldiers, many more than had died in the initial invasion. Many Americans had expected the war to be over quickly and as the fighting dragged on, support for the war began to decline. The failure to find any weapons of mass destruction also added to the growing controversy as to whether the war was a mistake.

American policy makers now faced a dilemma. If they pulled troops out too soon, Iraq might fall into civil war and provide a safe haven and breeding ground for terrorist groups. At the same time, the longer the United States stayed, the more its presence might stir resentment and support for terrorist groups. The best solution seemed to be to get a functioning and democratic Iraqi government up and running as fast as possible and then train its forces to take over the security of the country. As part of this plan, in January 2005, the Iraqi people went to the polls in huge num-bers for the first free elections in their country’s history. After much debate, voters then overwhelmingly approved a new con-stitution in October 2005.

Summarizing Why did it prove so difficult to end the Iraq War quickly?

Section 3


819

Vocabulary1. Explain the significance of: Northern

Alliance, Khalid Shaikh Mohammed, weapons of mass destruction, “axis of evil,” Saddam Hussein.

Main Ideas2. Explaining Why did the United States

send military aid to the Northern Alliance?

3. Identifying Why did Bush choose to focus military attention in Iraq?

4. Summarizing Why did fighting continue in Iraq after President Bush declared the major combat was over?

Critical Thinking5. Big Ideas Why did the United States

declare war on Afghanistan?

6. Organizing Use a graphic organizer to list the reasons why President Bush ordered the invasion of Iraq.

War on Iraq

7. Analyzing Visuals Examine the photos on page 818. How does the style of war-fare in Iraq differ from the fighting in Afghanistan?

Writing About History8. Descriptive Writing Suppose you are

an Iraqi who has recently voted in your first election. Write a journal entry that explains how you feel following your vote.


819

Section 3 REVIEW

Answers

Assess


CloseIdentifying Central Issues Ask students to identify the chal-lenges the United States faces in its occupation of Iraq. Ask stu-dents to suggest solutions to the challenges. OL

Answer: Groups of Iraqis opposed to the U.S. invasion attacked American forces; conflicts broke out among Iraq’s ethnic groups, add-ing to the turmoil.


2. The Northern Alliance had been fighting the Taliban for several years.

3. Bush believed that Iraq was a direct threat because of intelligence reports that Iraq was hiding weapons of mass destruction.

4. Insurgent groups supporting militant causes attacked American forces, and conflict broke out among militias of Iraq’s ethnic/religious groups.

5. The Taliban government of Afghanistan had given shelter to the al-Qaeda terrorist movement.

6. He believed Iraq sponsored terrorism and had weapons of mass destruction; also, Iraq had refused to cooperate with the interna-tional community and had oppressed its own people.

7. The fighting in Afghanistan took place in mountainous areas; much of the fighting in Iraq occurred in urban areas.

8. Answers will vary but might refer to happi-ness at having the vote after years of being ruled by kings or dictators.

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Section 4

A Time of Challenges

After a close campaign, President Bush won a second term in 2004, but scandals and continued difficulties

in Iraq helped Democrats win control of Congress in 2006. In 2008, as the economy began experiencing diffi-culties, voters elected Barack Obama to be president. Obama was the first African American president of the United States.

The Election of 2004MAIN Idea After a campaign that centered on the war in Iraq and the

war on terror, Bush was reelected.

HISTORY AND YOU Have you ever participated in an election at your school? Read on to learn about the election of 2004.

In early 2004, President Bush’s approval ratings began to fall. The ongoing war in Iraq and the failure of inspectors to find any weapons of mass destruction weakened his support, as did the scandal at the Iraqi prison of Abu Ghraib, where some prisoners were abused by American soldiers. These events gave Democrats the opportunity to mount a serious challenge in the 2004 election.

President Bush and Vice President Cheney were renominated by the Republicans. The Democrats nominated Massachusetts Senator John Kerry for president and North Carolina Senator John Edwards for vice president. Bush promised to cut taxes while continuing the war on terrorism. He opposed abortion and called for a constitutional amendment to ban same-sex marriages. Senator Kerry promised to raise taxes on the wealthy to fund wider health care coverage, and to strengthen Social Security. He also took the opposite stand from Bush on most social issues. Bush’s campaign portrayed Kerry as an untrustworthy “flipflopper.” Kerry’s campaign argued that Bush was too stubborn to change course when events required it.

Although September 11, 2001, had united the nation emotionally, the country remained as divided politically as it had been in 2000. Bush’s support was strongest in the South and on the Great Plains, as well as in rural areas and the outer suburbs of major cities. Kerry’s base was in the Northeast and on the West Coast, as well as in cities and inner suburbs. Both candidates focused on the upper Midwest where voters were narrowly divided. Nationwide, President Bush won a majority of the popular vote as well as 286 electoral votes. Despite the problems in Iraq, voters felt it safer to stay the course.

Analyzing Why did President Bush’s popularity decline in the year before the 2004 election?



Guide to ReadingBig IdeasGovernment and Society During President Bush’s second term, the Republicans faced scandal and a national disaster that led to the Democrats gaining control of the White House and Congress in 2008.

Content Vocabulary• “earmark” (p. 824)

Academic Vocabulary • procedure (p. 821)• monitor (p. 822)

People and Events to Identify• Abu Ghraib (p. 820)• Guantanamo Bay (p. 821)• National Security Agency (NSA)

(p. 822)• John G. Roberts, Jr. (p. 824)• Samuel Alito, Jr. (p. 824)• Nancy Pelosi (p. 824)

Reading StrategyTaking Notes As you read about events from the 2004 election to the present day, use the major headings of the section to create an outline.

A Time of ChallengesI. The Election of 2004II. Security vs. Liberty

A.B.


Determining Cause and Effect


ANSWER: GTeacher Tip: Remind students that the word “respond”implies a cause-and-effect relationship. UNIT

7Chapter 24

Directions: Answer the followingquestion based on the informationat left.

What was the effect of theSupreme Court’s ruling inHamdan v. Rumsfeld?

F The Bush administration cre-ated military tribunals.

G Bush asked Congress to legis-late the creation of tribunals.

H Detainees gained the right tobring their cases to court.

J Bush asked Congress toignore the GenevaConventions.

The Supreme Court Rules on Detainees

2004 Rasul v. Bush• The Court rules that foreign prisoners who thinkthey are being detained illegally may have their cases brought to court.

• The Bush Administration responds by creating military tribunals to hear the cases.

2006 Hamdan v. Rumsfeld• The Court rules that the military tribunals violate the Uniform Code of Military justice and the Geneva Conventions.

• Bush responds by asking Congress to make laws setting up tribunals that meet the Court’s objections.


Guide to ReadingAnswers: Student outline notes should fol-low the major heading structure of the section





Teacher Edition• Academic Vocab., p. 823• Prior Knowl., p. 824• Make Connect., p. 824


URB p. 151• Am. History in Graphic

Novel, p. 79

Teacher Edition• Making Inferences,

p. 822• Cause/Effect, pp. 823,

826• Identify. Issues, p. 825

Additional Resources• Prim. Source Reading,

URB p. 137• Supreme Court Case

Studies, p. 161

Teacher Edition• Visual/Spatial, p. 821• Auditory/Musical, p. 825

Additional Resources• Am. Art and Music Act.,

p. 139• Reteaching Act., URB

p. 143• Authentic Asses., p. 53

Additional Resources• Linking Past/Present,

URB p. 134

Additional Resources• Reading Skills Act., URB

p. 121• Read. Essen., p. 266• Critical Thinking Skills

Act., URB p. 132 • Quizzes/Tests, p. 340• Reinforcing Skills Act.,

URB p. 131


Resource Manager

Focus

Answers: the slow progress of the Iraq war, the Abu Ghraib prison scandal, and the failure to find weapons of mass destruction

http://glencoe.com

Security vs. LibertyMAIN Idea The Supreme Court rejected

President Bush’s interpretation of the rights and legal status of prisoners at Guantanamo Bay.

HISTORY AND YOU Do you believe all prisoners deserve a right to a trial? Read about the unusual status of prisoners at Guantanamo Bay.

The war on terror heightened the tension between America’s national security and its civil liberties. In order to prevent another major ter-rorist attack, was the government justified in limiting the rights of citizens? Did captured ter-rorists have any rights at all?

Prisoners at Guantanamo As American forces captured members of

al-Qaeda, a decision had to be made as to what to do with them. In 2004 President Bush decided to hold them at the American military

base in Guantanamo Bay, Cuba, where they could be interrogated. This decision was very controversial. Some people argued that the prisoners should have the right to a lawyer, formal charges, and eventually a proper trial.

The Bush administration insisted that the prisoners were illegal enemy combatants, not suspects charged with a crime, and as such, they did not have the right to appeal their detentions to an American court. The adminis-tration also declared that the proceduresregarding the treatment of prisoners, as speci-fied in the Geneva Conventions, did not apply to terrorists since they were not part of any nation’s armed forces.

The Supreme Court disagreed with the administration. In 2004, in Rasul v. Bush, the Court ruled that foreign prisoners who claimed they were being unlawfully imprisoned had the right to have their cases heard in court. In response, the Bush administration created mil-itary tribunals to hear each detainee’s case.

The revelation that some American troops had mistreated prison-ers at the Abu Ghraib prison in Iraq shocked many people. Photographs of prisoners being abused and humiliated diminished the international image of the United States. Similarly, the lack of judicial proceedings and the secrecy surrounding the detainees at Guantanamo Bay prompted international criticism.

Abu Ghraib and Guantanamo Bay

Analyzing VISUALS

1. Interpreting What might make a detainee “high risk”?

2. Analyzing In the photograph above, what elements show the level of security at the detention center?

▲ Soldiers escort a detainee at Camp X-Ray at the military base at Guantanamo Bay, Cuba.

▲ A U.S. soldier points to prison cells where high risk detainees are held.

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Analyzing VISUALS

Answers:1. association with terrorist

groups; vocal or financial sup-port for a terrorist cause

2. barbed wire, armed guards, prison cells

Additional Support


Teach

C Critical ThinkingMaking Inferences Refer students to a map of North America and the Caribbean area that shows the location of Guantanamo Bay in Cuba in rela-tion to the United States. Ask: Why might United States officials have selected Guantanamo Bay as a place to hold people sus-pected of terrorism? (Students might point out Guantanamo’s location outside of the country and beyond the reach of U.S. laws, allowing for secrecy and greater leeway in interrogating suspects.) AL

Identifying Central Issues Remind students that Americans are strongly divided on many important issues. Ask: What are some important national or local issues facing our nation? (the war in Iraq, illegal immigration, taxes, and so on) Organize the class into small groups and assign each group a different issue. Ask

groups to research their issues. The catego-ries students should research include the nature of the issue, its impact on the public, and at least two different points of view about the issue. Have groups script and perform a mock debate that dramatizes the findings. AL

This activity requires students to

do research, to write, and to per-

form. It allows students with differ-

ent levels of academic skills and

intelligences to work together. As

you form groups, consider the

needed skills and choose students

accordingly.

Additional Support

Hurricane Katrina

The Supreme Court struck this plan down in 2006 in Hamdan v. Rumsfeld, ruling that the military tribunals violated the Uniform Code of Military Justice and the Geneva Conventions.

President Bush then asked Congress to establish new tribunals that met the Court’s objections. The president agreed that prisoners would have the right to see the evidence against them, and that evidence obtained by torture was inadmissible. The president also agreed to uphold the Geneva Conventions. Congress then passed the Military Commissions Act.

The Military Commissions Act stated that non-citizens captured as enemy combatants had no right to file writs of habeas corpus. If a tribunal determined that they were being law-fully held, they could be held indefinitely with-out trial. In 2008, in Boumediene v. Bush, the Supreme Court ruled that the detainees had a right to habeas corpus and declared the sec-tion of the Military Commissions Act suspend-ing that right to be unconstitutional.

Domestic SurveillanceAs part of the war on terror, the National

Security Agency (NSA) began wiretapping domestic telephone calls made to overseas locations when they believed one party in the call was a member of al-Qaeda or affiliated with al-Qaeda. When the monitoring program became public in 2005, it created a controversy.

Civil rights groups argued that the program violated the Fourth Amendment. They pointed out that Congress had created the Foreign Intelligence Surveillance Court to issue war-rants secretly in highly classified security cases. The president argued that the court was too slow and that he had the authority as com-mander in chief to expand wiretapping to help fight the war on terror. In 2006, a federal judge declared the wiretapping to be unconstitu-tional, but the following year an appeals court overturned the judge’s decision. When Congress began drafting legislation to address the issue, the Bush administration suspended the program and announced that future wire-taps would require a warrant from the Foreign Intelligence Surveillance Court.

Explaining Why did the Bush administration believe detainees at Guantanamo Bay had no right to take their case to a U.S. court?

A Stormy Second TermMAIN Idea Bush appointed two new Supreme

Court justices; his second term was marred by a hur-ricane, the ongoing war, and scandals.

HISTORY AND YOU Do you remember Hurricane Katrina? Read on to learn how the handling of the crisis hurt the Bush administration.

Having won a second term with a majority of the popular vote, President Bush concluded the American people had given him a man-date to continue his policies. He began his second term by announcing plans to overhaul the Social Security system and to create a prescription drug program for senior citizens.

Debating Social SecurityTo fix Social Security, President Bush pro-

posed that workers be allowed to put 4 percent of their income in private accounts rather than in Social Security. This money could then be invested in stocks and bonds. The president

▲ An aerial photograph shows how the flooding in New Orleans ruined entire neighborhoods.

Hurricane Katrina was one of the worst natural disasters in the history of the United States. The storm ravaged much of the Gulf Coast region. In

more devastation.

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C Critical ThinkingDetermining Cause and Effect Ask: How did the U.S. Supreme Court ruling in Hamdan v. Rumsfeld affect the Bush admin-istration policy on detainees? How did the administration react to the court ruling? (The Supreme Court ruled that Bush’s creation of military tribunals to hear cases vio-lated U.S. military code and the Geneva Conventions regarding the treatment of prisoners. The Bush administration responded by allow-ing prisoners the right to see evi-dence and by agreeing to uphold the Geneva Conventions.) OL

R Reading StrategyAcademic Vocabulary Have students read the sentence that contains the word monitoring. Then ask a student to define the word. OL


Evaluating Ask: How do the government’s efforts to protect the nation affect you? (Answers will vary depending on students’ per-sonal experiences and where they live.) Use the question to elicit ideas and anecdotes from stu-dents about ways that they have been affected by measures taken by the government to pro-tect Americans from different kinds of attacks or

disasters. Ask students what kinds of disasters have happened or might happen where they live and what they would expect the govern-ment to do to help before, during, and after a catastrophic event. Close the activity by discuss-ing the impact of terrorist attacks and other disasters, and why such events matter to every-one in the country. OL

Answer: The Bush administration held that the detainees were illegal enemy combatants, not suspects charged with a crime, and as such, they did not have a right to appeal their cases to an American court.

New Orleans, the breach of the levees caused even

believed that private accounts would grow rapidly and help cover the expected shortfall in Social Security accounts. Democrats argued that the danger to Social Security was over-stated and that privatizing any part of Social Security was dangerous. With the American public unenthusiastic, the plan was never brought to a vote in Congress.

Although his plan to reform Social Security failed, President Bush did convince Congress to enact a new prescription drug program for seniors despite the concerns of many of his conservative supporters that the plan would cost too much money. Under the new program, provided by Medicare, people 65 and older can sign up for insurance that helps cover the cost of prescription drugs.

Hurricane KatrinaOn August 29, 2005, Hurricane Katrina

smashed into the Gulf Coast of the United States, spreading devastation from Florida to Louisiana. The fierce winds, rain, high tides, and storm surges destroyed buildings, roads,

and electrical lines, left thousands of people homeless, and cost at least 1,200 lives. After the hurricane had passed, rising waters breached levees protecting the low-lying city of New Orleans. As water flooded the city, those who had stayed behind were forced to flee onto their roofs to await rescue. As the water rose 15 feet in some neighborhoods, many people drowned. Thousands more took shelter in the convention center and at the Superdome, a covered football stadium. There they waited for days without much food, clean water, or information from authorities.

Television news showed the condition of the survivors and asked why the government was not responding more quickly. The mayor of New Orleans was faulted for not issuing a mandatory evacuation until the storm was less than a day away, and for having failed to pro-vide transportation for those who could not leave on their own. The governor of Louisiana argued with federal officials over who was in charge of the state’s National Guard units. The Federal Emergency Management Agency (FEMA) seemed unprepared in its response.

Analyzing VISUALS1. Explaining Why did the flood cause so

much damage to New Orleans?

2. Speculating Do you think this neighbor-hood can be restored to preflood conditions?

▲ A man walks through the flooded Terme area of New Orleans. The breach of the levees left entire neighborhoods under several feet of water.

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R Reading StrategyMaking Connections Ask students to think about images they have seen and reports they have read of the people of New Orleans and the Gulf Coast strug-gling to recover from the effects of Hurricane Katrina. Ask: If a disaster like Katrina hit this community, what factors would encourage people to stay and rebuild? (Answers will vary. Encourage discussions.) OL

C Critical ThinkingIdentifying Central Issues Ask: Do you think that the federal government or local government should be more responsible for addressing a disaster like Hurricane Katrina? Why? (Answers will vary; some stu-dents may claim that the responsi-bility should be shared equally.) OL

AdditionalSupport

Analyzing VISUALS

Answers:1. Rising waters breached the

levees that protected the low-lying city.

2. Answers will vary but might mention the need for federal funds to rebuild.

Science Ask: Are levees an effective method of flood control? (Students may note that levees can help control flooding but also can be over-whelmed by floodwaters in certain circumstances.) Have interested students research levee systems and present their findings in an oral presenta-tion. Tell students to look for answers to these questions during their research: What is a natu-

ral levee? Why do people build levees? Where are levees used in the United States? Where else in the world are levees used? How do levees help control flooding? Why are they ineffective? Encour-age students to create visuals or a model to illustrate how a levee works and how it can fail. OL

Activity: Interdisciplinary Connection

Additional Support

Only the Coast Guard seemed able to act, as its helicopters and boats began rescuing stranded citizens. Eventually troops and trans-portation arrived and moved the evacuees to other cities.

As New Orleans remained flooded, President Bush flew over the devastated areas a few days later. Photographs of the president viewing the scene from high above made him appear detached. With polls showing a sharp drop in confidence in his administration, President Bush fired the head of FEMA and then traveled to New Orleans to pledge federal funds for rebuilding the city.

New Supreme Court Judges In 2005, President Bush filled two vacancies

on the Supreme Court. In the spring of 2005, Justice Sandra Day O’Connor announced her retirement. Although appointed by President Reagan, Justice O’Connor had been a pivotal swing vote on the Court, sometimes siding with conservatives, sometimes with liberals. As her replacement, Bush nominated federal judge John G. Roberts, Jr., a conservative who was well regarded in the Senate. Before the Senate could act, however, Chief Justice William Rehnquist died. Bush then named Roberts to replace him. Roberts easily won Senate confir-mation as chief justice.

Again attempting to fill Justice O’Connor’s vacancy, President Bush nominated his White House counselor Harriet Miers. Many conser-vative Republicans were unhappy with Miers because of her lack of experience as a judge. As Republican opposition mounted, President Bush withdrew Miers’ name and nominated federal judge Samuel Alito, Jr., a well-known conservative justice. The Senate voted 58 to 42 to confirm Alito.

The 2006 Midterm ElectionsThe first two years of President Bush’s sec-

ond term had not gone well. He had failed to reform Social Security, and the public was angry with his administration’s response to Hurricane Katrina. His prescription drug plan and decision to nominate Harriet Miers to the Supreme Court had angered many conserva-tives. Many people were also angry at his plan to create a guest-worker program and a path to citizenship for immigrants who had entered the country illegally.

At the same time, Americans had grown frustrated with Congress. The Republican major-ity seemed awash in scandals. Two Republicans had resigned from Congress after being con-victed of corruption, and House Majority Leader Tom DeLay had resigned after being indicted for violating campaign finance laws. Congress also seemed unable to control spending, partly because Republicans and Democrats had been adding an increasing number of “earmarks” to spending bills. An earmark requires federal money be spent on a specific project, such as building a bridge, or funding medical research, usually in the sponsor’s own state or district.

Problems in Iraq Although government scandals and overspending angered many Americans, the most important reason voters were frustrated was the situation in Iraq. A year earlier, many Americans had taken heart when large numbers of Iraqis had turned out to vote in democratic elections, but their hope for peace in Iraq soon faded. Although the Sunni Kurds and Iraqi Shia generally supported the new Iraqi constitution, it had much less support among Sunni Arabs. Rather than bring peace, the elections were followed by a rise in sectar-ian violence. In February 2006, the bombing of the Shia Golden Mosque in Samarra set Sunni and Shia militias against each other.

Further complicating the situation was an insurgent group known as Al-Qaeda in Iraq (AQI) that controlled large areas of western Iraq and was determined to defeat American forces and impose a strict militant version of Islam. In addition, the government of Iran had begun covertly sending weapons to the Iraqi insurgents.

The ongoing suicide bombings, kidnap-pings, and attacks on American soldiers turned a majority of Americans against the war. Democrats demanded the president set a time-table for withdrawing U.S. troops, a policy that President Bush described as “cut and run.”

The Democrats Gain Control of Congress Voters expressed their unhappiness with the president and the Republican Congress in 2006. The Democrats won a majority in both the House and the Senate for the first time since 1992. House Democrats then elected California Representative Nancy Pelosi to be the first female Speaker of the House of Representatives.

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R Reading StrategySummarizing Ask: Why was the retirement of Justice Sandra Day O’Connor particularly significant? (Students should remember that any opportunity for a president to name a Supreme Court justice is an opportunity to shape judicial interpretation, but Justice O’Connor’s role as a swing voter in controversial cases made her retirement more important.) OL

C Critical ThinkingAnalyzing Primary Sources Ask: What challenges do people living in Iraq face today? (Answers will vary but may include summa-ries of the news headlines that describe the situation in the coun-try.) Have students search online news sources for first-hand reports that examine how the Sunnis, the Shias, and the Kurds are or are not cooperating with each other. Direct students to look for quotations about unsolved problems and feelings about Iraq’s immediate future. Tell students to select two quotations to read aloud to the class and explain what each taught them about the current situation. AL

Political Science Organize the class into four groups. Assign each group one of the following topics: Bush’s goals for his second term, the public’s reception to the president’s goals, Congressional scandals during Bush’s second term, and results of the 2006 midterm election.

Have the groups research their topic. Then have each group prepare an oral report and a visual display that summarizes their research findings. OL



Step 4

Despite promises to end the war and change how Congress operated, Speaker Pelosi and other Democrats opposed to the war were not able to get enough votes to cut funding for the war, or to force the president to set a deadline for pulling the troops out of Iraq. In addition, spending was not reduced and, after a brief moratorium, earmarks were again permitted.

Troops Surge to Iraq The day after the 2006 midterm elections, Secretary of Defense Donald Rumsfeld resigned. Rumsfeld admitted that the war in Iraq was not going well. “In my view it is time for a major adjustment,” he wrote. “Clearly what U.S. forces are currently doing in Iraq is not working well enough or fast enough.”

President Bush chose Robert Gates to replace Rumsfeld and put a new commander, General David Petraeus, in charge of operations in Iraq. The president then announced a plan to “surge” some 20,000 more troops to Iraq to restore order in Baghdad, where the violence was concentrated.

With the additional troops provided by the surge, General Petraeus began clearing and holding areas of Baghdad that had been plagued by crime and insurgent attacks. At the same time, his forces began reaching out to

Sunni groups in western Iraq that had been opposed to the American presence.

By late 2006, Al-Qaeda in Iraq’s campaign to impose a militant version of Islam in west-ern Iraq through murder and intimidation had begun to backfire. The Sunni tribes of Anbar—the large western province of Iraq—began working with the American forces to fight the insurgents. Their organization, known as the Anbar Awakening, helped change the course of the war. Increasingly, Sunni militias stopped fighting the Americans and turned against Al-Qaeda in Iraq. In the meantime, Iraq’s government continued to make reforms and became increasingly effec-tive, as did the Iraqi army.

By the fall of 2008, violence in Iraq had been dramatically reduced. Coalition forces had handed over control of 12 of Iraq’s 18 provinces to the Iraqi government and coalition casualties were lower than at any time since the war began in 2003. The United States began negotiating a new security pact with the Iraqi government to establish the terms and conditions for a contin-ued American presence in the country.

Explaining What events in the first two years of Bush’s second term contributed to Republicans losing control of Congress?

Condoleezza Rice 1954–

Born in Birmingham, Alabama, the same year as the landmark Brown v. Board of Education deci-sion, Condoleezza Rice rose to become the first African American female secretary of state.

Before becoming involved in poli-tics, Rice had a distinguished career in academia. She started her college studies at age 15 and went on to earn advanced degrees in eco-nomics and international studies. Dr. Rice then became a professor at Stanford University. Due to her expertise in Eastern and Central Europe, Rice served as an adviser on foreign affairs to President Ronald Reagan and President George H.W. Bush. She later returned to her post at Stanford.

When George W. Bush decided to run for president, he asked Rice to be his foreign policy adviser. During his first term, she served as head of the National Security Council and supported the attacks on Afghanistan and the invasion of Iraq. She became secretary of state during Bush’s second term.

How did Rice’s academic studies prepare her for her future role in politics?

Nancy Pelosi 1940–

Originally from Baltimore, Maryland, Nancy Pelosi’s interest in politics began at an early age. Her father was a supporter of Democrat Franklin D. Roosevelt’s New Deal and held political office.

Pelosi has spent most of her adult life in the San Francisco area. There, she attracted attention as an effective fund-raiser for the Democratic Party. She became the chair of the California State Democratic Party in 1981 and served for two years.

In 1987 she was elected to Congress in a special election to fill a vacancy caused by the death of her predecessor. The following year she was reelected for a full term and has held that office ever since.

In 2002 Pelosi was elected minority whip and tried to forge greater unity among different factions of her party. In that post, she emerged as one of President Bush’s toughest critics. When the Democrats regained control of the House of Representatives after the 2006 elec-tions, she became Speaker, the first woman elected to that post.

Why would Pelosi’s position give her a platform from which to criticize the president?



825

Answers: Rice earned advanced degrees in economics and inter-national studies and was an expert in Eastern and Central Europe. As Speaker of the House, Pelosi has the power to shape leg-islation, especially regarding gov-ernment finances and spending. As a talented student, Rice had many interests and was not sure about a future career. She was a skilled pianist and considered majoring in music before finally deciding on international studies. As Speaker of the House, Pelosi ranks second in the line of presi-dential succession, after the vice president. No woman has ever been as close in line to the U.S. presidency.

Answers: dissatisfaction with the Republican administration’s han-dling of the Iraq war and the Katrina emergency, congressio-nal scandals involving Republicans, and conservative disenchantment with some of Bush’s domestic agenda


Step 4: Responding to Blogs Student groups respond to blog entries created in Step 3.

Directions Have student groups trade the blogs they created in Step 3. As a group, have students write a response to the blog entry. Remind students that readers con-tribute to blogs in many ways. They may

rebut opinions stated in blogs. They some-times add helpful information such as links. They may point out errors in information and make corrections. Sometimes they may simply express admiration for the blog. Have students weight their rights to free speech with their responsibility for civility as they respond to each other’s blogs.

Summarizing Have groups share their blog responses with the class. Encourage

the class to discuss what they learned about the Big Ideas of this chapter as they explored the “blogosphere.” OL (Chapter Project continued on the Visual Summary page)

Additional Support

Obama McCain

The Election of 2008MAIN Idea A major financial crisis and public

disapproval of President Bush enabled Barack Obama to win the 2008 election.

HISTORY AND YOU Do you remember Martin Luther King, Jr.’s, dream? Read on to learn about the first African American to become president.

In 2006, a financial crisis began when mil-lions of Americans began to default on their mortgages. The crisis developed because banks had made too many subprime loans—risky loans that were not as likely to be repaid. In addition to the financial crisis, oil prices began to rise steeply. By the summer of 2008, a gallon of gasoline cost nearly twice what it had in 2006. As the 2008 election approached, the economy had replaced the war in Iraq as the most important issue for most Americans.

The Candidates Are ChosenThe election of 2008 was unusual in that

neither party had an incumbent president or vice president running for the nomination.

Four Republicans emerged as frontrunners for their party’s nomination: former New York mayor Rudy Giuliani, Governor Mike Huckabee of Arkansas, Senator John McCain of Arizona, and Governor Mitt Romney of Massachusetts. With many conservatives split between Romney and Huckabee, John McCain emerged the win-ner. Many Republican voters admired McCain’s heroism during the Vietnam War and believed his reputation as a reformer would help the party win over voters who were angry at President Bush.

Knowing that many conservative Republicans distrusted him, John McCain selected Sarah Palin, the popular conservative governor of


▲ Barack Obama waves to the crowd in Chicago’s Grant Park on election night. He is the nation’s first African American president.

PresidentialElection of 2008

WA11

MT3

UT5

WY3

CO9

NM5

TX34

ID4

CA55

AK3

HI4

AZ10

KS6

NE5

OR7

NV5

NY31

VT3

NH4 ME

4

MA12

MI17

OK7

SD3

ND3

MN10 WI

10

IA7

MO11

AR6

LA9

MS6

AL9

GA15

FL27

TN11

IL21

IN11

OH20

WV5 VA

13MD10D.C.

3

DE3

NJ15

CT7

RI4

PA21

KY8

SC8

NC15


PopularVotes

% ofPopular

VoteElectoral

Votes

ObamaMcCainNader

66,057,07557,839,810

687,124

53%46%1%

364163

0

The American Vision As of this moment results varyAnalyzing VISUALS1. Comparing Compare Obama’s election map to

Clinton’s 1992 victory and Carter’s 1976 victory. What states did Obama win that neither Carter nor Clinton won?

2. Analyzing What is the fewest number of states that would have had to switch their votes to McCain for him to win the election?

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Visual/Spatial Ask students to draw political cartoons that reflect the candidates and major issues of the 2008 presidential election race. BL

Analyzing VISUALS

Answers:1. Virginia and Indiana2. three; California, New York,

and Florida

Evaluating Information The 2008 presidential election was notable in the greatest use of the Internet and candidate Web sites to raise campaign funds. Ask: What factors helped contribute to more and more successful use of Web-based fund-raising? (the small successes made

during the 2004 presidential election, the growing popularity of social networking sites such as Facebook). Have students examine current political Web sites to see how these sites attempt to inform the voting population about critical issues and evaluate any meth-ods or design elements that try to establish a

direct connection between the administra-tion and the population. Tell students to take notes on what they discover and report their evaluations to the class. OL

Activity: Technology Connection

Barack Obama is not only the first African American president. He is also the first president to be born outside of the mainland United States. Obama was born in Hawaii.

REVIEWAlaska, to be his running mate. Palin was the first woman to be nominated by the Republican Party to run for vice president.

Three Democrats emerged as frontrunners for their party’s nomination: Former First Lady and New York Senator Hillary Clinton; former Senator John Edwards, who had been John Kerry’s running mate; and Senator Barack Obama from Illinois. Obama first gained national attention at the 2004 Democratic National Convention, where he delivered the convention’s keynote address. His speech greatly impressed Democrats and made Obama a national figure in American politics.

Hillary Clinton was heavily favored to win the 2008 Democratic nomination, but Obama was able to build a large grassroots net-work of supporters and used the Internet to raise several hundred million dollars, far more than any previous candidate. Clinton tried to portray Obama as inexperienced, but Democrats decided that Obama was more likely to change the country’s direction. After winning the nomination, Obama selected Senator Joe Biden of Delaware to be his running mate, probably because Biden’s 35 years in the Senate would help offset charges that Obama was too inexperienced to be president.

With the approval ratings of the president and Congress at all-time lows, McCain and Obama both promised change. McCain stressed his experience and reputation for being a maverick—someone who is willing to go against his party and try new approaches to solving problems. Obama argued that McCain’s policies were too similar to those of President Bush. Both candi-dates presented plans that would cut taxes, address the energy cri-sis, put people back to work, and reform health care.

Obama led in the polls in the summer of 2008, but McCain took the lead following the Republican convention in early September. Obama regained the lead, however, when President Bush announced that the economy was in serious danger because there was no longer enough credit available. In response, Bush and Congress passed a $700 billion dollar bailout for the nation’s finan-cial institutions. The crisis increased voter disapproval of the presi-dent and the Republican party.

Obama WinsOn election day, Obama won 53% of the popular vote and 364

electoral votes, the biggest victory for a Democratic candidate since 1964. Barack Obama became the first African American to win the presidency. Soon after the networks projected he would win, Obama spoke to his supporters at Grant Park in Chicago:PRIMARY SOURCE

“. . . This is our moment. This is our time—to put our people back to work and open doors of opportunity for our kids; to restore prosperity and promote the cause of peace; to reclaim the American Dream and reaffirm that fundamental truth—that out of many, we are one; that while we breathe, we hope, and where we are met with cynicism, and doubt, and those who tell us that we can’t, we will respond with that timeless creed that sums up the spirit of a people: Yes We Can.”

—Barack Obama, Address at Grant Park, November 4, 2008

Analyzing What events enabled Obama to win the presidency? Why was his election important in American history?

Section 4


827

Vocabulary1. Explain the significance of: Abu Ghraib,

Guantanamo Bay, National Security Agency, John G. Roberts, Jr., Samuel Alito, Jr., “earmarks,” Nancy Pelosi.

Main Ideas2. Identifying What issues did President

Bush support in his reelection campaign? What did Kerry support?

3. Explaining What did the Supreme Court declare unlawful with the Hamdan v. Rumsfeld ruling?

4. Describing How did Bush propose to fix Social Security?

Critical Thinking5. Big Ideas Why did Donald Rumsfeld

resign as secretary of defense? Who did Bush choose to replace Rumsfeld?

6. Organizing Use a graphic organizer like the one below to list the reasons for Republican losses in the 2006 election.

Reasons for Republican Losses in 2006I. The Election of 2004II. Security vs. Liberty

A.B.

7. Analyzing Visuals Examine the map on page 826. How is Obama’s victory differ-ent from Bush’s victory shown on page 805? Which states switched to the Democrats in 2008?

Writing About History8. Persuasive Writing Write a journal

entry describing current events that will be read by students 50 years in the future. Be clear and concise with your description of these events.


827

Section 4 REVIEW

Answers

Assess


CloseEvaluating Ask students what they think are the successes and failures of Bush’s second term to date. OL

Answers:The economic credit slowdown and bailout for the nation’s financial institutions increased voter disapproval of the presi-dent and the Republican Party.


2. Bush pledged to continue cutting taxes while building a strong national defense. Kerry favored raising taxes on the wealthy to fund wider health care coverage and strengthen social security.

3. the Bush administration’s creation of mili-tary tribunals to hear detainees’ cases

4. Bush proposed that workers be allowed to put some of their income in private accounts for investment use rather than in Social Security.

5. Rumsfeld acknowledged that the adminis-tration’s Iraq strategy was not working and a change of course was needed.

6. Answers will vary but should include dissat-isfaction with the war, anger at Republican scandals in Congress, and unpopular domestic policies.

7. Obama won states in the West, the Upper Midwest, and in the South that were Bush states in 2000. These states were Nevada, Colorado, Indiana, Ohio, North Carolina, Virginia, and Florida.

8. Student journals will vary but should use details from the section and reflect under-standing of the key issues presented.

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Chapter VISUAL SUMMARY You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com.

Causes of the Attacks of 9/11• The rise of the oil industry in the Middle East makes many

elites wealthy but leaves many people poor and resentful.

• The oil trade with Europe and the United States brings Western ideas and culture into the Middle East; many feel their traditional Muslim values are being undermined, and militant Muslim movements form.

• The founding of Israel in 1948 angers many Arabs, especially Palestinians. European and American support for Israel angers many in the Middle East.

• The Soviets invade Afghanistan in 1979; Muslims from across the Middle East, including Osama bin Laden, go to fight the Soviet troops.

• Osama bin Laden forms al-Qaeda to help drive the Soviets out of Afghanistan and all Westerners out of the Middle East.

• Iraq invades Kuwait leading to the deployment of American troops in Saudi Arabia, angering Muslim militants, including Osama bin Laden.

• The Soviet pullout from Afghanistan leads to a militant group, the Taliban, taking power and offering aid and shelter to bin Laden.

• Al-Qaeda, based in Afghanistan, stages a series of attacks on Americans, culminating in the attack on September 11, 2001.

Effects of the Attacks of 9/11• Initially, the 9/11 attack unifies Americans and leads to an out-

pouring of support to the people of New York.

• President Bush declares a global war on terror to put an end to terrorist groups that threaten Americans.

• The United States launches attacks on the Taliban and helps local forces overthrow their regime. NATO troops then enter Afghanistan to serve as peacekeepers.

• Congress passes the Patriot Act giving the FBI additional powers to help prevent another attack in the United States.

• Congress creates the Department of Homeland Security.

• The Bush administration decides that preventing terrorist groups from getting weapons of mass destruction is a high priority.

• The United States, backed by a coalition of allies, invades Iraq to destroy its weapons of mass destruction.

• The invasion of Iraq is controversial; many traditional allies do not support it, and it divides the American people.

• An insurgency begins in Iraq that keeps American troops fighting for several years.

American troops fi ght in rugged Afghan terrain (above) shortly after the 9/11 attacks. On the left, Americans attend a memorial service for the victims of the attacks.

The Taliban let al-Qaeda train at camps in Afghan-istan (above). Osama bin Laden and his second in command, Ayman al-Zawahiri (right), often sent taped messages to Arab television networks.


Chapter 24 • Visual Summary

828


Step 5: Wrap Up

Identifying Main Idea Ask: Why do you think that 9/11 stunned the country? (Many students will cite the unexpected-ness of 9/11, the sheer scale of the destruction, and the knowledge that the United States was opposed and even hated by some people of the world.) OL

Visual Literacy Ask: Look at the four images on the page. How do the images relate to the causes and effects of 9/11? (The first two images show al-Qaeda leaders and the training of terrorists at special camps. The last two images show the public response to the loss of life in the 9/11 attacks and the involvement of American forces to eliminate terrorism and allow democracy to develop in Afghanistan and Iraq.)


Step 5: Wrap Up Students will write an informational essay on blogs.

Directions Direct students to write an essay in which they use what they have learned in Steps 1 through 4 of this project. Student essays should answer the following questions: • What are blogs?• What purpose do blogs serve in today’s

society?

• Are blogs beneficial to American society? Why or why not?

• What other purposes might blogs be used for to benefit society?

Summarizing Students should write and turn in their essays individually, however, you may want to share interesting responses with the entire class. OL

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Chapter ASSESSMENT

Review VocabularyDirections: Choose the word or words that best complete the sentence.

1. ran for the Green Party in the 2000 presidential election.

A Al Gore

B Ralph Nader

C George W. Bush

D Dick Cheney

2. Osama bin Laden heads the terrorist group known as

A Al Jazeera.

B guerrillas.

C Hamas.

D al-Qaeda.

3. The majority of Iraq’s population is

A Shia Muslim.

B Sunni Muslim.

C Sunni Arabs.

D Sunni Kurds.

4. What military base held captured members of al-Qaeda in 2004?

A Abu Ghraib

B Guantanamo Bay

C Pearl Harbor

D Geneva

5. Projects that spend federal money but usually benefit a single congressional district are known as .

A gerrymanders

B earmarks

C isograms

D the spoils system

Reviewing Main IdeasDirections: Choose the best answer for each of the following questions.

Section 1 (pp. 804–807)

6. In the 2000 election, Al Gore won

A the popular vote.

B a majority of electoral votes.

C the state of Florida.

D a pivotal Supreme Court case.

7. After Bush took office, Congress passed which of the follow-ing educational reforms?

A federal funding to parents to pay for private schools if their public school was performing poorly

B annual standardized testing in reading and math for grades 3–8

C prohibiting federally funded schools from discriminating against girls and young women

D transporting children to schools outside their neighbor-hood to achieve a greater racial balance

Section 2 (pp. 808–813)

8. After the bombing of American embassies in Kenya and Tanzania, President Clinton

A ordered the invasion of Iraq.

B created the office of Homeland Security.

C ordered the bombing of terrorist camps in Afghanistan.

D signed the Patriot Act into law.

If a question involves a table, skim the table before reading the question. Then, read the question and interpret the information from the table.

TEST-TAKING TIP

If You Missed Questions . . . 1 2 3 4 5 6 7 8Go to Page . . . 805 809 819 821 824 805 807 811

GO ON


Chapter24 • Assessment

829

Answers and AnalysesReviewing Vocabulary1. B Ralph Nader has long been associated with environmental-ism. Al Gore was the Democratic candidate. George W. Bush was the Republican candidate. Dick Cheney was the Republican vice-presidential candidate.

2. D Al Jazeera is a television net-work in the Middle East. Members of al-Qaeda can be considered to be guerrillas, but that is not the name of an organization. Hamas is not headed by bin Laden.

3. A The split between Shia and Sunni Muslims came about after the death of Muhammad. Shia Muslims believed the Muslim leader should be a direct descen-dant of Muhammad and a reli-gious leader. Sunni Muslims believed the leader could be from Muhammad’s tribe and should be a political leader. The majority of Muslims today are Sunni (who are the minority in Iraq).

4. B Abu Ghraib was a former prison, not a military base. Guantanamo Bay in Cuba is a U.S. military base where the cap-tured members of al-Qaeda were held. Pearl Harbor is a naval base in the Pacific. Geneva is a city in Switzerland, not a military base.

5.B Congress had difficulty con-trolling federal spending because of the number of earmarks added to legislation by both political par-ties.

Reviewing Main Ideas6. A This is a good opportunity to review the electoral system with students. Al Gore won the major-ity of the popular votes, but he did not win the majority of elec-toral votes. Make sure students understand that some states have more electoral votes than others.

7. B Standardized testing was part of the No Child Left Behind Act. Choice A was a reform that President Bush pushed for as part of the education act, but it was rejected by Congress. C and D are examples of past education reform.

8. C The bombing of terrorist camps was in response to the embassy bombings. President Bush ordered the invasion of Iraq in the wake of concern that Iraq had WMDs and Iraq’s denial of having weapons. The Office of Homeland Security and the Patriot Act were created in response to the September 11 attacks.

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Chapter ASSESSMENT

WA11

MT3

UT5

WY3

CO8

NM5

TX32

ID4

CA54

AK3

HI4

AZ8

KS6

NE5

OR7

NV4

NY33

VT3

NH4 ME

4

MA12

MI18

OK8

SD3

ND3

MN10 WI

11

IA7

MO11

AR6

LA9

MS7

AL9

GA13

FL25

TN11

IL22

IN12

OH21

WV5 VA

13MD10D.C.3*

DE3

NJ15

CT8

RI4

PA23

KY8

SC8

NC14


PopularVotes

% ofPopular

VoteElectoral

Votes

BushGoreNader

50,456,00250,999,8972,882,955

* One Gore elector from Washington, D.C., abstained from casting an electoral vote.

47.88%48.40%2.74%

2712660

Election of 2000

9. In the fall of 2001, bioterrorists attacked news organiza-tions and political figures with

A smallpox.

B anthrax.

C arsenic.

D radioactive material.

Section 3 (pp. 814–819)

10. President Bush targeted Iraq, one of the three countries in the “axis of evil,” before the other two countries because Iraq

A was the most vulnerable.

B was responsible for the September 11 attacks.

C was believed to pose the most imminent danger to the United States.

D attacked the United States first.

11. Which country was the only nation bordering Iraq to allow the United States to launch offensives from their territory?

A Saudi Arabia

B Turkey

C Iran

D Kuwait

Section 4 (pp. 820–827)

12. During the 2004 presidential election, George W. Bush’s support was strongest in

A the Northeast.

B the South and the Great Plains.

C the Midwest and Great Lakes.

D all urban areas.

13. Which factor helped Barack Obama win the 2008 election?

A President Bush’s high popularity

B the U.S. withdrawal from Iraq

C Hillary Clinton’s victory

D a severe financial crisis

Critical ThinkingDirections: Choose the best answers to the following questions.

14. Which Supreme Court ruling stated that foreign prisoners who claim they were unlawfully imprisoned had the right to have their cases heard in court?

A Rasul v. Bush

B Bush v. Gore

C Hamdan v. Rumsfeld

D Gideon v. Wainwright

Base your answer to question 15 on the map below and on your knowledge of Chapter 24.

15. In the election of 2000, George W. Bush won

A the popular vote.

B fewer states than Al Gore.

C a majority of electoral votes.

D California and New York.

If You Missed Questions . . . 9 10 11 12 13 14 15Go to Page . . . 813 816 818 821 827 821 805

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Chapter 24 • Assessment

830

9. B Anthrax was sent through the mail to a number of places, including a newspaper in Florida where one man died. The investi-gation and contamination shut down several major postal sorting facilities where contaminated mail was suspected or confirmed to have passed through.

10. C Iraq was believed to have WMDs and to be a danger to the U.S. Iraq was not the most vulnera-ble, nor was it responsible for the September 11 attacks and did not attack the U.S.

11. D Kuwait allowed the U.S. to launch offensives. The other nations were not supportive of the U.S. attacks. Kuwait had been invaded by Iraq in 1990, and the U.S. was instrumental in leading the coalition that expelled Iraq from Kuwait in Operation Desert Storm.

12. B Students who have trouble remembering this fact will be helped by the map question on this exam, which clearly shows that Bush’s support was strongest in the South and the Great Plains.

13. D None of the other answer choices occurred. The severe financial crisis involving defaulted home mortgages, investment bank failures, and a downturn in consumer spending reflected negatively on the Bush adminis-tration.

Critical Thinking14. A Discuss the cases in each of the answer choices with students. A is correct; the decision resulted in the creation of military tribu-nals to try the detainees. C, Hamdan v. Rumsfeld, struck down the military tribunal plan. Bush v. Gore dealt with disputed election results. Gideon v. Wainwright was decided in 1963. In it, the Court ruled that defendants have the right to a lawyer, and if they can-not afford one, the court should appoint one.

15. C The states that George Bush won are shaded dark gray. Gore’s states are light gray. It is clear that Bush won more states. However, the answer can be found in the key/chart that accompanies the map. Bush won 271 electoral votes, and Gore won 266. Therefore, George Bush won the election. Gore won the popular vote and California and New York.

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Chapter ASSESSMENT

16. Which the following is under the control of the Department of Homeland Security?

A Central Intelligence Agency (CIA)

B Defense Intelligence Agency (DIA)

C Federal Bureau of Investigation (FBI)

D Federal Emergency Management Agency (FEMA)

Analyze the cartoon and answer the question that follows. Base your answer on the cartoon and your knowledge of Chapter 24.

17. According to the cartoon, what is the artist saying about the 2004 presidential election?

A The world is excited about another four years with President Bush.

B The world is disappointed George Bush was reelected.

C The United States made a mistake reelecting Bush.

D Kerry was detached from Middle America therefore he lost the election.

18. Why did the United States think stopping the spread of weapons of mass destruction was linked to the war on terror?

A Saddam Hussein declared an allegiance with al-Qaeda.

B Bin Laden was believed to be hiding in the mountains of Iraq.

C Terrorists might buy or steal weapons of mass destruc-tion and use them against the United States.

D Terrorist groups had already stolen weapons of mass destruction from Iraq.

Document-Based QuestionsDirections: Analyze the document and answer the short-answer ques-tions that follow the document.

In October 2001, President Bush signed the highly controversial Patriot Act.

“If we were to take the position, reflected in provi-sions in the USA PATRIOT Act, that the government can invade our privacy and gather evidence that can be used against us based on no suspicion whatsoever that we’ve done anything wrong, but simply because the govern-ment wants to gather evidence as part of some general-ized, ‘anti-terrorism’ or ‘foreign intelligence’ investigation, then we will have rendered that Fourth Amendment prin-ciple essentially meaningless.”

—Congressman Bob Barr (R-GA), “Problems with the USA PATRIOT Act”

“Zero. That’s the number of substantiated USA PATRIOT Act civil liberties violations. Extensive congres-sional oversight found no violations.”

—Congressman James Sensenbrenner (R-WI), “No rights have been violated”

19. According to Congressman Barr, which constitutional right does the Patriot Act violate and how?

20. What is Congressman Sensenbrenner’s response to the accusation that the Patriot Act violates civil rights?

Extended Response21. The decision to invade Iraq was controversial. Choose

to either support a continued U.S. presence in Iraq or immediate troop withdrawal. Write a persuasive essay that includes an introduction and at least three paragraphs that support your position.

If You Missed Questions . . . 16 17 18 19 20 21Go to Page . . . 813 R18 816 831 R19 826

STOP

For additional test practice, use Self-Check Quizzes—Chapter 24 at glencoe.com.


Chapter 24 • Assessment

831

Have students visit the Web site at glencoe.com to review Chapter 24 and take the Self-Check Quiz.

16. D If students have trouble with this ques-tion, review “Homeland Security and Patriot Act” on page 812. It makes sense that FEMA would be under Homeland Security because the agency would be responsible for helping with rescue and clean up for a domestic disaster.

17. B In the cartoon, the “world” is wearing a suit and watching TV. He is pointing at the TV and looks distraught. His speech bubble says “Oh No!!” On the TV, President Bush is seen

holding up his arms making the “V for victory” sign. The world is clearly not happy with the reelection of George W. Bush.

18. C There was no evidence found of an alle-giance between Hussein and al-Qaeda. Bin Laden was believed to be hiding in the moun-tains of Afghanistan. Iraq was not proved to have had WMDs, so D is incorrect.

Have students refer to the pages listed if they miss any of the questions.

Need Extra Help?

Document-Based Questions19. Congressman Barr believes the Patriot Act violates the Fourth Amendment by invading privacy and gathering evidence with no warrant, proof or suspicion of a crime.

20. Congressman Sensenbrenner counters that the Patriot Act does not violate any civil rights and that the congressional committee that investigated it found no viola-tions of civil rights.

Extended Response21. This is currently a controver-sial topic. Accept any well-reasoned and reasonable answer. Students’ essays should follow the proper format for a persuasive essay and include an acknowledgment and rebuttal of the opposing position.

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