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792A

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

FOCUSBL OL AL ELL Daily Focus Skills Transparencies 23-1 23-2 23-3

TEACHBL OL ELL Reading Essentials and Note-Taking Guide* p. 259 p. 262 p. 265

OL Historical Analysis Skills Activity, URB p. 124

BL OL ELL Guided Reading Activities, URB* p. 150 p. 151 p. 152

BL OL AL ELL Content Vocabulary Activity, URB* p. 129

BL OL AL ELL Academic Vocabulary Activity, URB p. 131

OL AL Critical Thinking Skills Activity, URB p. 134

BL OL ELL Reading Skills Activity, URB p. 123

BL ELL English Learner Activity, URB p. 127

OL AL Reinforcing Skills Activity, URB p. 133

BL OL AL ELL Differentiated Instruction Activity, URB p. 125

BL OL ELL Time Line Activity, URB p. 135

OL Linking Past and Present Activity, URB p. 136

BL OL AL ELL American Art and Music Activity, URB p. 141

BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 143

OL AL Economic Activity, URB p. 7

AL Enrichment Activity, URB p. 147

BL OL AL ELL American Biographies ✓

BL OL AL ELL Primary Source Reading, URB p. 139 p. 137

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 ✓ ✓ ✓ ✓ ✓

Note: Please refer to Unit 7 Resource Book for this chapter’s URB materials.

BL Below Level OL On Level

AL Above Level ELL English Language Learners

Planning GuideChapter

Key to Ability Levels

* Also available in Spanish

Print Material Transparency CD-ROM or DVD

Key to Teaching Resources

Plus

All-In-One Planner and Resource Center

792B

Levels Resources Chapter Opener

Section 1

Section2

Section 3

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 Video Program ✓ ✓ ✓ ✓ ✓

Teacher Resources

Strategies for Success ✓ ✓ ✓ ✓ ✓

Success with English Learners ✓ ✓ ✓ ✓ ✓

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

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ASSESSBL OL AL ELL Section Quizzes and Chapter Tests* p. 327 p. 328 p. 329 p. 331

BL OL AL ELL Authentic Assessment With Rubrics p. 51

BL OL AL ELL Standardized Test Practice Workbook p. 52

BL OL AL ELL ExamView® Assessment Suite 23-1 23-2 23-3 Ch. 23

CLOSEBL ELL Reteaching Activity, URB p. 145

BL OL ELL Reading and Study Skills Foldables™ p. 77

• 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

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

792C

Visit glencoe.com and enter ™ code TAV9399c23T for Chapter 23 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 Online Learning Center (Web Site)• StudentWorks™ Plus Online ● ● ●

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• Study-to-Go ● ● ●

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• Student Web Activities ● ● ●

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Chapter Integrating 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

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792D

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

• Dwight D. Eisenhower: Commander-in-Chief (ISBN 1-56-501807-9)

• The Class of the 20th Century; Vol. 3: 1952–1961 (ISBN 1-56-501049-3)

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

®

Additional 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 concentrates on six essential reading skills that help students 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

The following articles relate to this chapter:

• “He Refused to Leave. (Harry Truman),” January 1981.

• “Alone Across the Arctic Crown,” by Berge Ousland, November 1993.

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

• ZipZapMap! USA Windows (ZipZapMap! USA)

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:

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:• October Sky, by Homer H. Hickam

For students at a Grade 9 reading level:• Plain Speaking: An Oral Biography of Harry S. Truman,

by Merle Miller

For students at a Grade 10 reading level:• Elvis Presley, by Bobbie Ann Mason

For students at a Grade 11 reading level:• Harry S. Truman, by Caroline Evenson Lazo

For students at a Grade 12 reading level:• Polio, by Allison Stark Draper

Reading List Generator

CD-ROM

Chapter

http://www.aetv.com

http://www.historychannel.com

http://www.jametowneducation.com

http://www.nationalgeographic.com

http://www.nationalgeographic.com/maps

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U.S. EVENTSWORLD EVENTS

U.S. PRESIDENTS

Chapter

Postwar Postwar America1945–1960SECTION 1 Truman and Eisenhower

SECTION 2 The Affluent Society

SECTION 3 The Other Side of American Life

1944 1948 1952

1944• GI Bill is

enacted

1946• Strikes

erupt across country

1947• Congress passes

Taft-Hartley Act over Truman’s veto

1951• The I Love Lucy

television show airs its first show

1946• Churchill gives

“Iron Curtain” speech

1952• Scientists led by

Edward Teller develop hydrogen bomb

1948• South Africa

introduces apartheid

Truman1945–1953

Teens enjoy milkshakes while studying in a 1950’s-style diner.

792 Chapter 23 Postwar America

Introducing

Chapter

FocusMAKING CONNECTIONSWhat Does It Mean to Be Prosperous? Ask students to imagine that each of them just received $10,000 to spend, save, or invest as they choose. Have students brainstorm what they would do with this money and list their ideas on the board. Explain that many Americans had extra money to spend in the 1950s. Discuss with the students how Americans in the 1950s spent this extra money. OL

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 in 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. Section 1

Truman and Eisenhower Essential Question: How did Truman and Eisenhower guide the nation after World War II? (Both presidents worked to keep the nation strong as it returned to a peacetime economy.) Tell students that in this section they will learn about how the differing policies of presidents Truman and Eisenhower kept the nation’s economy strong after World War II. OL

Section 2The Affluent SocietyEssential Question: What were the charac-teristics of affluent Americans in the 1950s? (Most people had more money to spend; many people moved to the suburbs; leisure time increased.) Tell students that this section will focus on how many Americans enjoyed their newfound affluence. OL

Dinah Zike’s Foldables

Dinah Zike’s Foldables are three-dimensional, interac-tive 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.

793

Chapter 23 Postwar America 793

Categorizing Information Make a Folded-Table Foldable on popular culture in the 1950s and present. List the following for both time periods: data on the types of mass media and size of the audiences for them, character-istics of youth culture, and groups represented in the mass media.

Mass MediaTypes

YouthCulture

GroupsRepresented

in Media

1950sPopularCulture Present

1956 1960

1955• Salk polio

vaccine becomes widely available

1956• Congress

passes Federal Highway Act

1957• Estimated

40 million television sets in use in the United States

1954• Gamal Abdel

Nasser takes power in Egypt

1956• Suez

Canal crisis

1957• USSR launches Sputnik I

and Sputnik II satellites

Eisenhower 1953–1961

Visit glencoe.com

and enter code TAV9846c23 for Chapter 23 resources.

MAKING CONNECTIONS

What Does It Mean to Be Prosperous?After World War II, the United States experienced years of steady economic growth. Although not everyone bene-fi ted, the economic boom meant most Americans enjoyed more prosperity than earlier generations.

• How did Americans spend this new wealth?

• How does prosperity change the way people live?

Chapter Audio

Visit glencoe.com and enter code TAV9399c23T for Chapter 23 resources, including a Chapter Overview, Study Central™, Study-to-Go, Student Web Activity, Self-Check Quiz, and other materials.

Introducing

Chapter

More About the PhotoVisual Literacy In the 1950s, diners became popular places for young people to gather. The afflu-ence of the 1950s allowed more teenagers to acquire cars, which they drove to school and then, after school, to the local diner or malt shop for milkshakes or soft drinks. Most diners had jukeboxes that played rock-and-roll music.

Section 3The Other Side of American Life Essential Question: What groups of Americans did not enjoy the affluence of the 1950s? (people living in inner cities, people living in Appalachia, minorities, and Native Americans) Tell students that in Section 3 they will learn about Americans who did not share in the prosperity of the 1950s. OL



Focus


Section 1

Guide to ReadingBig IdeasEconomics and Society Following World War II, the federal government supported programs that helped the American economy make the transition from wartime to peacetime production.

Content Vocabulary• closed shop (p. 794)• right-to-work laws (p. 795)• union shop (p. 795)• dynamic conservatism (p. 798)

Academic Vocabulary• legislator (p. 794)• abandon (p. 796)

People and Events to Identify• GI Bill (p. 794)• “Do-Nothing Congress” (p. 796)• Fair Deal (p. 797)• Federal Highway Act (p. 799)

Reading StrategyComplete a graphic organizer similar to the one below by listing the characteris-tics of the U.S. postwar economy.

Characteristicsof a Postwar Economy

Truman and Eisenhower

In the postwar era, Congress limited the power of unions and rejected most of President Truman’s plan

for a “Fair Deal.” When Eisenhower became president, he cut back some government programs and launched the interstate highway system.

Return to a Peacetime EconomyMAIN Idea Despite inflation and strikes, the nation was able to shift to a

peacetime economy without a recession.

HISTORY AND YOU Do you know you can get help paying for college if you serve in the military? Read to learn about the origins of the “GI Bill” and how it helped World War II veterans get a college education.

After the war many Americans feared the return to a peacetime economy. They worried that, after military production halted and mil-lions of former soldiers glutted the labor market, unemployment and recession might sweep the country. Despite such worries, the econ-omy continued to grow after the war as increased consumer spend-ing helped ward off a recession. After 17 years of an economic depression and wartime shortages, Americans rushed out to buy the consumer goods they had long desired.

The Servicemen’s Readjustment Act, popularly called the GI Bill, boosted the economy further. The act provided generous funds to veterans to help them establish businesses, buy homes, and attend college. The postwar economy did have problems, particularly in the first couple of years following the end of the war. A greater demand for goods led to higher prices, and this inflation soon triggered labor unrest. As the cost of living rose, workers in the automobile, steel, electrical, and mining industries went on strike for better pay.

Afraid that the nation’s energy supply would be drastically reduced because of the striking miners, Truman ordered government seizure of the mines, while pressuring mine owners to grant the union most of its demands. The president also halted a strike that shut down the nation’s railroads by threatening to draft the striking workers into the army.

Labor unrest and high prices prompted many Americans to call for a change. The Republicans seized on these sentiments during the 1946 congressional elections, winning control of both houses of Congress for the first time since 1930.

The new conservative Congress quickly set out to curb the power of organized labor. Legislators proposed a measure known as the Taft-Hartley Act, which outlawed the closed shop, or the practice of forcing business owners to hire only union members. Under this law,

Section Audio Spotlight VideoChapter 23 • Section 1

BellringerDaily Focus Transparency 23-1

Drawing Conclusions

DAILY FOCUS SKILLS TRANSPARENCY 23-1

ANSWER: CTeacher Tip: Remind students that the key identifieswhich bar represents each presidential candidate in thegraph.

UNIT

7Chapter 23

250

PRESIDENTIAL ELECTIONS OF 1952 AND 1956

150

450

350

0

100

200

300

400

500

89

442457

73

150

Num

ber

of E

lect

oral

Vot

es

1952 1956

Dwight D. Eisenhower Adlai Stevenson Other

Directions: Answer the followingquestion based on the bar graph.

Dwight D. Eisenhower wasSupreme Commander of theAllied Forces during WorldWar II. How was his statusreflected in the results ofthese two presidential elections?

A He lost both elections by alarge number of electoralvotes.

B He lost both elections by asmall number of electoralvotes.

C He won both elections by alarge number of electoralvotes.

D He won both elections by asmall number of electoralvotes.

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

Guide to ReadingAnswers: Characteristics of a Postwar Economy:increased consumer spending, higher prices, rising inflation, labor unrest

To generate student interest and provide a springboard for class discussion, access the Chapter 23, Section 1 video at glencoe.com or on the video DVD.

R Reading Strategies C Critical

Thinking D Differentiated Instruction W Writing

Support S Skill Practice

Teacher Edition• Organizing, p. 796

Additional Resources• Content Vocab. Act.,

URB p. 129• Guided Reading Act.,

URB p. 150

Teacher Edition• Det. Cause/Effect, p. 795

Additional Resources• Historical Analysis Skills

Act., URB p. 124 • Quizzes/Tests, p. 327

Teacher Edition• Interpersonal, p. 796• Visual/Spatial, p. 798

Additional Resources• Eng. Learner Act., URB

p. 127• Academic Vocab. Act.,

URB p. 131

Teacher Edition• Personal Writing, p. 797

Additional Resources• Foldables, p. 77

Teacher Edition• Evaluating, p. 798

Additional Resources• Read. Essen., p. 259

Resource Manager


The GI Bill of Rights

Student Web Activity Visit glencoe.comand complete the activity on the GI Bill.


states could pass right-to-work laws, which outlawed union shops (shops in which new workers were required to join the union). The measure also prohibited featherbedding, the practice of limiting work output in order to create more jobs. Furthermore, the bill forbade unions from using their money to support political campaigns.

When the bill reached Truman, however, he vetoed it, arguing that it was a mistake:

PRIMARY SOURCE

“. . . [It would] reverse the basic direction of our national labor policy, inject the government into private economic affairs on an unprecedented scale, and conflict with important principles of our

democratic society. Its provisions would cause more strikes, not fewer.”

—quoted in The Growth of the American Republic

The president’s concerns did little to sway Congress, which passed the Taft-Hartley Act in 1947 over Truman’s veto. Its supporters claimed that the law held irresponsible unions in check, just as the Wagner Act of 1935 had restrained anti-union activities and employers. Labor leaders called the act a “slave labor” law and insisted that it erased many of the gains that unions had made since 1933.

Explaining Why did Truman veto the Taft-Hartley Act?

One reason the American economy rebounded so quickly after World War II ended was the Servicemen’s Readjustment Act of 1944, popularly called the GI Bill of Rights. The act subsidized college tuition and provided zero down-payment, low-interest loans to veterans to help them buy homes and establish businesses.

Source: Historical Statistics of the United States.

2,000

1,000

1,500

500

01948194719461945

Hom

es (t

hous

ands

)

1949 1950

New Home Construction


500

400

200

300

100

01948194619441942

Enro

llmen

t (th

ousa

nds)

1950

College Enrollment

Veterans flocked to colleges in large numbers after the war. Among them was William Oskay, Jr., (above) who attended Pennsylvania State University in 1946. By 1947, nearly half of all people attending college were veterans. At the University of Iowa (left), 60 percent of students were veterans in 1947. By 1956, when the GI program ended, 7.8 million veterans had used it to attend college. Another 2.4 million veterans used the program to obtain home loans.

Analyzing VISUALS1. Calculating Based on the graph,

what was the increase in college enrollments between 1944 and 1950?

2. Specifying About how many new homes were constructed in 1950?

C

Chapter 23 • Section 1

795

A New Peacetime America

Step 1: Facing the Future Students will focus on the amazing changes that took place in American government and culture following World War II, with their final prod-uct being a classroom display of items rep-resenting these changes.

Directions Have students review Sec-tion 1, noting the new government pro-grams presented by presidents Truman and Eisenhower such as the system of interstate

highways and the raising of the minimum wage. Have students meet in small groups to research and discuss these changes and how lasting the impact of each was.

Drawing Conclusions Have students regroup as a class and record what they have found in their research and discussions on the board. After comparing these gov-ernment programs, then and now, have them draw some conclusions about the effectiveness of the government and the impact it has on their daily lives. OL

(Chapter Project continued on page 801)

Hands-On Chapter Project

Step 1

Teach

C Critical ThinkingDetermining Cause and Effect Tell students that in the late 1940s nearly half of college students were veterans. Ask: What accounted for the high per-centage of veterans in college? (The GI Bill subsidized tuition for veterans.) OL

Analyzing VISUALS

Answers: 1. about 360,0002. close to 2,000,000

Answer: He felt that it brought the gov-ernment into private economic affairs on an unprecedented scale and would cause more strikes without contributing to economic stability and progress.



Truman’s ProgramMAIN Idea Truman pushed for a “Fair Deal” for

Americans, despite the legislative conflicts he had with Congress.

HISTORY AND YOU Do you remember how close the last presidential election was? Read on to learn about Truman’s surprise victory in 1948.

The Democratic Party’s loss of control in Congress in the 1946 elections did not dampen President Truman’s spirits or his plans. Shortly after taking office, Truman had proposed domestic measures seeking to continue the work of Franklin Roosevelt’s New Deal. Dur-ing his tenure in office, Truman worked to push this agenda through Congress.

Truman’s Legislative AgendaTruman’s proposals included expansion of

Social Security benefits; raising the minimum wage; a program to ensure full employment through aggressive use of federal spending and investment; public housing and slum clearance; and long-range environmental and public works planning. He also proposed a system of national health insurance.

Truman also boldly asked Congress in February 1948 to pass a broad civil rights bill that would protect African Americans’ right to vote, abolish poll taxes, and make lynching a federal crime. He issued an executive order barring discrimination in federal employment and ending segregation in the armed forces. Most of Truman’s legislative efforts, however, met with little success, as a coalition of Republicans and conservative Southern Democrats defeated many of his proposals.

The Election of 1948As the 1948 presidential election

approached, most observers gave Truman little chance of winning. Some Americans still believed that he lacked the stature for the job, and they viewed his administration as inept.

Divisions within the Democratic Party also seemed to spell disaster for Truman. At the Democratic Convention that summer, two factions abandoned the party altogether. Reacting angrily to Truman’s support of civil rights, a group of Southern Democrats

formed the States’ Rights, or Dixiecrat, Party and nominated South Carolina Governor Strom Thurmond for president. At the same time, the party’s more liberal members were frustrated by Truman’s ineffective domestic policies and critical of his anti-Soviet foreign policy. They formed a new Progressive Party, with Henry A. Wallace as their presidential candidate.

The president’s Republican opponent was New York Governor Thomas Dewey, a digni-fied and popular candidate who seemed unbeatable. After polling 50 political writers, Newsweek magazine declared three weeks before the election, “The landslide for Dewey will sweep the country.”

Perhaps the only person who gave Truman any chance to win the election was Truman himself. “I know every one of those 50 fellows,” he declared about the writers polled in Newsweek. “There isn’t one of them has enough sense to pound sand in a rat hole.” Truman poured his energy into the campaign, traveling more than 20,000 miles by train and making more than 350 speeches. Along the way, he attacked the majority Republican Congress as “do-nothing, good-for-nothing” for refusing to enact his legislative agenda.

Truman’s attacks on the ”Do-Nothing Congress” did not mention that both he and Congress had passed the Truman Doctrine’s aid program to Greece and Turkey, as well as the Marshall Plan. Congress had also enacted the National Security Act of 1947, which cre-ated the Department of Defense, the National Security Council, and the CIA; established the Joint Chiefs of Staff as a permanent organiza-tion; and made the Air Force an independent branch of the military. Congress also passed the Twenty-second Amendment, which lim-ited a president to two terms in office. The 80th Congress did not “do nothing” as Truman charged, but its accomplishments were in areas that did not affect most Americans directly. As a result, Truman’s charges began to stick.

With a great deal of support from laborers, African Americans, and farmers, Truman won a narrow but stunning victory over Dewey. Perhaps just as remarkable as the president’s victory was the resurgence of the Democratic Party. On election day, Democrats regained control of both houses of Congress.

R

D

D


796

Additional Support

R Reading StrategyOrganizing Have each student complete a three-column chart with the headings Economic Measures, Social Measures, and Civil Rights Improvements to list Truman’s domestic agenda. (Answers may include: Economic: expand Social Security benefits, raise minimum wage; Social: pub-lic housing, long-range environ-mental and public works planning, national health insurance; Civil Rights: civil rights bill, establish voting rights, bar workforce dis-crimination, integrate armed forces.) OL

D Differentiated Instruction

Interpersonal Invite four stu-dents to represent the candidates in the 1948 presidential election campaign—Truman, Dewey, Thurman, and Wallace. Have the remaining students meet and greet the “candidates.” Encourage the candidates to talk with their constituents and describe their qualifications and their proposed programs. OL

Identifying Organize the class into groups of three or four and have students research the campaign slogans and strategies of the differ-ent candidates in the 1948 presidential election. Ask students to write a one-minute radio adver-tisement for the candidate of their choice. Ads should present the candidate’s positions clearly and accurately. Students may incorporate music,

dialogue, and sound effects in their radio spot. If possible, students can tape record their spots or simply present them “live” to the class. Encourage the class to discuss how effective the spots are. Ask: Did the radio advertisement pres-ent accurate information about the candidate? Did the spot influence your opinion of the candidate? How? OL AL

Activity: Collaborative Learning

Presidential Election of 1948

The Fair DealTruman’s 1949 State of the Union address

repeated the domestic agenda he had put forth previously. “Every segment of our population and every individual,” he declared, “has a right to expect from . . . government a fair deal.” Whether intentional or not, the president had coined a name—the Fair Deal—to set his program apart from the New Deal. In February, he began to send his proposals to Congress.

The 81st Congress did not completely embrace Truman’s Fair Deal. Legislators did raise the legal minimum wage to 75¢ an hour. They increased Social Security benefits by

75 percent and extended them to 10 million additional people. Congress also passed the National Housing Act of 1949, which provided for the construction of low-income housing, accompanied by long-term rent subsidies.

Congress refused, however, to pass national health insurance or to provide subsidies for farmers or federal aid for schools. In addition, legislators, led by the same coalition of conser-vative Republicans and Dixiecrats, opposed Truman’s efforts to enact civil rights legislation. His plans for federal aid to education were also not enacted.

Summarizing What did Truman and the Congress accomplish in foreign relations?

The Election of 1948

▲ Harry Truman gleefully displays the erroneous Chicago Daily Tribune headline announcing his defeat by Thomas Dewey.

Analyzing VISUALS1. Interpreting In what regions of the nation did Thomas

Dewey receive the most votes?

2. Calculating What was the difference in percentage of the popular vote received by Truman and Dewey?


What Was the Fair Deal?

In 1949 Truman outlined in his State of the Union address an ambitious legislative program that became known as the Fair Deal. Some of its main features were:• the expansion of Social Security benefits• an increase in the minimum wage• a program to ensure full employment• a program of public housing and slum clearance• a long-range plan for environmental and public works• a system of national health insurance• a broad program of civil rights legislation

WW


797

W Writing SupportPersonal Writing Truman declared that every citizen has the right to expect a “fair deal” from the government. Ask students to write a few paragraphs expressing their personal feelings about what citizens should expect from government. OL

Analyzing VISUALS

Answers: 1. the Northeast and Midwest2. 4.38%

Answer: Truman and Congress passed the National Security Act, the Truman Doctrine’s aid program to Greece and Turkey, as well as the Marshall Plan.

AdditionalSupport

Analyzing Tell students that Bill Clinton’s presidential campaign of 1992 famously used the phrase, “It’s the economy, stupid!” to under-score the importance of economic concerns for voters. Have students research the economic concerns of the various regions of the United States in 1948. Ask students to make a three-column chart listing the economic consider-

ations of the country’s different regions in one column, the presidential candidate’s proposals in another column, and, finally, the candidate who got the most votes in each of the different regions. Ask: What correlations did you find between the economic concerns of a particu-lar region and the policies of the candidate of its choice? AL

Activity: Economics Connection

Rise of Suburbs Interstate highways contributed to the growth of suburbs and urban sprawl. Interstates let people commute long distances from home to work.

The Eisenhower YearsMAIN Idea President Eisenhower cut federal

spending, supported business, funded the interstate highway system, and extended some New Deal programs.

HISTORY AND YOU Do you think it is important for a president to have served in the military? Read to learn how Americans chose a war hero as presi-dent in the 1950s.

In 1950 the United States went to war in Korea. The war consumed the nation’s atten-tion and resources and effectively ended Truman’s Fair Deal. By 1952, with the war at a bloody stalemate and his approval rating drop-ping quickly, Truman declined to run again for the presidency.

With no Democratic incumbent to face, Republicans pinned their hopes for regaining the White House in 1952 on a popular World War II hero: Dwight Eisenhower, former com-mander of the Allied Forces in Europe. The

Democrats nominated Illinois Governor Adlai Stevenson.

The Republicans adopted the slogan: “It’s time for a change!” The warm and friendly Eisenhower, known as “Ike,” promised to end the war in Korea. “I like Ike” became the Republican rallying cry. Eisenhower won the election in a landslide, carrying the Electoral College, 442 votes to 89. The Republicans also gained an eight-seat majority in the House, while the Senate became evenly divided between Democrats and Republicans.

Eisenhower Takes OfficePresident Eisenhower had two favorite

phrases. “Middle of the road” described his political beliefs and “dynamic conservatism” meant balancing economic conservatism with activism in areas that would benefit the coun-try. Eisenhower wasted little time in showing his conservative side. The new president’s cab-inet appointments included several business

Road Culture Interstate travel encouraged the development of cheap hotel chains, roadside convenience stores, and fast food restaurants located near interstate exits.

Analyzing GEOGRAPHY

1. Location Where were most of the interstate highways built? Why do you think that is?

2. Movement In what ways did the interstate highway system change daily life?

Effects of the Interstate Highway System

Commercial Trucking Interstate highways made distribution of goods by transport truck fast and efficient. By the 1990s, trucks moved more than 6 billion tons of goods—mostly by interstate.

Interstate Highway System

D

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Visual/Spatial Organize the class into groups of four. Have each group create two campaign posters for the election of 1952, one for Eisenhower and the other for Adlai Stevenson. Use the post-ers to discuss the key issues of the 1952 election. OL

S Skill PracticeEvaluating President Eisenhower used the phrase “mid-dle of the road” to describe his political beliefs. Have students work in pairs to create a table listing Eisenhower’s conservative policies in one column, and his liberal policies in the other. Ask: Do you agree that Eisenhower’s political beliefs could be described as “middle of the road?” Why or why not? (Answers will vary.) OL

Analyzing GEOGRAPHY

Answers:1. in the Northeast, because of

large population centers2. It led to suburban sprawl and

encouraged travel.

Extending the Content

Korea The Korean War sprang from a con-flict between factions in Korea. Korean left-ists wished to reform Korea’s land ownership laws that kept a small group wealthy while many lived in poverty. The right opposed this. Following World War II, Korea was divided: Leftists controlled the North, and rightists controlled the South. Fighting soon broke out along the border, and in 1950

North Korean forces invaded the South. The United States, under the flag of the United Nations, joined the fight on behalf of the South. By the time a cease-fire was estab-lished in Korea, on July 27, 1953, the total death toll for both sides had reached 600,000 soldiers and as many as 2 million civilians. The border between North and South Korea was re-established in roughly

the same place as before the war. In the early 2000s, it remained the most heavily fortified border in the world.

Section 1 REVIEW

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leaders. Under their guidance, Eisenhower ended government price and rent controls, which many conservatives viewed as unnecessary federal regulation of the economy. Eisenhower’s administration believed business growth was vital to the nation. His secretary of defense, formerly the president of General Motors, declared to the Senate that “what is good for our country is good for General Motors, and vice versa.”

Eisenhower’s conservatism showed itself in other ways as well. In an attempt to cut federal spending, the president vetoed a school construction bill and agreed to slash government aid to public housing. Along with these cuts, he supported some mod-est tax cuts.

Eisenhower also targeted the federal government’s continuing aid to businesses, or what he termed “creeping socialism.” Shortly after taking office, the president abolished the Reconstruction Finance Corporation (RFC), which since 1932 had lent money to banks, railroads, and other large institutions in financial trouble. Another Depression-era agency, the Tennessee Valley Authority (TVA), also came under Eisenhower’s scrutiny. During his presi-dency, appropriations for the TVA fell from $185 million to $12 million.

In some areas, President Eisenhower took an activist role. For example, he pushed for two large government projects. During the 1950s, as the number of Americans who owned cars increased, so too did the need for greater and more efficient travel routes. In 1956 Congress responded to this growing need by passing the Federal Highway Act, the largest public works program in American history. The act appropriated $25 billion for a 10-year effort to construct more than 40,000 miles (64,400 km) of inter-state highways. Congress also authorized construction of the Great Lakes–St. Lawrence Seaway to connect the Great Lakes with the Atlantic Ocean through a series of locks on the St. Lawrence River. Three previous presidents had been unable to reach agreements with Canada to build this waterway to aid international shipping. Through Eisenhower’s efforts, the two nations finally agreed on a plan to complete the project.

Extending Social SecurityAlthough President Eisenhower cut federal spending and tried

to limit the federal government’s role in the economy, he agreed to extend the Social Security system to an additional 10 million people. He also extended unemployment compensation to an additional 4 million citizens and agreed to raise the minimum wage and continue to provide some government aid to farmers.

By the time Eisenhower ran for a second term in 1956, the nation had successfully shifted back to a peacetime economy. The battles between liberals and conservatives over whether to con-tinue New Deal policies would continue. In the meantime, how-ever, most Americans focused their energy on enjoying what had become a decade of tremendous prosperity.

Evaluating What conservative and activist measures did Eisenhower take during his administration?

Vocabulary1. Explain the significance of: GI Bill, closed

shop, right-to-work laws, union shop, “Do-Nothing Congress,” Fair Deal, dynamic conservatism, Federal Highway Act.

Main Ideas 2. Identifying What difficulties could have

hindered the return to a peacetime economy?

3. Analyzing Why did Congress oppose some of Truman’s Fair Deal policies?

4. Describing How did Eisenhower describe his approach to politics?

Critical Thinking5. Big Ideas How did President

Eisenhower aid international shipping during his administration?

6. Organizing Use a graphic organizer like the one below to compare the agendas of the Truman and Eisenhower administrations.

Agendas

Truman Eisenhower

7. Analyzing Visuals Study the map on page 797. In which part of the country did Strom Thurmond receive the most votes? Why do you think this is?

Writing About History8. Persuasive Writing Assume the role of

a member of Congress during Truman’s administration. Write a speech convincing Congress to pass or defeat Truman’s Fair Deal measures.


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Answers

Assess

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

CloseSummarizing Ask: In what direction did the federal govern-ment take the country after World War II? (The federal govern-ment supported programs such as the GI Bill, Social Security, public works projects, and civil rights.) OL

Answer: He reduced government control over business, cut spending, passed the Federal Highway Act, extended the Social Security System, and increased the mini-mum wage.

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

2. Military production had stopped, and mil-lions of former soldiers glutted the labor market.

3. Republicans controlled Congress after 1946 and also formed a coalition with conserva-tive Southern Democrats to defeat many of Truman’s proposals.

4. Eisenhower described his approach to poli-tics as “middle of the road” and “dynamic conservatism,” meaning balancing eco-

nomic conservatism with activism in those areas that would benefit the country.

5. He pushed for two major projects—the Federal Highway Act and the construction of the St. Lawrence Seaway. Both projects enabled goods to be moved more quickly and efficiently.

6. Truman: increase government involvement in business, expand federal spending, extend civil rights; Eisenhower: limit gov-ernment involvement in business, curb fed-eral spending

7. Thurmond received the most votes in the South. Thurmond was the candidate of the States’ Rights, or Dixiecrat, Party made up of Southern Democrats who opposed federal action on civil rights.

8. Students’ speeches will vary but should focus on several components of the Fair Deal.



Section 2

The Affluent Society

Guide to ReadingBig IdeasCulture and Beliefs Postwar abun-dance and new technologies changed American society.

Content Vocabulary• baby boom (p. 801)• white-collar job (p. 802)• blue-collar worker (p. 802)• multinational corporation (p. 802)• franchise (p. 802)• rock ‘n’ roll (p. 805)• generation gap (p. 807)

Academic Vocabulary• phenomenon (p. 800)• conform (p. 802)

People and Events to Identify• Levittown (p. 800)• Jonas Salk (p. 803)• Elvis Presley (p. 805)• Jack Kerouac (p. 807)

Reading StrategySequencing Use a time line to record major events of science, technology, and popular culture during the 1950s.

1946 1958

For many Americans, the 1950s was a time of afflu-ence, with many new technological breakthroughs.

In addition, new forms of entertainment created a gen-erational divide between young people and adults.

American AbundanceMAIN Idea America entered a period of postwar abundance, with

expanding suburbs, growing families, and more white-collar jobs.

HISTORY AND YOU Have you ever noticed that every restaurant in a pizza chain looks alike? Read on to learn about the rise of franchises.

The 1950s was a decade of incredible prosperity. Between 1940 and 1955, the average income of American families roughly tripled. Americans in all income brackets—poor, middle-class, and wealthy—experienced this rapid rise in income. In 1958 economist John Kenneth Galbraith published The Affluent Society, in which he claimed that the nation’s postwar prosperity was a new phenomenon. In the past, Galbraith said, all societies had an “economy of scarcity,” meaning that a lack of resources and overpopulation had limited economic productivity. Now, the United States had created what Galbraith called an “economy of abundance.” New business techniques and improved technology enabled the nation to produce an abundance of goods and services, thereby dramatically raising the standard of living for Americans.

The economic boom of the 1950s provided most Americans with more disposable income than ever before and, as in the 1920s, they began to spend it on new consumer goods, including refrigerators, washing machines, televisions, and air conditioners. Advertising helped fuel the nation’s spending spree. Advertising became the fastest-growing industry in the United States, as manufacturers employed new marketing techniques to sell their products. These techniques were carefully planned to whet the consumer’s appetite. A second car became a symbol of status, a freezer became a promise of plenty, and mouthwash was portrayed as the key to immediate success.

The Growth of SuburbiaAdvertisers targeted consumers who had money to spend. Many

of these consumers lived in new mass-produced suburbs that grew up around cities in the 1950s. Levittown, New York, was one of the earliest of the mass-produced suburbs. The driving force behind this planned residential community was Bill Levitt, who mass-produced hundreds of simple and similar-looking homes in a potato field 10 miles east of New York City. Between 1947 and 1951, thousands of


Focus


Making Predictions


ANSWER: GTeacher Tip: When making their predictions, make surestudents know that children continued to be vaccinatedagainst polio.

UNIT

7Chapter 23

MEDICAL BREAKTHROUGHS

REPORTED CASESOF POLIO IN ILLINOIS

YEAR CASES

1952 4,002

1953 2,041

1954 2,212

1955 1,408

1956 1.957

1957 307

1958 204

1959 332

1960 145

Franklin D. Roosevelt, polio victim, with Fala and Ruthie Bie in Hyde Park,

New York. This is one of two known photographs of FDR in a wheelchair.

—Photo by Margaret Suckley

Directions: Answer the followingquestion based on the chart.

The impact of the polio vaccine is reflected in thedata for Illinois. What doyou think happened to thenumber of reported casesduring the 1960s?

F They rose early in the decadeand then fell.

G They continued to decline.

H They continued to rise.

J They remained the same.


Guide to ReadingAnswers:1946: ENIAC computer developed1950: Riesman’s The Lonely Crowd

published1955: Salk polio vaccine widely

available1958: Galbraith’s The Affluent

Society published





Teacher Edition• Questioning, p. 802• Making Connections,

p. 804

Additional Resources• Guided Reading Act.,

URB p. 151• Prim. Source Reading,

URB p. 139

Teacher Edition• Pred. Conseq., p. 802• Det. Cause/Effect, p. 806• Anal. Primary Sources,

p. 806

Additional Resources• Inter. Political Cartoons,

URB p. 143• Quizzes/Tests, p. 328• Enrichment Act., URB

p. 147

Teacher Edition• Interpersonal, pp. 801,

805

Additional Resources• Econ. Act., URB p. 7• Am. Art and Music Act.,

URB p. 141

Teacher Edition• Persuasive Writing,

p. 805

Teacher Edition• Reading Graphs, p. 801• Evaluating, p. 804

Additional Resources• Reading Skills Act., URB

p. 123• Reinf. Skills Act., URB

p. 133• Read. Essen., p. 262

Resource Manager


A New America: Suburbs and Highways

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The Baby Boom, 1940–1970


families rushed to buy the inexpensive homes. These new suburbs multiplied throughout the United States. Suburbs became increasingly popular during the 1950s, accounting for about 85 percent of new home construction. The number of suburban dwellers doubled, while the population of cities rose only 10 percent.

Reasons for the rapid growth of suburbia varied. Some people wanted to escape the crime and congestion of city neighborhoods. Others believed the suburbs would provide a better life for themselves and their children. For millions of Americans, the suburbs came to symbolize the American dream.

Affordability was a key reason that home buyers moved to the suburbs. With the GI Bill providing low-interest loans to veterans, buying a new house was more affordable than at any previous time in American history. The govern-ment’s decision to give income tax deductions for home-mortgage interest payments and property taxes made owning a home even more

attractive. Between 1940 and 1960, the number of Americans who owned their own homes rose from about 41 percent to about 61 percent.

The Baby BoomThe American birthrate exploded after World

War II. From 1945 to 1961, a period known as the baby boom, more than 65 million children were born in the United States. At the height of the baby boom, a child was born every seven seconds.

Several factors contributed to the baby boom. First, young couples who had delayed marriage during World War II and the Korean War could now marry, buy homes, and begin their families. In addition, the government encouraged the growth of families by offering generous GI benefits for home purchases. Finally, on television and in magazines, popu-lar culture celebrated pregnancy, parenthood, and large families.

Analyzing VISUALS1. Interpreting In what year was there the greatest

increase in the number of live births? Why might this be?

2. Drawing Conclusions Why might the number of live births have started to decline by the late 1950s?

Thanks to the GI Bill, many people could afford the cheap mass-produced houses of suburban developments, such as Levittown, New York (above). Suburban living led to crowded highways (right) as commuters headed to work.

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Step 2: New Technologies Americans’ buying power increased during this boom time following the war.

Directions Have students read Section 2 and remind them that many Americans had new-found wealth in the 1950s and 60s. What did they spend their money on? Have students note all of the new inventions cre-ated and discoveries made in postwar

America and research others not mentioned in their text.

Putting It Together During their research have them collect photos or drawings of the new developments to be displayed on poster board in their final class presentation. OL (Chapter Project continued in Section 3 on page 811)

Teach

S Skill PracticeReading a Graph Ask: Between what years did the birth rate remain steady? (1950–1958) OL


Interpersonal Organize stu-dents into groups of three or four. Have them work together to write a one-minute radio spot attract-ing home buyers to a new subur-ban development. (Radio spots will vary but should note affordabil-ity, good schools, safety, and more space.) Invite students to share their advertisements with the class and vote on which one is most convincing. OL

Analyzing VISUALS

Answers: 1. 1947; veterans were now able

to start a family2. Most returning GIs had com-

pleted their families.


Step 2


The Changing Workplace Dramatic changes in the workplace accom-

panied the country’s economic growth. The ongoing mechanization of farms and factories accelerated in the 1950s. As a result, more Americans began working in offices. These jobs came to be referred to as white-collar jobs, because employees typically wore a white shirt and tie to work, instead of the blue denim of factory workers and laborers. In 1956, for the first time, white-collar workers outnum-bered blue-collar workers.

Many white-collar employees worked for large corporations. As these businesses com-peted with each other, some expanded over-seas. These multinational corporations located themselves closer to important raw materials and benefited from a cheaper labor pool, which made them more competitive.

The 1950s also witnessed the rise of fran-chises, in which a person owns and runs one or several stores of a chain operation. Because many business leaders believed that consum-ers valued dependability and familiarity, the owners of chain operations often demanded that their franchises present a uniform look and style.

Like franchise owners, many corporate leaders expected their employees to conform to company standards. In general, they did not want free-thinking individuals or people who might speak out or criticize the company. Some observers criticized this trend. In his 1950 book The Lonely Crowd, sociologist David Riesman argued that this conformity was changing people. Formerly, he claimed, people were “inner-directed,” judging themselves on the basis of their own values and the esteem of their families. Now, however, people were becoming “other-directed”—concerned with winning the approval of the corporation or community.

In his 1956 book, The Organization Man, William H. Whyte, Jr., attacked the similarity many business organizations cultivated to keep any individual from dominating. “In group doctrine,” Whyte wrote, “the strong per-sonality is viewed with overwhelming suspi-cion,” and the person with ideas is considered “a threat.”

Interpreting Describe two causes and effects of the economic boom of the 1950s.

Scientific AdvancesMAIN Idea Computers began a business revolu-

tion, and doctors discovered new ways to fight disease.

HISTORY AND YOU Do you own a computer? Read on to learn about the earliest computers.

As the United States experienced many social changes during the postwar era, the nation also witnessed several important scien-tific advances. In electronics, manufacturing, and medicine, American scientists broke new ground during the 1950s.

Advances in ElectronicsThe electronics industry made rapid

advances after World War II. In 1947 three American physicists—John Bardeen, Walter H. Brattain, and William Shockley—developed the transistor, a tiny electric generator that made it possible to miniaturize radios from large pieces of furniture to small portable items.

The age of computers also dawned in the postwar era. In 1946 scientists working under a U.S. Army contract developed one of the nation’s earliest computers—known as ENIAC (Electronic Numerical Integrator and Computer)—to make military calculations. Several years later, a newer model called UNIVAC (Universal Automatic Computer) would process business data and launch the computer revolution. The jet airline age also progressed rapidly with an increased use of plastics and light metals, the development of the jet engine, the swept-back wing design—all of which improved fuel effeciency—and a lon-ger flight range. These developments reduced consumer costs, making airline travel available to the masses.

Medical Miracles The medical breakthroughs of the 1950s

included the development of new, powerful antibiotics and vaccines to fight infection and the introduction of new techniques to fight cancer and heart disease.

Prior to the 1950s, cancer had been thought to be untreatable. The development of radia-tion treatments and chemotherapy in the 1950s

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Economics and History Activity 7

Money and the AffluentSociety

After World War II, many Americansturned their priorities toward makingmoney and spending it on a rash of newconsumer products. Hence, post-warAmerica was dubbed the “affluent society.”One measure of affluence is the money sup-ply, or the amount of money in circulation.The money supply includes anything thatcan be used directly as money, such as coins,currency, and checks. Some economists alsoinclude savings deposits and other types ofaccounts in the money supply. Figure 1below shows the money supply from 1945to 1970. The money supply of most othernations is a fraction of the United States’ssupply.

THE FUNCTIONS OF MONEYThe basis of the market economy is vol-

untary exchange. In the American economy,the exchange usually involves money inreturn for a good or service. What, exactly,is money? Most Americans think of moneyas bills, coins, and checks. Historically,though, and in other economies, moneymight be shells, gold, or even goods such assheep. For something to serve as money, itmust be accepted as a medium of exchange,a unit of accounting, and a store of value.

MEDIUM OF EXCHANGETo say that money is a medium of

exchange simply means that a seller willaccept it in exchange for a good or service.Most people are paid for their work inmoney, which they then can use to buy what-ever they need or want. Without money, peo-ple would have to barter, or exchange goodsand services for other goods and services.

UNIT OF ACCOUNTINGMoney is the yardstick that allows people

to compare the values of goods and servicesin relation to one another. In this way,money functions as a unit of accounting.Each nation uses a base unit to measure thevalue of goods, as it uses the foot or meterto measure distance. In the United States,this base unit of value is the dollar. In Japan,it is the yen; in much of Europe, the euro.An item for sale is marked with a price thatindicates its value in terms of that unit.

STORE OF VALUEMoney also serves as a store of value.

You can sell something, such as your labor,and store the purchasing power that resultsfrom the sale in the form of money for lateruse. People usually receive their moneyincome once a week, once every two weeks,or once a month. In contrast, they usually

1970

1965

1960

1955

1950

1945

$100 $125 $150 $175 $200 $225 $250Billions of Dollars

$227.2

$177.3

$146.1

$139.4

$119.1

$104.8

SOURCE: Historical Statistics of the United States, Colonial Times to 1970, Bicentennial Edition, U.S. Department of Commerce, p. 666.

Figure 1–America’s Money Supply, 1945–1970

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Economics and History Activity 7

Money and the AffluentSociety

After World War II, many Americansturned their priorities toward makingmoney and spending it on a rash of newconsumer products. Hence, post-warAmerica was dubbed the “affluent society.”One measure of affluence is the money sup-ply, or the amount of money in circulation.The money supply includes anything thatcan be used directly as money, such as coins,currency, and checks. Some economists alsoinclude savings deposits and other types ofaccounts in the money supply. Figure 1below shows the money supply from 1945to 1970. The money supply of most othernations is a fraction of the United States’ssupply.

THE FUNCTIONS OF MONEYThe basis of the market economy is vol-

untary exchange. In the American economy,the exchange usually involves money inreturn for a good or service. What, exactly,is money? Most Americans think of moneyas bills, coins, and checks. Historically,though, and in other economies, moneymight be shells, gold, or even goods such assheep. For something to serve as money, itmust be accepted as a medium of exchange,a unit of accounting, and a store of value.

MEDIUM OF EXCHANGETo say that money is a medium of

exchange simply means that a seller willaccept it in exchange for a good or service.Most people are paid for their work inmoney, which they then can use to buy what-ever they need or want. Without money, peo-ple would have to barter, or exchange goodsand services for other goods and services.

UNIT OF ACCOUNTINGMoney is the yardstick that allows people

to compare the values of goods and servicesin relation to one another. In this way,money functions as a unit of accounting.Each nation uses a base unit to measure thevalue of goods, as it uses the foot or meterto measure distance. In the United States,this base unit of value is the dollar. In Japan,it is the yen; in much of Europe, the euro.An item for sale is marked with a price thatindicates its value in terms of that unit.

STORE OF VALUEMoney also serves as a store of value.

You can sell something, such as your labor,and store the purchasing power that resultsfrom the sale in the form of money for lateruse. People usually receive their moneyincome once a week, once every two weeks,or once a month. In contrast, they usually

1970

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$100 $125 $150 $175 $200 $225 $250Billions of Dollars

$227.2

$177.3

$146.1

$139.4

$119.1

$104.8

SOURCE: Historical Statistics of the United States, Colonial Times to 1970, Bicentennial Edition, U.S. Department of Commerce, p. 666.

Figure 1–America’s Money Supply, 1945–1970

(continued)

Differentiated Instruction

C Critical ThinkingPredicting Consequences Sociologist David Riesman argued that the conformist urge of the 1950s changed people from being “inner-directed” (judging them-selves on the basis of their own values) to being “other-directed” (concerned with winning the approval of others). Ask: What consequences might this pro-duce for individuals and society? (Answers will vary.) AL

R Reading StrategyQuestioning Have students brainstorm a list of diseases that affect Americans today for which there are no vaccines, such as can-cer, AIDS, diabetes, and so forth. Ask: What are reasons why vac-cines for these diseases still do not exist? (Students may note the expense of medical research, muta-tion of the diseases, and so on.) OL

Answer: Causes: new business methods and improved manufacturing technology; Effects: average family income tripled and the number of white-collar jobs increased

Money and the Affluent Society

Objective: Read about money, the money supply, and America’s affluence during the 1950s.

Focus: How is money and the money supply impor-tant in American society?

Teach: Explain how the money supply is a measure of affluence.

Assess: List the functions of money.Close: Using evidence from the textbook, show three

images of the affluence of the American soci-ety in the 1950s.

Differentiated Instruction Strategies BL List the characteristics of money. AL Develop an economic system based

on something other than money. Does it meet the characteristics of money?

ELL Explain how the money of another country or your native country meets the characteristics of money listed in the reading.

Economics and History, URB p. 7


helped many cancer patients survive. Simi-larly, treatments for heart disease had eluded scientists for decades, and when someone suf-fered a heart attack, nothing could be done. In 1950, however, doctors developed cardiopul-monary resuscitation (CPR), a technique that has saved many lives. Doctors also began replacing worn-out heart valves with mechan-ical valves and implanted the first pacemakers in 1952.

A third disease that had frightened Americans for decades was tuberculosis, a lung disease also known as the white plague. The disease was both highly infectious and conta-gious, so patients lived in isolation in sanatori-ums. In 1956 for the first time, tuberculosis fell from the list of the top ten fatal diseases. New antibiotics and a blood test for the disease finally put an end to fear of tuberculosis.

Polio, too, finally yielded to science. Polio epidemics had been occurring in the United States since 1916. The viral disease had struck Franklin Roosevelt as a young man and forced him to use a wheelchair and wear steel braces on his legs. In the 1940s and 1950s, widespread polio epidemics terrorized the nation. Every summer, polio broke out somewhere in the country. Many died; those who did not were

often confined to iron lungs—large metal tanks with pumps that helped patients breathe. Even if they eventually recovered, they were often paralyzed for life.

Each summer, parents searched for ways to safeguard their families from the dreaded dis-ease. Some sent their children to the country to avoid excessive contact with others. Public swimming pools and beaches were closed. Parks and playgrounds across the country stood deserted. Nevertheless, the disease con-tinued to strike. In 1952 a record 58,000 new cases were reported.

Finally, research scientist Jonas Salk devel-oped an injectable vaccine to prevent polio. Salk first tested the vaccine on himself, his wife, and his three sons, and then on 2 million schoolchil-dren. In 1955 the vaccine became available to the general public. American scientist Albert Sabin then developed an oral vaccine for polio. Safer and more convenient than Salk’s injection vaccine, the Sabin vaccine became the most common method for preventing the disease. The threat of polio nearly disappeared.

Examining What medical and technological advances met specific needs in the late 1940s and 1950s?

Dr. Jonas Salk1914–1995

The man who developed the vaccine for one of the nation’s most feared dis-eases almost did not go into medicine. Jonas Salk enrolled in college as a pre-law student but soon changed his mind. Salk switched his major to premed and went on to become a research scientist.

Every so often, Salk would make rounds in the overcrowded polio wards of a hospital near his lab, where nurses described their feelings of help-less rage. One nurse said, “I can remember how the staff used to kid Dr. Salk—kidding in earnest—telling him to hurry up and do something.”

Salk became famous for the polio vaccine he developed in 1952. About becoming a celebrity, Salk observed that it was “a transitory thing and you wait till it blows over. Eventually people will start thinking, ‘That poor guy,’ and leave me alone. Then I’ll be able to get back to my laboratory.”

What character traits do you think made Dr. Salk a successful research scientist?

▲ In the 1940s and 1950s, Americans fought the epidemic of polio cases that struck many children. Here, a device known as an iron lung helps polio patients to breathe.


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Answer: Besides being very intelligent, Dr. Salk had to be patient, persis-tent, and concerned about others.

Answer: antibiotics, treatments for cancer and heart disease; drugs and a test for tuberculosis, a vaccine for polio

AdditionalSupport

Plastics: Use and Development Humans have been developing and perfecting plastics since the late 1800s. Alexander Parkes unveiled the first man-made version in 1862. He claimed that the material could do anything that the nat-ural material, rubber, could do. However, the product proved too expensive. Since then plas-

tics have been refined, and now they touch many aspects of our lives. Divide the class into two teams. One team will create a time line of the development of plastics. The other team will cre-ate a collage of how we use plastics today. OL

Activity: Technology Connection

The New Mass MediaMAIN Idea The rise of television led to changes

in the movie and radio industries.

HISTORY AND YOU How many hours of television do you watch weekly? Read to find out about the early days of television broadcasting.

Although regular television broadcasts had begun in the early 1940s, there were few sta-tions, and sets were expensive. There were estimated to be no more than 8,000 sets in use in the entire United States in 1946. By the late 1950s, however, small black-and-white-screened televisions sat in living rooms across the country. Nearly 40 million televisions had been sold by 1957, and more than 80 percent of families had at least one television.

The Rise of TelevisionEarly television programs fell into several

main categories, including comedy, action and adventure, and variety entertainment. In 1953

Lucille Ball and her real-life husband, Desi Arnaz, starred in one of the most popular shows ever to air on American television, a sit-uation comedy (sitcom) called I Love Lucy. The episode in which Lucy gave birth (which par-alleled Lucille Ball’s actual pregnancy) had an audience of 44 million viewers. Fewer people tuned in to watch the presidential inaugura-tion the following day.

Comedy proved popular in other formats. Many early comedy shows, such as those star-ring Bob Hope and Jack Benny, were adapted from radio programs. Variety shows, such as Ed Sullivan’s Toast of the Town, provided a mix of comedy, music, dance, acrobatics, and juggling. Quiz shows also drew large audiences after the 1955 debut of The $64,000 Question. In this show and its many imitators, two contestants tried to answer questions from separate, soundproof booths.

Television viewers also enjoyed action shows. Westerns such as Hopalong Cassidy, The Lone Ranger, and Gunsmoke grew quickly in popularity. Viewers also enjoyed police shows

Television in the 1950s

▲ I Love Lucy, a comedy about housewife Lucy, husband Ricky, and friends Fred and Ethel was the most popular show of the 1950s.

▲ Howdy Doody was the first network kids’ show ever broadcast in color.

Analyzing VISUALS

1. Explaining How did The Adventures of Ozzie and Harriet reflect an idealized American family?

2. Making Generalizations To what type of audience were most of these television programs designed to appeal?


▲ The Adventures of Ozzie and Harriet was a comedy featuring the life of Ozzie and Harriet Nelson and their sons in a middle-class American suburb. Their portrayal of family life was idealized—father worked, mother stayed at home raising the children, and there was always plenty of food and consumer goods available.

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Activity: Interdisciplinary Connection

R Reading StrategyMaking Connections Ask: Why have different types of shows been popular in different periods of television history? (Students may point out that televi-sion shows usually reflect the cul-ture and specific concerns of their time.) BL

S Skill PracticeEvaluating Have students watch a rerun of a program that was popular in the 1950s such as I Love Lucy or The Many Loves of Dobie Gillis. Tell them to make a list of the styles, slang expres-sions, attitudes, and behaviors that are different from those of today. Discuss the lists and then compile them into a 1950s culture dictionary. OL

Analyzing VISUALS

Answers: 1. They were a middle-class

family in which the father worked and mom raised the children.

2. a middle-class audience

Language Arts Have students work in small groups to write a short scene in which a character from a 1950s television show, such as I Love Lucy, or Howdy Doody, is magically transported to the present day. Students should begin by borrowing and viewing a tape of a 1950s program from the library. Next, have students select a character from the program they viewed to use in their

original scenes. Students should create a scene in which the behaviors and attitudes of today are explained to their 1950s char-acters. Encourage students to allow their 1950s characters to express how they feel about life in the present versus life in the 1950s. Have groups present their scenes to the class. Ask: Which current attitudes and behaviors were most difficult for

the 1950s characters to understand? Which 1950s attitudes and behaviors are most difficult to understand today? (Answers will vary, but should reflect an under-standing of section content.) AL

Additional Support


such as Dragnet, a hugely successful show fea-turing Detective Joe Friday and his partner hunting down a new criminal each week. By the late 1950s, television news had also become an important vehicle for information, and tele-vised athletic events had made professional and college sports a popular choice for entertainment.

Hollywood RespondsAs the popularity of television grew, movies

lost viewers. Weekly movie attendance dropped from 82 million in 1946 to 36 million by 1950. By 1960, when some 50 million Americans owned televisions, one-fifth of the nation’s movie theaters had closed.

Throughout the 1950s, Hollywood struggled to recapture its audience. When contests, door prizes, and advertising failed to lure people back, Hollywood tried 3-D films that required the audience to wear special glasses. Viewers soon tired of the glasses and the often ridicu-lous plots of 3-D movies.

Cinemascope—a process that showed mov-ies on large, panoramic screens—finally gave Hollywood something television could not match. Wide-screen, full-color spectacles like The Robe, The Ten Commandments, and Around the World in 80 Days cost a great deal of money to produce. These blockbusters, however, made up for their cost by attracting huge audiences and netting large profits.

Radio Draws Them InTelevision also forced the radio industry to

change in order to keep its audience. Television made radio comedies, dramas, and soap operas obsolete. Radio stations responded by broad-casting recorded music, news, weather, sports, and talk shows.

Radio also had one audience that television could not reach—people traveling in their cars. In some ways, the automobile saved the radio industry. People commuting to and from work, running errands, or traveling on long road trips relied on radio for information and entertain-ment. As a result, radio stations survived and even flourished. The number of radio stations more than doubled between 1948 and 1957.

Identifying How did the televi-sion industry affect the U.S. economy?

New Music and Poetry MAIN Idea Young people developed their own

popular culture based largely on rock ‘n’ roll music and literature of the beat movement.

HISTORY AND YOU How do the adults you know feel about your favorite music? Read on to learn of the conflicts over musical taste that began during the 1950s.

Many teens in every generation seek to sep-arate themselves from their parents. One way of creating that separation is by embracing dif-ferent music. In that respect, the 1950s were no different from earlier decades, but the results were different for two reasons.

For the first time, teens had large amounts of disposable income that could be spent on entertainment designed specifically for them. In addition, the new mass media meant that teens across the country could hear the same music broadcast or watch the same television shows. The result was the rise of an indepen-dent youth culture separate from adult culture. The new youth culture became an indepen-dent market for the entertainment and adver-tising industries.

Rock ’n’ RollIn 1951 at a record store in downtown

Cleveland, Ohio, radio disc jockey Alan Freed noticed white teenagers buying African American rhythm-and-blues records and dancing to the music in the store. Freed con-vinced his station manager to play the music on the air. Just as the disc jockey had suspected, the listeners went crazy for it. Soon, white artists began making music that stemmed from these African American rhythms and sounds, and a new form of music, rock ’n’ roll, was born.

With a loud and heavy beat that made it ideal for dancing, along with lyrics about romance, cars, and other themes that appealed to young people, rock ’n’ roll became wildly popular with the nation’s teens. Before long, teenagers around the country were rushing out to buy recordings from such artists as Buddy Holly, Chuck Berry, and Bill Haley and the Comets. In 1956 teenagers found their first rock ‘n’ roll hero in Elvis Presley, who became known as the “King of Rock ‘n’ Roll.”

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Television Television became popular in the 1940s. Viewers could tune in to such shows as The Texaco Star Theater starring comedian Milton Berle. Many children wouldn’t miss Howdy Doody, a popular show aimed at youngsters. The television news came to Americans from two news programs lasting only 15 minutes. The 1948 news program Camel News Caravan was sponsored by a tobacco company that

insisted its news anchor always have a burn-ing cigarette visible when he presented the news. Over the years, Americans began spending more and more time watching television, and some worried that it was tak-ing away from other activities such as read-ing or socializing. However, by 1960 nearly 90 percent of American families owned at least one TV set. Although the Columbia Broadcasting System presented the first

commercial color telecast in 1951, color television remained too expensive during the 1950s for widespread use. Most people watched their shows in black and white.


Interpersonal Have groups create murals that illustrate the theme “Hollywood in the 1950s.” The murals should depict the challenges and changes that defined Hollywood during this era. OL

W Writing SupportPersuasive Writing Have students write a paragraph that persuades others about the excel-lence of a particular style of music, group, or singer. OL

Answer: Television drew audiences away from the film and radio indus-tries and forced these industries to change their approaches. Hollywood tried various film pro-cesses, and Cinemascope proved to be successful. Radio stations changed their programming from comedies, dramas, and vari-ety shows to sports, news, weather reports, and recorded music.


AdditionalSupport

Elvis Presley was born in rural Mississippi and grew up poor in Memphis, Tennessee. While in high school, Presley learned to play guitar and sing by imitating the rhythm-and-blues music he heard on the radio. By 1956, the handsome young Elvis had a record deal with RCA Victor, a movie contract, and had made public appearances on several television shows. At first, the popular television variety show host Ed Sullivan refused to invite Presley to appear, insisting that rock ’n’ roll music was not fit for a family-oriented show. When a competing show featuring Presley upset Sullivan’s high ratings, however, he relented. He ended up paying Presley $50,000 per per-formance for three appearances, more than

triple the amount he had paid any other performer.

Presley owed his wild popularity as much to his moves as to his music. During his perfor-mances he would gyrate his hips and dance in ways that shocked many in the audience. Not surprisingly, parents—many of whom listened to Frank Sinatra and other more mellow, main-stream artists—condemned rock ’n’ roll as loud, mindless, and dangerous. The city coun-cil of San Antonio, Texas, actually banned rock ’n’ roll from the jukeboxes at public swimming pools.

The rock ’n’ roll hits that teens bought in record numbers united them in a world their parents did not share. Thus, in the 1950s,

Rock ’n’ Roll Sweeps the Nation

Analyzing VISUALS

1. Explaining Why did adults disapprove of rock ’n’ roll?

2. Describing How did this disapproval contribute to the generation gap?


▲ Fats Domino

African American singers such as Chuck Berry (left), Little Richard (below left), and Fats Domino (below right) became huge stars in the popular music industry of the 1950s.

▲ Little Richard

For an excerpt from On the

Road, see page R77 in the American Literature Library.

Bill Haley and His Comets (above) was one of the first popular rock ‘n’ roll bands. Elvis Presley (left) became rock ’n’ roll’s first superstar, but many disapproved of his dance moves.

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C1 Critical ThinkingDetermining Cause and Effect Ask: Why did Ed Sullivan change his mind about allowing Elvis Presley to perform on his television show? (Elvis appeared on another show, and it received better ratings than the Ed Sullivan Show.) BL

C2 Critical ThinkingAnalyzing Primary Sources Have students use Internet or library sources to locate the lyrics to a popular rock’n’roll song of the 1950s. Ask students to write one paragraph summarizing some of the key images, ideas, or themes in the song. Then have them write a second paragraph describing how these lyrics represented the concerns of American teenagers of the period. AL

Analyzing VISUALS

Answers: 1. They found it shocking and

suggestive.2. Teenagers rebelled against

their parents and embraced rock’n’roll.

Additional Support

Hall of Fame The Rock and Roll Hall of Fame Museum opened in Cleveland, Ohio, on September 2, 1995. Artists and musical groups become eligible for induction into the Hall of Fame 25 years after the release of their first records. One of the earliest inductees was Chuck Berry. Named Charles Edward Berry by his par-ents, he was born in St. Louis on October 18, 1926. In the 1950s, Berry worked as a musician at night leading a popular blues trio. During the

day he worked as a beautician. Berry also played fast, energetic music such as his famous song “Maybellene.” It was this music that got him a recording contract. The Rock and Roll Hall of Fame Web site says of Berry, “While no individual can be said to have invented rock and roll, Chuck Berry comes the closest of any single figure to being the one who put all the essential pieces together.”


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Section 2rock ’n’ roll helped to create what became known as the generation gap, or the cultural separation between children and their parents.

The Beat MovementIf rock ’n’ roll helped to create a generation gap, a group of

mostly white writers and artists who called themselves beats, or beatniks, highlighted a values gap in 1950s America. The term “beat” may have come from the feeling among group members of being “beaten down” by American culture, or from jazz musicians who would say, “I’m beat right down to my socks.”

Beat poets, writers, and artists harshly criticized what they considered the sterility and conformity of American life, the meaninglessness of American politics, and the emptiness of pop-ular culture. In 1956, 29-year-old beat poet Allen Ginsberg pub-lished a long poem titled “Howl,” which blasted modern American life. Another beat member, Jack Kerouac, published On the Roadin 1957. Although Kerouac’s book about his freewheeling adven-tures with a car thief and con artist shocked some readers, the book went on to become a classic in modern American literature. Although the beat movement remained relatively small, it laid the foundations for the more widespread youth cultural rebellion of the 1960s.

African American Entertainers African American entertainers struggled to find acceptance in a

country that often treated them as second-class citizens. With a few notable exceptions, television tended to shut out African Americans. In 1956 NBC gave a popular African American singer named Nat King Cole his own 15-minute musical variety show. In 1958, after 64 episodes, NBC canceled the show after failing to secure a national sponsor for a show hosted by an African American.

African American rock ’n’ roll singers faced fewer obstacles. The talented African Americans who recorded hit songs in the 1950s included Chuck Berry, Little Richard, Fats Domino, and Ray Charles. The late 1950s and early 1960s also saw the rise of several female African American groups, including the Crystals, the Shirelles, and the Ronettes. With their catchy, popular sound, these groups were the musical predecessors of the famous late 1960s groups Martha and the Vandellas and the Supremes.

Over time, the music of the early rock ’n’ roll artists had a pro-found influence on popular music throughout the world. Little Richard and Chuck Berry, for example, provided inspiration for the Beatles, whose music swept Britain and the world in the 1960s. Elvis Presley’s music transformed generations of rock ’n’ roll bands that followed him and other pioneers of rock.

Despite the innovations in music and the economic boom of the 1950s, not all Americans were part of the affluent society. For many of the country’s minorities and rural poor, the American dream remained well out of reach.

Summarizing How did rock ’n’ roll help create the generation gap?

Vocabulary1. Explain the significance of: Levittown,

baby boom, white-collar job, blue-collar worker, multinational corporation, fran-chise, Jonas Salk, rock ‘n’ roll, Elvis Presley, generation gap, Jack Kerouac.

Main Ideas 2. Organizing Use a graphic organizer like

the one below to list the causes and effects of the economic boom of the 1950s.

Boom

Causes Effects

3. Listing What major technological break-throughs occurred in the 1950s?

4. Explaining How did television affect other forms of mass media?

5. Identifying How did young people of the 1950s express their own culture?

Critical Thinking6. Big Ideas What were the roots of rock

‘n’ roll, and how did it reach a mass audience?

7. Analyzing Visuals Study the photo-graphs on page 804. These programs have been criticized for presenting a one-sided view of American life. Do you agree? Why or why not?

Writing About History8. Expository Writing Assume the role of

a media critic in the 1950s, and use the information in this section to write a cri-tique of one television show, movie, music concert, or piece of literature.


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Answers

Section 2 REVIEW

Assess


CloseSummarizing Ask: How did American society change after World War II? (America entered a period of postwar abundance with expanding suburbs, growing fami-lies, more white collar jobs, an increased expectation of social conformity, and technological advances.) OL


2. Causes: new business techniques, improved technology; Effects: consumerism, subur-ban growth

3. The transistor was developed, as was the first computer. In medicine, antibiotics and vaccines were created. Also television sets became available to the average American.

4. Television caused changes in radio and film industries. Hollywood tried new film pro-cesses, and radio started broadcasting more

news, weather, and sports instead of radio dramas and comedies.

5. through rock ‘n’ roll music and artistic move-ments such as the Beat movement

6. Its roots were in African American rhythms and sounds. It reached the mass media when a radio DJ in Cleveland, Ohio, named Alan Freed noticed that teenagers were buying African American rhythm and blues records. Freed then received permission to play the music on the air.

7. Student responses will vary but should pro-vide a detailed explanation of opinions.

8. Students’ critiques will vary. Critiques should provide a reasoned opinion on a specific television show, movie, musical act, or piece of literature based on the informa-tion in this section.

Answer: It generated conflict between children and parents based on musical taste and mores of the time, and created a bond among members of the younger generation.


Profile

THE DUCKTAILBanned in several Massachusetts schools in 1957

COLLIER’SThe respected magazine loses circulation, publishes its final edition on January 4, 1957

LEONARDO DA VINCI’STHE LAST SUPPERNow everyone can paint their own copy to hang in their homes

W I N N E R S & L O S E R S

The Ducktail

JAMES DEAN had a brief but spectacular career as a film star. His role in Rebel Without a Cause made him an icon for American youth in the mid-50s. In 1955 Dean was killed in a car crash. He was 24.

“I guess I have as good an insight into this rising generation as any other young man my age. Therefore, when I do play a youth, I try to imitate life. Rebel Without a Cause deals with the problems of modern youth. . . . If you want the kids to come and see the picture, you’ve got to try to reach them on their own grounds. If a picture is psychologically motivated, if there is truth in the relationships in it, then I think that picture will do good.”

—from an interview for Rebel Without a Cause

POODLE CUTSShort, curly hairstyle gains wide

popularity and acceptance

TV GUIDENew weekly magazine achieves

circulation of 6.5 million by 1959

PALMER PAINT COMPANYOF DETROIT

Sells 12 million paint-by-number kits ranging from simple landscapes and portraits

to Leonardo da Vinci’s The Last Supper Poodle Cut

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“It will make a wonderful place for the children to play in, and it will be a good storehouse, too. ”MRS. RUTH CALHOUN,

mother of three, on her backyardfallout shelter, 1951

“Riddle: What’s college? That’s where girls who are above cooking and sewing go to meet a man they can spend their lives cooking and sewing for. ”ad for Gimbel’s department store

campus clothes, 1952

“Radioactive poisoning of the atmosphere and hence annihilation of any life on Earth has been brought within the range of technical possibilities. ”ALBERT EINSTEIN,

physicist, 1950

“If the television craze continues with the present level of programs, we are destined to have a nation of morons. ” DANIEL MARSH,

President of Boston University, 1950

“Every time the Russians throw an American in jail, the House Un-American Activities Committee throws an American in jail to get even. ” MORT SAHL,

comedian, 1950s

N O T E B O O K


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N O T E B O O K

FocusTell students that actor James Dean was a favorite with 1950s teenagers. He projected a rebel-lious image expressing anger, con-fusion, and hurt. Ask: What does the popularity of actor James Dean with teenagers tell you about 1950s youth? What impact do you think his early death had on American youth? (Answers will vary, but students might say that 1950s teenagers identified with his rebellious image. His early death must have been quite painful for his fans.) OL

Teach

C Critical ThinkingIdentifying Central Issues Have students review the quotes in the Verbatim section and dis-cuss each item as it relates to the people and themes found in the textbook. OL

Movie Magazines Americans had always been interested in the movies and the lives of movie stars. The new medium of television gave Americans a whole new medium with which to become fascinated. That medium was television and just as movie magazines had given fans an inside look at the movies, a new magazine did the same for television. That magazine was TV Guide. The first issue came out in 1953 and had

Lucille Ball on its cover. The magazine let read-ers know what shows were on their televisions every day and night of the week. It also con-tained stories on the programs and stars of tele-vision. This proved to be exactly what television viewers wanted. Sales soared, and TV Guide became the best-selling weekly magazine in the United States.


Children 5–14

24.3

35.5

1950 1960Girl Scouts & Brownies

1.8

4.0

1950 1960Bicycle Production

2.0

3.8

1950 1960

American Scene, 1950–1960(MILLIONS)

N U M B E R S 1 9 5 7

3¢ Cost of first-class postage stamp

19¢ Cost of loaf of bread

25¢ Cost of issue of Sports Illustrated

35¢ Cost of movie ticket

50¢ Cost of gallon of milk (delivered)

$2.05 Average hourly wage

$2,845 Cost of new car

$5,234 Median income for a family of four

$19,500 Median price of a home

Be Prepared“Know the Bomb’s True Dangers. Know the Steps You Can Take to Escape Them!—You Can Survive.”Government pamphlet, 1950

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

� air blower� radiation detector� protective apparel suit� face respirator� radiation charts (4)� hand shovel (for digging out

after the blast)� gasoline driven generator� gasoline (10 gallons)� chemical toilet� toilet chemicals (2 gallons)� bunks (5)� mattresses and blankets (5)� air pump (blowing up mattresses)� incandescent bulbs (2) 40 watts� fuses (2) 5 amperes

� clock—non-electric� first aid kit� waterless hand cleaner� sterno stove� canned water (10 gallons)� canned food (meat, powdered

milk, cereal, sugar, etc.)� paper products

answers: 1. b; 2. d; 3. c; 4. a

Bomb Shelter

1950S WORD PLAY

Translation, Please!Match the word to its meaning.Teen-Age Lingo1. cool a. a dull person, an outsider2. hang loose b. worthy of approval3. hairy c. formidable4. yo-yo d. don’t worry

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C R I T I C A L T H I N K I N G1. Predicting If the number of American children continued to grow, how would that affect bicycle production and Scout membership? How could that growth affect the American economy?

2. Hypothesizing How have attitudes towards women changed since the 1952 department store ad for campus clothes? What do you think are some reasons for the change in attitude?


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Interpersonal Have students interview friends and relatives who lived during the 1950s to learn more about teenage lingo. Make a list of all the words and definitions that students bring in. BL

CRITICAL THINKINGAnswers:1. It could lead to greater

demand for these things and spur the economy.

2. Women are seen as having lives beyond being wives and mothers; this is partly due to the women’s movement.

Assess/CloseVisit the TIME Web site at www.time.com for up-to-date news, weekly magazine articles, editorials, online polls, and an archive of past magazine and Web articles.

AdditionalSupport

Sociology In the 1950s, the response of citi-zens to societal dangers such as atomic war was more often an individual rather than a group effort. As early as the 1960s, with efforts such as the civil rights and anti-war movements, this began to change. Ask students to read newspa-pers and search the Internet for current exam-ples of citizens’ responses to public concerns

such as global warming and war. Have students write a paragraph comparing and contrasting the response of Americans in the 1950s to the threat of atomic war with the responses of Americans to threats today. Have them write a second paragraph expressing their thoughts on the responsibility of citizens to address public concerns and the best ways to do so. OL


http://www.time.com

Focus


Section 3

The Other Side of American Life

Guide to ReadingBig IdeasEconomics and Society The postwar prosperity did not extend to all Americans. For some groups, poverty and discrimination continued during the apparent abundance of the 1950s.

Content Vocabulary• poverty line (p. 810)• urban renewal (p. 811)• termination policy (p. 813)• juvenile delinquency (p. 815)

Academic Vocabulary• income (p. 810)• entity (p. 813)

People and Events to Identify• Lorraine Hansberry (p. 812)• Bracero Program (p. 812)• Appalachia (p. 814)

Reading StrategyTaking Notes As you read about social problems in the United States in the 1950s, use the major headings of this section to create an outline similar to the one below.

The Other Side of American LifeI. Poverty Amidst Prosperity

A.B.C.D.E.

II.

During the 1950s, about 20 percent of the American population—particularly people of color and those

living in the inner cities and Appalachia—did not share in the general prosperity. Experts also worried about the rise in juvenile delinquency.

Poverty Amidst ProsperityMAIN Idea Despite the growing affluence of much of the nation, many

groups still lived in poverty.

HISTORY AND YOU Are the pockets of poverty in America today the same as they were in the 1950s? Read on to learn about the people and regions most affected by poverty in the 1950s.

The 1950s saw a tremendous expansion of the middle class. At least one in five Americans, or about 30 million people, however, lived below the poverty line. This imaginary marker is a figure the government sets to reflect the minimum income required to support a family. Such poverty remained invisible to most Americans, who assumed that the country’s general prosperity had provided everyone with a comfortable existence.

The writer Michael Harrington, however, made no such assump-tions. During the 1950s, Harrington set out to chronicle poverty in the United States. In his book The Other America, published in 1962, he alerted those in the mainstream to what he saw in the run-down and hidden communities of the country:

PRIMARY SOURCE

“To be sure, the other America is not impoverished in the same sense as those poor nations where millions cling to hunger as a defense against starvation. . . . That does not change the fact that tens of millions of Americans are, at this very moment, maimed in body and spirit, existing at levels beneath those nec-essary for human decency. If these people are not starving, they are hungry, and sometimes fat with hunger, for that is what cheap foods do. They are with-out adequate housing and education and medical care.”

—from The Other America

The poor included single mothers and the elderly; minorities such as Puerto Ricans and Mexican immigrants; rural Americans—both African American and white—and inner city residents, who remained stuck in crowded slums as wealthier citizens fled to the suburbs. Many Native Americans endured grinding poverty whether they stayed on reservations or migrated to cities.



Analyzing Information


ANSWER: DTeacher Tip: Tell students that the diagram cites factorsthat were blamed for the increase in juvenile delinquency.UNIT

7Chapter 23

JUVENILEDELINQUENCY

REASONS FOR JUVENILE DELINQUENCY

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FEELINGS OF HOPELESSNESS

LACK OFRELIGION

LACK OF DISCIPLINE

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RACISM BOREDOM

BUSY PARENTS

Directions: Answer the followingquestion based on the diagram.

Juvenile delinquency—theantisocial or criminal behavior of young people—increased dramaticallybetween 1948 and 1953.Experts blamed it on a hostof reasons. Which of the following is NOT given as areason for the increase?

A television

B poverty

C rising divorce rate

D increasing homework load


Guide to ReadingAnswers:The Other Side of American LifeI. Poverty Amidst Prosperity A. The Decline of the Inner City B. African Americans C. The Inner City’s Ongoing

Problems D. Hispanics E. Native Americans F. AppalachiaII. Juvenile Delinquency





Teacher Edition• Content Vocab., p. 811• Inferring, p. 813

Additional Resources• Guided Reading Act.,

URB p. 152• Prim. Source Read., URB

p. 137

Teacher Edition• Analyzing Info., p. 811• Drawing Con., p. 813

Additional Resources• Critical Thinking Skills

Act., URB p. 134• Linking Past and

Present, URB p. 136• Quizzes/Tests, p. 329

Teacher Edition• Gifted/Talented, p. 812• Kinesthetic, p. 814

Additional Resources• Differentiated Act., URB

p. 125• Reteaching Act., URB

p. 145• Enrich. Act., URB p. 147

Teacher Edition• Expository Writing,

p. 812

Additional Resources• Authentic Assess., p. 51• Read. Essen., p. 265• Time Line Act., URB

p. 135

Resource Manager


The Other America


The Decline of the Inner CityThe poverty of the 1950s was most apparent

in the nation’s urban centers. As middle-class families moved to the suburbs, they left behind the poor and less-educated. Many city centers deteriorated because the taxes that the middle class paid moved out with them. Cities no lon-ger had the tax dollars to provide adequate public transportation, housing, and other services.

When government tried to help inner-city residents, it often made matters worse. During the 1950s, for example, urban renewal pro-

grams tried to eliminate poverty by tearing down slums and erecting new high-rise build-ings for poor residents. These crowded, high-rise projects, however, often created an atmosphere of violence. The government also unwittingly encouraged the residents of public housing to remain poor by evicting them as soon as they began earning a higher income.

In the end, urban renewal programs actually destroyed more housing space than they cre-ated. Too often, the wrecking balls destroyed poor people’s homes to make way for road-ways, parks, universities, tree-lined boulevards, or shopping centers.

Analyzing VISUALS1. Examining Based on the photos, what aspect of life does

it seem the hardest for the poor in America to obtain?

2. Hypothesizing What do you think might account for minorities having a lower average income than whites in the United States in the 1940s and 1950s?

▲ A poor Navajo family stands outside their home on an Arkansas reservation in 1948.

▲ Children play in the littered streets of a Chicago slum in 1954.

▲ The Cervantes family lived in a one-room shack at a ranch camp near Fresno, California, in 1950.

Amid the prosperity of the 1950s, many lived in terri-ble poverty. While suburbs boomed, the poor, many of whom were minorities, were relegated to inner-city slums. Native Americans suffered extreme poverty and the breakdown of their culture on reservations, while Mexican migrant workers in the Southwest barely made enough to feed, clothe, and shelter themselves and their children.

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C Critical ThinkingAnalyzing Information Have students conduct additional research on one urban renewal project of the 1950s and the changes this project has under-gone from the 1950s to today. They should determine the prob-lems the project created, the steps government undertook to remedy the problems, and any new prob-lems that developed. Have stu-dents present their findings in a written report. OL

R Reading StrategyContent Vocabulary Ask: Why was the term urban renewal descriptive of the changes in inner cities? (Old slums were being torn down and new housing was being built.) BL

Analyzing VISUALS

Answers: 1. adequate housing2. racism; less access to educa-

tion and good jobs


Step 3


Step 3: Create a Brochure America was bursting with new gadgets after the war years.

Directions Organize students into groups. Have each group select one of the new inventions that appeared in this time period, whether a home device or one used in busi-ness or manufacturing. Their task is to cre-ate a brochure to sell that product to

whomever their buying audience might be—homemakers, businessmen, choir chil-dren, for example. They should write and illustrate their brochures in whatever design they choose. Have the groups present their brochures to the rest of the class, explaining their selling approach and purpose.

Representing Information Give students time to prepare for their presentations. They may role play or use media other than their posters to present the infor-

mation. Encourage students to state the topic clearly, describe it, and summarize the information. OL (Chapter Project continued on the Visual Summary page)


The Inner-City’s Ongoing ProblemsBy the end of the 1950s, many major U.S. cities were in decline.

“White fl ight” and lowered tax revenues, as well as racial discrimination and a lack of sympathy for the less fortunate, combined to create islands of decay and poverty in urban centers.

Although numerous programs were launched in the 1960s to try to improve living conditions and eliminate poverty, the problem has proven more diffi cult than fi rst anticipated. Fifty years separate the two photos of inner- city slums to the right, yet, tragically, the quality of life has barely changed.

▲ Even in the 1940s, urban decay was characteristic of many American cities, including Washington, D.C., where people lived in dire poverty within sight of the Capitol.

Major Cities With High Poverty Rates, 1960

1940

African AmericansMany of the citizens left behind in the cities

were African American. By 1960, more than 3 million African Americans had migrated from the South to Northern cities in search of greater economic opportunity and to escape violence and racial intimidation. For many of these migrants, however, the economic boom of the war years did not continue in the 1950s.

Long-standing patterns of racial discrimi-nation in schools, housing, hiring, and salaries in the North kept many inner-city African Americans poor. The last hired and the first fired for good jobs, they often remained stuck in the worst-paying occupations. In 1958 African Americans’ salaries, on average, were only 51 percent of what whites earned. Poverty and racial discrimination also deprived many African Americans of other benefits, such as decent medical care.

In 1959 the play A Raisin in the Sun opened on Broadway. Written by African American author Lorraine Hansberry, the play told the story of a working-class African American family struggling against poverty and racism. The title referred to a Langston Hughes poem that wonders what happens to an unrealized

dream: “Does it dry up like a raisin in the sun?” The play won the New York Drama Critics Circle Award for the best play of the year. Responding to a correspondent who had seen the play, Lorraine Hansberry wrote: “The ghet-tos are killing us; not only our dreams . . . but our very bodies. It is not an abstraction to us that the average [African American] has a life expectancy of five to ten years less than the average white.”

HispanicsAfrican Americans were not the only minor-

ity group that struggled with poverty. Much of the nation’s Hispanic population faced the same problems. During the 1950s and early 1960s, the Bracero Program brought nearly 5 million Mexicans to the United States to work on farms and ranches in the South-west. Braceros were temporary contract work-ers. Many later returned home, but some 350,000 settled permanently in the United States.

These laborers, who worked on large farms throughout the country, lived with extreme poverty and hardship. They toiled long hours, for little pay, in conditions that were often

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W Writing SupportExpository Writing Have students use library or Internet resources to find Langston Hughes’s poem “A Dream Deferred,” from which Lorraine Hansberry’s play A Raisin In the Sun drew its name. Instruct stu-dents to read the poem and write one-page responses. Ask: What key images do you remem-ber from the poem? What does Hughes seem to be saying about dreams that remain unrealized? Why do you think that Lorraine Hansberry chose the phrase “a raisin in the sun” for the title of her play? Invite students to share their responses. OL


Gifted and Talented Tell stu-dents that music has long been a way for people to express their emotions. Challenge interested students to take the impressions they have gained while reading the chapter to compose and per-form a song expressing the plight of Mexican laborers in the 1950s. AL

Additional Support


Performing Arts Organize students into small groups and have them discuss what life was like in the 1950s for one of the groups men-tioned in this section. Then have students pro-duce a skit depicting one aspect of life for the group they selected. Encourage students to use

appropriate music to set the tone for their skits. Make arrangements for students to perform for their classmates. OL

unbearable. In The Other America, Michael Harrington noted:

PRIMARY SOURCE

“[Migrant laborers] work ten-eleven-twelve hour days in temperatures over one hundred degrees. Sometimes there is no drinking water. . . . Women and children work on ladders and with hazardous machinery. . . . Babies are brought to the field and are placed in ‘cradles’ of wood boxes.”

—from The Other America

Away from the fields, many Mexican fami-lies lived in small, crudely built shacks, while some did not even have a roof over their heads. “They sleep where they can, some in the open,” Harrington noted about one group of migrant workers. “They eat when they can (and some-times what they can).” The nation paid little attention to the plight of Mexican farm labor-ers until the 1960s, when the workers began to organize for greater rights.

Native AmericansNative Americans also faced challenges

throughout the postwar era. By the middle of the 1900s, Native Americans—who made up

less than one percent of the population—were the poorest ethnic group in the nation. Aver-age annual family income for Native American families, for example, was $1,000 less than that of African American families.

After World War II, during which many Native American soldiers had served with dis-tinction, the United States government launched a program to bring Native Americans into mainstream society—whether they wanted to assimilate or not.

Under the plan, which became known as the termination policy, the federal govern-ment withdrew all official recognition of the Native American groups as legal entities and made them subject to the same laws as white citizens. Native American groups were then placed under the responsibility of state gov-ernments. At the same time, the government encouraged Native Americans to blend in with the larger society by helping them move off reservations to cities.

Although the idea of integrating Native Americans into mainstream society began with good intentions, some of its supporters had more selfish goals. Speculators and developers sometimes gained rich farmland at the expense of destitute Native American groups.

MAKING CONNECTIONS

1. Comparing How did conditions change, if at all, from 1940 to 1990?

2. Identifying Central Issues Which groups suf-fered most from issues of urban decline? Why?

1990

▲

By the early 1990s, conditions were not much improved as this North Baltimore neighborhood suggests.

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R Reading StrategyInferring Ask: Why did Mexican migrant laborers put up with poor housing, dangerous working conditions, and long days? (Jobs were scarce, and a job as a hard working migrant laborer was better than no job at all.) BL

C Critical ThinkingDrawing Conclusions Ask: Why did the federal government promote the plan known as the termination policy? (It wanted to assimilate Native Americans into mainstream society, with the hope that they would be better off in cit-ies than on the reservations.) BL

Answers: 1. Conditions did not improve

much.2. minorities and the poor; the

decreased tax base did not allow governments to provide needed services

MAKING CONNECTIONS

AdditionalSupport

Daily Life Have students work in groups to research Native American life in the 1950s. Within each group, pairs of students should investigate such aspects of daily life as housing, food, education, religious life, culture, work and leisure. Student pairs should present the results of their research to their groups. Together, each group should then make decisions about how to present the information they have gathered.

Some groups might wish to present their find-ings in the form of a written report. Others might make an oral presentation. Still others might wish to create an interactive Web site with their findings. Have students present their final products to the class. Ask: Did the termi-nation policy change the lives of Native Americans? In what ways? OL


For most Native Americans, termination was a disastrous policy that only deepened their poverty. In the mid-1950s, for example, the Welfare Council of Minneapolis described Native American living conditions in that city as miserable: “One Indian family of five or six, living in two rooms, will take in relatives and friends who come from the reservations seek-ing jobs until perhaps fifteen people will be crowded into the space.”

During the 1950s, Native Americans in Minneapolis could expect to live only 37 years, compared to 46 years for all Minnesota Native Americans and 68 years for other Minneapolis residents. Similar patterns existed elsewhere. Benjamin Reifel, a Sioux, described the despair that the termination policy produced:

PRIMARY SOURCE

“The Indians believed that when the dark clouds of war passed from the skies overhead, their rising tide of expectations, though temporarily stalled, would again reappear. Instead they were threat-ened by termination. . . . Soaring expectations began to plunge.”

—quoted in The Earth Shall Weep

AppalachiaResidents of rural Appalachia also failed to

share in the prosperity of the 1950s. The scenic beauty of the mountainous region, which stretches from New York to Georgia, often hid desperate poverty. Coal mining had long been the backbone of the Appalachian economy. With mechanization of mining in the 1950s, unemployment soared. With no work to be had, some 1.5 million people abandoned Appalachia to seek a better life in the cities. “Whole counties,” wrote one reporter, “are precariously held together by a flour-and-dried-milk paste of surplus foods. . . . The men who are no longer needed in the mines and the farmers who cannot compete . . . have themselves become surplus commodities in the mountains.”

Appalachia had fewer doctors per thousand people than the rest of the country. Studies revealed high rates of nutritional deficiency and infant mortality. In addition, schooling in the region was considered even worse than in inner-city slums.

Identifying Which groups were left out of the economic boom of the 1950s?

Poverty in Appalachia

Analyzing VISUALS1. Identifying Which states had the highest concentra-

tion of distressed counties in 1960?

2. Explaining What might have accounted for this high number?

Appalachia

▲ Eight family members lived in this three-room house lined with newspaper in Appalachia in the 1950s.

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Interpreting a Population Pyramid

LEARNING THE SKILLA population pyramid is a type of bar graph that can help you visualize popula-

tion statistics in a given geographical area. Like other bar graphs, population pyra-mids have an x-axis and a y-axis. The x-axis is labeled to show the number of peoplein a subgroup of the population, while the y-axis lists the different age groupsshown. Most population pyramids show the age and gender of a population, withthe pyramid divided vertically down the middle into a male side and a female side.

PRACTICING THE SKILLDIRECTIONS: Look at the population pyramids below. Then answer the questions that followon a separate sheet of paper.

1. In 1970, about how many people were between the ages of 10 and 14? How many werebetween 10 and 14 in 1990?

2. One of the most identifiable features on population pyramids from the last few decadesis the baby boom that took place from 1945 to 1961. Describe what features on the pyra-mids show evidence of the baby boom.

3. People who study populations often predict what the population will look like in thefuture. What predictions can you make about how a population pyramid for the year2010 will look?

4. In recent years, some nations have experienced declining birth rates coupled with anincrease in life expectancy. What would these trends look like on a population pyramid?

APPLYING THE SKILLDIRECTIONS: Population pyramids can be used by governments to determine what servicesare needed in communities. They can also be used by companies attempting to market goodsto a particular segment of the population. Choose either the 1970 pyramid or the 1990 pyra-mid and write a paragraph describing what information governments and marketers wouldbe able to attain from studying the pyramid.

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Reinforcing Skills Activity 23★

0246810121416 0 2 4 6 8 10 12 14 16

United States: 1970

0-45-9

10-1415-1920-2425-2930-3435-3940-4445-4950-5455-5960-6465-6970-7475-7980-8485+

Population (in millions)0246810121416 0 2 4 6 8 10 12 14 16

United States: 1990

0-45-9

10-1415-1920-2425-2930-3435-3940-4445-4950-5455-5960-6465-6970-7475-7980-8485+

Population (in millions)

MALE FEMALE MALE FEMALE

Source: U.S. Census Bureau, International Data Base

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Primary Source Reading 23-1 ★ ★ ★ ★ ★ ★

(continued)

The District of Columbia, I submit, is still the Capitol of all the United States.In the District of Columbia there are people from all parts of America

and . . . it is not asking too much that here in the District of Columbia wepractice the fundamental precepts of democracy that we are asking all of theworld to practice at this time.

As to the cry of race riots, we have heard that cry before. We heard that crymade when we attempted to pass an anti-poll-tax bill in this House ofRepresentatives and in the other body. We heard the same cry raised inregard to F. E. P. C. when we attempted to enact legislation which wouldguarantee employment without discrimination because of race, color, orcreed. Now, we hear the same cry of race riots in respect to a simple requestthat this congress rise up to the dignity of the Nation—the dignity that theworld expects us to rise up to, of practicing the fundamental precepts ofDemocracy for which men died, both black and white.

Race trouble! We know what it is and we know its fundamental causes.The denial of equality and of equal opportunity is the cause of race distur-bances. . . . [To refuse] a job to a man because his color is black or to compelhim to go to a school other than the one he wants to go to because his coloris black, to treat him differently from anybody else because he is a Negro, toheap the indignity of segregation on a person because of his color—that is

A Congressman on Race Relations

About the SelectionVincent Marcantonio served in Congress

from 1935 to 1950. He came from an Italianimmigrant family and lived his entire life ina working class, Italian American neighbor-hood in New York City’s East Harlem. Hisroots and upbringing gave Marcantonio apassion for democracy and an understand-ing of the daily struggles of the workingclass to make a decent life. He became a liberal who defended civil rights andfought for those without power. In theexcerpt below, he argues before Congress in support of legislation to ban segregationin public institutions in the District ofColumbia. The year is 1946. World War II

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Reader’s Dictionary

F. E. P. C.: Fair Employment PracticesCommissionred herring: a mistake in reasoning by raisingan irrelevant issue that takes the argument off track

has ended and the nation has returned to the hard work of making a peacetimedemocracy.

GUIDED READINGAs you read, explain what Marcantonio

believes are the causes of trouble betweenAfrican Americans and white Americans.Then answer the questions that follow.

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Postwar America, 1945–1960Key Words

A. WORD MEANING ACTIVITY

Vocabulary in ContextDirections: Using the context clues, substitute one of the following words for the underlinedphrases in these sentences. Add the past tense and -s and -ed endings for plural nouns whennecessary.

generation gap, conform, abandon, entity, legislator, income, phenomenon, baby boom

At the end of World War II, decision makers in government worked to improve the lives ofAmericans after the hardships of war. In the two decades between 1940 and 1960, the aver-age money earned from working of the American family roughly tripled. Economist JohnKenneth Galbraith called the nation's postwar wealth a new highly unusual event thatattracts attention. In addition, there was a large growth in the overall birth rate. Many fami-lies left behind the central cities and bought homes in planned suburban communities. A cul-tural separation between parents and their children also developed. While their parentsgenerally went along with the norms of society, the young people wanted to try new things.Michael Harrington's book, The Other America, made the nation aware of the poor as a dis-tinct group.

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Academic Vocabulary Activity 23 ★ ★ ★ ★ ★

(continued)

Academic Words Content Vocabulary

abandon baby boom

conform generation gap

entity

income

legislator

phenomenon

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Post War America, 1945–1960

The economic boom that followed World War II, funded in part by the GI Bill, created alarge middle-class population. This newly prosperous group purchased luxury goods,including televisions. The rapid rise of television changed mass media and contributed to theemergence of a youth culture. Unfortunately, many millions remained trapped in poverty.

DIRECTIONS: The chart below lists statements about life in America in the 1950s. Completethe chart by supplying information to support each statement.

7. Critical Thinking Describe how music in the postwar era both reflected and reinforcedthe generation gap that developed between parents and children.

Name Date Class

Reteaching Activity 23★

1. During the 1950s, life was easier andmore prosperous than ever before formany Americans.

2. Automation greatly impacted both pro-duction and the labor force on farmsand in factories and industries.

3. Suburbs expanded rapidly, hurting urbancenters.

4. Affluence and pursuing the “AmericanDream” started changing the roles ofwomen.

5. The rise in the popularity of televisiondramatically changed American’s leisuretime.

6. The general prosperity of the 1950s didnot extend to all Americans.

Life in America in the 1950sStatement Supporting Information

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AL Primary Source Reading, URB p. 137

BL Reteaching Activity, URB p. 145

OL Academic Vocabulary Activity, URB p. 131

ELL Reinforcing Skills Activity, URB p. 133

Differentiated Instruction

Leveled Activities


Kinesthetic Organize students into small groups and have them discuss what life was like in the 1950s for people living in Appalachia. Have students pro-duce skits depicting one aspect of Appalachian life. Encourage them to use appropriate music to set the tone for their skits. Make arrangements for students to per-form for their classmates. OL

Analyzing VISUALS

Answers: 1. Mississippi, Alabama,

Tennessee, Kentucky, Virginia, West Virginia

2. high unemployment in mining communities

Answer: African Americans, Hispanics, and Native Americans

REVIEW


Section 3Juvenile DelinquencyMAIN Idea Juvenile crime rates rose during the 1950s; a crisis in edu-

cation occurred when the baby boomers began school.

HISTORY AND YOU Has your school placed a greater emphasis on sci-ence and math classes recently? Read to learn about a push in science and math education during the 1950s.

During the 1950s, many middle-class, white Americans found it easy to ignore the poverty and racism that afflicted many of the nation’s minorities, since they themselves were removed from it. Some social problems, however, became impossible to ignore.

One problem at this time was a rise in, or at least a rise in the reporting of, juvenile delinquency—antisocial or criminal behavior of young people. Between 1948 and 1953, the United States saw a 45 percent rise in juvenile crime rates. A popular 1954 book titled 1,000,000 Delinquents correctly predicted that in the following year, about 1 million young people would be involved in some kind of criminal activity.

Americans disagreed on what had triggered the rise in delin-quency. Experts blamed television, movies, comic books, racism, busy parents, a rising divorce rate, lack of religion, and anxiety over the military draft. Some cultural critics claimed that young people were rebelling against the conformity of their parents. Others blamed a lack of discipline. Doting parents, complained Bishop Fulton J. Sheen, had raised bored children who sought new thrills, such as “alcohol, marijuana, even murder.” Still others pointed at social causes, blaming teen violence on poverty. The problem, however, cut across class and racial lines—the majority of car thieves, for example, had grown up in middle-class homes.

Most teens, of course, steered clear of gangs, drugs, and crime. Nonetheless, the public tended to stereotype young people as juvenile delinquents, especially those teens who favored uncon-ventional clothing and long hair, or used street slang.

Concerned about their children, many parents focused on the nation’s schools as a possible solution. When baby boomers began entering the school system in the 1950s, enrollments increased by 13 million. School districts struggled to pay for new buildings and hire more teachers.

Americans’ education worries only intensified in 1957 after the Soviet Union launched the world’s first space satellites, Sputnik I and Sputnik II. Many Americans felt that the nation had fallen behind its Cold War enemy and blamed what they felt was a lack of technical education in the nation’s schools. Life magazine pro-claimed a “Crisis in Education” and offered a grim warning: “What has long been an ignored national problem, Sputnik has made a recognized crisis.” In the wake of the Sputnik launches, efforts began to improve math and science education. Profound fears about the country’s young people, it seemed, dominated the end of a decade that had brought prosperity and progress for many Americans.

Evaluating What were some suggested explanations of the increase in juvenile crime?

Vocabulary1. Explain the significance of: poverty

line, urban renewal, Lorraine Hansberry, Bracero Program, termination policy, Appalachia, juvenile delinquency.

Main Ideas 2. Evaluating How did the federal govern-

ment’s termination policy affect Native Americans?

3. Analyzing What effects did the baby boomers have on schools?

Critical Thinking4. Big Ideas Why did urban renewal fail to

improve the lives of the poor in the inner cities?

5. Organizing Use a graphic organizer similar to the one below to list groups of Americans left out of the country’s postwar economic boom.

Groups ofLow-IncomeAmericans

6. Analyzing Visuals Study the photo-graphs on page 811. Why were minority groups hit so hard by poverty, compared to whites, in the 1950s?

Writing About History7. Expository Writing Choose a current

social problem that you observe among adolescents. Describe the problem and its causes, and then recommend a solution.

815


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Answers

Assess


CloseSummarizing Ask: What was the major cause of deteriorating cities in the 1950s? (The tax base of city governments dropped as middle-class residents moved to the suburbs.) OL

Answer: Answers may include: television, movies, comic books, racism, busy parents, a rising divorce rate, lack of religion, anxiety over the military draft, teenage rebel-lion, lack of discipline, doting parents, boredom, poverty.


2. They lost much of their cultural uniqueness and valuable land, and they were often as poor in the cities as they would have been on the reservations.

3. As the wave of baby boomers entered the education system, school districts had to find the money to build new buildings and hire more teachers.

4. The high-rise projects that were built to replace older buildings were crowded and destroyed more housing space than they created. They also often created an atmo-sphere of violence.

5. single mothers, the elderly, minority immigrants, inner-city poor, people in Appalachia

6. Minority groups did not have access to the new higher-paying, white-collar jobs that whites did.

7. The social problems and solutions students cover will vary. Students should provide a current problem among juveniles and a rel-evant, reasoned solution to that problem.

Section 3 REVIEW


Chapter


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

The Prosperity of the 1950s

Economy and Society

• The GI Bill provided funds and loans to millions of war veterans.

• Consumer spending increased rapidly.

• More Americans owned homes than ever before.

Population Patterns

• The U.S. population experienced a “baby boom.”

• Millions of Americans moved out of cities to the suburbs.

Science, Technology, and Medicine

• Improvements in communication, transportation, and elec-tronics allowed Americans to work more efficiently.

• Medical breakthroughs included the polio vaccine, antibiotics, and treatments for tuberculosis, cancer, and heart disease.

Popular Culture

• New forms of music, radio, cinema, and literature emerged.

• Television replaced movies and radio as the nation’s new and most popular form of mass media.

The Problems of the 1950s

Economy and Society

• Workers went on strike for higher wages.

• Congress would not pass Truman’s civil rights legislation.

• Eisenhower cut back on New Deal programs.

Population Patterns

• Financially able people moved from crowded cities to new suburbs.

• Poverty increased in the inner city and the poor faced ongoing social problems.

• Crime increased among young people.

Science, Technology, and Medicine

• Poor people in inner cities and rural areas had limited access to modern health care.

Popular Culture

• Not everyone could afford to buy the new consumer goods available, such as televisions.

• African Americans and other minorities were, for the most part, not depicted on television.

• Many television programs promoted stereotypical gender roles.

▲ While many prospered in the 1950s, many were excluded from achieving the American Dream.

▲ The huge, stylized automobiles of the 1950s, such as this Cadillac convertible, symbolized the good life to many Americans of the time.

Chapter 23 • Visual Summary

816


Step 4: Wrap Up

Drawing Conclusions After World War II, the GI Bill provided generous funds to veterans. Ask: What effect did this government spending have on the economy? (It boosted the economy by putting money in the hands of veterans to start businesses, buy homes and goods, and get an education.) OL

Determining Cause and Effect During the 1950s Americans experienced a baby boom. Ask: What were the rea-sons for the baby boom of the 1950s? (Young couples who had delayed marriage during the war were now starting families, gener-ous GI benefits helped veterans afford homes in which to raise fami-lies, popular culture celebrated large families.) OL

Personal Writing During the 1950s, television did not usually portray women as independent and strong. Minorities were largely absent from television. Ask: What impact do you think this may have had on women and minorities in the 1950s? OL


Step 4: Wrap Up This activity will syn-thesize the information that students have collected about the society and culture of this time period.

Directions Divide the class into six teams. Each team should select one presenter to take on the role of an individual who lived during this time period. To avoid duplica-tion among the teams, have each team

announce which role their presenter will play. If there are duplicates, assign another role to one of the teams.

Analyzing Information Team members will collaboratively write a journal page from the perspective of the presenter. Each journal page should describe vividly the person’s life at this time. Presenters will read the group’s journal page to the class. The rest of the class may want to ask the pre-senters questions. To make the presenta-

tions more lively and memorable, presenters may wish to carry relevant signs, dress in costumes, or hold up photos. OL


Need Extra Help?


ASSESSMENTChapter

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

1. The Taft-Hartley Act outlawed the , opening some industries to nonunion workers.

A closed shop

B labor unions

C right-to-work laws

D open shop

2. During the 1950s, the number of grew, as more Americans worked in offices.

A computers

B blue-collar jobs

C franchises

D white-collar jobs

3. After World War II, Native Americans suffered from the gov-ernment policy of , which forced them into main-stream society.

A urban renewal

B termination

C migrant work

D reservation planning

4. tried to eliminate poverty in cities by replacing slums with high-rise buildings for poor residents.

A Urban renewal

B Termination policy

C Franchising

D Dynamic conservatism

5. The poem “Howl,” by Allen Ginsberg, is a work that came out of the movement.

A rock ‘n’ roll

B generation gap

C beat

D jazz

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

Section 1 (pp. 794–799)

6. Which of the following were two characteristics of the U.S. economy after World War II?

A high unemployment and scarce goods

B abundant goods and low unemployment

C low unemployment and scarce goods

D abundant goods and high unemployment

7. Which of the following was achieved under Truman’s Fair Deal?

A a large increase in Social Security benefits

B a broad program of civil rights reforms

C a decrease in funding for the TVA

D a federal highway bill

Section 2 (pp. 800–807)

8. One major cause of the growth of the suburbs was the

A rise in blue-collar jobs.

B Korean War.

C affordability of homes.

D television.

9. Jonas Salk developed the first vaccine for which illness?

A tuberculosis

B cancer

C heart disease

D polio

If You Missed Questions . . . 1 2 3 4 5 6 7 8 9Go to Page . . . 794–795 802 813–814 811 807 794–795 797 800–801 802–803

GO ON

Before answering, read the entire question and all answer choices. Then choose the answer that makes the most sense.

TEST-TAKING TIP

Chapter 23 • Assessment

817

incorrect choices include at least one negative, and A includes two negatives.

7. A Like FDR’s New Deal, the Fair Deal was aimed at improving domestic affairs. Have stu-dents who answer incorrectly review “What Was the Fair Deal?” on page 797. Listed first is an increase in Social Security benefits.

8. C This is a cause-and-effect question; stu-dents must choose the answer that is most likely responsible for growing suburbs. A may be tempting for students, because any rise in jobs might equal a rise in money for housing.

However, this connection is too tenuous. It is not likely a war would cause suburbs to grow. Nor is it likely that television would cause suburbs to grow. Affordable homes caused more people to be able to buy homes, which caused suburbs to grow.

9. D Have students who have trouble reread “Medical Miracles” on page 802. Jonas Salk invented the first injected polio vaccine. The other choices discussed are not associated with any single scientist.

Answers and AnalysesReviewing Vocabulary

1. A The closed shop was an industry that was closed to non-union workers. The question states that the act opened some industries to “nonunion” workers. The opposite of the closed shop is the open shop—industries open to all workers.

2. D Computers did not come into popular use in offices until decades after the 1950s. Fran-chises are a type of business, and usually include retail establish-ments, not offices. Blue-collar workers work in factories and as laborers. White-collar workers are office workers.

3. B An easy way for students to remember this is to think that the government attempted to “termi-nate” the Native American way of life by assimilating them into American culture and refusing to recognize tribes as legal entities.

4. A The urban renewal program had unforeseen consequences. The crowded high-rise buildings created an atmosphere of vio-lence. The policy of evicting resi-dents with higher incomes also encouraged families to remain poor.

5. C Poetry is an art form associ-ated more with the beat move-ment than with other movements listed. Rock ‘n’ roll and jazz were styles of musical innovation. The generation gap was a fact of life, not a movement.

Reviewing Main Ideas6. B The answer choices in this question can confuse students who do not read carefully. Remind students that the economy after WWII was good. Therefore, they can eliminate any answer choices that include a negative. All three

Need Extra Help?


ASSESSMENTChapter

Source: The First Measured Century.

50

202530354045

1015

50

1940Year

193019201910 197019601950

Tota

l Pop

ulat

ion

(per

cent

)

1980

Suburban Dwellers, 1910–1980

10. How did the post–World War II baby boom affect American society between 1945 and 1960?

A It decreased the demand for housing.

B It bankrupted the Social Security system.

C It increased the need for educational resources.

D It encouraged people to migrate to the Sun Belt.

11. How did television affect the radio industry?

A One-fifth of the nation’s movie theaters closed.

B Radio stations started to broadcast soap operas.

C The number of radio stations increased as the car created a larger audience.

D Radio stations declined in number as the audience turned to television.

Section 3 (pp. 810–815)

12. The imaginary government marker setting the minimum income required to support a family is called the

A urban renewal.

B poverty line.

C income tax.

D delinquency.

13. The purpose of the Bracero Program was to

A bring workers into the United States from Mexico.

B send workers from the United States to Mexico.

C find housing for new immigrants.

D deport illegal immigrants.

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

14. The GI Bill boosted the postwar economy by

A instituting a military draft.

B providing veterans with generous loans.

C requiring all veterans to go to college.

D providing veterans with white-collar jobs.

Base your answers to questions 15 and 16 on the graph below and on your knowledge of Chapter 23.

15. What trend in the percentage of suburban dwellers does this graph show?

A Fewer people were moving from the cities to the suburbs each year.

B More people lived in the suburbs in 1910 than 1950.

C More people lived in the cities in 1960 than 1950.

D More people lived in the suburbs in 1980 than 1970.

16. In what year was there approximately twice the percentage of suburban residents as there had been in 1910?

A 1930

B 1940

C 1950

D 1960

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10. C This is another cause-and-effect question. The baby boom increased the population. An increase in population would not cause a decrease in housing demand, nor would it cause peo-ple to migrate en masse to one part of the nation. Although there is concern for the Social Security system today because of the increasing amount of boomers who are eligible, it is not yet bankrupt.

11. C This question may confuse students, who may be tempted to choose D. However, as students read in the chapter, radio stations actually increased after television, because TV forced radio stations to make changes to continue to draw audiences in. The car helped save the radio, because people used the radio for entertainment when driving.

12. B Urban renewal was an action or movement, not an object. Delinquency is criminal behavior or wrongdoing. Income tax does not make sense. An easy way for students to remember this definition is to think of an actual line marking the threshold for poverty.

13. A The Bracero Program began during World War II, when men were brought from Mexico to help harvest crops and work on ranches. They were not citizens of the U.S., they were here on work contracts, but many of their fami-lies came over to the U.S. with them and settled. You might tie this in with a current events dis-cussion on Mexican immigration today.

Critical Thinking14. B The GI Bill was instrumental in helping returning veterans gain access to education, housing, and services. Housing loans helped contribute to the growth of sub-urbs. Builders, such as William Levitt, developed a system of

mass-produced housing that took advantage of the fact that the GI Bill made housing afford-able to returning veterans.

15. D Study the graph with students. It shows an overall upward trend in the number of sub-urban dwellers between 1910 and 1980. In 1970, approximately 36 percent of the popula-tion lived in suburbs, according to the chart. In 1980, approximately 45 percent of the popula-tion lived in suburbs.

16. C There were approximately twice as many suburban residents in 1950.

Need Extra Help?

ASSESSMENTChapter


For additional test practice, use Self-Check Quizzes—Chapter 23 at glencoe.com.

17. Many Americans responded to the Soviet launching of Sputnik by demanding that schools

A focus more on math and science.

B offer more physical fitness training.

C require students to learn a foreign language.

D require the recitation of the Pledge of Allegiance.

Analyze the cartoon and answer the questions that follow. Base your answers on the cartoon and on your knowledge of Chapter 23.

18. The main idea of this cartoon is that 1950s white-collar workers were

A lazy and useless.

B unstable and untrustworthy.

C extremely good at what they did.

D overly dedicated to their jobs.

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

George Gallup, one of the nation’s first pollsters, spoke at the University of Iowa in 1953 about the importance of mass media in the United States. Below is an excerpt from his remarks:

“One of the real threats to America’s future place in the world is a citizenry which duly elects to be enter-tained and not informed. From the time the typical citizen arises and looks at his morning newspaper until he turns off his radio or television set before going to bed, he has unwittingly cast his vote a hundred times for entertain-ment or for education. Without his knowing it, he has helped to determine the very character of our three most important media of communication—the press, radio, and television.”

—quoted in Legacy of Freedom, Vol. 2: United States History from Reconstruction to the Present

19. According to Gallup, what is a threat to the future of the United States in the world?

20. How do American citizens “cast their votes” to determine what is read, seen, and heard in the mass media?

Extended Response21. Harry Truman was a Democrat, and Dwight Eisenhower

was a Republican. However, the two men did not always act along party lines and, in some cases, took similar approaches to governing. In an expository essay, compare and contrast the domestic agendas of these two presidents of the postwar era. Include an introduction and at least three paragraphs with supporting details that explain how Truman’s and Eisenhower’s ideas and approaches to domestic issues were different and similar.

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B. Wiseman/ from Hey, Can’t You Forget Business? by Charles Preston, ©1953, E.P. Dutton & Co., Inc.


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Have students visit the Web site at glencoe.com to review Chapter 23 and take the Self-Check Quiz.

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

Need Extra Help?

17. A They demanded schools focus more on math and science.

18. D Study the cartoon with students. The man at the desk is working and “eating” lunch. His lunch, though, is being given intravenously. The implication is that he doesn’t want to let eating lunch get in the way of his work. This is overdedication. He is not lazy; he is working hard. It appears he never leaves his desk, even to eat lunch, so he is not unstable. He might be good at what he does, but D better fits the cartoon.

Document-Based Questions19. According to Gallup, the threat was that Americans had chosen to be entertained rather than informed or educated. The focus on entertainment and lack of education might cause the U.S. to lag behind in intellectual accomplishments.

20. American citizens cast their votes by what they choose to watch, read, and listen to. If most people choose entertainment over education in the mass media, then the mass media will respond by providing more, or only, entertainment.

Extended Response21. Students’ essays will vary, but should make clear and logical comparisons, with supporting details from the chapter, between Truman’s and Eisenhower’s domestic agendas and policies. Discussions should include discussion of Truman’s Fair Deal and Eisenhower’s Dynamic Conservatism.



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