1

US II.1 The student will demonstrate skills for historical

and geographical analysis and responsible citizenship,

including the ability to

a) analyze and interpret primary and secondary

source documents to increase understanding of

events and life in United States history from 1865 to

the present;

A primary source is an artifact that tells us about the truth as people in the past understood it. These often include work created by someone who witnessed the event first-hand or was part of the historical

time period that is being described.

USII.2a The student will use maps, globes, photographs, pictures, or tables for a) explaining how physical features and climate influenced the movement of people westward.

Physical features and climate of the Great Plains

Flatlands that rise gradually from east to west

Land eroded by wind and water

Low rainfall

Frequent dust storms Because of new technologies, people saw the Great Plains not as a “treeless wasteland” but as a vast area to be settled.

Inventions and adaptations

Barbed wire

Steel plows

Dry farming

Sod houses

Beef cattle raising

Wheat farming

Windmills

Railroad

USII.4 The student will demonstrate knowledge of how life changed after the

Civil War by

a. identifying the reasons for westward expansion, including its impact on

American Indians.

Reasons for increase westward expansion

Opportunities for land ownership

Technological advances, including the Transcontinental Railroad

Possibility of obtaining wealth, created by the discovery of gold and silver

Desire for adventure

Desire for a new beginning for former enslaved African Americans

USII.2c The student will use maps, globes, photographs, pictures, or

tables for

c. locating the 50 states and the cities most significant to the historical

development of the United States.

States grouped by region

Northeast: Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode Island, New York, New Jersey, Pennsylvania

Southeast: Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas

Midwest: Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota

Southwest: Texas, Oklahoma, New Mexico, Arizona

Rocky Mountains: Colorado, Utah, Nevada, Montana, Wyoming, Idaho

Pacific: Washington, Oregon, California

Noncontiguous: Alaska, Hawaii Cities

Northeast: New York, Boston, Pittsburgh, Philadelphia

Southeast: Washington, D.C., Atlanta, New Orleans

Midwest: Chicago, St. Louis, Detroit

Southwest: San Antonio, Santa Fe

Western (Rocky Mountains): Denver, Salt Lake City

Pacific: San Francisco, Los Angeles, Seattle

Noncontiguous: Juneau, Honolulu

Chapter 1

Geography and

Westward Expansion

USII.9c The student will demonstrate knowledge

of the key domestic and international issues

during the second half of the twentieth and early

twenty-first centuries by

c) identifying representative citizens from the time

period who have influenced America

scientifically, culturally, academically, and

economically.

Science

Charles Drew: Medicine (plasma)

J. Robert Oppenheimer: Physics (Manhattan Project team)

Culture

Frank Lloyd Wright: Architecture

Martha Graham: Dance Academics

Henry Louis Gates: History

Maya Angelou: Literature Economics

Bill Gates: Computer technology (Microsoft)

Ray Kroc: Franchising (McDonald’s)

2

Brainmapping

10 pictures, 10 terms, 5 colors

3

Vocabulary carpetbaggers Northerners who took advantage of

Southerners after the Civil War.

Reconstruction Rebuilding the South after the Civil

War.

lon

gitu

de / m

eridian

: lines th

at stretch from

pole to pole

, and m

easure E

ast and W

est

Black Codes Laws in the South that limited the

rights of African Americans after

the Civil War.

Jim Crow Laws enacted in the South after the

Civil War that created supposedly

“Separate but Equal” facilities for

African Americans.

Freedman’s Bureau Government organization formed

to help former slaves after the Civil

War.

Reconciliation Plan for the North and South to

become friendly again.

latitude / parallel:lines that circle the Earth and measure North and South

3

4

PRIMARY/SECONDARY SOURCE INVESTIGATION

Source

#

Primary OR

Secondary Source?

Description

Type of object?

Time Period in

U.S. History

4

5

The past is a foreign place that we can never visit…

…however, we can understand the story of the past by investigating the characters, places, and events

through time and context to put the plot together. Historians use a variety of information to examine the

past.

Primary Sources A primary source is an artifact that tells us about the truth as people in the past understood it.

These often include work created by someone who witnessed the event first-hand or was part of the historical

time period that is being described. Primary sources can be:

M

A

D

S

L

A

P

Secondary Sources A secondary source interprets and analyses primary sources. Secondary sources

are one step removed from the event being described but provide the background necessary to

understand the primary sources. Secondary sources are:

E

T library.queensu.ca/webisi/survivalguide/glossary.html

5

6

6

7

How have individuals influenced America scientifically, culturally, academically, and economically during the 20th century?

Biography of: ___________________________________ (Name of person that you are researching.)

Sources used: Mark source title with a P if primary and an S if secondary.

1. ___________________________________

2. ___________________________________

3. ___________________________________

Birthdate: _________ Year of death: __________ Still living?; Current Age: _________

What was this person’s main influence, and what area of American life did it influence (science, culture, academics, economics, politics)? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ State your opinion about this person’s influence and back it up with at least two facts: Global Impact At the time, how big was the impact of this person on the USA? On the world? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Final score:________(1-10)

Specialness Could anybody else have had this impact, or was this person unique? If this person had never existed, how might things have been different? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Final score:________(1-10) Test of Time How long lasting was this impact? Do we still see this impact in the world today? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Final score:________(1-10)

USII.9c

8

20 QUESTIONS

*For each question, write which “one” person from our list you would most want to be paired with in that

situation. You may only use each person once!

*Then, in one or two sentences, explain why they would be the best choice. 1. Who would you like to be on survivor with?

2. Who would you like to have help you with your homework?

3. Who would you like to watch a professional football game with?

4. Who would you like to play a video game with?

5. Who would you like to take automobile shopping?

6. Who would you like to have with you in a nuclear war?

7. Who would you like to be with if you got run over by a marching band?

8. Who would you like to be with if you had “in-school?”

9. Who would you like to have with you to help explain to your parents why you came in two hours past your

curfew?

10. Who would you like to eat tacos or pizza with?

11. Who would you like to have with you to listen to your favorite music?

12. Who would you like to be your 8th grade math teacher?

13. Who would you like to help you write a paper to your parents on why you need a bigger allowance?

14. Who would you like to go scuba diving with?

15. Who would you like to have tell you how they became successful?

16. Who would you like to have with you when you stand before a judge for speeding in your car?

17. Who would you like to have worked for?

18. Who would you like to have as your brother or sister?

19. Who would you like to do a music video with?

20. Who would you like to have to fight live on pay-per-view TV?

9

Historical Figure “How did I influence America in the 20th

century?”

Charles Drew

Robert Oppenheimer

William Shockley (John Bardeen & Walter Brattain)

Frank Lloyd Wright

Ansell Adams

Maya Angelou

Martha Graham

Henry Louis Gates

William Durant

Bill Gates

Ray Kroc

Sam Walton

Rosa Parks

Martin Luther King Jr.

Eleanor Roosevelt

George C. Marshall

Hideki Tojo

Benito Mussolini

Adolph Hitler

Josef Stalin

Winston Churchill

Franklin Delano Roosevelt

Harry Truman

Rosie the Riveter

Woodrow Wilson

Theodore Roosevelt

10

States grouped by region

Northeast: (9) My Guess is (and why):

But the right answer is (and why): Maine, Vermont, New Hampshire, Connecticut, Massachusetts, Rhode

Island, New York, New Jersey, Pennsylvania

Southeast: (14) My Guess is (and why):

But the right answer is (and why): Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee,

North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas

Midwest: (12) My Guess is (and why):

But the right answer is (and why): Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri,

Kansas, Nebraska, South Dakota, North Dakota

Southwest: (4) My Guess is (and why):

But the right answer is (and why): Texas, Oklahoma, New Mexico, Arizona

Rocky Mountains: (6) My Guess is (and why):

But the right answer is (and why): Colorado, Utah, Nevada, Montana, Wyoming, Idaho

Pacific: (3) My Guess is (and why):

But the right answer is (and why): Washington, Oregon, California

Noncontiguous: (2) My Guess is (and why):

But the right answer is (and why): Alaska, Hawaii

Write down your guesses for which states are grouped into the following regions.

11

States grouped by region

12

In th

e s

pa

ce

pro

vid

ed

for th

e

majo

r citie

s, d

raw

a p

ictu

re th

at

repre

sents

that c

ity’s

sp

ecia

lized

ind

ustry

13

Significant American Cities

Ju

ne

au

Honolu

lu

Seattle

Salt L

ake C

ity

Denver

St. L

ouis

Detro

it

Santa

Fe

San A

nto

nio

Atla

nta

14

“It’s a treeless wasteland!” “It’s a vast area to be settled” The Climate and Geography

of the Great Plains Reasons for increased Westward Expansion

F L

A

R

G

E

L.

E.

D.

8 Technologies that allow people to live in the Great Plains

Railr

oa

d

Win

dm

ill

Dry

Fa

rmin

g

Be

ef

Ca

ttle

So

d H

ou

se

Ste

el P

low

Wh

ea

t

Ba

rbed

Wire

15

“It’s a treeless wasteland!” “It’s a vast area to be settled!”

The Climate and Geography of the Great Plains

Reasons for increased Westward Expansion

Flatlands that rise slowly from

East to West: A constant climb West

Land ownership

opportunities

Adventure

Railroad and technological

improvements

Gold and silver and

opportunities for wealth

End of slavery (new

beginning for African-Americans)

Little rainfall:

No water for drinking or crops.

Erosion from wind and water:

Easily eroded/lack of trees Hard soil.

Dust storms:

No Top Soil---Leaves the useless soil. Health dangers.

8 Technologies that allow people to live in the Great Plains INVENTION Problem Solved Impact on People RANKING

(1-8)

Railroad Easy shipping & travel Faster travel, more customers, cheaper buying items

Sod House No wood for building Shelter cheaply

Windmill Pump water from below Family, crops, and animals could survive through droughts

Steel Plow Hard ground/sod to cut through Cut through ground to plant crops

Dry Farming No water. Water moist deeper down in soil

Plants could grow with little rain.

Wheat Tougher wheat to withstand harsh weather

Important crop could be grown for food and income

Beef Cattle Tougher cattle and lots of land to graze on.

Raise cattle to sell for beef with little expense for feeding them

Barbed Wire No trees for fencing Keep animals safe & create borders

16

Chapter 1 Study Guide

Reconstruction/Westward Expansion (each question is worth 10 points –no partial credit)

*Put the answers in the space provided.

*Answers may have more than one word even when there is only one space.

Climate and Physical features of the Great Plains

1. FLATLANDS that rise slowly from the EAST to the

WEST .

2. EROSION by wind and WATER.

3. Little RAINFALL

4. DUST STORMS

Fill in the 5 reasons for westward expansion

5. The end of SLAVERY

6. Opportunities for LAND ownership.

7. Possibility of wealth created by the discovery of GOLD and SILVER.

8. Technological advances, including the (2 words) TRANSCONTINENTAL RAILROAD

9. (The last answer is a single word.) ADVENTURE

Name the adaptation/invention, from the 1870s, that solved the following problems of those desiring to

settle in the Great Plains:

10. But, the soil’s too tough to plow that deep! How will we till the earth to plant the crops? STEEL PLOW

11. What’s the point of plowing crops if the crops can’t grow out here?! Is there anything that we might plant that

can survive in the harsh weather? WHEAT

12. Hey, there ain’t no trees for cuttin! Where are we gonna live? SOD HOUSES

13. That doggone soil’s too dry! We can’t plant crops out yonder! How will we ever seed the land and prosper?

DRY FARMING

14. The Great Plains are so LARGE! How in the heck are we gonna get out there? RAILROAD

15. Yeah, but very few animals survive in these here Great Plains. What kind of livestock can we raise to give us

food? BEEF CATTLE

16. What are we gonna drink?? Can’t get no water, it’s too far down! Our pump don’t work out here!

WINDMILL

17. Then how will we keep ‘em from runnin’ away? BARBED WIRE

17

(20 - 26) Write the names of each region in the appropriate place.

20 PACIFIC 21 ROCKY MOUNTAIN 22 MIDWEST 23 NORTHEAST

24 NONCONTIGUOUS 25 SOUTHWEST 26 SOUTHEAST

Fill in the blanks with the correct place or item:

27. (DETROIT - Automobile) (CHICAGO - Meat-Packing)

28. (PITTSBURGH - Steel) (New England - TEXTILES )

(Number in 1st column----Letter in 2

nd column)

(1 – Science 2 – Culture 3 – Academics 4 – Economics)

29. 3 H Henry Louis Gates

30. 1 C Charles Drew

31. 4 L Bill Gates

32. 2 J Frank Lloyd Wright

33. 4 I Sam Walton

34. 2 G Maya Angelou

35. 4 B Ray Kroc

36. 1 E Robert Oppenheimer

37. 3 K Will Durant

38. 1 F William Shockley

39. 2 A Martha Graham

40. 2 D Ansel Adams

A. Contemporary Dance; Choreographer and

Dancer

B. Entrepreneur; McDonald’s Franchise

C. Plasma; Blood Bank

D. Photographer; Environmentalist

E. Atomic Bomb; Manhattan Project

F. Inventor; Transistor

G. Poet; Autobiographer

H. African American Historian; Scholar

I. Retail Businessman; Wal-Mart

J. Architect; Falling Water

K. Philosopher; Historian

L. Computer Technology; Microsoft

16 SIDE 2

18

Author: ___________________________#_____

CH. 1: Notebook Check - Grade 7 U.S. History

WESTWARD EXPANSION

Unless otherwise noted by an asterisk (*), all pages must be completed to receive full credit for class participation and class work completion. Each item is worth 1 points. 20 items total.

_____ NB 1 Ch. 1 Title Page

_____ NB 2 Ch. 1 Preview

_____ NB 3 Ch. 1 Vocabulary (ALL pictures drawn)

_____ NB 4 Primary/Secondary Source

_____ NB 5 Sources – MADSLAP ET

_____ NB 6 Mural/Collage

_____ NB 7 Biography Research

_____ NB 8 Twenty Questions & Who Am I?

_____ NB 9 Historical Figures

_____ NB 10 You decide - Regions

_____ NB 11 States Grouped by Region

_____ NB 12 Five Major Cities

_____ NB 13 Cities

_____ NB 14 Travel booklet

_____ NB 15 Westward Expansion Notes

_____ NB 16 Ch. 1 Study Guide

TOTAL Score:__________/16

Signature: Notebook Inspector

Signature: Teacher

Author: ___________________________#_____

CH. 1: Notebook Check - Grade 7 U.S. History

WESTWARD EXPANSION

Unless otherwise noted by an asterisk (*), all pages must be completed to receive full credit for class participation and class work completion. Each item is worth 1 points. 20 items total.

_____ NB 1 Ch. 1 Title Page

_____ NB 2 Ch. 1 Preview

_____ NB 3 Ch. 1 Vocabulary (ALL pictures drawn)

_____ NB 4 Primary/Secondary Source

_____ NB 5 Sources – MADSLAP ET

_____ NB 6 Mural/Collage

_____ NB 7 Biography Research

_____ NB 8 Twenty Questions & Who Am I?

_____ NB 9 Historical Figures

_____ NB 10 You decide - Regions

_____ NB 11 States Grouped by Region

_____ NB 12 Five Major Cities

_____ NB 13 Cities

_____ NB 14 Travel booklet

_____ NB 15 Westward Expansion Notes

_____ NB 16 Ch. 1 Study Guide

TOTAL Score:__________/16

Signature: Notebook Inspector

Signature: Teacher

17 17