Global Struggles, 1941–1960
UNIT 5 RESOURCESGlobal Struggles,1941–1960CHAPTER 13A World in Flames, 1931–1941CHAPTER 14America and World War II,1941–1945CHAPTER 15The Cold War Begins, 1945–1960CHAPTER 16Postwar America, 1945–1960
Book OrganizationGlencoe offers resources that accompany The American Vision: Modern Times to expand,enrich, review, and assess every lesson you teach and for every student you teach. NowGlencoe has organized its many resources for the way you teach.HOW THIS BOOK IS ORGANIZEDEach Unit Resources book offers blackline masters at unit, chapter, and section levelsfor each unit. Each book is divided into three parts—unit-based resources, chapter-basedresources, and section-based resources. Glencoe has included tabs at the side of everyactivity page in this book to help you navigate through it.UNIT-BASED RESOURCESWe have organized this book so that all unit resources appear at the beginning. Althoughyou may choose to use the specific activities at any time during the course of unit study,Glencoe has placed these resources up front so that you can review your options. For example, the Geography and History Activities and American Literature Readings appear in thefront part of this book, but you may plan to use these activities in class at any time duringthe study of the unit.CHAPTER-BASED AND SECTION-BASED RESOURCESChapter-based resources follow the unit materials. For example, Chapter 13 blackline masters appear in this book immediately following Unit 5 materials. The materials appear in theorder you teach—Chapter 13 activities; Chapter 13 section activities; Chapter 14 activities;Chapter 14 section activities; and so on.A COMPLETE ANSWER KEYA complete answer key appears at the back of this book. This answer key includesanswers for all activities in this book in the order in which the activities appear.Image Credits39 Bettmann/CORBIS; 41 Chicago Historical Society; 73 Amistad Research Center, Tulane University; New Orleans, LA;75 Courtesy of the J.N, “Ding” Darling Foundation; 107 CORBIS; 109 From Herblock’s Here and Now, Simon & Schuster, 1955;141 Geoffrey Clements/CORBIS; 143 Herblock Collection/The Library of CongressCopyright Glencoe/McGraw Hill, a division of The McGraw-Hill Companies, Inc. All rightsreserved. Permission is granted to reproduce the material contained herein on the condition thatsuch material be reproduced only for classroom use; be provided to students, teachers, andfamilies without charge; and be used solely in conjunction with The American Vision: Modern Timesprogram. Any other reproduction, for use or sale, is expressly prohibited.Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240ISBN: 978-0-07-878505-4MHID: 0-07-878505-7Printed in the United States of America.1 2 3 4 5 6 7 8 9 1002410 09 08 07
Unit 5Table of ContentsTo the Teacher.vUnit 5 Resources .1Chapter 14 Resources.53Reading Skills Activity 14 .55Historical Analysis Skills Activity 14.56Geography and History Activity 5 .3Differentiated Instruction Activity 14 .57Economics and History Activity 5 .7English Learner Activity 14.59History Simulations and Problem Solving 5 .9Content Vocabulary Activity 14 .61American Literature Readings 5 .13Academic Vocabulary Activity 14 .63Chapter 13 Resources.19Reinforcing Skills Activity 14.65Reading Skills Activity 13 .21Historical Analysis Skills Activity 13.22Differentiated Instruction Activity 13 .23English Learner Activity 13.25Content Vocabulary Activity 13 .27Academic Vocabulary Activity 13 .29Reinforcing Skills Activity 13.31Critical Thinking Skills Activity 13.32Time Line Activity 13.33Critical Thinking Skills Activity 14.66Time Line Activity 14.67Linking Past and Present Activity 14 .68Primary Source Reading 14-1.69Primary Source Reading 14-2.71American Art and Music Activity 14 .73Interpreting Political Cartoons Activity 14.75Reteaching Activity 14 .77Enrichment Activity 14 .79Linking Past and Present Activity 13 .34Chapter 14 Section Resources .81Primary Source Reading 13-1.35Guided Reading Activity 14-1.82Primary Source Reading 13-2.37Guided Reading Activity 14-2.83American Art and Music Activity 13 .39Guided Reading Activity 14-3.84Interpreting Political Cartoons Activity 13.41Guided Reading Activity 14-4.85Reteaching Activity 13.43Guided Reading Activity 14-5.86Enrichment Activity 13 .45Chapter 15 Resources.87Chapter 13 Section Resources .47Reading Skills Activity 15 .89Guided Reading Activity 13-1.48Historical Analysis Skills Activity 15.90Guided Reading Activity 13-2.49Differentiated Instruction Activity 15 .91Guided Reading Activity 13-3.50English Learner Activity 15.93Guided Reading Activity 13-4.51Content Vocabulary Activity 15 .95iii
Academic Vocabulary Activity 15 .97Guided Reading Activity 16-2.151Reinforcing Skills Activity 15.99Guided Reading Activity 16-3.152Critical Thinking Skills Activity 15.100Time Line Activity 15.101Linking Past and Present Activity 15.102Primary Source Reading 15-1 .103Primary Source Reading 15-2 .105American Art and Music Activity 15.107Interpreting Political Cartoons Activity 15 .109Reteaching Activity 15.111Enrichment Activity 15 .113Chapter 15 Section Resources.115Guided Reading Activity 15-1.116Guided Reading Activity 15-2.117Guided Reading Activity 15-3.118Guided Reading Activity 15-4.119Chapter 16 Resources .121Reading Skills Activity 16.123Historical Analysis Skills Activity 16.124Differentiated Instruction Activity 16 .125English Learner Activity 16.127Content Vocabulary Activity 16 .129Academic Vocabulary Activity 16.131Reinforcing Skills Activity 16.133Critical Thinking Skills Activity 16.134Time Line Activity 16 .135Linking Past and Present Activity 16 .136Primary Source Reading 16-1.137Primary Source Reading 16-2.139American Art and Music Activity 16.141Interpreting Political Cartoons Activity 16 .143Reteaching Activity 16.145Enrichment Activity 16 .147Chapter 16 Section Resources .149Guided Reading Activity 16-1 .150ivAnswer Key.153
To the TeacherTHE AMERICAN VISION: MODERN TIMES–THE TOTAL PACKAGEGlencoe’s Unit Resource books are packed withactivities for the varied needs of all of your students. They include the following activities:Geography and History ActivitiesThese activities help students become familiarwith map skills and the role that geography hasplayed in history. Students will interpret andanalyze maps in relation to historical events.Economics and History ActivitiesThese activities are designed to provide studentswith the opportunity to analyze and interpreteconomic concepts and events in relation to history. These assignments make use of graphs andeconomic data to help students appreciate howhistory and economics are interrelated.History Simulations and Problem SolvingThese activities provide situations for students touse critical thinking and other skills in simulatedhistorical settings. These reenactment activitiesgive students the experience of participating indebates, political campaigns, journalism, literarysalons, and more.American Literature ReadingsThese readings provide students with the opportunity to read literature by or about people wholived during different historical periods. Eachselection is preceded by background informationand a guided reading suggestion, and followedby comprehension and critical thinking questions.Reading Skills ActivitiesThese activities are designed to emphasize theskills that students need to develop strategies fororganizing and processing information. Eachactivity provides students with an opportunityto practice and apply the skill using selectedpassages from their texts.Historical Analysis Skills ActivitiesThese activities allow students to practice analyzing, evaluating, and interpreting historicalevents and their effects. Each activity providesstudents with an opportunity to practice andapply the skill using a particular event or passage from related primary sources.Differentiated Instruction ActivitiesThese activities use a variety of reading materials to better the students understanding of thehistory being taught. In each activity the sourcematerial is followed by questions that requirestudents to think critically about the informationpresented. On the second page are teachingstrategies designed to assist teachers in tailoringthe activity to different learning styles.English Learner ActivitiesThese worksheets provide a variety of activities,which enable students to revisit the connectionsamong facts in their textbook and to reviewmajor concepts. These activities may be used forremediation or reinforcement.Content Vocabulary ActivitiesThese review and reinforcement activities helpstudents master unfamiliar terms used in thestudent text. The worksheets emphasize identification of word meanings and provide reinforcement of language skills.Academic Vocabulary ActivitiesThese review and reinforcement activities helpstudents master unfamiliar terms used in theirtext. The worksheets emphasize identification ofword meanings and provide reinforcement oflanguage skills.Reinforcing Skills ActivitiesThese activities allow students to practice theircritical thinking and social studies skills with theinformation learned in the student text, and thenapply them to other situations. These chapterbased activities will help students develop thebasic skills needed to adapt to new situationsand content.Critical Thinking Skills ActivitiesThese activities help students develop their abilities to interpret, compare, contrast, and assessinformation, and then use these abilities toanalyze, make predictions, and reach logical andvalid judgments and conclusions. These highlevel thinking activities are vitally important to astudent’s ability to function in an ever-changingworld.(continued)v
To the Teacher(continued)Time Line ActivitiesReteaching ActivitiesLinking Past and Present ActivitiesEnrichment ActivitiesTime lines are used to help students becomeaware of chronology in major historical events.Comparative time lines allow students to seerelationships among events in different regionsof the country or among events in differentcountries.By recognizing the link between the past and thepresent, students will better understand the relevancy of history to their lives. These activitiestake a look at the development and changes thathave occurred in such areas as crime and punishment, taxation, women’s rights, sports, andeven animation and music.Primary Source ReadingsThese activities allow students to "see" historythrough the eyes of those who witnessed historicevents, lived during historic periods, and participated in historic movements or changes. Eachreading is preceded by an interpretive paragraphand concludes with questions related to the primary source.American Art and Music ActivitiesThese activities provide an opportunity for students to sample the cultural history of a periodand to compare and contrast cultural contributions, both past and present. A brief biography ofeach artist is followed by comprehension andcritical thinking questions.Interpreting Political Cartoons ActivitiesThese activities give students the opportunity toreview different periods of history by learninghow to interpret political cartoons. Each activityprovides a political cartoon, background information about it, and critical thinking questionsto help students interpret the cartoon’s message.viThese are a variety of activities designed toenable students to visualize the connectionsamong facts in their textbook and to reviewmajor concepts. Graphs, charts, and tables areamong the many types of graphic organizersused.These activities introduce students to contentthat is different from, but related to, the themes,ideas, and information in the student textbook.Enrichment activities help students develop abroader and deeper understanding of the concepts and ideas presented in the chapters.Guided Reading ActivitiesThese activities provide help for students whoare having difficulty organizing the informationfound in the sections. Students fill in missinginformation in outlines and sentence completionactivities and respond to short-answer questions.
5UNITUnit 5 ResourcesGeography and History Activity 5D-Day: Utah Beach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Economics and History Activity 5Money and the Affluent Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7History Simulations and Problem Solving 5The Marshall Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9American Literature Readings 5From “The Good War” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13From The Invisible Thread . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15From The Living Is Easy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .171
NameHDateClassGEOGRAPHY AND HISTORY ACTIVITY 5THE TERRAIN AT UTAH BEACHOn June 6, 1944, or D-Day, Allied troopslanded on five beaches in Normandy,France. The two beaches on whichAmerican troops landed were Omaha Beachand Utah Beach. These beaches differed interrain and in the amount of Germandefenses in place. Landings at both weresuccessful, but the invasion of Utah Beachwas accomplished with fewer than 300 liveslost due in part to these differences.Furthermore, there was a surprising error inthe landing on Utah Beach. The troops cameashore south of where the invasion hadbeen planned.Utah Beach is a nine-mile stretch on theeastern shore of the Cotentin Peninsula ofFrance. (See Map 1.) It was the westernmost beach of the five Allied landing areasin the Normandy Invasion. Utah is similarto many beaches along the eastern coastof the United States. At low tide, a gentleslope of yellow sand is visible for about350 yards out to sea. The Germans plantedobstacles in it to make an invasion fromsea difficult.The plan called for the soldiers to crossthat section of the beach where they wouldcome to a few yards of dry sand withCopyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.Map 1—Utah Beach, Contentin Peninsula, and CherbourgEnglish ChannelNWEFRANCESCherbourgUtah BeachContentinPeninsulaNormandy00252550 miles50 kilometersFRANCEThe map shows the location of Utah Beach on the Cotentin Peninsula, and Cherbourg on the northern tip of the peninsula.(continued)3UNITTWO BEACHES5D-Day: Utah Beach
Name DateClassGEOGRAPHY AND HISTORY ACTIVITY 5 (continued)UNIT5driftwood, seaweed, and shells. A wide beltof sand dunes then faced the soldiers foranother 100 yards. Most of the dunes were10 to 20 feet high and partially coveredwith beach grass. The Germans had built alow concrete wall on the seaward side ofthe dunes. German artillery, along withmiles of barbed wire and thousands ofmines, were dug into the dunes.The terrain beyond the beach was alsoimportant to the troops’ ability to moveinland quickly. Behind the dunes, a roadran parallel to the beach. Four exit roadscalled “causeways” ran inland perpendicular to the beach. The causeways crossedfields that the Germans had flooded bydamming rivers. Behind the flooded fields,German troops were stationed at every village with artillery aimed at the causeways.THE PLANThe invasion of Utah Beach was to takeplace in the Tare Green and Uncle Red sectors, with Exit 3 the approximate middle ofthe landing area. (See Map 2.) Four waves oftroops would land at the beach. The troopswould cross the beach, seize control of theroads, link up with the airborne troopsdropped inland earlier, and move toward theport town of Cherbourg, France, at the northern tip of the peninsula. The first landingwas to be opposite Les-Dunes-de-Varreville.Although that was the plan, it is not exactlywhat happened.Map 2— T he Landing Plan on Utah BeachayewsucaNETare GreenSLes-Dunes-de-Varrevilleca use wExit 4ayExit 3St. Martin de VarrevilleMerdereterRivSte. Mère-EgliseTare GreenaysewuacUncle RedLa MadeleineLa Grand DunecaSte. Marie Du MontUncle RedusewayPouppevilleExit 2Actual landingExit 1The map shows where the American troops intended to land on Utah Beach, where they actuallylanded, the four exits from the beach, the roads or “causeways,” and the nearby towns.(continued)4Copyright Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.WProposed landing
NameSome of the landing craft of the firstwave hit sandbars and the troops jumpedinto waist-deep water about 200 feet fromshore. They made their way to shore, andsome crossed the beach and went up thedunes. Before the invasion, the officers hadcarefully studied the terrain on maps. Afterlooking at their surroundings from thedunes, they knew they were in the wrongarea of the beach.The troops had actually landed near Exit2, about 2,000 yards south of the proposedlanding area. The water was shallower atExit 2 than at Exit 3, which is why some ofthe landing craft ran onto sandbars. Thedeeper water at Exit 3 was one reason itwas the targeted landing site. The officersfaced the important decision of whether tomove the whole operation north to Exits 3and 4 where they had planned to land, or tostay where they were. General TheodoreRoosevelt, Jr., made the decision with thefamous quote, “We’ll start the war fromright here.”HOW IT HAPPENEDAn important factor in the miscalculationwas that exploding mines at sea destroyedthree of the four landing control crafts(LCC). The LCC were 36-foot boatsequipped with small radios and radarequipment for guiding the landing crafts toth
UNIT 5 RESOURCES Global Struggles, 1941–1960 CHAPTER 13 A World in Flames, 1931–1941 CHAPTER 14 America and World War II, 1941–1945 CHAPTER 15 The Cold War Begins, 1945–1960 CHAPTER 16 Postwar America, 1945–1960 TAVMT 08_UR5_878505-7 5/24/07 10:04 PM Page 1
In the year 1932 in a small town named Bradford in northern Pennsylvania, George G. Blaisdell laid the . 1941 Replica, Bottom Stamp 1941 1941 replica, 4-barrel hinge 1941 with Lustre Etch 1941 with Surface Imprint ZIPPO HISTORY 1941 1941 Replica ZIPPO 1941 REPLICA 1941 1941 Replica, Special Box 8. 150 Black Ice 150 Black Ice with Surface .
1940-Sept. 24 Carousel of American Music 1941 Talking Union – The Almanac Singers 1941-May 8 America’s Town Meeting of the Air 1941-Oct. 5 World Series Game Four (NY vs. Brooklyn) 1941-Dec. 8 Roosevelt, Franklin D.: Address to Congress 1941-Dec. 15 We Hold These Truths (No
CHAPTER 14 America and World War II 1941 1945 CHAPTER 15 The Cold War Begins 1945 1960 CHAPTER 16 Postwar America 1945 1960 Why It Matters The rise of dictatorships in the 1930s led to World War II, the most destructive war in world history. The United States played a major role in the war, fighting in Europe, Africa and
EASTER Thomas Nelson 19-Mar-1964 20-Mar-1964 4 O EASTER Thomas Nelson 19-Mar-1964 21-Mar-1964 3 FN EASTERDAY Charles F 2-May-1962 2-May-1962 43 O EASTIN Alena Mae (DeVaughn) 3-Jul-1962 3-Jul-1962 5 O EASTMAN Alonzo W 14-Nov-1960 14-Nov-1960 3 O EASTMAN Alonzo W 14-Nov-1960 16-Nov-1960 5
Pre-1960 homes usually have more layers of lead-based paint than newer homes. Also, paint that was used before 1960 usually contained more lead than paint used after 1960. Homes built before 1960 are more likely to have peeling and chipping lead-based paint. In Iowa homes, many interior and exterior wood surfaces that were painted before 1960 haveFile Size: 2MBPage Count: 24
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19 Caste and Politics democracy. politics. 5. Popular Struggles and Movements Popular Struggles in Nepal and Bolivia Mobilization and Organization Pressure Groups and Movements . Note: The chapter ‘Popular Struggles and Movements’ to be assessed in the Periodic Test
Accounting Paper 1 You do not need any other materials. Pearson Edexcel International GCSE Turn over . 2 *P48370A0220* SECTION A Answer ALL questions. Some questions must be answered with a cross in a box . If you change your mind about an answer, put a line through the box and then mark your new answer with a cross . 1 A business sells goods for cash. What are the entries in the books of the .
