The American Promise Teacher Resources PDF

INSTRUCTOR’S RESOURCE MANUAL The American Promise A History of the United States Fourth Edition SARAH E. GARDNER Mercer University CATHERINE A. JONES Johns Hopkins University...

INSTRUCTOR’S RESOURCE MANUAL The American Promise A History of the United States Fourth Edition SARAH E. GARDNER Mercer University CATHERINE A. JONES Johns Hopkins University Bedford/St. Martin’s Boston ◆ New York Copyright © 2009 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 0 9 8 7 6 5 f e d c b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN–10: 0–312–47006–1 ISBN–13: 978–0–312–47006–7 Instructors who have adopted The American Promise, Fourth Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students.  Preface This manual draws upon instructor experiences Anticipating Student Reactions discusses common teaching with The American Promise. Intended to help misunderstandings that new students of U.S. history make your American survey course as successful as typically bring to class and addresses topics that stu- possible, it offers chapter-by-chapter suggestions and dents frequently find difficult to grasp. This points to resources for teaching with fourth edition. The follow- ways in which instructors can debunk misconcep- ing features are designed to help you make the most tions, complicate generalizations, clarify topics, and of your course. incite students into active thinking about history. In-Class Activities offer suggestions for engaging students, such as debates and simulations based on Features important topics in the text, and is divided into four subsections. Class Discussion Starters help stretch Chapter Learning Objectives offer an overview of the students’ historical imagination and impress upon chapter’s content for easy reference and act as a start- them the conditional nature of history, unseating the ing point for class discussions. notion that history moves forward as a predetermined sequence of events. Historical Debates point to major Annotated Chapter Outline gives an in-depth review points of contention among scholars and offer sugges- of each chapter, covering major topics and sub-themes, tions for setting up classroom debates on thought- and serves as a guidepost for those new to the book. provoking topics. Reading Primary Sources suggests ways to introduce students to primary sources, to NEW Chapter Questions includes model answer develop their analytical thinking skills, and to encour- guidelines for the new Review Questions and Making age them to think about the past like historians. Connections questions, along with the Map and Visual Finally, Using Film and Television in the Classroom Activities and the questions that accompany the Docu- offers numerous titles of documentaries and relevant menting the American Promise feature. The guidelines Hollywood films for students to view. include page references to help you efficiently guide your students back to the narrative for reinforcement Additional Resources appear at the conclusion of of major points. The model answers can also be used each chapter. These detailed guides list chapter- as a guide for class discussions and to help establish specific elements from the many supplements avail- grading guidelines when the questions are used for able with the book, including transparencies and assignments, quizzes, or tests. digital images for classroom use, supplementary readings for students, and customized online activi- Lecture Strategies in each chapter provide flexible ties that are fully integrated with the text and allow approaches to teaching the chapter’s major themes students to practice the skills historians use while and events. Each suggests ways to use the textbook’s reinforcing chapter content. A full list of the resources images, boxed features, and maps to illustrate or rein- available with The American Promise, Fourth Edition, force points in the narrative and to provoke discussion. follows. iii iv PREFACE NEW Research Paper Topics are designed to encour- lecture, assignment, and research materials such as age students to integrate material and think analyti- PowerPoint chapter outlines and the digital libraries cally. The sample research paper questions cover at Make History. The Web site also contains additional material from multiple chapters and ask students to instructor materials including an online version of interpret political, social, religious, and economic pat- this manual, a guide to changing editions, a guide to terns and changes over time. using the Bedford Series in History and Culture with the fourth edition, and chapter questions for i>clicker, Discussing The American Promise: A Survival Guide a classroom response system. for First-Time Teaching Assistants appears in Appendix I of this manual. This unique resource sup- Computerized Test Bank. This test bank, by Bradford plements the chapter-specific teaching suggestions Wood (Eastern Kentucky University), Peter Lau with concrete advice for T.A.’s on teaching the U.S. (University of Rhode Island), and Sondra Cosgrove history survey course—working with professors, (Community College of Southern Nevada) contains overcoming problems with students, running discus- easy-to-use software to create tests. Over 80 exercises sion sections, designing assignments, grading tests are provided per chapter, including multiple-choice, and papers, relating thesis and dissertation work to fill-in-the-blank, map analysis, short essay, and full- classroom teaching, and more. length essay questions, including the questions from the textbook. Instructors can customize quizzes, add Sample Syllabi, which appear in Appendix II, offer or edit both questions and answers, and export ques- suggestions for structuring survey courses using this tions and answers to a variety of formats, including textbook as well as other supplemental Bedford/St. WebCT and Blackboard. The disc includes correct Martin’s materials. Syllabi are included for quarter answers and essay outlines as well as separate test schools, semester schools, and the one-semester survey. banks for the associated telecourses Shaping America and Transforming America. Supplements Available Instructor’s Resource CD-ROM. This disc provides instructors with ready-made and customizable Power- with The American Promise, Point multimedia presentations built around chapter Fourth Edition outlines, maps, figures, and selected images from the textbook. The disc also includes selected images from This manual serves as the keystone to the comprehen- the textbook in jpeg and PowerPoint format, and out- sive collection of supplements available with The line maps in PDF format for quizzing or handouts. American Promise, Fourth Edition, that provide an integrated support system for veteran teachers, first- Make History at bedfordstmartins.com/roark. Com- time teacher assistants, and instructors who lecture to prising the content of our five acclaimed online large classes. As noted above, chapter-specific sugges- libraries—Map Central, the U.S. History Image Library, tions for incorporating many of the supplements can DocLinks, HistoryLinks, and PlaceLinks, Make History be found throughout this manual. provides one-stop access to relevant digital content including maps, images, documents, and Web links. Students and instructors alike can search this free, easy- Supplements to-use database by keyword, topic, date, or specific chapter of The American Promise and can download any For Instructors content they find. Instructors using The American Transparencies. This set of over 160 full-color acetate Promise can also create collections of content and post transparencies of full-size maps and images from both them to the Web to share with students. the full and compact editions of The American Promise helps instructors present lectures and teach students Using the Bedford Series in History and Culture in important map and image-reading skills. the U.S. History Survey at bedfordstmartins.com/ usingseries. This online guide helps instructors inte- Book Companion Site at bedfordstmartins.com/ grate volumes from the popular Bedford Series in His- roark. The companion Web site gathers all the elec- tory and Culture into their U.S. history survey course. tronic resources for the fourth edition, including the The guide not only correlates themes from each series Online Study Guide and related Quiz Gradebook, at a book to the survey course but also provides ideas for single Web address, providing convenient links to classroom discussions.  PREFACE v Course Management Content. E-content is avail- With search functions stronger than in any competing able for this book in Blackboard, WebCT, Angel, text, this e-book is an ideal study and reference tool and Desire2Learn course management systems. This for students. Instructors can easily add documents, e-content includes nearly all of the offerings from the images, and other material to customize the text, mak- book’s Online Study Guide as well as the book’s test ing this e-book especially suited to instructors who bank and the test banks from the associated tele- wish to build dynamic online courses or use electronic courses Shaping America and Transforming America. texts and documents. Available free with the print text or stand-alone for about half the price of the textbook. Videos and Multimedia. A wide assortment of videos and multimedia CD-ROMs on various topics in Amer- NEW Audio Reviews for The American Promise, ican history is available to qualified adopters. Also Fourth Edition at www.bedfordstmartins.com/roark. available, Reel Teaching, featuring 59 short clips from Audio Reviews are a new tool that fits easily into stu- the telecourses Shaping America and Transforming dents’ lifestyles and provides a practical new way for America in DVD and VHS formats for presentation them to study. These 25- to 30-minute summaries of during lectures. each chapter in The American Promise highlight the major themes of the text and help reinforce student The American Promise for Distance Learning via learning. Telecourse. We are pleased to announce that The American Promise has been selected as the textbook for Online Study Guide at bedfordstmartins.com/roark. the award-winning U.S. history telecourses Shaping The popular Online Study Guide is a free and unique America: U.S. History to 1877 and Transforming America: learning tool to help students master themes and infor- U.S. History since 1877 by Dallas TeleLearning at the mation presented in the textbook and improve their his- LeCroy Center for Educational Telecommunications, torical skills. Assessment quizzes, short answer and Dallas County Community College District. Guides essay questions, and interactive activities allow students for students and instructors fully integrate the to evaluate their comprehension and provide them with narrative of The American Promise into each telecourse. feedback and text references for further study. Instruc- For more information on these distance-learning tors can monitor students’ progress through the online opportunities, visit the Dallas TeleLearning Web site at Quiz Gradebook or receive e-mail updates. http://telelearning.dcccd.edu, e-mail [email protected], or call 972-669-6650. The Bedford Glossary for U.S. History. This handy supplement for the survey course gives students clear, concise definitions of the political, economic, social, For Students and cultural terms used by historians and contempo- Reading the American Past. Selected Historical Doc- rary media alike. The terms are historically contextu- uments, Fourth Edition. Edited by Michael P. Johnson alized to aid comprehension. Available free when (Johns Hopkins University), one of the authors of The packaged with the text. American Promise, and designed to complement the textbook, Reading the American Past provides a broad History Matters: A Student Guide to U.S. History selection of over 150 primary source documents as Online. This resource, written by Alan Gevinson, well as editorial apparatus to help students under- Kelly Schrum, and Roy Rosenzweig (all of George stand the sources. Emphasizing the important social, Mason University), provides an illustrated and anno- political, and economic themes of U.S. history courses, tated guide to 250 of the most useful Web sites for stu- thirty-one new documents (one per chapter) were dent research in U.S. history as well as advice on added to provide a multiplicity of perspectives on evaluating and using Internet sources. This essential environmental, Western, ethnic, and gender history guide is based on the acclaimed “History Matters” and to bring a global dimension to the anthology. Web site developed by the American History Social Available free when packaged with the text. Project and the Center for History and New Media. Available free when packaged with the text. NEW The American Promise and Reading the American Past e-Book. Not your usual e-book, this Maps in Context: A Workbook for American History. one-of-a-kind online resource integrates the text of Written by historical cartography expert Gerald A. The American Promise with the 150 additional written Danzer (University of Illinois, Chicago), this skill- sources of the companion sourcebook, Reading the building workbook helps students comprehend American Past, along with the self-testing activities of essential connections between geographic literacy and the Online Study Guide, into one easy-to-use e-book. historical understanding. Organized to correspond to vi PREFACE the typical U.S. history survey course, Maps in Bedford Bibliographer at bedfordstmartins.com/ Context presents a wealth of map-centered projects roark. The Bedford Bibliographer, a simple but pow- and convenient pop quizzes that give students hands- erful Web-based tool, assists students with the process on experience working with maps. Available free of collecting sources and generates bibliographies in when packaged with the text. four commonly documentation styles. Bedford Series in History and Culture. Over 100 Bedford Research Room at bedfordstmartins.com/ titles in this highly praised series combine first-rate roark. The Research Room, drawn from Mike scholarship, historical narrative, and important pri- Palmquist’s The Bedford Researcher, offers a wealth of mary documents for undergraduate courses. Each resources—including interactive tutorials, research book is brief, inexpensive, and focused on a specific activities, student writing samples, and links to hun- topic or period. Package discounts are available. dreds of other places online—to support students in courses across the disciplines. The site also offers Historians at Work Series. Brief enough for a single instructors a library of helpful instructional tools. assignment yet meaty enough to provoke thoughtful discussion, each volume in this series examines a Research and Documentation Online at bedford single historical question by combining unabridged stmartins.com/roark. This Web site provides clear selections by distinguished historians, each with a dif- advice on how to integrate primary and secondary ferent perspective on the issue, with helpful learning sources into research papers, how to cite sources cor- aids. Package discounts are available. rectly, and how to format in MLA, APA, Chicago, or CBE style. NEW Trade Books. Titles published by sister compa- The St. Martin’s Tutorial on Avoiding Plagiarism at nies Farrar, Straus and Giroux; Henry Holt; Hill and bedfordstmartins.com/roark. This online tutorial Wang; Picador; and St. Martin’s Press are available at reviews the consequences of plagiarism and explains a 50 percent discount when packaged with the text. what sources to acknowledge, how to keep good notes, how to organize research, and how to integrate Online Bibliography at bedfordstmartins.com/roark. sources appropriately. The tutorial includes exercises Organized by book chapter and topic, the online to help students practice integrating sources and rec- bibliography provides an authoritative and compre- ognize acceptable summaries. hensive list of references to jump-start student research. Student Course Guides for Shaping America: U.S. His- Critical Thinking Modules at bedfordstmartins.com/ tory to 1877 and Transforming America: U.S. History historyroark. This Web site offers over two dozen since 1877. These guides by Kenneth G. Alfers (Dallas online modules for interpreting maps, audio, visual, County Community College District) are designed for and textual sources centered on events covered in the students using The American Promise in conjunction U.S. history survey. An online guide correlates mod- with the Dallas TeleLearning telecourses Shaping ules to textbook chapters. America and Transforming America. Lesson overviews, assignments, objectives, and focus points provide A Student’s Online Guide to History Reference structure for distance learners, while enrichment Sources at bedfordstmartins.com/roark. This Web site ideas, suggested readings, and brief primary sources provides links to history-related databases, indexes, extend the unit lessons. Practice tests help students and journals, plus contact information for state, provin- evaluate their mastery of the material. cial, local, and professional history organizations.  Contents Preface iii LECTURE 2: The Authoritarian Native American Civilizations 20 CHAPTER 1 LECTURE 3: The Fruits of Empire 20 Ancient America: Before 1492 1 Common Misconceptions and Chapter Learning Objectives 1 Difficult Topics 21 Annotated Chapter Outline 1 In-Class Activities 21 Chapter Questions 4 Additional Resources for Lecture Strategies 8 Chapter 2 22 LECTURE 1: An Introduction to the Discipline of History 8 LECTURE 2: The Peopling of CHAPTER 3 Prehistoric America and the The Southern Colonies Diversity of North American in the Seventeenth Culture 8 Century, 1601–1700 23 Common Misconceptions and Chapter Learning Objectives 23 Difficult Topics 9 Annotated Chapter Outline 23 In-Class Activities 9 Chapter Questions 26 Additional Resources for Chapter 1 10 Lecture Strategies 31 LECTURE 1: The Process of British CHAPTER 2 Colonization 31 Europeans Encounter the LECTURE 2: From Servitude to New World, 1492–1600 11 Slavery in the Chesapeake 31 Chapter Learning Objectives 11 LECTURE 3: Chesapeake and Annotated Chapter Outline 11 Carolina Societies Compared 32 Chapter Questions 14 Common Misconceptions and Lecture Strategies 20 Difficult Topics 32 LECTURE 1: The Transition of Spain In-Class Activities 33 from the Periphery to the Center of Additional Resources for European Politics 20 Chapter 3 33 vii viii CONTENTS CHAPTER 4 Annotated Chapter Outline 62 The Northern Colonies in the Chapter Questions 68 Seventeenth Century, 1601–1700 35 Lecture Strategies 73 Chapter Learning Objectives 35 LECTURE 1: Political and Social Annotated Chapter Outline 35 Determinants of the Propensity for Radical Action 73 Chapter Questions 39 LECTURE 2: The Ideology of the Lecture Strategies 44 American Revolution 73 LECTURE 1: The Religious Basis of LECTURE 3: An Overview of the Colonization 44 Events Leading toward LECTURE 2: The Impact of English Revolution, 1754 –1775 74 Politics on American Colonization 45 Common Misconceptions and LECTURE 3: A Social History of the Difficult Topics 75 Northern Colonies 45 In-Class Activities 75 Common Misconceptions and Additional Resources for Chapter 6 76 Difficult Topics 46 In-Class Activities 46 Additional Resources for Chapter 4 47 CHAPTER 7 The War for America, 1775 –1783 78 Chapter Learning Objectives 78 CHAPTER 5 Annotated Chapter Outline 78 Colonial America in the Eighteenth Century, 1701–1770 49 Chapter Questions 83 Chapter Learning Objectives 49 Lecture Strategies 88 Annotated Chapter Outline 49 LECTURE 1: Indecision in the Early War 88 Chapter Questions 52 LECTURE 2: The Home Front 88 Lecture Strategies 58 LECTURE 3: The Military Campaigns 89 LECTURE 1: Ethnic and Religious Heterogeneity in Colonial America 58 Common Misconceptions and Difficult Topics 89 LECTURE 2: Solidly Establishing Slavery 58 In-Class Activities 90 LECTURE 3: The Colonial Economy Additional Resources for Chapter 7 90 in the Eighteenth Century 58 Common Misconceptions and CHAPTER 8 Difficult Topics 59 Building a Republic, 1775–1789 92 In-Class Activities 59 Chapter Learning Objectives 92 Additional Resources for Chapter 5 60 Annotated Chapter Outline 92 Chapter Questions 97 CHAPTER 6 Lecture Strategies 101 The British Empire and the LECTURE 1: The Problems of Colonial Crisis, 1754 –1775 62 Creating a Framework of Chapter Learning Objectives 62 Government 101  CONTENTS ix LECTURE 2: Strengths and Weaknesses In-Class Activities 131 of the Articles of Confederation 102 Additional Resources for LECTURE 3: The Constitution as a Chapter 10 132 Mechanism for Distributing Power 102 Common Misconceptions and CHAPTER 11 Difficult Topics 102 The Expanding Republic, In-Class Activities 103 1815 –1840 134 Additional Resources for Chapter 8 104 Chapter Learning Objectives 134 Annotated Chapter Outline 134 CHAPTER 9 Chapter Questions 140 The New Nation Takes Form, Lecture Strategies 145 1789 –1800 105 LECTURE 1: Jacksonian Economic Chapter Learning Objectives 105 Improvements 145 Annotated Chapter Outline 105 LECTURE 2: The Culture of Chapter Questions 109 Jacksonian America 146 Lecture Strategies 114 LECTURE 3: Sectional Crisis and LECTURE 1: The Development of the Revolution in Partisan Politics 146 a New Government 114 Common Misconceptions and LECTURE 2: Politics and Economic Difficult Topics 147 Change at the End of the In-Class Activities 147 Eighteenth Century 114 Additional Resources for LECTURE 3: European Conflict and Chapter 11 148 the Coalescing of American Political Parties 115 CHAPTER 12 Common Misconceptions and Difficult Topics 115 The New West and Free North, 1840 –1860 149 In-Class Activities 116 Chapter Learning Objectives 149 Additional Resources for Chapter 9 116 Annotated Chapter Outline 149 Chapter Questions 154 CHAPTER 10 Lecture Strategies 159 Republicans in Power, 1800 –1824 118 LECTURE 1: The Economy in the Chapter Learning Objectives 118 North 159 Annotated Chapter Outline 118 LECTURE 2: Manifest Destiny and Chapter Questions 125 Territorial Expansion 160 Lecture Strategies 129 LECTURE 3: Antebellum Reform LECTURE 1: The Revolution of 1800 129 Movements 160 LECTURE 2: Another Era of War 130 Common Misconceptions and Difficult Topics 161 LECTURE 3: The Era of Good Feelings 130 In-Class Activities 162 Common Misconceptions and Difficult Topics 131 Additional Resources for Chapter 12 162 x CONTENTS CHAPTER 13 LECTURE 1: Chronology and Strategy 201 The Slave South, 1820–1860 164 LECTURE 2: Total War 202 Chapter Learning Objectives 164 LECTURE 3: The Crucible of Race 202 Annotated Chapter Outline 164 Common Misconceptions and Difficult Topics 202 Chapter Questions 168 In-Class Activities 203 Lecture Strategies 172 Additional Resources for Chapter 15 204 LECTURE 1: The Political Economy of the Old South 173 LECTURE 2: Whites in the Old South 173 CHAPTER 16 LECTURE 3: African Americans Reconstruction, 1863–1877 206 in the Old South 173 Chapter Learning Objectives 206 Common Misconceptions and Annotated Chapter Outline 206 Difficult Topics 174 Chapter Questions 211 In-Class Activities 174 Lecture Strategies 216 Additional Resources for Chapter 13 175 LECTURE 1: Presidential versus Congressional Reconstruction 216 CHAPTER 14 LECTURE 2: The Meanings of The House Divided, 1846–1861 177 Freedom 216 Chapter Learning Objectives 177 LECTURE 3: Redemption 217 Annotated Chapter Outline 177 Common Misconceptions and Difficult Topics 218 Chapter Questions 181 In-Class Activities 218 Lecture Strategies 186 Additional Resources for Chapter 16 219 LECTURE 1: The Failure of Compromise 186 LECTURE 2: Political Realignment 186 CHAPTER 17 LECTURE 3: Victims of Violent The Contest West 221 Conspiracy 187 Chapter Learning Objectives 221 Common Misconceptions and Annotated Chapter Outline 221 Difficult Topics 187 Chapter Questions 225 In-Class Activities 188 Lecture Strategies 229 Additional Resources for Chapter 14 189 LECTURE 1: The West 229 LECTURE 2: The Mining West 230 CHAPTER 15 LECTURE 3: Homesteaders and The Crucible of War, 1861–1865 191 Farmers in Rural America 230 Chapter Learning Objectives 191 Common Misconceptions and Annotated Chapter Outline 191 Difficult Topics 230 Chapter Questions 196 In-Class Activities 231 Lecture Strategies 201 Additional Resources for Chapter 17 231  CONTENTS xi CHAPTER 18 Lecture Strategies 272 Business and Politics in the Gilded LECTURE 1: Agrarian and Age, 1870–1895 233 Working-Class Discontent 272 Chapter Learning Objectives 233 LECTURE 2: Women and Reform 272 Annotated Chapter Outline 233 LECTURE 3: The Quest for Empire 273 Chapter Questions 238 Common Misconceptions and Difficult Topics 273 Lecture Strategies 243 In-Class Activities 274 LECTURE1: New Industries, New Management 243 Additional Resources for Chapter 20 274 LECTURE 2: Party Politics in the Late Nineteenth Century 243 CHAPTER 21 LECTURE 3: Free Silver versus Progressivism from the Grass the Gold Bugs 244 Roots to the White House, Common Misconceptions and 1890–1916 276 Difficult Topics 244 Chapter Learning Objectives 276 In-Class Activities 245 Annotated Chapter Outline 276 Additional Resources for Chapter 18 245 Chapter Questions 282 Lecture Strategies 287 CHAPTER 19 LECTURE 1: Progressive Reform The City and Its Workers, at the Grassroots and State Levels 287 1870–1890 247 LECTURE 2: Progressivism in the White Chapter Learning Objectives 247 House: Roosevelt, Taft, and Wilson 288 Annotated Chapter Outline 247 LECTURE 3: The Limits of Reform 288 Chapter Questions 252 Common Misconceptions and Difficult Topics 288 Lecture Strategies 256 In-Class Activities 289 LECTURE 1: American Workers 256 Additional Resources for Chapter 21 289 LECTURE 2: The Labor Movement 256 LECTURE 3: The Rise of the City 257 Common Misconceptions and CHAPTER 22 Difficult Topics 257 World War I: The Progressive In-Class Activities 258 Crusade at Home and Abroad, 1914–1920 291 Additional Resources for Chapter 19 259 Chapter Learning Objectives 291 Annotated Chapter Outline 291 CHAPTER 20 Chapter Questions 295 Dissent, Depression, Lecture Strategies 300 and War, 1890 –1900 261 LECTURE 1: Wilson’s Prewar Chapter Learning Objectives 261 Foreign Policy 300 Annotated Chapter Outline 261 LECTURE 2: The United States Chapter Questions 266 and the “Great War” 301 xii CONTENTS LECTURE 3: Wilson’s Postwar Vision 301 CHAPTER 25 Common Misconceptions and The United States and the Difficult Topics 302 Second World War, 1939–1945 333 In-Class Activities 303 Chapter Learning Objectives 333 Additional Resources for Chapter 22 303 Annotated Chapter Outline 333 Chapter Questions 339 CHAPTER 23 Lecture Strategies 344 From New Era to Great LECTURE 1: U.S. Foreign Policy Depression, 1920 –1932 305 during the Interwar Years 344 Chapter Learning Objectives 305 LECTURE 2: The Front Line, Annotated Chapter Outline 305 1941–1945 345 Chapter Questions 310 LECTURE 3: The Home Front 345 Lecture Strategies 314 Common Misconceptions and Difficult Topics 346 LECTURE 1: “Normalcy” 314 In-Class Activities 346 LECTURE 2: Critics of American Culture 315 Additional Resources for Chapter 25 347 LECTURE 3: The Causes of the Crash 315 Common Misconceptions and CHAPTER 26 Difficult Topics 315 Cold War Politics in the In-Class Activities 316 Truman Years, 1945 –1953 349 Additional Resources for Chapter 23 316 Chapter Learning Objectives 349 Annotated Chapter Outline 349 CHAPTER 24 Chapter Questions 353 The New Deal Experiment, Lecture Strategies 359 1932–1939 318 LECTURE 1: The Policy of Chapter Learning Objectives 318 Containment 359 Annotated Chapter Outline 318 LECTURE 2: Truman at Home 359 Chapter Questions 323 LECTURE 3: Korea 360 Lecture Strategies 328 Common Misconceptions and Difficult Topics 360 LECTURE 1: FDR and the First New Deal 328 In-Class Activities 361 LECTURE 2: Challenges to the New Additional Resources for Chapter 26 362 Deal and FDR’s Response 329 LECTURE 3: The End of the New Deal 329 CHAPTER 27 Common Misconceptions and The Politics and Culture of Difficult Topics 329 Abundance, 1952–1960 363 In-Class Activities 330 Chapter Learning Objectives 363 Additional Resources for Annotated Chapter Outline 363 Chapter 24 331 Chapter Questions 368  CONTENTS xiii Lecture Strategies 373 Additional Resources for LECTURE 1: The Politics of the Chapter 29 406 Middle Way 374 LECTURE 2: The Economy of Abundance 374 CHAPTER 30 LECTURE 3: The Culture of Abundance 374 America Moves to the Common Misconceptions and Right, 1969–1989 408 Difficult Topics 375 Chapter Learning Objectives 408 In-Class Activities 375 Annotated Chapter Outline 408 Additional Resources for Chapter 27 376 Chapter Questions 415 Lecture Strategies 420 CHAPTER 28 LECTURE 1: The Nixon Administration Reform, Rebellion, and and After 421 Reaction, 1960 –1974 378 LECTURE 2: The Conservative Chapter Learning Objectives 378 Resurgence 421 Annotated Chapter Outline 378 LECTURE 3: The Lingering Chapter Questions 384 Cold War 422 Lecture Strategies 390 Common Misconceptions and Difficult Topics 422 LECTURE 1: Liberalism 390 In-Class Activities 423 LECTURE 2: The Civil Rights Movement 391 Additional Resources for Chapter 30 424 LECTURE 3: Power to the People 391 Common Misconceptions and Difficult Topics 392 CHAPTER 31 In-Class Activities 392 End of the Cold War and the Additional Resources for Chapter 28 393 Challenges of Globalization, Since 1989 425 Chapter Learning Objectives 425 CHAPTER 29 Annotated Chapter Outline 425 Vietnam and the Limits of Chapter Questions 431 Power, 1961–1975 395 Lecture Strategies 435 Chapter Learning Objectives 395 LECTURE 1: Domestic Politics in the Annotated Chapter Outline 395 Post–Cold War World 435 Chapter Questions 400 LECTURE 2: Foreign Policy after the Lecture Strategies 404 Cold War 436 LECTURE 1: Kennedy and Vietnam 404 Common Misconceptions and LECTURE 2: Johnson and Vietnam 405 Difficult Topics 436 LECTURE 3: Nixon and Vietnam 405 In-Class Activities 437 Common Misconceptions and Additional Resources for Difficult Topics 406 Chapter 31 437 In-Class Activities 406 Research Paper Topics 439 xiv CONTENTS APPENDIX I Sample Syllabus 2: Discussing The American American History to 1877 (Quarter) 464 Promise: A Survival Guide for Sample Syllabus 3: First-Time Teaching Assistants 443 American History, 1492 to Present (Semester) 467 APPENDIX II Sample Syllabi 461 Sample Syllabus 1: American History to 1877 (Semester) 461  CHAPTER 1 Ancient America Before 1492 Chapter Learning Objectives by archaeologists from those studied by historians. D. Archaeology can tell us a great deal about the 1. What distinguishes archaeology and history as lives of humans who inhabited the world disciplines, and what are the possibilities and limita- before the invention of writing. tions of both fields? E. Much of the history of these ancient peoples, 2. Who were the earth’s first human inhabitants, however, remains unknowable. and what developments allowed them to migrate to II. The First Americans the Western Hemisphere? A. African and Asian origins 3. What are the main differences between Archaic 1. The process of continental drift encircled the hunter-gatherers and the Paleo-Indians, and what were land of the Western Hemisphere with large the main characteristics of their cultures? oceans, isolating it from the other continents 4. Why and how did the Archaic peoples transi- long before early humans first appeared in tion from being nomadic hunter-gatherers to relying Africa about 2 million years ago. increasingly on agriculture and permanent settlements? 2. Modern humans appeared in Africa about 5. What were the primary major Native Ameri- 400,000 BP (years before the present time); can cultures that flourished in North America on the all humans throughout the world today eve of Columbus’s arrival, and what similarities are descendants of these ancient Africans. united these diverse cultures? 3. Two major developments allowed small 6. Describe the structure, influence, and expanse bands of hunters in pursuit of game to of the Mexica (Aztec) empire on the eve of Columbus’s migrate to the Western Hemisphere: arrival. (1) human adaptability to the frigid environment near the Arctic Circle, and (2) changes in the earth’s climate that led to the reconnection of North America Annotated Chapter Outline to Asia. 4. By about 25,000 BP, humans had spread I. Archaeology and History from Africa throughout Europe and Asia; A. Archaeologists and historians share a desire sometime after 15,000 BP, humans had to learn about people who lived in the past, traveled across Beringia, the land bridge but they employ different methods to inform that connected Siberia to Alaska, and their interpretations and to arrive at their arrived in the Western Hemisphere. conclusions. 5. Archaeologists refer to these first migrants B. Archaeologists depend on physical objects and their descendants, who originated in for their evidence; historians rely on written Asia, as Paleo-Indians. records. B. Paleo-Indian Hunters C. The use of writing distinguishes the 1. Paleo-Indians traveled through ice-free chronological periods and the people studied corridors along the eastern side of the 1 2 CHAPTER 1 ANCIENT AMERICA BEFORE 1492 Canadian Rockies in pursuit of abundant 3. The Pacific Northwest coast provided its large game. inhabitants, who lived in relatively 2. They used distinctive spearheads, now permanent villages, a rich natural known as Clovis points, to hunt environment, replete with a variety of mammoths, which provided the first fishes. Americans with abundant food and D. Eastern Woodland Cultures materials for clothing and shelter, and 1. East of the Mississippi River, Archaic which promoted rapid population growth peoples adapted to a forest environment and expansion of peoples throughout the that included many local variants. Western Hemisphere. 2. Woodland hunters stalked deer as their 3. Around 11,000 BP, climatic changes and most important prey and, like all Archaic human intervention rendered the peoples, gathered edible plants, seeds, mammoth and other large game extinct, and nuts. engendering a major crisis for the 3. Around 4000 BP, Woodland cultures Paleo-Indians. added two important features to 4. Paleo-Indians adapted to the extinction by their basic lifestyle: agriculture and making at least two important changes in pottery. their way of life: increased reliance on 4. Despite cultural changes brought on by small game and the introduction of the introduction of agriculture and pottery, foraging. ancient Woodland Americans retained 5. Environmentally motivated adaptations basic features of their hunter-gatherer allowed for great cultural diversity among lifestyle. the post-Clovis peoples of ancient IV. Agricultural Settlements and Chiefdoms America. A. Southwestern Cultures III. Archaic Hunters and Gatherers 1. Facing unpredictable rainfall and dry A. Great Plains Bison Hunters climates that made wild plant food 1. After the mammoth became extinct, some supplies unreliable, ancient Americans in hunters concentrated on herds of bison the Southwest developed cultures that grazed the plains stretching east of the characterized by agriculture and multiunit Rocky Mountains. dwellings called pueblos. 2. These hunters, who moved constantly to 2. After 3500 BP corn became the maintain contact with their prey, most important cultivated crop for developed trapping techniques that made ancient Americans; reliance on corn it easier to kill large numbers of animals. encouraged Americans in the Southwest 3. Around AD 500, bows and arrows reached to become irrigation experts and limit Great Plains hunters, allowing them to their migratory habits in order to tend wound prey from farther away and the crop. making it easier to shoot repeatedly; but 3. About AD 200, small farming settlements the hunters did not otherwise alter age-old began to appear throughout the techniques of bison hunting on foot. Southwest, marking the emergence of the B. Great Basin Cultures Mogollon culture, which began to decline 1. Archaic peoples in the Great Basin about AD 1000. inhabited a region of great environmental 4. Around AD 500, other ancient peoples diversity. migrated from Mexico to southern 2. Despite the variety and occasional Arizona and established Hohokam abundance of animals, these peoples relied settlements, which relied heavily on a on plants for their most important food sophisticated irrigation system until their source. decline in about AD 1400. C. Pacific Coast Cultures 5. North of the Mogollon and Hohokam 1. The richness of the natural environment cultures, the Anasazi culture began to made present-day California the most flourish around AD 100. densely settled and culturally diverse area 6. Persistent drought in southern Utah and in ancient North America. Colorado and northern Arizona and New 2. California cultures shared the hunter- Mexico forced the Anasazi culture to gatherer way of life and a reliance on abandon their large pueblos around acorns as a major food source. AD 1200. BEFORE 1492 CHAPTER 1 ANCIENT AMERICA 3 B. Woodland Burial Mounds and Chiefdoms F. Iroquoian tribes, inhabiting Pennsylvania, 1. Around 2500 BP, Woodland cultures began central New York, and the upland regions of to build burial mounds, suggesting the the Carolinas and Georgia, distinguished existence of a social and political hierarchy themselves from their neighbors by building that archaeologists term a chiefdom. permanent settlements, adhering to 2. Between 2500 and 2100 BP, the Adena matrilineal rules of descent, and forming a people, centered in Ohio, built hundreds confederation of Iroquoian tribes, the League of burial mounds and placed in them a of Five Nations. variety of grave goods. G. Muskogean peoples spread throughout the 3. About 2100 BP, the Adena culture evolved woodlands of the Southeast and adapted into the Hopewell culture, which remnants of earlier Mississippian cultures in constructed even larger burial mounds their religion’s rites. and filled them with even more elaborate H. The Great Plains peoples accounted for one- goods than their Adena forebears. seventh of the total Native American 4. Careful analysis suggests that burial was population. probably reserved for the most important I. Roughly one-fourth of Native Americans members of Hopewell society; most lived in settled agricultural communities in people were cremated. the Southwest. 5. The Hopewell culture declined around J. About one-fifth of all Native Americans AD 400; around AD 800, the Mississippian resided along the Pacific coast. culture emerged, surviving until around K. Although trading was common, all Native AD 1500. Americans in the 1490s still depended on 6. The largest Mississippian site was hunting and gathering for a major portion Cahokia, located in present-day Illinois, of their food; most tribes also practiced comprising over one hundred mounds of agriculture. different sizes and shapes. L. Native Americans adapted to the natural 7. By the time Europeans arrived the environment, but also altered it by building conditions that caused the emergence of permanent structures, developing large chiefdoms had changed and chiefs agricultural techniques, and setting fires no longer commanded sweeping powers. to encourage the growth of certain V. Native Americans in the 1490s plants that attracted deer and other game A. Native Americans populated and shaped the animals. world the Europeans encountered. VI. The Mexica: A Meso-American Culture B. By the 1490s, Native Americans lived A. Most of the roughly 80 million inhabitants of throughout North America, but compared to the Western Hemisphere at the time of populations in England and elsewhere in Columbus’s arrival lived in Mexico and Europe, they were spread thin across the Central and South America. land. B. One of the most prominent cultures of this C. Regions with abundant resources, such as region was the Mexica (called Aztecs by the West Coast, supported relatively large Europeans), who began their rise to populations, but even in these regions, the prominence in 1325 and by the 1490s ruled density was well below the average for an empire larger in population and area than England at the same time. Spain and Portugal combined. D. About one-third of Native Americans lived C. The Mexica worshipped the war god in the enormous Woodland region, east of Huitzilopochtli, engaged in constant warfare the Mississippi, clustering in three broad to protect and extend the empire’s borders, linguistic and cultural groups: Algonquian, and sacrificed captives in elaborate rituals Iroquoian, and Muskogean. carried out by priests. E. Algonquian tribes inhabited the Atlantic D. The empire functioned as a military and seaboard, the Great Lakes region, and much political system that exacted tribute from its of the upper Midwest; along the Atlantic subject peoples. seaboard many grew corn and other crops, in E. The redistribution of wealth from the addition to hunting and fishing, while tribes commoners to the nobility made possible the around the Great Lakes and northern New achievements of Mexican society: huge cities, England relied heavily on hunting, fishing, fabulous temples, teeming markets, and and gathering wild rice. filled coffers. 4 CHAPTER 1 ANCIENT AMERICA BEFORE 1492 F. The Mexica allowed for an indigenous ruling dropped to expose a land bridge between Asia and elite to remain in power in conquered America, which scientists call Beringia. These devel- territories as long as they paid tribute to the opments enabled the first hunters to travel across the empire, for which they got little in return, northern bridge into the Americas sometime after except immunity from punitive raids. 15,000 BP. (pp. 7, 10) G. After 1492, Spanish intruders capitalized on 3. Why did Archaic Native Americans shift high levels of discontent among subject from big-game hunting to foraging and smaller-game peoples to conquer the Mexica. hunting? (pp. 10–11) Answer would ideally include: Disappearance of large game: Early artifacts of Paleo-Indians indicate that they specialized in hunt- Chapter Questions ing mammoths. Around 11,000 BP, only a few thou- sand years after humans had arrived in the Americas, Following are answer guidelines for the Review the large mammals began to disappear, likely due to Questions and Making Connections exercises pro- climatic change as well as hunting. (pp. 10–11) vided at the end of chapter 1, the Reading the Image Adaptation to change by exploiting other resources: and Connections questions included with the two Paleo-Indians responded to these challenges by pur- Visual Activities and the Reading the Map and Con- suing other sources of nourishment, including hunt- nections questions included with the Map Activities ing small game and foraging for wild plant foods in chapter 1. more intensively. (p. 11) 4. How did the availability of food influence the distribution of Native American population across the Review Questions continent? (pp. 10–17) Answer would ideally include: Diversified modes of survival: As big-game hunt- 1. Why do historians rely on the work of ing gave way to smaller-scale hunting, foraging, and archaeologists to write the history of ancient America? agriculture, Native Americans adopted diverse strat- (pp. 4–5) Answer would ideally include: egies for survival by pursuing other food sources. Ancient Americans lacked a writing system: Populations flourished where large food supplies Humans had been living in the Americas for centuries were available, as on the West coast, and where before the arrival of Europeans in the fifteenth cen- humans learned to extract food from less accommo- tury. Although many American peoples had systems dating environments. (pp. 11–16) of symbolic representation, they did not have writing. Agriculture and settlement: In environments (p. 5) with an unpredictable supply of food and water, Distinction between methods of historians and such as the American Southwest, some ancient Indi- archaeologists: While both study the peoples of the ans adopted agriculture. Agriculture helped Native past, historians work primarily from written records Americans moderate their vulnerability to environ- and archaeologists largely focus on other artifacts and mental changes, and led some to abandon migratory physical records. In writing the history of the first habits and establish more densely populated settle- Americans, historians have no written records to ments. (pp. 17–20) rely on so instead, they build on the research of Environmental change and movement: Still, dra- archaeologists. (p. 4) matic environmental changes and their impact on available food supply could produce dramatic shifts 2. Why were humans able to migrate into North in the distribution of population, as when the Anasazi America after 15,000 BP? (pp. 6–7) Answer would ide- of the southwest abandoned their settlements after a ally include: prolonged drought and migrated to other regions. Human origins and dispersal: Humans emerged (pp. 19–20) in Africa around 400,000 BP, and over many millennia, 5. Why did some Native Americans set fire to slowly spread into Europe and Asia by traveling over the land? (pp. 25–28) Answer would ideally include: land. Oceans prevented humans from using the same means to reach the Americas. (p. 6) Fire as hunting tool: Ancient Americans had a Adaptation to cold climates and emergence of the complex relationship to their environments; the land land bridge: Two developments enabled humans to shaped Native Americans’ practices, but Native overcome the ocean barrier: First, they learned how to Americans also shaped the land itself. Different survive the cold of the Arctic as permanent residents. Native American groups used fire as a tool in their Second, during the Wisconsin glaciation, sea levels search for sustenance. Great Plains hunters used fires BEFORE 1492 CHAPTER 1 ANCIENT AMERICA 5 to help hunt buffalo and deer. Many groups in various parts of the world even later. This development is regions used fires to change forests to improve food especially crucial to the work of historians, who rely sources for game populations. (pp. 25, 28) primarily on written records. (p. 5) Historians’ focus on a small, recent segment of 6. How did the payment of tribute influence human history: Emphasis on written records means the Mexican empire? (pp. 29–30) Answer would ideally historians focus on the most recent 2 percent of the 400 include: millennia that modern humans have existed. The Tribute and the concentration of wealth: The many millennia of human history prior to this devel- Mexica’s empire was both a political and military sys- opment provide no written records for historians to tem through which they derived tribute from con- examine. (p. 5) quered peoples. The resulting redistribution of goods Archaeologists’ insights into ancient peoples: By produced by conquered people and the concentration examining the artifacts left by humans who lacked of those goods in the hands of Mexican elites made writing, archaeologists learn about the history of the the construction of cities and massive monuments most ancient humans. For example, they could deter- possible. (p. 29) mine that the Paleo-Indians specialized in hunting Spanish interest in Mexican Empire: The huge mammoths. They can also provide insights into the cities, temples, markets, gardens, and storehouses of environmental shifts that changed the lives and settle- gold and treasure created by the Mexica attracted the ments of ancient Americans, as among the Anasazi. attention of the Spaniards who came to the New (pp. 10–11, p. 20) World. (p. 29) Limits of archaeology: Although archaeologists are Discontent among subjected populations: Con- able to distill much information about ancient peoples quered people paid tribute to Mexica elites but from their artifacts, there are many questions that can- received little in return. This system left Mexican sub- not be answered without writing. Full accounts of jects feeling exploited and discontented. The Spanish human history depend on some permanent way of used this high level of discontent to their advantage in exchanging information with language. Without this, conquering the Mexica (p. 30). the lives of ancient peoples are necessarily shadowy. (p. 5) 2. Discuss Native Americans’ strategies for sur- viving in the varied climates of North America. How Making Connections did their different approaches to survival contribute to the diversity of Native American cultures? Answer 1. Explain the different approaches historians would ideally include: and archaeologists bring to studying people in the Transition from large-game hunting: Paleo-Indian past. How do the different sources they draw on hunters likely followed large game across Beringia shape their accounts of the human past? In your and into the Americans. Hunting and the warming of answer, cite specific examples from the history of the environment most likely contributed to the extinc- ancient America. Answer would ideally include: tion of large mammals. Humans then had to adopt Distinction between the practice of archeology and more varied ways of providing for themselves, lead- history: Historians’ primary focus on written sources ing to greater cultural diversity. (pp. 10–11) and archaeologists’ principal concern with other Archaic Indians hunted animals and gathered wild kinds of physical artifacts shape their respective stud- plants: Rather than engaging in agriculture, Archaic ies of human history. (p. 4) Indians’ survival depended on their ability to harvest Different sources on which historians and archaeol- enough resources from their environments. The kinds ogists rely: Writings, ranging from private diaries and and volumes of resources available to them in differ- letters to public and official documents like speeches ent regions shaped their ways of life. (p. 11) and laws, are the resources historians draw on in their Examples of variation: For example, the peoples research. Archaeologists analyze other kinds of arti- of the Great Basin adapted to their varied and volatile facts left behind by humans, such as bones and pot- landscape by relying on plants as their most impor- tery, along with environmental evidence, like soil, to tant food source. By storing such resources and learn about human history. Different kinds of sources migrating following better conditions, they were able yield different kinds of information about people. to survive dry periods and maintain this way of life (p. 4) well after 1492. In contrast, the Chumash of California Late emergence of writing in human history: exploited the coast’s rich supply of fish, forming Writing emerged in China, Egypt, and Central stable settlements, and trading and warring with America about 8,000 years ago, and came to other other tribes. These examples suggest that different 6 CHAPTER 1 ANCIENT AMERICA BEFORE 1492 modes of hunting and gathering could produce differ- candidates for sacrifice. The concentration of wealth ent patterns of human society. (pp. 12–16) in the hands of a small Mexican elite facilitated by the tribute system reflected the distribution of power in 3. For over twelve thousand years Native Mexican society. (p. 29) Americans successfully adapted to environmental Management of conquered people: Beyond changes in North America; they also produced signifi- demanding large amounts of tribute, the Mexica cant changes in the environments around them. In largely permitted the rulers of the peoples they your answer, discuss specific examples of how Native conquered to retain their authority. The absence of a Americans changed the North American landscape. sense of connection within the empire, the exorbitant Answer would ideally include: demands of the tribute system, and the dependence Examples of Archaic Indians’ adaptation to varied on force created a vulnerability the Spanish would environments: Paleo-Indian hunters likely followed exploit. (p. 30) large game across Beringia and into the Americas. Hunting and the warming of the environment most likely contributed to the extinction of large mammals. Humans adapted to these changes by adopting more Visual Activities varied ways of providing for themselves, leading to greater cultural diversity. Consider for example the For more help analyzing these images, see the Visual peoples of the Southwest, Great Basin, and so on. For Activities for this chapter in the Online Study Guide example, the Hohokam developed systems of irriga- at bedfordstmartins.com/roark. tion to facilitate agricultural production in their arid southwestern environment. (pp. 11–19) Examples of Indians’ impact on their environments: Ancient Agriculture (p. 18) Discussion might cite the role some researchers Reading the Image: In what ways has this ancient believe Paleo-Indians played in the extinction of large farmer modified and taken advantage of the natural mammals. They might also cite diverse Indians’ use environment? Answer would ideally include: of fires in hunting which, in the long term, created meadows, open forests, and promoted a varied and Modifications: The farmer has modified nature productive environment. They might also cite the most notably by clearing land in which to plant his monumental record many groups, such as the Mexica, crops. Such clearings on a large scale created signifi- left of their environments in the forms of temples and cant environmental changes on the North American dwellings. (pp. 25–29) continent before Europeans even arrived, and suggest Hunting and gathering produced a thin, dispersed that the image of Native Americans as more attuned to human settlement in the Americas: This was in contrast nature than Europeans is more mythical than factual. to a relatively dense population in England and else- Taking Advantage of Nature: The farmer has where in Europe. The Europeans’ use of domesticated taken a piece of wood and transformed it into a dibble animals and other innovations stood in stark contrast stick, a farming instrument. The dibble stick is an indi- with the distinctive adaptations of hunter-gatherers to cation of how ancient farmers took advantage of their their local environments, leading to different settle- natural environment by creating tools that made ment patterns. planting speedier and less physically rigorous. 4. Rich archaeological and manuscript sources Connections: What were the advantages and disad- have enabled historians to develop a detailed portrait vantages of agriculture compared to hunting and of the Mexica on the eve of European contact. How gathering? Answer would ideally include: did the Mexica establish and maintain their expansive Advantages: Agriculture created both new empire? Answer would ideally include: opportunities and new difficulties for ancient Ameri- Account of the Mexica’s rise to dominance through can societies. Gourds, pumpkins, corn, and other veg- force: Small bands of Mexica settled along Lake etables added variety to their diets, served as a more Texcoco where their skill as warriors became the basis predictable food supply than game or gathered foods, for their expansion. After decades of hiring out as and eased conflicts between communities that com- mercenaries to stronger tribes, by 1430 the Mexica had peted for hunting and gathering grounds. engaged in successful military campaigns of their Disadvantages: Environmental conditions such own. By 1490, they had established a large empire. as lack of rainfall that sometimes made wild animals (p. 29) or plants less plentiful also caused difficulties for Tribute system: The Mexica forced the people farmers, who often had to learn how to conserve they conquered to supply them with large amounts water and irrigate their crops in order to produce of tribute in the form of goods ranging from food to enough food for their communities. BEFORE 1492 CHAPTER 1 ANCIENT AMERICA 7 Pueblo Bonito, Chaco Canyon, New Mexico Map 1.1 Continental Drift (p. 6) (p. 20) Reading the Map: Which continents separated from Reading the Image: How do the scale and magnifi- Pangaea earliest? Which ones separated from each cence of the buildings at Chaco suggest that the other last? Which are still closely connected to each Anasazi were engaged in far more than simple subsis- other? Answer would ideally include: tence? Answer would ideally include: Spread of the continents: India was the first conti- Scale: Cultures focused solely on survival would nent to break free of Pangaea. Between 135 million years have neither the time nor inclination to build settle- ago and 65 million years ago, other continents on the ments as large as Pueblo Bonito. While the wall south of Pangaea broke off. These were South America, around the settlement’s perimeter would have served Antarctica, and Australia. In the past 65 million years, to protect the community from invaders, the variety North America separated from Pangaea, and Australia of sizes and shapes of both the rooms and the kivas and Antarctica split from each other. Africa, Europe, and within the settlement suggest social purposes beyond Asia still remain closely connected. self-defense and subsistence. Magnificence: The alignment of major buildings Connections: How does continental drift explain why to mark the spring and winter solstices similarly sug- human life developed elsewhere on the planet for gest a purpose beyond mere survival. Such attention hundreds of thousands of years before the first person to detail offers no clear advantage in procuring the entered the Western Hemisphere during the past basic necessities of food, water, and shelter. Conse- 15,000 years? Answer would ideally include: quently, their presence indicates a society that had the Development of human life: Human life devel- luxury of considering factors beyond subsistence oped in Africa approximately 2 million years ago, fol- when constructing their settlement. lowing the separation of North and South America Connections: What changes in ancient American cul- from Africa, Europe, and Asia. When the continents ture made the development of complex structures at located in today’s Western Hemisphere, the Americas, Chaco possible? Answer would ideally include: broke away from Pangaea, they were encircled by large oceans that early humans could not cross. It would take Changes: The most significant change that made hundreds of thousands of years for humans to migrate the development of complex structures at Chaco pos- by foot across the ice and land routes that connected sible was the emergence of agriculture as a primary North America to northeastern Asia. means of subsistence. Agriculture allowed societies to forego the nomadic lifestyle necessary for communities Map 1.2 Native North American that survived primarily by hunting. Since they could Cultures (p. 12) now remain in one location year-round, agricultural societies found it worthwhile to invest the time and Reading the Map: What crucial environmental energy to make their home sites more complex and features set the boundaries of each cultural region? thus better able to satisfy their social desires beyond the (The topography indicated on Map 1.3, Native North bare necessities. Agriculture also freed more of the Americans about 1500, may be helpful—see page 24 of community to work on building settlements, because it the text.) Answer would ideally include: did not take as much time or manpower as hunting Mountain ranges and sources of water: The Pacific wild game or foraging for wild plants. Another change Ocean on one side and the coastal mountains on the that was necessary to allow the development of agri- other set the peoples of the Northwest coast and Cali- cultural societies was the ability to gain control over the fornia off from the culture of the Great Basin, located region’s water supply. Particularly in the Southwest, between the Sierra Nevadas and the Rocky Moun- where water was often scarce, communities had to tains. Between the Rockies and the Mississippi River learn irrigation techniques in order to ensure that they lay the Great Plains. To their east, from the foothills of would have the water necessary to grow enough food the Appalachians to the Atlantic Ocean lived the to support the entire settlement. peoples of the Eastern Woodlands. Connections: How did environmental factors and variations affect the development of different groups Map Activities of Native American cultures? Why do you think histo- rians and archaeologists group cultures together by their regional positions? Answer would ideally include: For more information, see the Map Activities for this chapter in the Online Study Guide at bedfordstmartins. Effect of the environment on Native American com/roark. culture: The natural environment, particularly as it 8 CHAPTER 1 ANCIENT AMERICA BEFORE 1492 determined access to water and game animals, cre- point out that the story of George McJunkin’s discov- ated conditions that encouraged specific ways of ery of the Folsom Bone Pit is history, whereas the use living in each environmental region. Between the of the artifacts found in the pit to discern information Pacific Ocean and the coastal mountains, the sea and about the past is archaeology. Use the chapter’s pho- tributary rivers supplied Native Americans with fish, tos of artifacts to explore the ways in which scholars while rainfall trapped by the mountains created lush reconstruct the past through material culture. Show forests that housed rich stocks of game and plant life. students the Clovis spear straightener (p. 11), for Development of specific tribes: The climate and example, and ask them to consider what kind of infor- land of the Northwest allowed for densely settled mation about a past society can be gleaned from this populations, and diverse cultures that engaged in object. End by asking students if they see limits to his- extensive trade. Fewer people lived in the arid climate tory as a discipline. Do preliterate societies have histo- of the Great Basin, and they sometimes traveled far ries? Because this section in the textbook is short, you for food. The peoples of the Southwest, another dry may want to cover this material on the first day of culture region, overcame these conditions by develop- class, after you have handed out the syllabus and ing irrigated agriculture. The open grasslands of the reviewed assignments and classroom policies. This Great Plains encouraged highly mobile societies ori- mini lecture, if you are brave enough to keep your stu- ented toward the hunt for big game. In the Eastern dents for the full period on the first day, can serve as a Woodlands, where rivers enriched the soil, cultures good introduction to the discipline of history. mixed hunting and agriculture. Study of early Native American tribes: Historians LECTURE 2 and archaeologists group cultures by region in order to identify the general life patterns that overlay the The Peopling of Prehistoric America and the many particularities of Native American cultures. Diversity of North American Culture Native American culture regions corresponded to environment because the ways that people adapted to The first part of this lecture should focus on the geog- their natural setting established broad limits on raphy of immigration. The Beyond America’s Borders human pursuits—irrigation in the arid interior versus feature “Nature’s Immigrants” (pp. 8–9) compellingly fishing on the coasts, for example. demonstrates the persistent migration of animals to North America well before the first humans arrived. Emphasize that on the eve of the arrival of humans in the New World, the mammals they would prey upon Lecture Strategies were descendants of these animal migrants that had come to North America millions of years earlier. Then, See also the maps and images for presentation in “Addi- using the maps in the textbook, show how the land tional Resources for Chapter 1.” bridge between Asian Siberia and American Alaska, referred to as Beringia, allowed small bands of hun- ters to migrate to the Western Hemisphere. Demon- LECTURE 1 strate that a single small group, reproducing, could have populated the Americas in a single millennium An Introduction to the Discipline of History while following herds of mammoth, which had never Because archaeological and anthropological evidence previously encountered human predators. You may informs much of this chapter, you may want to take also want to cover the physical geography and topo- the time in this first lecture to introduce your students graphy of the Western Hemisphere at this point. to the discipline of history, explore why it is worth Explore the extent of glaciation during the Wisconsin the effort of study, and discuss how it differs from period and the shifts in the ecological balance once other disciplines. History is generally document- this period ended. You may also want to bring into based; archaeology focuses on recovering and inter- perspective the short span of recorded history com- preting artifacts; and historical anthropology frequently pared with the length of time that humans have popu- uses narratives to understand social arrangements of lated the Western Hemisphere. Continue this lecture past civilizations. Because historians rely on written by asking students to identify prevalent stereotypes of records as their source material, you might want to Native Americans and to confront the myth of the distinguish between writing—a system of symbols Plains Indian culture as the prototypical indigenous that record spoken language—and systems of sym- culture. Use this exercise to move to a discussion of bolic representation. Draw students’ attention to the the development of cultural diversity based on food Mexican stone tablet (p. 5) to make this point clear. To sources. The extinction of the mammoths 11,000 years show the differences between history and archaeology, ago forced humans to scavenge for whatever type of BEFORE 1492 CHAPTER 1 ANCIENT AMERICA 9 food existed in their general vicinity. These food the social stratification indicative of a well-developed sources reflect the availability of water and the gen- society, those cultures that made the transition to eral climate and location of the area. Discuss each sedentary agriculture to support large populations— of the cultural regions presented in the textbook: how for instance, the Mississippian and Southwestern the people lived, how populous they were, and how cultures—had to create sophisticated social systems to they evolved. Note the transition of a culture from maintain themselves. strictly hunting, to hunting and gathering, to the 3. The Noble Savage—From Rousseau to James inclusion of migratory or sedentary agriculture. Have Fenimore Cooper students discuss whether the notion of “progress” is Western writers have portrayed Native Americans’ applicable to early Native American societies. Here, behavior as unrealistically exalted and noble. The you may want to confront the common misconception modern version of this myth tends to feature Native that these cultures were “less civilized,” or the people American cultures as ecologically sound or nonvio- less intelligent, than those of today. Then ask students lent. Point out that this myth reflects implicit (and to define the word civilized. Apply some of their stan- invites explicit) comparison with, reaction against, or dards to North American cultures of the Archaic apology for European behavior on coming to the period. Be sure to mention the Mississippian and Americas. When presenting the transition from the Anasazi cultures, and ask whether they meet the cri- Paleo-Indian era, be sure to point out that scholars teria established by the class. End this lecture by suspect over-hunting to have played a major role in having students map on a time line the persistence of the extinction of Native Americans’ primary food the Paleo-Indians during the period of the Archaic source (the mammoth). You may also want to suggest hunters and gatherers. Students should be sure that