Chapter 30: A Time of Change 1980-2000 - Glencoe/McGraw ...

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FOCUSBL OL AL ELL Daily Focus Transparencies 30-1 30-2 30-3 30-4

TEACHOL AL Geography and History Activity, URB p. 3

BL OL AL Economics and History Activity, URB p. 7

AL American Literature Reading, URB p. 13

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BL OL AL ELL Reading Essentials and Note-Taking Guide* p. 331 p. 334 p. 337 p. 340

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Levels Resources Chapter Opener

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BL OL AL Supreme Court Case Studies p. 155 p. 157

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What is a Student Web Activity?A Student Web Activity uses the Internet to enrich chapter content. It also helps students to enhance their online research skills.

How can a Student Web Activity help my students?A Student Web Activity can teach students how to conduct research online and extends the content provided in the textbook. Features include:

Visit glencoe.com and enter a ™ code to go to a Student Web Activity.

Using Student Web

Activities Teach With Technology

• a research topic based on the chapter • links to Web sites with more information on the

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• short answer questions to assess comprehension • a form to e-mail answers to you or to themselves

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Visit glencoe.com and enter ™ code TAV9399c30T for Chapter 30 resources.

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

• Bill Clinton: In the Running (ISBN 1-56-501824-9)

• Yitzhak Rabin (ISBN 1-56-501714-5)

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

A&E Television: www.aetv.comThe History Channel: www.historychannel.com

The following articles relate to this chapter:

• “Robot Revolution,” by Curt Suplee, July 1997.

• “Unveiling the Universe,” by Kathy Sawyer, October 1999.

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

• ZipZapMap! USA (ZipZapMap!)

Access National Geographic’s new, dynamic MapMachine Web site and other geography resources at: www.nationalgeographic.comwww.nationalgeographic.com/maps

Index to National Geographic Magazine:

®

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

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

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

• A brief summary of each selection is included.

Leveled reading suggestions for this chapter:

For students at a Grade 8 reading level:• Bill Clinton: President of the 90s, by Robert Cwiklik

For students at a Grade 9 reading level:• Bill Gates: Helping People Use Computers,

by Charnan Simon

For students at a Grade 10 reading level:• Bill Gates: Computer King, by Josepha Sherman

For students at a Grade 11 reading level:• Internet: Electronic Global Village, by David Jefferis

For students at a Grade 12 reading level:• Bill Clinton and His Presidency, by Elaine Landau

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ChapterAdditional Chapter Resources

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

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

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U.S. PRESIDENTS

U.S. EVENTSWORLD EVENTS

Chapter

1000 Chapter 30 A Time of Change

A Time of A Time of Change1980–2000SECTION 1 The Technological

Revolution

SECTION 2 The Clinton Years

SECTION 3 A New Wave of Immigration

SECTION 4 An Interdependent World

1980

1981• IBM introduces their

version of the PC or Personal Computer

1987• Soviet Union and United States sign INF Treaty

1986• Immigration

Control and Reform Act passed

1989• The Berlin Wall falls

G. Bush 1989–1993

1982 1984 1986 1988

1984• Apple’s Macintosh

introduces the mouse and on-screen icons

1990

President Bill Clinton looks over the new White House Web site on July 8, 2000

1992

1991• U.S. and other nations liberate

Kuwait from Iraqi occupation

1990• The World Wide

Web is developed in Switzerland.

1980• Lech Walesa organizes

trade union Solidarity in Poland

Introducing

Chapter

FocusMAKING CONNECTIONSHow Has Technology Changed Society?Have students imagine their lives without cell phones, computers, or the Internet. Have them brain-storm how their lives would be different without these technolo-gies. Discuss with students how Americans in the 1990s reacted to new technologies. OL

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

Section 1The Technological RevolutionEssential Question: How did the technologi-cal revolution change American society? (Computers became essential in the workplace and common in most homes. Communication became easier with the development of cell phones, e-mail, and instant messaging.) Tell stu-dents that in this section they will learn about the technological revolution of the 1990s and its impact on American society. OL

Section 2The Clinton YearsEssential Question: What were the successes and shortcomings of the Clinton administra-tion? (Successes: balancing the federal budget; Family Medical Leave Act; Americorps; welfare reform. Shortcomings: failure to get a compre-hensive health care package; impeachment; no peace in the Middle East.) Tell students that this section will focus on the Clinton presidency’s successes and failures. OL

Dinah Zike’s Foldables

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

1001

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Chapter 30 A Time of Change 1001

The Computer RevolutionBusiness

CommunicationsEntertainment

Identifying Technological Changes Research how computers have changed the way Americans live. Organize the information you learn in a Layered-Look Book Foldable by the following categories: business, communications, and entertainment. Describe how computers are applied in each fi eld and how they have changed the way people live.

1994• U.S., Mexico,

and Canada found NAFTA

1993• Israeli-

Palestinian peace accord signed

1993• Mosaic, the first popular

Web browser, is released

Clinton 1993–2001

G. W. Bush 2001–2009

20001994 1996 1998

1998• House of Represen-

tatives impeaches President Clinton

1999• Senate

acquits Clinton

1995• Cease-fire signed

in Bosnian war

1997• Britain returns Hong

Kong to ChinaVisit glencoe.com

and enter code TAV9846c30 for Chapter 30 resources.

Chapter Audio

MAKING CONNECTIONS

How Has Technology Changed Society?In the late twentieth century, the development of new technology, including personal computers, mobile phones, and the Internet, revolutionized the way people lived.

• What other eras in American history experienced rapid technological change?

• Has the computer revolution changed society for the better? Why or why not?

Introducing

More About the PhotoVisual Literacy In the 1990s, more and more American homes had desktop computers and Internet access—and this new technology could be found in the Oval Office of the White House. President Clinton had the White House fully wired in 1993.

Section 3A New Wave of ImmigrationEssential Question: How did new immigra-tion laws change American society? (Large numbers of non-European immigrants came to the United States, some legally, some illegally.) Tell students that in Section 3 they will learn about how immigration laws have changed the ethnic makeup of the United States. OL

Section 4An Interdependent WorldEssential Question: Why did the world become more interdependent in the 1990s? (Computers helped make the world’s economies interconnected; the Internet helped link the world together culturally; more people realized that environmental issues are global in nature.) Tell students that in Section 4 they will learn about how the world grew more interdependent in the 1990s. OL

Chapter




Section 1

The Technological Revolution

The computers we use today bear little resemblance to the first electronic computers that were built in

the 1940s. Since the 1980s, computer technology has advanced dramatically, with the creation of home computers and then the expansion of the Internet.

The Computer Changes SocietyMAIN Idea A computer revolution changed the workplace and the way

people communicate.

HISTORY AND YOU What computer devices do you use regularly? Read on to learn about the earliest electronic computers.

The development of electronic computers began at the end of World War II. The world’s first electronic digital computer, called ENIAC (Electronic Numerical Integrator and Computer), went into operation in February 1946. ENIAC weighed over 30 tons and was the size of a small house. In early 1959, Robert Noyce designed the first integrated circuit—a complete electronic circuit on a single chip of silicon—which made circuits much smaller and very easy to manufacture. Noyce’s company was located south of San Francisco. As new companies sprang up nearby to make products using inte-grated circuits, the region became known as Silicon Valley.

In 1968 Noyce and colleague Gordon Moore formed Intel, for “Integrated Electronics,” a company that revolutionized the computer industry by combining on a single chip several integrated circuits containing both memory and computing functions. Called microprocessors, these new chips made computers much faster and smaller.

Computers for Everyone Using microprocessor technology, Stephen Wozniak and his 20-

year-old friend Steve Jobs set out to build a small computer suitable for personal use. In 1976 they founded Apple Computer and com-pleted the Apple I. The following year they introduced the Apple II, the first practical and affordable home computer.

Apple’s success sparked intense competition in the computer industry. In 1981 International Business Machines (IBM) introduced its own compact machine, which it called the “Personal Computer” (PC). Apple responded in 1984 with the revolutionary Macintosh, a new model featuring a simplified operating system using on-screen graphic symbols called icons, which users could manipulate with a hand-operated device called a mouse.

Guide to ReadingBig IdeasComputers, Telecommunications, and the Internet The introduction of the first electronic digital computer in 1946 launched a technological revolution.

Content Vocabulary• integrated circuit (p. 1002)• microprocessor (p. 1002)• telecommute (p. 1003)• blogs (p. 1005)

Academic Vocabulary• device (p. 1002)• refinement (p. 1003)• communications (p. 1004)

People and Events to Identify• ENIAC (p. 1002)• Silicon Valley (p. 1002)• Steve Jobs (p. 1002)• Bill Gates (p. 1003)

Reading StrategyCategorizing As you read about the computer age, complete a chart similar to the one below to describe products that revolutionized the computer industry.

How It Revolutionized Computer Industry

Microprocessors

Apple II

Macintosh

Windows

Section Audio Spotlight VideoChapter 30 • Section 1

BellringerDaily Focus Transparency 30-1

Analyzing Information

DAILY FOCUS SKILLS TRANSPARENCY 30-1

ANSWER: BTeacher Tip: Remind students to look up the meaning ofunfamiliar words when trying to analyze information. UNIT

9Chapter 30

Directions: Answer the followingquestion based on the information.

Which of the followingstatements BEST describesa digital world?

A It is a world focused on enter-tainment.

B It is a world interconnectedby computers.

C It is a world with few inven-tions and innovations.

D It is a world where computersare rare.

A DIGITAL TRANSFORMATION

Digital technology began to transform people’s lives in the1990s when companies started developing consumer prod-ucts that were digital and relied on computer chips.

• Wireless digital technology made it possible to reducethe size of cell phones. By the early 2000s, the newminiature cell phones were popular all over the world.

• Wireless digital technology generated small, inexpensivesatellite dishes that transmitted radio and TV signalsfrom orbit into people’s homes.

• Consumer products like cameras, music players, radios,television, and music and video recorders could all beconnected to each other and to computers.

• New features, like digital cameras and the ability to sendand receive e-mail, were added to cell phones.

The rise of a global network of interconnected computers—the Internet—revolutionized people’s access to information.Suddenly, the rest of the world was only a keystroke away.

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

R Reading Strategies C Critical

Thinking D Differentiated Instruction W Writing

Support S Skill Practice

Teacher Edition• Making Connections,

p. 1003

Additional Resources• Guided Reading Act.,

URB p. 114• Prim. Source Reading,

URB p. 101• Quizzes/Tests, p. 429

Teacher Edition• Making Inferences,

p. 1003• Compare/ Contrast,

p. 1004

Additional Resources• Economics and History,

URB p. 7• Linking Past/Present,

URB p. 100

Additional Resources• Differentiated

Instruction, URB p. 89

Teacher Edition• Persuasive Writing,

p. 1005

Additional Resources• Content Vocab. Act.,

URB p. 93

Teacher Edition• Reading Graphs, p. 1004

Additional Resources• Time Line Act., URB

p. 99• Read. Essen., p. 331

Guide to ReadingAnswers:

How it Revolutionized

Microprocessors much faster and smaller computers

Apple II practical, affordable home computers

Macintosh simplified operating system with mouse-activated, on-screen icons

Windows enabled PCs to use mouse-activated, on-screen graphic icons

To generate student interest and provide a springboard for class discussion, access the Chapter 30, Section 1 video at glencoe.com or on the video DVD.

Resource Manager

Focus


1003

Chapter 30 • Section 1


As Jobs and Wozniak were creating Apple, 19-year-old Harvard dropout Bill Gates co-founded Microsoft to design PC software, the instructions used to program computers to perform desired tasks. In 1980 IBM hired Microsoft to develop an operating system for its new PC. Gates paid a Seattle programmer $50,000 for the rights to his software, and with some refinements, it became MS-DOS (Microsoft Disk Operating System). In 1985 Microsoft introduced the “Windows” operat-ing system, which enabled PCs to use mouse-activated, on-screen graphic icons.

Compact computers soon transformed the workplace, linking employees within an office or among office branches. They became essen-tial tools in almost all businesses. By the late 1990s, workers used home computers and electronic mail (E-mail) to “telecommute,” or do their jobs from home via computer.

New Telecommunications A parallel revolution in telecommunications

coincided with the development of personal computers. In the 1970s, the government started deregulating the telecommunications industry. Then, in 1996 Congress passed the Telecommunications Act, which allowed phone companies to compete with each other and to send television signals. It also allowed cable television companies to offer telephone ser-vice. This led to much greater competition, and many new technologies were developed.

One major telecommunications technology that became very popular was the cell phone. Cell phones had been invented in the 1940s, and the first large-scale cellular networks were built in the 1980s, but the phones were large and the service was very expensive. All that began to change in the 1990s.

TECHNOLOGY& HISTORYComputers Beginning in the late 1970s and continuing to the present, changes in computer and telecommunications technology have transformed how people live and work.

▲ Integrated Circuit

The integrated circuit allowed literally millions of tiny circuits to be mass produced and for manufacturers to greatly reduce the size of computer-based products.

Personal Computer

▲

The Apple Macintosh introduced in 1984 was the fi rst mass-produced personal computer to use a mouse and on-screen icons to help users interact with the software. The new interface made computers far easier to use and encouraged Americans who were not technically trained to begin using computers. The fi rst mouse (shown above) was invented by Douglas Englebart in 1964.

▲ Mobile Phone

Microprocessors and digital technology made small mobile phones (cell phones) possible. Improvements in light metals and plastics manufacturing made cell phones and other computerized devices portable. Combined with wireless access to the Internet, the cell phone allows people to stay in communication and to view videos, text messages, and photos no matter where they are.

Analyzing VISUALS

1. Explaining What aspects of life do computer-based devices make easier?

2. Inferring Why do you think it was important for integrated circuits to be so small?

(tr)Douglas Engelbart/Bootstrap Alliance

R

C

Art Show

Step 1: Researching the History of the Period Essential Question: What events occurred in American history from 1980 to 2000, and how can they be cap-tured in images?

Directions Explain to students that they are going to create an art show of perhaps 10 images that they will hang in the class-room, a school hall or foyer, complete with a title, brief introduction near the beginning

and the accompanying explanatory tags that will identify the images. In this step, two teams of students will: a) describe the events occurring in the United States between 1980 and 2000; and b) depict themes of the period. Each team will discuss how to depict the subject using images. (Students may choose to use graphic organizers, maps, charts, paintings, or drawings. Students may create their own images or find historical images online or in the library.)

Putting It Together After the two teams have determined four or five image selec-tions, they should each either obtain the images (photocopies) or sketch them in a rough draft. OL (Chapter Project continued on page 1012)

Hands-On Chapter Project

Step 1

Teach

C Critical ThinkingMaking Inferences Ask: What is the advantage of linking employees by computer? (Answers will vary but may include that they can better work together and share ideas and information.) BL

R Reading StrategyMaking Connections Ask:What phone and cable TV options are available locally? (Answers will vary.) OL

Analyzing VISUALS

Answers: 1. enhanced telecommunica-

tions with smaller and more powerful telephones and computers

2. to greatly reduce the size of computer-based products

1004


E-mail or Instant Messaging

Playing Games

Listening to the Radio orViewing TV or Movies

Purchase Products or Services

Take a Course Online

Trade Stocks, Bonds, or Mutual Funds

Bank OnlineSearch for Products or

Service InformationGet News, Weather or

Sports InformationSearch for Information on Health

Services or PracticesSearch for Information about

Government Services or Agencies

Search for a Job

1000 10 20 30 40 50 60 70 80 90Percentage

How People Use Computers

Computer Internet Broadband Internet*Note: 2001 and 2003 reflect 2000 Census-based weights and earlier years use1990 Census-based weights.

Oct 97 Dec 98 Aug 00 Sept 01 Oct 030

10203040506070

Perc

enta

ge o

fU.

S. H

ouse

hold

s*

Computer and Internet Use, 1997–2003

Source: Economics and Statistics Administration.


Wireless digital technology made it possible to miniaturize cell phones, and they quickly became very popular. By the early 2000s, they were in widespread use around the world. Wireless digital technology also made it possi-ble to manufacture small inexpensive satellite dishes that could receive video and radio beamed from orbit into people’s homes.

Digital technology rapidly transformed many consumer products. Various companies developed music players, cameras, radios, tele-visions, and music and video recorders that used digital technology. Because they were digital and relied on computer chips, it became possible to connect them to each other and to computers. Modern cell phones, for example, often have digital cameras built in, and can send and receive E-mail and instant text mes-sages. Computers can play the same videos that can be played on digital television. Further accelerating the interoperability and connec-tions between the technologies was the rise of a global network of interconnected computers that came to be called the Internet.

Describing How did digital tech-nology change consumer products?

The Rise of the InternetMAIN Idea A computer resource that linked

government agencies developed into the Internet.

HISTORY AND YOU Have you ever used the Internet to do research for a class? Read on to learn about the origins of the Internet.

In 1969 the U.S. Defense Department’s Advanced Research Project Agency created a system of networked computers known as ARPANET. The system linked computers at government agencies, defense contractors, and several universities, enabling them to commu-nicate with one another.

In 1986 the National Science Foundation built NSFNet, a network connecting several super computer centers across the country. NSFNet was soon linked to ARPANET, and as the connections to other computer networks across the world grew, the system became known as the Internet. The Internet is not the World Wide Web or E-mail. Those are systems that use the Internet. The Internet is the physi-cal network of computers connected together by phone lines, cable lines, and wireless communications.

The Rise of the InternetAs the Internet grew in size and people obtained access to faster computers and faster “broadband” connections, people began to use it for almost everything.

Analyzing VISUALS

1. Classifying Which category of activities is the Internet used for the most?

2. Hypothesizing Is the growth in the use of the internet slowing or accelerating? Why might this be so?

Student Web Activity Visit glencoe.com and complete the activ-ity on the techno-logical revolution.

C

S

C Critical ThinkingComparing and Contrasting Ask: How are wireless digital cell phones different from older phones? (They are smaller and portable.) BL

S Skill PracticeReading Graphs Ask: Based on the graph, which computer technology developed last? (broadband Internet) ELL

Answer: They could be connected to each other and to computers.

Analyzing VISUALS

Answers: 1. E-mail or Instant Messaging2. accelerating; Answers will

vary but may include the idea that more households now have computers.

Activity: Technology Connection

Organizing an Internet Business Ask: How can a company use the Internet to con-duct business? (Answers may include advertis-ing, taking orders, distributing information, communicating with customers, and so on.) Show students the home page of a dot-com business, such as Amazon.com. Discuss the features of the Web site and the functions they serve. Have students work in groups of five or six to form a mock dot-com business. After groups have

chosen a product line, ask them to design a mock-up of an Internet Web site for their busi-ness. Remind them to use their Internet sites to inform, persuade, and communicate with cus-tomers, as well as sell their products. Encourage creativity with the use of product illustrations and descriptions that will appeal to consumers. Ask groups to share their “Web sites” with the class. OL

Additional Support


1005

Chapter 30 • Section 1Section 1 REVIEW

1005

As personal computers became cheaper and more widely avail-able, more and more people began signing up with Internet Service Providers (ISPs) who could connect their computers to the Internet. By the late 1990s, the Internet had become wildly popular as busi-nesses began experimenting with it to sell goods and services and to improve their productivity and communications. By 2007, more than 1 billion people were regularly using the Internet.

Birth of the World Wide WebIn 1990, researchers at CERN, a physics laboratory in Switzerland,

developed a new way to present information on computers linked to the Internet. Known as the World Wide Web, this system used hypertext (what today are referred to as “links” on Web pages) and could be accessed with software known as a Web browser. The system allowed users to post information in the form of Web pages and click on links to jump from Web site to Web site.

Enthusiasm for the World Wide Web spawned a “dot-com” econ-omy. A wide variety of dot-com companies made millions of dollars for stock investors without making any actual profits. Internet-related stocks helped fuel the prosperity of the 1990s, but fell dramatically in 2000 when many unprofitable online companies went out of business. Though the dot-com economy did not last, the computerization of the economy required the American labor force to acquire new skills. This retraining increased productivity as well as the nation’s Gross Domestic Product (GDP), the total value of goods and services produced by the domestic economy. The GDP during the mid- to late-1990s rose over twenty percent. This increase was driven by the information technology industry, which includes computer and Internet router manufacturers.

A few companies have, however, become major success stories. Amazon.com, founded by Jeff Bezos, has become a highly successful online bookseller. The companies Google and Yahoo both created search engines that help people locate information on the Web. Many media companies have also found success on the Web in the same way that they did in print and on television—by charging fees for advertising.

The Internet Changes SocietyFor many people, the World Wide Web has become a way to

build a sense of community. People with common interests visit Web sites about those interests to post comments and interact with each other.

Individuals and families share stories and photos about them-selves on blogs—short for Web logs—Web sites that function as a kind of public diary or notebook. Web sites such as MySpace serve a similar function, while sites such as YouTube enable people to post video clips they want to share with others. Blogs have also led to a renaissance in essay writing and commentary as they enable people to publicly comment on news stories and other events. They have also helped mobilize people for political action. For many, accessing the Web has become a routine and important part of their daily life.

Analyzing How have the Internet and World Wide Web changed society?

Vocabulary1. Explain the significance of: ENIAC,

integrated circuit, Silicon Valley, microprocessor, Steve Jobs, Bill Gates, telecommute, blogs.

Main Ideas 2. Describing How have personal

computers transformed the workplace?

3. Contrasting What is the difference between the World Wide Web and the Internet?

Critical Thinking4. Big Ideas How have advances in tele-

communications and the rise of the Internet affected the standard of living in the United States?

5. Organizing Complete a graphic orga-nizer similar to the one below by listing developments that led to the technologi-cal revolution.

6. Analyzing Visuals Study the photo-graph of the Apple Computer on page 1003. How have computers changed since the 1980s?

Writing About History7. Descriptive Writing Write two para-

graphs describing the ways that you and your family use the Internet and how your way of life would be different without it.

Technological Revolution

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

W

W Writing SupportPersuasive Writing Ask: Should the Internet be censored? Have students write an essay arguing for or against censorship. AL

Section 1 REVIEW

Answers

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

2. They have linked employees within an office or among office branches.

3. The Internet is a physical network of com-puters connected by phone lines, cable lines, and wireless communications. The World Wide Web is a system that allows Internet users to post information on Web pages and click on links to move from Web site to Web site.

4. People can better communicate; they can share information and interact with others who share common interests. They can pub-licly comment on news stories and other events and mobilize for political action.

5. Answers may include any of the following: electronic computer, integrated circuit, microprocessor, simplified operating sys-tem, cell phone, wireless digital technology, the Internet, the World Wide Web.

6. Answers will vary but may include the fol-lowing: smaller, optional larger monitors,

different varieties of the mouse device, lap-top technology.

7. Paragraphs will vary but should describe students’ personal Internet use and its affect on students’ lives.

Answer: They built a sense of community, led to more commentary, and helped mobilize people for political action.

Assess

Study Central™ provides summa-ries, interactive games, and online graphic organizers to help stu-dents review content.

CloseSummarizing Ask: How did computer technology change in the 1970s and 1980s? (Micro-processors made them smaller and faster; simplified operating systems made them user-friendly.) OL


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Columbia makes the first space shuttle flight

First use of emoticons in an e-mail:

:-)and

:-(

Music CDs go on sale in the United States

The first American cell phone system goes into operation

Apple Macintosh computer is released

Nintendo Entertainment System comes to America

Release of first DVDs (digital video disks)

Dolly the sheep is the first animal made by cloning adult cells

Steve Jobs presents the first

Macintosh computer

World Wide Web is created by Tim Berners-Lee of Great Britain

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In 1985, RYAN WHITE became a symbol of the intolerance that is inflicted on some people suffering from HIV/AIDS.

Ryan White was 13 years old when he learned that he had contracted HIV through blood products he was taking for hemophilia, a disease he had since birth. At the time, many people thought the AIDS virus could be passed by casual contact—by shaking hands, sneezing, or coughing. Even though AIDS can’t be caught that way, people in Ryan’s school in Kokomo, Indiana, were afraid to be near him. School officials banned him from classes, and Ryan had to fight in court to win the right to attend school.

In 1987, his family moved to another Indiana town, Cicero, where he was treated more kindly. Ryan died on April 8, 1990. At his funeral, a family friend, Rev. Ray Probasco, said: “It was Ryan who first humanized the disease called AIDS. He allowed us to see the boy who just wanted, more than anything else, to be like other children and to be able to go to school.”

Important Dates in the Technology RevolutionF I R S T S I N T E C H

“Just say no. ” —NANCY REAGAN,in 1983, launching her antidrug campaign

“Show me the money! ”—ACTOR CUBA GOODING, JR.’S CHARACTER,

in the 1996 movie Jerry Maguire

“Mr. Gorbachev, tear down this wall! ”—PRESIDENT RONALD REAGAN, in 1987 addressing the head of the USSR

while standing next to the Berlin Wall, which still divided East and West Berlin.

“Can we all get along? ”—RODNEY KING,pleading in 1992 with the rioters in Los

Angeles and other cities, after violence erupted following a jury’s acquittal of

the police officer who had beaten him.

“We are the world. ” —FORTY-FIVE POP STARS,

including Lionel Richie, Ray Charles, and Bruce Springsteen, known as USA

for Africa. The group recorded the song “We Are the World” in 1985 to raise

money for Africans in need.

“I do not like broccoli. And I haven’t liked it since I was a little kid and my mother made me eat it. And I’m President of the United States and I’m not going to eat any more broccoli. ”—PRESIDENT GEORGE H. W. BUSH,

1990

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FocusAsk: What efforts have been made to address the issue of AIDS in the United States? (Answers will vary but may include education, fund-raising, and gov-ernment subsidized research.)Explain that, in late 1990, Congress passed the Ryan White Comprehensive AIDS Resources Emergency Act (CARE), which annually provides about $1.5 bil-lion to care for people living with AIDS/HIV.

Teach

R Reading StrategyActivating Prior Knowledge Ask: Why were Africans in need at this time? (Answers will vary but may include that AIDS, civil unrest, and famine caused great suffering.) AL

S Skill PracticeReading a Time Line Ask:Which event on the time line has most impacted your life?Explain. (Answers will vary but should relate to one of the advances listed on the time line.) OL

Sandra Day O’Connor Justice O’Connor traveled a long way to become the first female U.S. Supreme Court Justice. A top graduate in her Stanford law class, she expe-rienced repeated rejection from law firms who refused to hire women. One firm did offer her employment—as a legal secretary. Determined, O’Connor accepted a position as a deputy county attorney in California.

Later, after moving to Arizona, she served the state as assistant attorney general and state senator, becoming the first woman in any state to hold the office of majority leader in 1972. After her subsequent elec-tion to a state judgeship, she served five years before being appointed to the Arizona Court of Appeals. A short two years later, O’Connor replaced Justice Potter Stewart

on the U.S. Supreme Court. On July 1, 2005, she announced her retirement. Justice Samuel Alito was sworn in on Feb. 1, 2006, marking the end of O’Connor’s distin-guished judicial career.

Extending the Content

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REMOTE CONTROL

GARTH BROOKS CD

8-MM CAMCORDER

CASH-MACHINE CARD

INFLATABLE GLOBE

DISPOSABLE CAMERA

DOLPHIN-SAFE TUNA

BAGGY JEANS

PALMTOP COMPUTER

SPF 15 SUNSCREEN

POCKET T-SHIRT

BOTTLED WATER FROM THE ALPS

IN-LINE SKATES

AIR BAG

BEEPER

N U M B E R S

168 Number of people killed in the 1995 bombing of Oklahoma City’s Federal Building by two Americans, Terry Nichols and Timothy McVeigh

12 Age of Valerie Ambrose, who won a NASA contest in 1997 by coming up with “Sojourner Truth” as the name for a robot explorer to Mars

11,000,000 Number of gallons of crude oil spilled into Prince William Sound by the tanker Exxon Valdez in 1989

20,000,000 Number of albums Michael Jackson’s Thriller sold, making it the best-selling record of all time as of 1982

Forever Amount of time former player Pete Rose was banned from baseball after the discovery in 1989 that he was gambling on baseball games

Time CapsuleIn 1992, Time magazine ran a short story, “Things to Show How We Live Now,” as a way to highlight what was important to the public at the time. Here are 15 items from the list. How do they compare with what you think is important?

An oil-soaked whale after the Exxon Valdez spill

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MilestonesLOST, 1986. THE SPACE SHUTTLE CHALLENGER exploded 73 seconds after liftoff. Millions watched in horror as the 25th shuttle mission blew up, killing all seven crew members, including high school teacher Christa McAuliffe.

RECONCILED, 1992. U.S. PRESIDENT GEORGE H.W. BUSH AND RUSSIAN PRESIDENT BORIS YELTSIN formally declared an end to the Cold War.

RELEASED, 1981. FIFTY-TWO U.S. HOSTAGES IN IRAN were set free after 444 days in captivity. The crisis played a significant part in Jimmy Carter’s failure to win a second presidential term.

AIRED, 1981. FORMER RADIO EXECUTIVES CREATED MTV (MUSIC TELEVISION). They knew that advertisers wanted to reach young people, who loved rock music. So they decided to run music videos on a cable channel.

ERUPTED, 1980. MOUNT ST. HELENS IN WASHINGTON STATE erupted after being dormant for 123 years. A stupendous explosion blew the entire top off the volcano.

NAMED, 1981. SANDRA DAY O’CONNOR became the first female justice on the U.S. Supreme Court after being appointed to the position by President Ronald Reagan.

HONORED, 1995. BALTIMORE ORIOLES SHORTSTOP CAL RIPKEN, JR. became a national hero just by going to work every day for 13 years. On September 6, 1995, Ripken showed up at his 2,131st game in a row, breaking the 1939 record set by Lou Gehrig.

Justice Sandra Day O’Connor

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C R I T I C A L T H I N K I N G1. Synthesizing Do you think people’s attitudes have changed towards people with HIV/AIDS since 1985? Explain your answer.

2. Hypothesizing Why might celebrities be better able than the “average” citizen to focus public attention on serious global issues and problems?


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C Critical ThinkingSpeculating Ask: How might the Challenger’s experience have affected attitudes toward the U.S. space program? (Answers will vary but may speculate that people began to question the worth or necessity of the program.) OL

R Reading StrategiesActivating Prior Knowledge Ask: What was the Cold War? (Answers may vary but should include the idea of a struggle for power between Communist bloc countries and Western powers.) OL

Assessing Ask: What technology is most effective in the classroom? Why? (Answers will vary but may include videos and DVDs, live TV broadcasts, computers, digital cameras, and CDs.) Have students form groups. Ask each group to prepare a presentation for a classroom of new immigrants on an event or person from the decades of the 1980s or 1990s. Have students assess and select the forms of technology that will be most appropriate for the audience

and the subject of their presentations. Encour-age groups to appeal to various senses: sight, hearing, taste, touch, and/or smell. Ask groups to give their presentations to the class. Have audience members list and evaluate the effec-tiveness of the types of technology each presen-tation utilizes. OL

Critical Thinking Answers:

1. Answers will vary. Some stu-dents may feel attitudes have changed because of the efforts of the government and private groups to edu-cate Americans about HIV/AIDS. Others may feel that people with HIV or AIDS still suffer under a social stigma.

2. Answers will vary but could include the idea that people often emulate the views and actions of celebrities, giving famous people tremendous influence over public opinion and actions.

Activity: Technology Connection


Section 2

The Clinton Years

When William Jefferson Clinton was elected in 1992, he became the first Democrat to win the

presidency in 12 years. After achieving only part of his agenda, he faced a new Republican Congress that had very different plans. His second term focused on foreign policy and scandal.

Clinton’s AgendaMAIN Idea President Clinton took office in 1993 with plans for

improving health care, cutting the federal deficit, aiding families, and increasing gun control.

HISTORY AND YOU Do you know anyone who has worked for AmeriCorps? Read on to learn about the beginnings of this program.

Only 46 years old when he took office, Bill Clinton was the third-youngest person ever to serve as president and the first of the “baby boom” generation to reach the Oval Office. The new president put forth an ambitious domestic program focusing on five major areas: the economy, the family, education, crime, and health care.

Raising Taxes, Cutting SpendingAs he had promised in his election campaign, Clinton focused

first on the economy. The problem, in his view, was the federal deficit. Under Reagan and Bush, the deficit had nearly quadrupled, adding billions of dollars annually to the national debt. High deficits forced the government to borrow large sums of money, which helped to drive up interest rates. Clinton believed that the key to economic growth was to lower interest rates. Low interest rates would enable businesses to borrow more money to expand and create more jobs. Low rates would also make it easier for consumers to borrow money for mortgages, car loans, and other items, which in turn would pro-mote economic growth.

One way to bring interest rates down was to reduce the federal deficit. In early 1993, Clinton sent Congress a deficit reduction plan. In trying to cut the deficit, however, Clinton faced a serious problem. About half of all government spending went to entitlement programs, such as Social Security, Medicare, and veterans’ benefits. These programs are hard to cut because so many Americans depend on them. Faced with these constraints, Clinton decided to raise taxes, even though he had promised to cut them during his campaign. Clinton proposed raising tax rates for middle- and upper-income Americans and placed new taxes on gasoline, heating oil, and natural

Guide to ReadingBig IdeasGovernment and Society President Clinton pushed through laws to help families and strengthen gun control, but he also raised taxes and failed to reform health care.

Content Vocabulary• perjury (p. 1013)• ethnic cleansing (p. 1015)

Academic Vocabulary• modify (p.1009 )• unprecedented (p.1009)• participant (p. 1015 )

People and Events to Identify• AmeriCorps (p. 1010)• Contract with America (p. 1011)• Kenneth Starr (p. 1013)• Dayton Accords (p. 1015)

Reading StrategyTaking Notes As you read about the administration of President Clinton, use the major headings of the section to create an outline similar to the one below.

The Clinton YearsI. Clinton’s Agenda

A.B.C.D.

II.

Section Audio Spotlight VideoChapter 30 • Section 2




Teacher Edition• Activ. Prior Knowledge,

pp. 1010, 1011• Identifying, p. 1012• Sequencing Info.,

p. 1014


URB p. 115• Prim. Source Read., URB

p. 103

Teacher Edition• Speculating, p. 1009• Drawing Con., p. 1011• Defending, p. 1013• Analyzing Primary

Sources, p. 1014• Making Inferences,

p. 1015

Additional Resources• Inter. Political Cartoons,

URB p. 107• Quizzes/Test, p. 430

Teacher Edition• Visual/Spatial, p. 1012• Logical/Math., p. 1013

Additional Resources• English Learner, URB

p. 91

Teacher Edition• Personal Writing,

p. 1010

Additional Resources• Supreme Court Case

Studies, p. 155

Teacher Edition• Analyzing Visuals,

p. 1009

Additional Resources• Reinf. Skills, URB p. 97• Hist. Analysis Skills, URB

p. 88• Read. Essen., p. 334


Making Predictions


ANSWER: FTeacher Tip: Tell students to make sure a prediction islogical before selecting their answer. UNIT

9Chapter 30

FAMILY EDUCATION CRIME HEALTH CAREThe Family

Medical Leave Act gave

workers upto 12 weeks per year of

unpaid leavefor the birthor adoptionof a child.

Raised taxes for middle- and upper-income Americans and

placed new taxes ongasoline,

heating oil,and natural

gas.

TheAmeriCorpsprogram put

studentsto work

improvinglow-income

housing,teaching

children to read, and cleaning

up the environment.

The Brady Bill required gun

dealersto have

police run background

checks before selling a handgun.

Passeda crime bill

that provided money to build

new prisons and hire more police officers.

Introduced a plan for

guaranteedhealth benefits

for all Americans,but it hadtoo many opponents

to be implemented.

ECONOMY

THE CLINTON AGENDA

Directions: Answer the followingquestion based on the table.

Which was the most likelyoutcome of PresidentClinton’s domestic pro-gram?

F a reduction in gun sales

G a reduction in gasoline prices

H a worsening of environmentalproblems

J more Americans receivinghealth benefits


Guide to ReadingAnswers: I. Clinton’s Agenda A. Raising Taxes, Cutting Spending B. Stumbling on Health Care C. Families and Education D. Crime and Gun Control II. Republicans Gain Control of Congress A. The Contract With America B. The Budget Battle C. Clinton Wins Reelection III. Clinton’s Second Term A. Putting Children First B. Clinton Is Impeached IV. Clinton Foreign Policy A. The Haitian Intervention B. Bosnia and Kosovo C. Peacemaking in the Middle East


Resource Manager

Focus


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gas. The tax increases were very unpopular, and Republicans in Congress refused to sup-port them. Clinton pressured Democrats, and after many amendments, a modified version of Clinton’s plan narrowly passed.

Stumbling on Health Care During his campaign, Clinton had promised

to reform the health care system. Some 40 mil-lion Americans, or roughly 15 percent of the nation, did not have health insurance. The president created a task force and appointed his wife, Hillary Rodham Clinton, to head it—an unprecedented role for a first lady. The

task force developed a plan to guarantee health benefits for all Americans, but it put much of the burden of paying for the benefits on employers. Small-business owners feared they could not afford it. The insurance industry and doctors’ organizations also opposed the plan and mounted a nationwide advertising cam-paign on television and radio to build public opposition to the plan.

Republicans argued that the plan was too complicated, costly, and relied too much on government control. Democrats were divided. Some supported alternative plans, but no plan had enough support to pass. Faced with public opposition, Clinton’s plan died without a vote.

▲ The cartoonist shows President Clinton resolving to be very cautious throughout the rest of his administration.

The Debate Over Health Care

Analyzing VISUALS1. Inferring How does the cartoonist compare

Clinton’s failed attempt to change health care to an accident?

2. Analyzing Why does Clinton resolve to be cautious in the future?

▲ Hillary Clinton speaks about her health care plan in front of a counter showing one person losing health insurance every 1.17 seconds.

▲ President Clinton explains the proposed Health Security card in a speech to Congress in October 1993.

During his first term in office, President Clinton launched an ambitious program to reform the nation’s health care system. The reforms faced much opposition and never materialized.

(l)TOLES © 1997 The Washington Post. Reprinted with permission of UNIVERSAL PRESS SYNDICATE. All rights reserved

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Teach

S Skill PracticeAnalyzing Visuals Ask: Which frame explains Clinton’s first reaction to the failure of his health care reform? (the embarrassment) BL

C Critical ThinkingSpeculating Ask: Why might the insurance industry and doc-tors’ organizations have opposed Clinton’s national health care plan? (Answers will vary but may include that doctors didn’t want government regulating care and insurance companies didn’t want to be told what to cover.) OL

Analyzing VISUALS

Answers: 1. It shows him having to

recover from it in stages.2. Answers will vary but may

include that it took him a long time to recover from his health care mistake.

Additional Support


Health Insurance According to the Census Bureau, in 2004

• 45.8 million or 15.7 percent of the coun-try’s population had no health insurance.

• 11.2 percent of children under the age of 18 were uninsured.

• While 8.4 percent of Americans with incomes over $75,000 were uninsured,

about 24.3 percent of those with incomes less than $25,000 lacked insurance.

• African-Americans (19.7 percent) and Hispanics (32.7 percent) were more likely to lack insurance than white, non-Hispanic Americans (11.3 percent).

According to a survey of the time,

• More than one-third of adults, both

insured and uninsured, were having prob-lems paying medical bills or accessing medical care.

• Low-income people with chronic health conditions had the most difficulty paying health expenses.

• While company profits rose by 16 percent in 2004, employment-based health insur-ance fell.

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Families and Education Clinton did manage to push several major

pieces of legislation through Congress. During his campaign, he had stressed the need to help American families. His first success was the Family Medical Leave Act. This law gave work-ers up to 12 weeks per year of unpaid family leave for the birth or adoption of a child or for the illness of a family member.

Clinton also persuaded Congress to create the AmeriCorps program. This program put students to work improving low-income hous-ing, teaching children to read, and cleaning up the environment. AmeriCorps incorporated the VISTA program that John F. Kennedy had created. AmeriCorps volunteers earn a salary and are awarded a scholarship to continue their education. In September 1994, the first group of AmeriCorps volunteers—some 20,000 in number—began serving in more than 1,000 communities.

Crime and Gun Control Clinton had also promised to get tough on

crime during his campaign, and he strongly endorsed new gun-control laws. Despite strong opposition from many Republicans and the National Rifle Association (NRA), the Democrats in Congress passed a gun-control law known as the Brady Bill. It was named after James Brady, President Reagan’s press secretary who had been severely injured by a gunshot during the assassination attempt on the former president. His wife, Sarah Brady, became an advocate of gun control and lob-bied Congress to pass the bill. The Brady Handgun Violence Prevention Act imposed a waiting period before people could buy hand-guns. It also required gun dealers to have police run a background check for a criminal record before selling someone a handgun.

The following year, Clinton introduced another crime bill. The bill provided extra funds for states to build new prisons, and put 100,000 more police officers on the streets. It banned 19 kinds of assault weapons and provided money for crime prevention programs, such as “midnight” basketball leagues that would get young people off the streets.

Explaining Why did President Clinton’s proposed health care plan fail?

Republicans Gain Control of CongressMAIN Idea Republican victories in Congress led

to conflicts between the executive and legislative branches of the federal government.

HISTORY AND YOU Have you ever refused to back down when you felt sure you were in the right? Read on to learn about a showdown between Congress and the president.

Despite his successes, Clinton was very unpopular by late 1994. He had raised taxes, instead of lowering them as he had promised, and he had failed to fix health care. Although the economy was improving, many companies were still downsizing. Several personal issues involving President Clinton further weakened

Is a Balanced Budget Amendment a Good Idea?One of the ideas that congressional Republicans put forth in the “Contract with America” was a balanced budget amendment to the Constitution. A bal-anced budget amendment would force Congress to pass a federal budget that balanced projected revenues and expenditures. Would such an amend-ment force Congress to be more respon-sible in how it spends the taxpayers’ money, resulting in a more efficient, limited government? Or, would it dangerously limit Congress’s ability to respond to economic and national security emergencies?

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R Reading StrategiesActivating Prior Knowledge Ask: To what international pro-gram is AmeriCorps similar? (the Peace Corps) How does it differ from the other program? (Ameri-Corps employs students, rather than adults, and operates domestically, rather than in foreign countries.) BL

W Writing SupportPersonal Writing Have stu-dents write one or two para-graphs to explain their views on gun control. OL

Answers: Republicans felt it was too costly and heavy on government con-trol; some Democrats supported other plans.

Analyzing AmeriCorps Ask: Why might young people sign up for Ameri-Corps? (Answers will vary but could include the idea that it gives young people opportu-nities to serve the country, earn money for college, and see other parts of the country.) Have students work in pairs to research AmeriCorps on the Internet at www.ameri-corps.org/. Ask partners to focus on the fol-lowing aspects: recruiting requirements,

types of programs, and service areas. Have student pairs design a poster for one AmeriCorps program. Display the posters in the classroom. Discuss how the various programs contribute to American society and/or the environment. OL

Activity: Collaborative LearningCollaborative Learning

Design collaborative projects that

allow all members of a group to

participate and share ideas.

Encourage products that appeal

to a variety of learning styles.

AdditionalSupport

http://www.americorps.org

1011

public confidence in him. In response, many Americans decided to vote Republican in 1994.

The Contract With AmericaAs the 1994 midterm elections neared, con-

gressional Republicans, led by Newt Gingrich of Georgia, created the Contract with America. This program proposed 10 major changes, including lower taxes, welfare reform, tougher anticrime laws, term limits for mem-bers of Congress, and a balanced budget amendment. Republicans won a stunning vic-tory—for the first time in 40 years, they had a majority in both houses of Congress.

In their first 100 days in office, House Republicans passed almost the entire Contract with America, but they soon ran into trouble. The Senate defeated several proposals, while the president vetoed others.

The Budget Battle In 1995 the Republicans clashed with the

president over the new federal budget. Clinton vetoed several Republican budget proposals, claiming they cut into social programs too much. Gingrich believed that if Republicans stood firm, the president would back down and approve the budget. Otherwise, the entire federal government would shut down for lack of funds. Clinton, however, refused to budge, and allowed the federal government to close.

By standing firm against Republican budget proposals and allowing the government to shut down, Clinton regained much of the sup-port he had lost in 1994. The Republicans in Congress realized they needed to work with the president to pass legislation. Soon after-ward, they reached an agreement with Clinton to balance the budget.

Bill ClintonPresident

PRIMARY SOURCE

“The balanced budget amend-ment is, in the first place, bad economics. . . . [T]he Federal deficit depends not just on Congressional decisions, but also on the state of the economy. In particular, the deficit increases automatically whenever the economy weakens. If we try to break this automatic linkage by a Constitutional amend-ment, we will have to raise taxes and cut expenditures whenever the economy is weak. That not only risks turning minor downturns into serious recessions, but would make recovery from recession far more difficult. Let’s be clear: This is not a matter of abstract economic theory. . . . A balanced budget amendment could threaten the livelihoods of mil-lions of Americans. I cannot put them in such peril.”

—Letter to Congressional leaders, November 5, 1993

YES

1. Finding the Main Idea Why does Senator Thurmond believe that a constitutional amendment, rather than simply a law, is necessary?

2. Theorizing How might Congress’s “irresponsible pattern of spending” threaten the nation’s future?

3. Specifying What specific reasons does President Clinton give to explain his opposition to the balanced budget amendment?

4. Drawing Conclusions Which argument do you find more convincing? Why?

Strom ThurmondU.S. Senator

PRIMARY SOURCE

“While Congress could achieve a balanced budget by statute, pastefforts . . . have failed. It is simplytoo easy for Congress to change its mind. . . . The constitutional amendment is unyielding in its imposition of discipline on Congress to make the tough decisions necessary to balance the federal budget. Over the past half-century, Congress has demonstrated a total lack of fiscal discipline evidenced by an irrational and irre-sponsible pattern of spending. This reckless approach has seriously jeopardized the Federal government and threat-ens the very future of this Nation. As a result, I believe we must look to constitutional protection from a firmly entrenched fiscal policy which threatens the liberties and opportunities of our present and future citizens.”

—Statement to the Judiciary Committee, February 16, 1994

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C Critical ThinkingDrawing Conclusions Ask: What conclusion can be drawn about the Senate from its defeat of several Contract with America proposals? (Republicans did not vote along party lines.) OL

R Reading StrategiesActivating Prior Knowledge Ask: What concept is illustrated by the presidential veto of pro-posed legislation? (checks and balances) AL

Answers: 1. Congress has demonstrated a

lack of fiscal discipline.2. Answers may suggest that

continued deficit spending could jeopardize the govern-ment’s ability to make pay-ments such as Social Security.

3. The economy is linked to the federal deficit, so in a weak economy taxes would increase and spending would decrease, possibly causing recession.

4. Answers should be supported with sound reasoning.


The Balanced Budget Amendment Under the proposed Balanced Budget Amendment, congressional spending could not exceed revenues, or income. Exceptions could be made if three-fifths of each house approved specific instances of excess spending by a roll call vote. In addition, the national public debt could not be increased without that same three-fifths roll call vote. Finally, the president’s annual budget would have had to be balanced when it

was submitted to Congress. During years in which the country engaged in a declared war, the provisions of the amendment could be waived. Congress failed to pass this, and other, proposed balanced budget amendments.

1012

In the months before the 1996 election, the president and the Republicans worked together to pass new legislation. In August Congress passed the Health Insurance Portability Act. This act improved health cover-age for people who changed jobs and reduced discrimination against people who had pre-existing illnesses.

Later that month, Congress passed the Welfare Reform Act, which limited people to no more than two consecutive years on wel-fare and required them to work to receive welfare benefits. The law also increased child-care spending and gave tax breaks to compa-nies that hired new employees who had been on welfare.

Clinton Wins Reelection As the 1996 campaign began, Clinton took

credit for the economy. The economic boom of the 1990s was the longest sustained period of growth in American history. Unemployment and inflation fell to their lowest levels in 40 years. The stock market soared, wages rose, crime rates fell, and the number of people on welfare declined. With the economy booming, Clinton’s popularity climbed rapidly.

The Republican Party nominated Senator Bob Dole of Kansas, the Republican leader in the Senate, to run against Clinton. Dole chose as his running mate Jack Kemp, a former mem-ber of Congress from New York. Dole promised a 15 percent tax cut and attempted to portray Clinton as a tax-and-spend liberal.

H. Ross Perot also ran again as a candidate as he had in the 1992 election. This time he ran as the candidate of the Reform Party, which he had created. Once again Perot made the deficit the main campaign issue.

President Clinton won reelection, winning a little more than 49 percent of the popular vote and 379 electoral votes. Dole received almost 41 percent and 159 electoral votes, and Perot won about 8.4 percent of the popular vote and no electoral votes. Despite Clinton’s victory, Republicans retained control of Congress. Two years later, after the 1998 elections, Republicans kept control of Congress, although the Democrats gained 5 seats in the House of Representatives.

Identifying What two reforms did Clinton and Congress agree to support?

Clinton’s Second TermMAIN Idea Clinton tried to focus the domestic

agenda on the needs of children, but personal prob-lems marred his second term.

HISTORY AND YOU Do you remember learning about the impeachment trial of Andrew Johnson? Read on to learn about the second president ever to be impeached.

During Clinton’s second term, the economy continued its expansion. As people’s incomes rose, so too did the amount of taxes they paidto all levels of government. At the same time, despite their differences, the president and Congress continued to shrink the deficit. In 1997, for the first time in 24 years, the presi-dent was able to submit a balanced budget to Congress. Beginning in 1998, the government began to run a surplus—that is, it collected more money than it spent.

Despite these achievements, Clinton’s domestic agenda was less aggressive in his second term. Much of his time was spent on foreign policy and in struggling against a per-sonal scandal.

Putting Children First During his second term, Clinton’s domestic

agenda shifted toward helping the nation’s children. He began by asking Congress to pass a $500 per child tax credit. He also signed the Adoption and Safe Families Act and asked Congress to ban cigarette advertising aimed at children. In August 1997, Clinton signed the Children’s Health Insurance Program—a plan to provide health insurance for children whose parents could not afford it.

Clinton also continued his efforts to help American students. “I come from a family where nobody had ever gone to college before,” Clinton said. “When I became president, I was deter-mined to do what I could to give every student that chance.” To help students, he asked for a tax credit, a large increase in student grants, and an expansion of the Head Start program for disad-vantaged preschoolers.

Clinton Is Impeached The robust economy and his high standing

in the polls allowed Clinton to regain the ini-tiative in dealing with Congress. By 1998, how-

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Art Show

Step 2: Review and Critique Essential Question: Do the selections of the two groups merge well to form a cohesive presentation?

Directions Student teams will share their selected images and see how they fit together. The class as a whole will deter-mine how the pieces work or do not work together to illustrate the topic at hand.

Groups will critique the choices with the goal of presenting a cohesive art show.

Putting It Together Students should cre-ate a storyboard or blueprint for the presen-tation, determining how the selected pieces should be revised to present the whole pic-ture of this period in American history. OL (Chapter Project continued page 1018)

D Differentiated Instruction

Visual/Spatial Ask students to make pie graphs to illustrate the popular and electoral voting results of the 1996 election. ELL

R Reading StrategiesIdentifying Ask: What are four accomplishments of Clinton’s domestic agenda dur-ing his second term? (child tax credit, Adoption and Safe Families Act, ban on cigarette advertising aimed at children, Children’s Health Insurance Program) BL

Answers: Health Insurance Portability Act, Welfare Reform Act

Hands-on Chapter Project:

Step 2

1013

Analyzing VISUALS

1. Hypothesizing Why do you think the Founders required the House to impeach the president but the Senate to hold the trial?

2. Theorizing Why might impeachment only require a majority vote in the House, but convic-tion requires a two-thirds vote in the Senate?


ever, he had become entangled in a serious scandal that threatened to undermine his presidency.

The scandal began in Clinton’s first term, when he was accused of arranging illegal loans for Whitewater Development—an Arkansas real estate company—while he was governor of that state. Attorney General Janet Reno decided that an independent counsel should investigate the president. A special three-judge panel appointed Kenneth Starr, a former fed-eral judge, to this position.

In early 1998, a new scandal emerged involv-ing a personal relationship between the presi-dent and a White House intern. Some evidence suggested that the president had committed perjury, or had lied under oath, about the relationship. The three-judge panel directed Starr to investigate this scandal as well. In September 1998, after examining the evidence, Starr sent his report to the Judiciary Committee of the House of Representatives. Starr argued

that Clinton had obstructed justice, abused his power as president, and committed perjury.

After the 1998 elections, the House began impeachment hearings. Clinton’s supporters accused Starr of playing politics. Clinton’s accusers argued that the president was accountable if his actions were illegal.

On December 19, 1998, the House of Repre-sentatives passed two articles of impeachment, one for perjury and one for obstruction of jus-tice. The vote split almost evenly along party lines, and the case moved to the Senate for trial. On February 12, 1999, the senators cast their votes. The vote was 55 to 45 that Clinton was not guilty of perjury, and 50–50 on the charge of obstruction of justice. Although both votes were well short of the two-thirds needed to remove the president from office, Clinton’s reputation had suffered.

Examining What events led to the impeachment of President Clinton?

Impeaching a President

The Constitution gives Congress the power to remove the president from offi ce “upon impeachment for and conviction of, treason, brib-ery, or other high crimes and misdemeanors.” The House of Represen-tatives has the sole power over impeachment—the formal accusation of wrongdoing in offi ce. If the majority of the House votes to impeach the president, the Senate conducts a trial. A two-thirds vote of those present is needed for conviction. If the president is being impeached, the chief justice of the United States presides.

▲ Chief Justice Rehnquist is sworn in for the impeachment trial of President Clinton in the Senate.

▲ House Judiciary Committee Chairman, Representative Henry Hyde, stands surrounded by boxes of evidence against President Clinton.

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C Critical ThinkingDefending Ask: Should a president be investigated for acts committed before he took office? (Answers will vary.) OL


Logical/Mathematical Ask: What vote in the Senate would have removed Clinton from office? (67 to 33). OL

Analyzing VISUALS

Answers: 1. The House was closer to the

people and more subject to voter passions; the Senate was calmer and more likely to judge fairly.

2. Conviction is more serious than charging someone with a crime, so a two-thirds vote is a safeguard against mistakes.

Answer: Whitewater, Ken Starr’s investi-gation, the House votes on articles of impeachment

Activity: Interdisciplinary Connection

Civics Ask: What expectations do you have of the president of the United States? Are they different from your expectations of a neigh-bor, classmate, or friend? Explain. (Answers will vary but may include the idea that, because the president has a great deal of power, he or she must be especially honest and trustworthy.) Have students work in pairs to read the presidential oath of office, which is available on the Internet at memory.loc.gov/ammem/pihtml/pioaths.html.

Ask partners to list the duties of the president as listed in Article II, Sections 2–4 of the U.S. Constitution. Then ask students to rewrite the oath of office, incorporating additional pledges they feel the president should make to the peo-ple of the country as he or she takes office. Ask partners to share their oaths with the class. OL

Additional Support

http://memory.loc.gov/ammem/pihtml/pioaths.html

AL Historical Analysis Skills Activity, URB p. 88

BL Reading Skills Activity, URB p. 87

OL Content Vocabulary Activity, URB p. 93

ELL Academic Vocabulary Activity, URB p. 95

Leveled Activities

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Analyzing VISUALS

1. Predicting Do you think the United States should intervene in conflicts in the world? What problems can result from such a policy?

2. Explaining Why would the United States think intervening in Haiti and Bosnia was important to its own security?


Clinton Foreign PolicyMAIN Idea During Clinton’s second term, the

United States worked to end violence in Haiti, south-eastern Europe and the Middle East.

HISTORY AND YOU Do you remember when and why NATO was created? Read on to find out how the United States and NATO worked to resolve a cri-sis in southeastern Europe.

Although Clinton’s domestic policies became bogged down in struggles with Congress, he was able to engage in a series of major foreign policy initiatives. On several occasions, President Clinton used force to try to resolve regional conflicts.

The Haitian Intervention In 1991 military leaders in Haiti overthrew

Jean-Bertrand Aristide, the country’s first dem-ocratically elected president in many decades. Aristide sought refuge in the United States.

Seeking to restore democracy, the Clinton administration convinced the United Nations to impose a trade embargo on Haiti. The embargo created a severe economic crisis in that country. Thousands of Haitian refugees fled to the United States in small boats, and many died at sea. Determined to end the crisis, Clinton ordered an invasion of Haiti. With the troops on the way, former president Jimmy Carter convinced Haiti’s rulers to step aside. The American troops then landed to serve as peacekeepers.

Bosnia and Kosovo The United States also was concerned about

mounting tensions in southeastern Europe. During the Cold War, Yugoslavia had been a single federated nation made up of many differ-ent ethnic groups under a strong Communist government. In 1991, after the collapse of com-munism, Yugoslavia split apart.

In Bosnia, one of the former Yugoslav repub-lics, a vicious three-way civil war erupted

With the Cold War over, the Clinton administration focused on bringing stability to the Middle East and southeastern Europe, where religious and ethnic strife had contributed to ongoing violence. In addition, Clinton sent peacekeepers into Haiti to help rebuild the nation’s democracy.

▲

U.S. troops work with Bosnian Serbs in 1996 to set up boundaries between opposing forces.

▲ Israeli Prime Minister Yitzhak Rabin and Palestinian leader Yasir Arafat shake hands after signing the 1993 Declaration of Principles.

▲ Haitians gather outside the fence of the U.S. camp in Haiti to talk to American peacekeepers.

Striving for Peace Around the World

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Predicting

LEARNING THE SKILL An important part of reading is predicting what is likely to happen. Making accu-

rate predictions depends both on gathering reliable facts and understanding whypeople and nations behave as they do.

Use the following guidelines to help you make predictions:

• Define the situation. What people or groups are involved? What alternatives exist?

• Determine the background of the situation. What factors caused the present situation?

• Determine what has happened in other situations in the past.

• Make a prediction, incorporating your knowledge and observations of similar situations.

PRACTICING THE SKILL DIRECTIONS: Read the following paragraph about regional trade agreements from your text.Then answer the questions that follow on a separate sheet of paper.

One way to increase international trade was to create regional trade pacts. In 1994 President Clinton convincedthe Senate to ratify the North American Free Trade Agreement (NAFTA) joined Canada, the United States, andMexico in a free-trade zone. With NAFTA in operation, exports of American goods to both Canada and Mexicorose dramatically. From 1993 to 2000, it is estimated that combined exports to those two countries rose from$142 to $290 billion, an increase of 104 percent.

1. Why would a free trade agreement such as NAFTA help the economy of the United States?

2. What situations in the past provide examples of U.S. government policy having animpact on international trade?

APPLYING THE SKILL DIRECTIONS: Use what you have learned about predicting to explore the information in thischapter. Choose a partner to do this activity. Each of you should go through the chapter andfind words or passages that are interesting to you. Write down a prediction about the eventson a separate sheet of paper. Then exchange sheets of paper with your partner. Discusswhether each of you has a better understanding of the unclear passages now that you havemore information.

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Directions: Circle the term that best fits each description.

1. Lying when one has sworn an oath to tell the truth

A. obstruction of justice B. perjury C. abuse of power

2. A computer processor containing both memory and computing functions on a single chip

A. central processing unit B. power supply C. microprocessor

3. The basic currency shared by countries of the European Union

A. euro B. franc C. pound

4. To work from home via computer

A. home office B. linking electronically C. telecommute

5. Websites that function as a kind of pubic diary or notebook

A. blogs B. web browsers C. search engines

6. An increase in average world temperatures over time

A. ozone B. global warming C. CFCs

7. People who flee from a country to seek safety elsewhere

A. refugees B. dissidents C. immigrants

8. A complete electronic circuit on a single chip of silicon

A. integrated circuit B. file share C. hard drive

9. A pardon for political offenses against a government

A. asylum B. amnesty C. acquittal

10. The expulsion of an ethnic group from a geographic area

A. racial cleansing B. public cleansing C. ethnic cleansing

11. The idea that the world is becoming increasingly interconnected

A. globalism B. free trade C. international cooperation

12. Process by which new U.S. citizens send for relatives to join them in the United States

A. immigration acts B. migration chains C. civil rights reform

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Sequencing Events

LEARNING THE SKILLThe events you read about in your textbook do not take place simply by them-

selves. They are usually related to or the direct result of other, earlier events.Understanding the causes and effects of events will help you to piece together theorder in which events happened, or the sequence of events. Doing this will give youa better understanding of the significance of historical events.

PRACTICING THE SKILLDIRECTIONS: Read the following excerpt from Chapter 30 about the origins of U.S. involve-ment in Bosnia and Kosovo after the breakup of Yugoslavia. On a separate sheet of paper,use your knowledge from the chapter to answer the questions that follow.

The United States also was concerned about mounting tensions in southeastern Europe. During the Cold War,Yugoslavia had been a single federated nation made up of many different ethnic groups under a strongCommunist government. In 1991, after the collapse of communism, Yugoslavia split apart.

In Bosnia, one of the former Yugoslav republics, a vicious three-way civil war erupted between OrthodoxChristian Serbs, Catholic Croatians, and Bosnian Muslims. Despite international pressure, the fighting continueduntil 1995. The Serbs began what they called ethnic cleansing—the brutal expulsion of an ethnic group from ageographic area so that only Serbs can live there. In some cases, Serbian troops slaughtered the Muslims insteadof moving them.

1. What events led to the breakup of Yugoslavia?

2. What happened after the breakup?

APPLYING THE SKILLDIRECTIONS: In your textbook, read the information under the heading “Peacemaking in theMiddle East” on page 1015. Identify the key events discussed in the passage. Using what youknow about the history in the Middle East and the information in the passage, create a timeline, list, or flow chart that places the key events in the order in which they occurred.

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A Time of Change, 1980–2000Key Words

A. WORD MEANING ACTIVITY

Vocabulary in ContextDirections: Using the context clues, choose the best definition of each underlined word.

1. The rise of the global economy also increased awareness of global environmental issues.

A. knowledge B. indifference C. support

2. The growing problem of illegal immigration also prompted changes in immigration law.

A. popular B. traditional C. unlawful

3. In 1990, California, Texas, New York, Illinois, and Florida had the highest populations offoreign-born residents.

A. workers B. refugees C. citizens

4. Supporters of the WTO cited benefits for American consumers, including cheaper prices,new markets, and copyright protection for the American entertainment industry.

A. refuted B. mentioned C. overlooked

5. Macintosh computer users could manipulate on-screen graphic symbols with a hand-operated device called a mouse.

A. tool B. program C. command

6. The Illegal Immigration Reform and Immigrant Responsibility Act of 1996 allocated moreresources to stop illegal immigration.

A. blocked B. provided C. deleted

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Differentiated Instruction

R Reading StrategiesSequencing Information Ask: What chain of events led the U.S. to send troops to Haiti? (Aristide is overthrown, U.N. embargo causes economic crisis, Haitian refugees flee to U.S., Clinton orders invasion, Carter convinces Haiti’s rulers to step aside.) BL

C Critical ThinkingAnalyzing Primary Sources Ask: How did many Haitians respond to the U.S. presence in their country? (They seemed happy.) ELL

Analyzing VISUALS

Answers: 1. Answers will vary. Possible

problems: overextension of U.S. resources, foreign resentment.

2. Answers will vary but could include the idea that America’s democratic system is threatened by the fall of other democracies.

1015

Section 2 REVIEWbetween Orthodox Christian Serbs, Catholic Croatians, and Bosnian Muslims. Despite international pressure, the fighting continued until 1995. The Serbs began what they called ethnic cleansing—the brutal expulsion of an ethnic group from a geo-graphic area so that only Serbs lived there. In some cases, Serbian troops slaughtered the Muslims instead of moving them.

The United States convinced its NATO allies that military action was necessary. NATO warplanes attacked the Serbs in Bosnia, forcing them to negotiate. The Clinton administration then arranged peace talks in Dayton, Ohio. The participants signed a peace plan known as the Dayton Accords. In 1996 some 60,000 NATO troops, including 20,000 Americans, entered Bosnia to enforce the plan.

In 1998 another war erupted, this time in the Serbian province of Kosovo. Kosovo has two major ethnic groups—Serbs and Albanians. Many of the Albanians wanted Kosovo to separate from Serbia. To keep Kosovo in Serbia, Serbian leader Slobodan Milosevic ordered a crackdown. The Albanians then organized their own army to fight back. Worried by Serbian violence against Albanian civilians, President Clinton convinced European leaders that NATO should use force to stop the fighting. In March 1999, NATO began bomb-ing Serbia. In response, Serbia pulled its troops out of Kosovo.

Peacemaking in the Middle East Although Iraq had been defeated in the Persian Gulf War, Iraqi

President Saddam Hussein remained determined to hang onto power. In 1996 Iraqi forces attacked the Kurds, an ethnic group whose homeland lies in northern Iraq. To stop the attacks, the United States fired cruise missiles at Iraqi military targets.

Relations between Israel and the Palestinians were even more volatile. In 1993 Israeli Prime Minister Yitzhak Rabin and Palestine Liberation Organization leader Yasir Arafat reached an agreement. The PLO recognized Israel’s right to exist, and Israel recognized the PLO as the representative of the Palestinians. President Clinton then invited Arafat and Rabin to the White House, where they signed the Declaration of Principles—a plan for creating a Palestinian government. Opposition to the peace plan emerged. Radical Palestinians exploded bombs in Israel, killing 256. In 1995 a right-wing Israeli assassinated Prime Minister Rabin.

In 1994, with U.S. help, Jordan and Israel signed a peace treaty. In 1998 Israeli and Palestinian leaders met with President Clinton at the Wye River Plantation in Maryland. The agreement they reached, however, did not address the contested status of Jerusalem or the ultimate dimensions of a projected Israeli withdrawal from the West Bank and Gaza.

In July 2000, President Clinton invited Arafat and Israeli Prime Minister Ehud Barak to Camp David to discuss unresolved issues. Barak agreed to the creation of a Palestinian state in all of Gaza and about 95 percent of the West Bank, but Arafat rejected the deal. In October 2000, a Palestinian uprising began. The region was as far from peace as ever.

Identifying In what three regions of the world did Clinton use force to support his foreign policy?


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Vocabulary1. Explain the significance of: AmeriCorps,

Contract with America, Kenneth Starr, per-jury, ethnic cleansing, Dayton Accords.

Main Ideas 2. Identifying What were two reasons

President Clinton’s health care plan failed?

3. Explaining Why did the federal govern-ment shut down in 1995?

4. Describing How could Clinton be impeached but remain in office?

5. Organizing Complete a chart similar to the one below by explaining the foreign policy issues facing President Clinton in each of the areas listed.

Region Issue

Latin America

Southeastern Europe

Middle East

Critical Thinking6. Big Ideas What did President Clinton

do to help families during his presidency?

7. Analyzing Visuals Study the photograph on page 1013 of Clinton’s impeachment trial. What elements in the photograph reflect the seriousness of the occasion?

Writing About History8. Persuasive Writing Take on the role

of a member of Congress. Write a letter in which you attempt to persuade other lawmakers to vote either for or against the impeachment of President Clinton. Provide reasons for your position.


Answers

C Critical ThinkingMaking Inferences Ask: Why did the United States not act on its own? (Members of treaty organizations, such as NATO, pledge common defense. The Bosnian problem affected all NATO members, not just the United States.) OL

Answers: Bosnia, Kosovo, northern Iraq

Assess


CloseEvaluating Ask: Was Clinton’s presidency successful? (Answers should be supported with informa-tion from the text.) OL

Section 2 REVIEW


2. Republicans felt it was too costly and heavy on government control; some Democrats supported other plans.

3. In a clash over the budget, Clinton vetoed some Republican proposals, Republicans stood firm, and Clinton allowed the govern-ment to shut down for lack of funds rather than give in.

4. Unless convicted in the Senate, the presi-dent remains in office.

5.

Region Issue

Latin America military coup in Haiti

Southeastern Europe

civil wars in Bosnia and Kosovo

Middle East Iraqi attacks on Kurds and volatile relations between Israel and Palestine

6. Answers should include some or all of the following: Family Medical Leave Act,

AmeriCorps, child tax credit, Adoption and Safe Families Act, ban on cigarette advertis-ing aimed at children, Children’s Health Insurance Program, student tax credit, increased student grants, expanded Head Start

7. Answers will vary but could include the sol-emn expressions on the faces of people in the photo, the swearing in of the Chief Justice, and the large boxes of information to be presented.

8. Letters will vary.



Guide to ReadingBig IdeasTrade, War, and Migration A new immigration law allowed more people to immigrate to the United States.

Content Vocabulary• migration chains (p. 1016)• refugees (p. 1017)• amnesty (p. 1017)

Academic Vocabulary• illegal (p. 1017)• allocate (p. 1018)• resident (p. 1018)

People and Events to Identify• Immigration Act of 1965 (p. 1016)• Immigration Reform and Control

Act of 1986 (p. 1017)• Illegal Immigration Reform and

Immigrant Responsibility Act of 1996 (p. 1018)

Reading StrategyDetermining Cause and Effect Use a graphic organizer similar to the one below to list the effects of the Immigration Act of 1965.

In the late twentieth century, the number of immi-grants in the United States hit an all time high. Large

numbers of non-European immigrants changed the ethnic composition of the United States. Immigration—legal and illegal—emerged as a difficult political issue.

Changes in Immigration LawMAIN Idea The Immigration Act of 1965 eliminated preferences for

certain European immigrants; illegal immigration became a problem.

HISTORY AND YOU Do you remember the controversial elements of the National Origins Act of 1924? Read on to learn how the repeal of the national origins system led to major changes in American society which few people had anticipated.

After the introduction of the national origins quota system in the 1920s, the sources and character of immigration to the United States changed dramatically. For the next few decades, the total number of immigrants arriving annually remained markedly lower. The quota system which gave preference to immigrants from northern and western European countries, although occasionally modified by Congress, remained largely intact until 1965.

In the midst of the flurry of civil rights and antipoverty legislation of the mid-1960s, the Immigration Act of 1965 received scant attention when it was enacted. The law abolished the national origins quota system. It also gave preference to skilled persons and persons with close relatives who are U.S. citizens—policies which remain in place today. The preference given to the children, spouses, and parents of U.S. citizens meant that migration chains were established. As newcomers acquired U.S. citizenship, they too could send for relatives in their home country. Also, for the first time, the legislation introduced limits on immigration from the Western Hemisphere. The act further provided that immigrants could apply for U.S. citizenship after five years of legal residency.

At the time of its passage, few people expected that the new law would radically change the pattern or volume of immigration to the United States. Supporters of the law presented it as an extension of America’s growing commitment to equal rights for non-European peoples. As U.S. Representative Philip Burton of California stated, “Just as we sought to eliminate discrimination in our land through the Civil Rights Act, today we seek by phasing out the national origins quota system to eliminate discrimination in immigration to this nation composed of the descendants of immigrants.” Supporters of the new law also assumed that the new equal quotas

A New Wave of ImmigrationSection 3

Effects of the Immigration Act of 1965

Section Audio Spotlight Video


Drawing Conclusions


ANSWER: ATeacher Tip: Tell students to carefully reread the text tomake sure the evidence supports their conclusion. UNIT

9Chapter 30

The Law and Illegal Immigration

Immigration Reform and Control Act of 1986punished employers who hire illegal immigrants and strengthened border controls to prevent illegal entryinto the U.S.

Illegal Immigration Reform and Immigrant Responsibility Act of 1996authorized 5,000 additional Border Patrol agentsand called for the construction of a 14-mile fencenear the San Diego border

USA Patriot Act of 2001put immigration under the Department of Homeland Security and tripled the number of Border Patrol agents

Immigration Reform and Control Act of 1986punished employers who hire illegal immigrants and strengthened border controls to prevent illegal entryinto the U.S.

Illegal Immigration Reform and Immigrant Responsibility Act of 1996authorized 5,000 additional Border Patrol agentsand called for the construction of a 14-mile fencenear the San Diego border

USA Patriot Act of 2001put immigration under the Department of Homeland Security and tripled the number of Border Patrol agents

Directions: Answer the followingquestion based on the text.

What conclusion can youdraw from the informationabout U.S. immigrationlaws?

A Since 2001, the issues of ter-rorism and illegal immigra-tion have become inter-twined.

B Fewer illegal immigrantsentered the United Statesbefore the laws were passed.

C Americans are interested incombining federal agencies tosave money.

D The number of Border Patrolagents has steadily decreasedsince 1986.


Guide to ReadingAnswers:abolished the national origins quota system; gave preference to skilled persons; established migra-tion chains






p. 1019


URB p. 116• Enrichment Act., URB

p. 111

Teacher Edition• Compare/ Contrast,

p. 1017

Additional Resources• Critical Thinking Skills

Act., URB p. 98• Supreme Court Case

Studies, p. 157• Quizzes/Tests, p. 431

Teacher Edition• Visual/Spatial, p. 1018

Additional Resources• Academic Vocab., URB

p. 95

Teacher Edition• Persuasive Writing,

p. 1017

Teacher Edition• Analyzing Graphs,

p. 1018

Additional Resources• Read. Essen., p. 337


Resource Manager

Focus


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Number of unauthorizedimmigrants

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for non-European nations would generally go unfilled. In fact, immigration from non-European countries soared in subsequent decades.

In addition to those arriving through tradi-tional immigration channels, some newcom-ers arrived in the United States as refugees. Beginning in 1948, refugees from countries ravaged by World War II were admitted, although they were counted as part of their nation’s quota. The Cold War led to another class of refugees. According to the McCarran-Walter Act of 1952, anyone who was fleeing a Communist regime could be admitted as a refugee. Refugee policy was further broad-ened under the Refugee Act of 1980, which defined a refugee as someone leaving his or her country due to a “well founded fear of per-secution on account of race, religion, national-ity, membership in a particular group, or political opinion.”

The growing problem of illegal immigra-tion also prompted changes in immigration law. During the Reagan administration, Congress passed the Immigration Reform and Control Act of 1986. This law established penalties for employers who knowingly hire unauthorized immigrants and strengthened border controls to prevent illegal entry into the United States. It also established a process to grant amnesty (in other words, a pardon) and legal papers to any undocumented alien who could prove that he or she had entered the country before January 1, 1982, and had resided in the United States since then.

Despite these changes, illegal immigration persisted and the number of unauthorized immigrants continued to grow. By 1990, an estimated 3.5 million unauthorized immi-grants resided in the United States. By the mid-1990s, Congress was debating new ways to combat illegal immigration.

Analyzing GEOGRAPHY 1. Place According to the map, which states have

the largest numbers of unauthorized aliens?

2. Human-Environment Interaction What are some geographic factors that could explain why some states attract more immigrants than others?

Estimated Unauthorized Resident Population, 2000

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Teach

C Critical ThinkingComparing and Contrasting Ask: How did the 1952 and 1980 refugee acts differ? (The first defined a refugee as one who flees from a communist regime; the sec-ond broadened the definition to one who flees from fear of persecu-tion for multiple reasons.) BL

W Writing SupportPersuasive Writing Have stu-dents write an editorial support-ing or criticizing the granting of amnesty. AL

Analyzing GEOGRAPHY

Answers: 1. Florida, Texas, California,

Illinois, New York 2. Answers will vary but may

state that coastal states offer easier access and warm cli-mates attract farm workers.

Activity: Connecting with the United States

Analyzing Visas Tell students that there is no application fee for a visa to enter the United States legally. Ask: Why do so many immigrants enter illegally? (Answers will vary but may include that many immigrants do not qualify for admission.) Have students form five groups. Ask each group to research the requirements and processes for one of the types of visas available to immigrants who wish to settle permanently in the

United States: family immigration, adoption of a foreign child, marriage to a foreign national, Diversity Visa Program, and employment visas. This information is avail-able on the Internet at travel.state.gov/visa/immigrants/types/types_1326.html. Ask groups to create booklets that explain their visa to a prospective immigrant. Encourage students to illustrate their booklets and choose simple language to make informa-

tion clear and understandable. Ask groups to exchange booklets until everyone has read the information about each visa type. Ask: What limitations do these visa types place on immigration? OL

Additional Support

travel.state.gov/visa/immigrants/types/types_1326.html

1018

Source: United States Government Accountability Office.

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The law that resulted from these debates was the Illegal Immigration Reform and Immigrant Responsibility Act of 1996, which made several changes to U.S. immigra-tion law. First, it required families sponsoring an immigrant to have an income above the poverty level. Second, it allocated more resources to stop illegal immigration, by autho-rizing an additional 5,000 Border Patrol agents and calling for the construction of a 14-mile fence along the border near San Diego. Third, the law toughened penalties for smuggling people or providing fraudulent documents. Finally, the law made it easier for immigration authorities to deport undocumented aliens.

Another change in immigration law was spurred by the terrorist attacks of September 11, 2001. The USA Patriot Act of 2001 put immigration under the control of the newly created Department of Homeland Security. Furthermore, it tripled the number of Border Patrol agents, Customs Service inspectors, and Immigration and Naturalization Service inspectors along the Canadian border.

Identifying For what reasons may a foreigner be admitted to the United States as a refugee?

Recent ImmigrationMAIN Idea In the late twentieth century, immi-

grants from Latin America and Asia outnumbered European immigrants.

HISTORY AND YOU Do you remember the rea-sons that some Americans objected to immigration in the late 1800s? Read on to learn how the debate resurfaced in the 1980s and continues today.

Although immigrants headed for all parts of the United States, certain states experi-enced a larger influx than others. In 1990, California, Texas, New York, Illinois, and Florida had the highest populations of foreign-born residents. High numbers of immigrants also increased the ethnic diversity of these states, as their Latino and Asian populations grew. Among the immigrants who arrived in the 1990s, just over 10 percent came from Europe. More than half of new immigrants came from Latin America, while approximately another 25 percent came from Asia. By 2001, the top five countries of origin for legal immigrants to the United States were Mexico, India, China, the Philippines, and Vietnam.

Securing the Border

▲ On May 27, 2006, a volunteer organization called the Minutemen Civil Defense Corps built a fence along the Mexican border on private property.

Analyzing VISUALS

1. Making Connections Why do you think the organization pictured above decided to call themselves the “minutemen”?

2. Theorizing Do you think building a fence along the bor-der would lead to fewer deaths? Why or why not?

After the attacks of September 11, 2001, many Americans became increasingly concerned about border security. Many agreed on the need for increased border patrols. Others pro-posed building a continuous wall from Texas to California to prevent illegal immigration. Critics of such proposals, how-ever, claimed such actions would not stop people who were determined to enter the country illegally, but rather force them to take more dangerous risks.

Student Skill Activity To learn how to create and modify spread-sheets, visit glencoe.com and complete the skill activity.

S

D

Art Show

Step 3: Selecting the Images for the Art Exhibit Essential Question: How do the selected images reflect the period? What is most important about them?

Directions Student teams will continue to create their images. In this step, students will determine which members of their team will create the informational tags that will accompany the images in the art show. The informational tags should be typed

sheets that include the following information:

• Image title• Brief summary of how the image relates

to the historical period• Media (oil, watercolor, drawing, and so

on)• Date of completion• Any other pertinent information

Putting It Together In one or two sittings, students should review the submissions

and decide which will be hung in the exhibit. (School policy and space may determine if this ends up being an actual exhibit or a vir-tual exhibit.) OL (Chapter Project continued on page 1024)


Hands-on Chapter Project:

Step 3


Visual/Spatial Have students diagram the provisions of the Illegal Immigration Reform and Immigrant Responsibility Act of 1996. BL

S Skill PracticeAnalyzing Graphs Ask: What year saw the highest number of border deaths? (2000) ELL

Answers: a well-founded fear of persecu-tion because of race, religion, nationality, group membership, or political opinion

Analyzing VISUALS

Answers: 1. To identify with the revolu-

tionaries of 1776.2. Answers will vary but should

be supported.


1019

Section 33 REVIEW

1019

Refugees added to the growing immigrant population. In the 25 years following the Cuban Revolution of 1959, more than 800,000 Cubans arrived in the United States. So many of these immigrants settled in the Miami, Florida, area that only the city of Havana, Cuba, is home to more Cubans. In addition, the Vietnam War created refugees. Some 600,000 immigrants from Vietnam, Laos, and Cambodia arrived in the decade after 1974.

In addition to the immigrants entering through legal chan-nels, others arrived without official permission. The largest num-ber of unauthorized immigrants came from Mexico, El Salvador, and Guatemala. The Reagan administration’s amnesty program in 1986 had been designed to eliminate the problem of undocu-mented aliens, but over the next 20 years the number of unau-thorized immigrants tripled. American public opinion divided over whether unauthorized immigrants should be able to obtain driver’s licenses or send their children to public schools and receive other government services. Some believed that unau-thorized immigrants should be deported. Others favored allow-ing them to apply for temporary work visas so the government could keep track of them, and permitting them to earn perma-nent residence if they learned English, paid back taxes, and had no criminal record.

In 2006, President George W. Bush made immigration reform a top priority, but members of Congress strongly disagreed over how to solve the problem. A bipartisan majority of the Senate favored legislation that blended tougher enforcement of immigration laws with some form of earned citizenship for the estimated 12 million undocumented aliens living and working in the country. The Senate bill included a provision that undocumented aliens who grew up in the United States and graduated from high school could apply for citizenship. Conservative Republicans who held the majority in the House objected that this would reward illegal behavior. The House rejected any form of amnesty and called for the United States to build a wall along its Mexican border—although the United States had already tripled the size of its bor-der patrol without reducing illegal immigration. As Congress debated a bill that would subject unauthorized aliens to criminal prosecution, Latinos held rallies across the country, carrying signs that read: “We are not criminals.”

Advocates of immigration reform promoted alternatives such as expanding quotas through a guest-worker program and estab-lishing a means of legalization for those already in the country. Some undocumented aliens had lived in the United States for years, and had raised families here. Deporting them would mean separating husbands, wives, and children. Some undocumented aliens arrived as children and had lived in the United States most of their lives. Their own children, born in the United States, were native-born citizens even though their parents lacked legal sta-tus. Among those who became legal citizens, most wanted other family members to join them, so the reunification of families accounted for three-quarters of all legal immigration.

Explaining Why did some members of Congress oppose amnesty for undocumented aliens? Why did others support it?

Vocabulary1. Explain the significance of: Immigration

Act of 1965, migration chains, refugees, Immigration Reform and Control Act of 1986, amnesty, Illegal Immigration Reform and Immigrant Responsibility Act of 1996.

Main Ideas2. Summarizing What problems arose that

caused changes in the immigration laws?

3. Describing What alternatives to immigration reform did advocates for reform suggest?

Critical Thinking4. Big Ideas What two acts were instru-

mental in helping refugees?

5. Organizing Use a graphic organizer similar to the one below to list the immi-gration laws and what they intended.

Immigration Law Intent

Immigration Act of 1965

Immigration Reform and Control Act of 1986

Illegal Immigration Reform and Immigrant Responsibility Act of 1996

6. Analyzing Visuals Study the map on page 1017. Research the number of unau-thorized immigrants in the United States and create a spreadsheet that lists the states where these immigrants settled and the estimated numbers in 2000 and 2005.

Writing About History7. Persuasive Writing After reading about

the problem of illegal immigration, write a letter to your representative in Congress explaining what you feel he or she should do about the problem.


R


Answers: Some felt amnesty would reward illegal behavior. Supporters felt immigrants who had lived in the U.S. for years deserved to stay.

R Reading StrategiesActivating Prior Knowledge Ask: How were the Cubans’ and Southeast Asians’ immigrations similar? (Both fled communism.) AL

Assess


CloseProblem-Solving Ask: How has the government tried to reg-ulate immigration? (by restricting immigrant eligibility, guarding borders, and deportation) OL

Section 3 REVIEW

Answers


2. Immigration, both legal and illegal, soared. Terrorists entered the country.

3. expanding quotas through a guest-worker program, establishing a means of legaliza-tion for undocumented aliens already in the country

4. the McCarran-Walter Act of 1952 and the Refugee Act of 1980

5. Immigration Act of 1965: abolished the

national origins quota system, gave prefer-ence to skilled persons and persons related to U.S. citizens, limited immigration from the Western hemisphere, let immigrants apply for citizenship after 5 years of legal residency; Immigration Reform and Control Act: penalized employers who knowingly hired unauthorized immigrants, strengthened border controls, established amnesty processes for certain immigrants; required sponsor families to have an income above poverty level; Illegal

Immigration Reform and Immigrant Responsibility Act: allocated more resources to stop illegal immigration; toughened penalties for smuggling people or providing fraudulent documents

6. In addition to creating the spreadsheet, have students give a citation for their source.

7. Letters will vary but should offer a solution to the illegal immigration problem.


ANALYZINGPRIMARYSOURCES

1020

ANALYZINGPRIMARY

SOURCES


The New Immigrants

In the decades since the Immigration Act of 1965 was enacted, the number of immi-grants in the United States has risen dramatically. By 2000, immigrants comprised more than 10 percent of the popula-tion. The largest groups of these new immigrants came from Latin America and Asia. Immigration has become a topic of political debate. Should the U.S. make it easier to immigrate legally? Should the U.S. decrease the number of persons allowed to immi-grate? How should unauthor-ized immigrants be treated?

Study these primary sources and answer the questions that follow.

Oral Interview“On our third attempt, my wife, children, and I escaped by boat from Vietnam and arrived in Hong Kong, where we remained for three months. Then my brother, who came to America in 1975, sponsored us, and we arrived in America in 1978. . . .

Although in America we live with everything free, to move, to do business, we still have the need to return to Vietnam one day. This is our dream. In Vietnam, before the Communists came, we had a sentimental life, more [mentally] comfortable and cozy, more joyful. . . .

Here in America, we have all the material comforts, very good. But the joy and sentiment are not like we had in Vietnam. There, when we went out from the home, we laughed, we jumped. And we had many relatives and friends to come to see us at home. Here in America, I only know what goes on in my home; my neighbor knows only what goes on in his home. . . . In America, when we go to work, we go in our cars. When we return, we leave our cars and enter our homes [and do not meet neighbors]. We do not need to know what goes on in the houses of our neighbors. That’s why we do not have the kind of being at ease that we knew in Vietnam.”

—Vietnamese immigrant

1

2Photograph, c. 2006

▲ Tijuana (on the left) lies just south of San Diego; a fence marks the Mexico-U.S. border.

Photograph, 2006

▲ Jorge Urbina of Nicaragua and his brother Carlos take the oath of citizenship during a naturalization ceremony for 250 immigrants.

4

Oral Interview“The buzzword is diversity. It’s on TV, politics, and this school [university], but then people like me are seen as foreigners and worse, illegals. The logic is if you look Mexican you are an immigrant, don’t speak English and are illegal. I get tired of saying that’s not me, oh well, except for the Mexican part. I don’t look at an Anglo with an Italian name and say, ‘Hey, do you speak Italian and when did you come to the United States?’”

—Diana, second-generation Mexican American

3

D

R

FocusIn general, people who immigrate illegally do so for two main rea-sons: family and jobs. They typi-cally work for less than an American performing the same job. Many employers are happy to hire these low-cost, obedient workers.

Teach

R Reading StrategySummarizing Ask: How would you best summarize why the Vietnamese immigrant wants to return to Vietnam? (Answers will vary but should describe the immigrant’s lack of community con-nectedness in the United States.) BL


Verbal/Linguistic As a class, compose a poem or song to describe the feelings of these immigrants. OL

Activity: Collaborative Learning

AdditionalSupport

Comparing and Contrasting Organize stu-dents into pairs and have them read Primary Source 1 above. Ask: How is America different from Vietnam? Have pairs respond to this ques-tion by creating a list of differences between Vietnamese life and American life according to the immigrant speaking in the excerpt. Then have student pairs share their lists with the class. Discuss with the class whether they agree with this view of America. Ask student pairs to use

library or Internet sources to learn more about the lives of Vietnamese communities in the United States and in Vietnam and prepare a pre-sentation of their findings. After students’ pre-sentations, discuss with the class how their findings influence their thoughts on the Vietnamese immigrant’s view of America as described in Primary Source 1. OL

ANALYZINGPRIMARYSOURCES

1021


Photograph, 2006

▲ Woman protests illegal immigration.

5

Photograph, 2006

▲ Marchers oppose passage of a bill that would make it a felony to be in the country illegally.

7

1. Contrasting How does the speaker in Source 1 contrast his life in America with his life in Vietnam?

2. Describing Study the photograph in Source 2. Write a description of the Mexican side of the border and a descrip-tion of the U.S. side of the border.

3. Analyzing Examine Sources 3 and 4. How do they refl ect the ethnicities of the new immigrants?

4. Speculating Study the photograph in Source 5. What might be some reasons that the woman opposes illegal immigration?

5. Making Connections According to the speaker in Source 6, why do so many people risk crossing the border illegally? What other illegal traffi c occurs at the border?

6Oral Interview

“Usually we catch young men, who are looking for work to support their families back in Mexico. But more and more we are seeing entire families. They start coming around 7:30 P.M. over the mesa near Cristo Rey Mountain. A steady stream of people all night. We use our night-vision ‘infrared’ equipment to spot a lot of illegals who would otherwise go unnoticed.

Sometimes border patrolmen ride horseback to patrol these hills. It’s an interesting contrast—high-tech infrared machines directing cowboys on horseback. Other times we patrol in small trucks, which provide maneuverability. Before we began using night-vision equipment, aliens had an easier time coming through this area without getting caught. Now we can sit on top of a hill, spot undocumented aliens, then radio for patrol vehicles to come appre-hend the groups or individuals after they enter into Texas or New Mexico.

This time of year, in late winter, the aliens try to find work on farms in the Upper Rio Grande Valley. This is the time when farm laborers start pulling weeds and preparing the ground for planting. Between New Year and June, on the northbound high-ways to Las Cruces, many of the aliens we apprehend are usually agricultural workers or people heading for cities further north, like Denver or Chicago.

Perhaps our greatest concern is the trafficking of drugs tied to the smuggling of illegal aliens. Smuggling of all sorts has become big business in the border regions. Some smugglers have set up networks that may start in Central America or Cuba. We catch illegal immigrants who come from as many as eighty-five countries around the world. Even people from Eastern Europe, who are smuggled in for large fees through South America and Mexico City.”

—Michael Teague, U.S. Border Patrol

(t)Stanley Rogouski

R

C

C Critical ThinkingMaking Inferences Ask: Why might some Hispanic Americans oppose illegal immigration? (Answers will vary but could include the following: fear of competition for jobs, resent public services pro-vided to people who pay no taxes.) OL

R Reading StrategiesIdentifying Ask: What two activities draw the main focus of the Border Patrol? (drug traffick-ing and smuggling of illegal aliens) Why might these be more crucial than other activities? (Answers will vary but could include that both endanger lives.) OL

Assess/CloseHave students work in groups to list how aspects of local and state culture, such as language, foods, recreation, and religion, have been affected by immigrant groups.

Answers:1. In Vietnam, he felt more of a sense of

community. In the U.S., he does not know his neighbors.

2. Students’ answers will vary.3. The largest group of new immigrants

comes from Mexico and other parts of Latin America.

4. Students’ responses will vary, but should note that the woman’s concerns are proba-bly similar to those of other opponents of illegal immigration.

5. People take the risks because they are des-perate to find work and make money to sup-port their families. Drugs also get smuggled across the border.

Answers


Guide to ReadingBig IdeasEconomics and Society As the twentieth century drew to a close, world trade and environmentalism became increasingly more important during a period of globalization.

Content Vocabulary• globalism (p. 1022)• euro (p. 1023)• global warming (p. 1025)

Academic Vocabulary• cited (p. 1024)• awareness (p. 1025)

People and Events to Identify• North American Free Trade Agreement

(NAFTA) (p. 1023)• European Union (EU) (p. 1023)• Asia Pacific Economic Cooperation

(APEC) (p. 1024)• World Trade Organization (WTO) (p. 1024)• Kyoto Protocol (p. 1025)

Reading StrategyOrganizing Complete a graphic organizer like the one below to chart the major political and economic problems facing the world at the turn of the century.

As the world economy became more intercon-nected in the 1990s, Americans debated whether

the elimination of trade barriers was more beneficial or detrimental for the nation. Concerns about environ-mental damage led to an international conference in Kyoto, Japan.

The New Global EconomyMAIN Idea Regional trade agreements, such as the North American Free

Trade Agreement (NAFTA), reflected the growing interdependence of the global economy.

HISTORY AND YOU Do you remember how tariffs were a hotly debated issue in earlier periods of American history? Read on to learn about NAFTA and the fierce political debate it sparked.

In the 1990s Americans began to realize that their relationship with the rest of the world was changing. The economies of individual countries were becoming much more interdependent, and events in one part of the world could dramatically affect the economy of another country thousands of miles away. Computer technology and the Internet played a big role in forging this new global econ-omy. So too did the conviction of many of the world’s political and business leaders that free trade and the global exchange of goods contributed to prosperity and economic growth.

At the same time, the Internet and digital satellite technology helped link the world together culturally. For example, people in the United States could read Australian newspapers on the Web, while Chinese students could download American popular music, and an African doctor could consult a British medical database. This idea that the world is becoming increasingly interconnected is sometimes referred to as globalism, and the process is called globalization.

Selling American-made goods abroad had long been important to American prosperity. From World War II to the present, Republican and Democratic administrations have worked to lower barriers to international trade. They reasoned that trade helps the American economy: American businesses make money selling goods abroad, and American consumers benefit by having the option to buy goods that are less expensive than those made in the United States. Importing low-cost goods would also keep inflation and interest rates low.

Opponents warned that embracing the global economy would cause manufacturing jobs to move from the United States to nations where wages were low and there were fewer environmental regula-tions. They suggested that having cheap imports available to buy

An Interdependent WorldSection 4

Global Concerns

Section Audio Spotlight Video


Synthesizing Information


ANSWER: JTeacher Tip: Tell students that when they synthesizeinformation, they should consider all parts of the text inorder to understand its full meaning.

UNIT

9Chapter 30

Directions: Answer the followingquestion based on the informationat left.

Which of the followingstatements BEST describesthe effect of NAFTA on theU.S. economy?

F The loss of jobs hurt theeconomy.

G The unemployment rateincreased.

H The gains and losses wereequal.

J Overall, the economyimproved.

THE NORTH AMERICAN FREE TRADE AGREEMENT (NAFTA)

• Exports of American goods to Canada and Mexico rose from $142 to $290 billion from 1993–2000.

• Some jobs were lost to Mexico, where laborcosts were lower.

• The unemployment rate in the U.S. began to fall.

• Wages rose.

• Many American businesses improved their tech-nology.

• Some workers shifted to jobs requiring moreskills.


The debate between supporters and opponents of free trade wasan important part of American politics in the 1990s. The Senateratified the North American Free Trade Agreement in 1994.

Guide to ReadingAnswers:interdependent economies, inter-national trade, ozone depletion, global warming






p. 1023


URB p. 117

Teacher Edition• Drawing Conclusions,

p. 1023

Additional Resources• Geography and History,

URB p. 3• Quizzes/Tests, p. 432

Teacher Edition• Visual/ Spatial, p. 1025

Additional Resources• American Lit., URB p. 13• American Art/Music,

p. 105

Teacher Edition• Personal Writing,

p. 1024

Teacher Edition• Reading Graphs, p. 1024

Additional Resources• Authentic Assess., p. 65• Read. Essen., p. 340


Resource Manager

Focus


1023

150°W 120°W 90°W 60°W 30°W 30°E 60°E 90°E 120°E 150°E 180°

30°N

TROPIC OF CAPRICORN

60°N

ARCTIC CIRCLE

ANTARCTIC CIRCLE

TROPIC OF CANCER

30°S

60°S

0° EQUATOR

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Bowling Green, KY ATLANTICOCEAN

PACIFICOCEAN

INDIANOCEAN

ARCTIC OCEAN

AUSTRALIA

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UNITED STATES

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GERMANY

JAPAN

SINGAPORE

THAILAND

3,000 miles

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The manufacturing of a GM Chevrolet Corvette requires the delivery of components from around the world—an engine from Canada, a transmission from Mexico, electronic switches from Germany, brakes from Australia, and other electronic components from Asia.


would not help those Americans who no lon-ger could find work because their industries had moved overseas. By the 1990s, the debate between supporters of free trade and those who wanted to limit trade had become an important part of American politics.

Regional Blocs One way to increase international trade

was to create regional trade pacts. In 1994 President Clinton convinced the Senate to ratify the North American Free Trade Agreement (NAFTA). This agreement joined Canada, the United States, and Mexico in a free-trade zone. With NAFTA in operation, exports of American goods to both Canada and Mexico rose dramatically. From 1993 to 2000, it is estimated that combined exports to those two countries rose from $142 to $290 billion, an increase of 104 percent.

Many Americans feared that NAFTA would cause industrial jobs to move to Mexico, where labor costs were lower. Some jobs were indeed lost, as foreign-owned factories, known as maquiladoras, opened in Mexico near the American border. At the same time, however, the unemployment rate in the United States began to fall and wages rose. Many American businesses upgraded their technology, and workers shifted to more skilled jobs or to the service industry.

Regional trade blocs also formed in Europe and Asia. In 1993, the European Union (EU) was created to promote economic and politi-cal cooperation among many European nations. The EU created a common bank and the euro, a common currency for member nations. The organization also removed trade barriers between its members and set policies on imports from nations outside the community.

The Global Auto Industry

RC


97

Name Date Class

97

Name Date Class

Reading a Cartogram

LEARNING THE SKILLCartograms are maps that distort boundaries to show a value—other than land

area—for a particular region. Because the size of a country or region is based on aspecific value such as population, cartograms are excellent tools for making compar-isons. To read a cartogram, begin with the title and key. These elements tell you thevalue used to render the cartogram. Look at the sizes of the countries or regions featured. Then compare the cartogram with a conventional map so you can see thevariations in size.

PRACTICING THE SKILLDIRECTIONS: Analyze the thematic map and cartogram below. Then answer the questionsthat follow on a separate sheet of paper.

1. What is the subject of both visuals? 2. Compare the cartogram to the thematic map. Which regions are most distorted in size? 3. Provide a brief explanation for this distortion. 4. Which visual do you think is most representative of the data shown?

APPLYING THE SKILLDIRECTIONS: Create a cartogram for a recent local, state, or national election. Select a basic unitof measure, and then determine the relative size of each area or region according to the num-ber of votes received. For example, if one candidate received five times more votes in an area,that area should appear five times larger than your base unit of measure.

★

★

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0

Reinforcing Skills Activity 30★

CLINTON(Democrat)

DOLE(Republican)

50.0 and over

47.0 to 49.9

Less than 47.0

50.0 and over

47.0 to 49.9

Less than 47.0

= 5,000 Square Miles

Winner’s percentage of total popular vote1996 Presidential returns

Thematic map

Cartogram

CLINTON(Democrat)

DOLE(Republican)

50.0 and over

47.0 to 49.9

Less than 47.0

50.0 and over

47.0 to 49.9

Less than 47.0

= 500,000 People

Winner’s percentage of total popular vote1996 Presidential returns

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Teach

C Critical ThinkingDrawing Conclusions Ask: Why did the EU create a common bank and currency for member nations? (to make it easier to trade within the member nations) OL

R Reading StrategiesActivating Prior Knowledge Ask: What is the term for a trade barrier that taxes imported goods? (tariff ) OL

Differentiated Instruction

Reinforcing Skills Activity, URB p. 97

Differentiated Instruction Strategies BL Explain the difference between a car-

togram and a thematic map. AL Create a cartogram on a topic other

than an election. ELL Explain the purpose of the title and

key on a cartogram.

Objective: Read a cartogram.Focus: Define a cartogram.Teach: What is the purpose of a cartogram?Assess: Explain why the size of the states are distorted

in the cartogram.Close: Use the cartogram to explain which states have

the most popular votes.

Reading a Cartogram

1024

TradeGDP

Source: Australia’s Foreign and Trade Policy White Paper.

35,00030,00025,00020,00015,00010,0005,000

01985 1990 1995 2000 2001

U.S.

dol

lars

(bill

ions

)

Rise of Global Trade and Global GDP


Another trade bloc that came together in the early 1990s was the Asia Pacific Economic Cooperation (APEC). It includes most nations that have a coastline on the Pacific Ocean, including the United States, Canada, China, Japan, South Korea, Mexico, and Russia. APEC represented the fastest-growing region in the world and controlled 47 percent of global trade in 2001. APEC began as a forum to pro-mote economic cooperation and lower trade barriers, but major political differences kept its members from acting together.

The World Trade OrganizationIn 1994 some 120 nations formed the

World Trade Organization (WTO) to admin-ister international trade agreements and help settle trade disputes. President Clinton con-vinced Congress to pass legislation enabling the United States to participate in the WTO. Supporters of the WTO cited benefits for American consumers, including cheaper imports, new markets, and copyright protec-tion for the American entertainment industry. Opponents noted that the United States would be bound to accept the WTO’s rulings

in trade disputes even if they hurt the American economy. Despite their concerns, Congress passed the legislation.

Trade With China China’s huge population offered potential as

a market for American goods, but many people had reservations about trading with China. These critics cited China’s suppression of pro-tests in Tiananmen Square in 1989, its record on human rights, and its threats to invade Taiwan. Despite these concerns, President Clinton argued that expanding trade with China would help bring it into the world community.

After negotiating a new trade agreement, Clinton urged Congress to grant China perma-nent normal trade relation status. Unions opposed the deal, fearing that inexpensive Chinese goods would flood U.S. markets; con-servatives objected to China’s military ambi-tions; and environmentalists worried about pollution from Chinese factories. Over such objections, the bill passed in late 2000.

Analyzing How did interna-tional trade change the world economy?

▲ Demonstrators in Seattle protest a meeting of the WTO on November 30, 1999.

Globalization and the steady reduction of trade barriers between nations has led to many protests and political debates around the globe.

Debating Free Trade

Analyzing VISUALS 1. Identifying Central Issues How does

the graph support those who want free trade? How do the protestors of globaliza-tion counter the evidence of the bar graph?

2. Identifying Points of View If free trade brings prosperity, what other values might opponents be seeking to protect?

S

W


Art ShowStep 4: Hanging the Show Essential Question: How should the images best be presented to illustrate this time of change in American history?

Directions The final job is to hang the show, but this requires decisions about the best order in which to present the images for the audience. Students may choose to hang the images by chronological order, by date of the artwork, by the artists, or by a

perceived theme in the images. Another task is to review the informational tags that will accompany the images. Will the tags give the audience enough information to clearly see the topic?

Putting It Together If there is space for the show to actually be hung; getting the materials to hang it is the last step. Stu-dents from other classes might view it and review it. OL (Chapter Project continued on the Visual Summary page)

S Skill PracticeReading Graphs Ask: What seems to be the correlation between trade and GDP? (As trade increases, so does GDP.)Between what years was there little expansion of trade and GDP? (2000 and 2001) ELL

W Writing SupportPersonal Writing Have stu-dents write a personal response to the slogan Buy American. AL

Answer: It created global economic interdependence.

Analyzing VISUALS

Answers:1. Because increased trade

increases GDP, countries are more prosperous. However, one country’s economic woes can affect other countries.

2. Answers will vary but could include national autonomy and human rights.

Hands-On Chapter Project

Step 4

1025

Section 4 REVIEW

1025

Global EnvironmentalismMAIN Idea As scientists learned that certain chemicals could dam-

age the Earth’s ozone layer, they worked to ban their use; concern about global warming became a serious political issue.

HISTORY AND YOU Are there groups in your school or community that work to improve the environment? Read on to learn about efforts to reduce damage to the environment.

The rise of a global economy also increased awareness of envi-ronmental issues. Environmentalists began thinking of the environ-ment as a global system. Increasingly, they began addressing issues that they believed were of global, not just local, concern.

Concern About OzoneIn the 1980s scientists discovered that chlorofluorocarbons

(CFCs) had the ability to break down the ozone layer in the Earth’s atmosphere. Ozone is a gas that protects life on Earth from the ultraviolet rays of the sun. At that time, CFCs were widely used in air conditioners and refrigerators. Environmental activists began to push for a ban on CFC production. In the late 1980s, public aware-ness of the issue increased dramatically when scientists documented a large ozone “hole” over Antarctica. In 1987 the United States and 22 other nations agreed to phase out the production of CFCs and other chemicals that might be weakening the ozone layer.

Global WarmingIn the early 1990s, another global environmental issue devel-

oped when some scientists found evidence of global warming—an increase in average world temperatures over time. Such a rise in temperature could eventually lead to more droughts and other forms of extreme weather. A furious debate began over how to measure the Earth’s temperature and what the results meant.

Many experts concluded that carbon dioxide emissions from factories and power plants caused global warming, but others disagreed. The issue became very controversial because the cost of controlling emissions would affect the global economy. Industries would have to pay the cost of further reducing emissions, and those costs would eventually be passed on to consumers. Developing nations trying to industrialize would be hurt the most, but economic growth in wealthier nations would be hurt, too.

Concern about global warming led to an international confer-ence in Kyoto, Japan, in 1997. Thirty-eight nations and the EU signed the Kyoto Protocol promising to reduce emissions, but very few have actually complied with its requirements and reduced their emissions. President Clinton did not submit the Kyoto Protocol to the Senate for ratification because most senators were opposed to it. In 2001 President George W. Bush withdrew the United States from the Kyoto Protocol, citing flaws in the treaty.

Describing Why did environmentalists think CFCs were dangerous?

Vocabulary1. Explain the significance of: globalism,

North American Free Trade Agreement, European Union, euro, Asia Pacific Economic Cooperation, World Trade Organization, global warming, Kyoto Protocol.

Main Ideas2. Explaining Why was China an impor-

tant factor in world trade?

3. Describing What was the international response to concerns about global warming?

Critical Thinking4. Big Ideas How did NAFTA affect

exports of American goods?

5. Organizing Complete a graphic orga-nizer by listing and describing the regional trade blocs that formed in the 1990s.

6. Analyzing Visuals Examine the image on page 1024. Why do some people or groups protest globalization?

Writing About History7. Expository Writing Decide which issue

of global concern is the most serious. In an essay, explain why you think it is the most serious problem, and provide some possi-ble solutions.


Regional Trade Blocs

D



Visual/Spatial Have students create posters or cartoons to illustrate the debate over global warming.

Answer: Environmentalists grew con-cerned that CFCs may have caused a large ozone “hole” over Antarctica.

Assess


CloseIdentifying Ask: In what ways is today’s world interdependent? (economically, environmentally) OL

Section 4 REVIEW


2. China’s huge population offered great potential as a market for U.S. goods.

3. The EU and 38 nations signed the Kyoto Protocol promising to reduce emissions; few have complied, however.

4. With NAFTA in operation, American exports to Canada and Mexico rose dramatically, an estimated 104 percent.

5. NAFTA, EU, APEC

6. Answers will vary but could include that some fear that the U.S. will lose its eco-nomic autonomy, that the U.S. economy will be negatively affected by downturns in the economies of other countries, and that jobs will be lost as businesses seek cheaper labor and production costs overseas.

7. Essays will vary but should describe a global problem, provide rationale for the selection, and offer possible solutions.

Answers


1026

Chapter 30 • Visual SummaryChapter VISUAL SUMMARY You can study anywhere, anytime by

downloading quizzes and flashcards to your PDA from glencoe.com.


A Changing SocietyThe Technological Revolution

• The invention of the integrated circuit and microprocessors enables small personal computers built by Apple and IBM.

• The telecommunications revolution leads to the development of small portable cell phones, and digital video and audio players.

• The rise of the Internet and World Wide Web provide new ways for people to retrieve information, build communities, and do business.

A New Wave of Immigrants

• New immigration laws in 1965 and 1986 contribute to a rise in Hispanic immigration and an increase in immigrants from Asia, Africa, and the Middle East.

• The American population becomes increasingly culturally diverse.

The Rise of a Global Economy

• Free trade, in combination with the technological revolution, creates a new global marketplace.

• Increasing awareness of the global economy also sparks a new global environmentalist movement.

The Clinton YearsFirst-Term Achievements and Failures

• Raised taxes to help cut the defi cit

• Proposal for a national health care program fails

• Signed the Family Medical Leave Act into law

• Persuaded Congress to create AmeriCorps

• Signed the Brady Handgun Bill into law

• Worked with Republicans to push the Health Insurance Portability Act and the Welfare Reform Act through Congress

Second-Term Achievements and Failures

• Submits a balanced budget to Congress

• Convinces Congress to pass a new tax credit for children and a children’s health insurance program

• Impeached on charges of perjury and obstruction of justice but is acquitted by the Senate

Foreign Policy Achievements

• Dispatched troops to Haiti to restore democracy

• Dispatched troops to Bosnia and bombed Serbia to end the civil war and ethnic cleansing that followed the breakup of Yugoslavia

• Mediated negotiations between Israel and the PLO

▲ Today, almost all businesses, such as this public relations fi rm, rely on computers to help employees perform their day-to-day duties.

▲ President Bill Clinton delivers his

State of the Union address to a joint session of Congress on January 24, 1995.Hands-On

Chapter ProjectStep 5: Wrap Up

Analyzing Visuals Ask: How did computers change job requirements for American workers? (Workers had to demon-strate computer proficiency or be willing to learn.) How might com-puters have affected work output? (Answers will vary but could include the ideas that work could be produced and revised more quickly, that employees could share or consult on work, and that uniform appearance was possible.) ELL

Drawing Conclusions Ask: How did increased taxes reduce the federal deficit? (The increased tax revenues were used to pay off existing debt.) BL

Art Show

Step 5: Wrap Up After students have hung the presentation, they will acquire feedback and learn from the feedback.

Directions After the audience has had a chance to review the art show, ask them for their feedback. (You may want to put com-ment cards out for audience members.) As a class, review the comments, as well as discuss your own reactions to the show.

Ask the following questions to start the discussion:

• What was good about the show?

• Did the images illustrate the topics clearly? Why or why not?

• How could the show have been improved?

• What would you do differently if you did this project again?

Putting It Together As a final close to the project, have students write a brief sum-mary of their reactions to the project, explaining how it illustrated the time period. OL


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Chapter 30 • Assessment

Answers and AnalysesReviewing Vocabulary1. C The question asks for the name of a computer chip. All of the answer choices except for C have prefixes attached to com-puter, as in minicomputer. A chip is not a computer.

2. C The ability to telecommute depended upon having a per-sonal computer to access e-mails from work. This allowed them to communicate with people in the office while remaining at home.

3. A Ethnic cleansing is the attempt to kill off a certain group of people who share a certain eth-nicity. Over-taxation is not a crime. Robbery would result in a criminal trial. Clinton was accused of lying under oath, perjury, about his relationship with an intern.

4. D Students may have trouble choosing between C and D, because amnesty is a type of par-don. However, amnesty is the more precise term.

5. A -ization is a suffix that means an action or a process. Globalization is the process of increasing global connections. Internationalism is a tempting choice, but its meaning is slightly different; it is more of an interest in other nations or describes cooperation between nations, but does not describe the process of increasing global connections.

Reviewing Main Ideas6. C Review “New Communi-cations” on page 1003 with stu-dents. It states that deregulation began in the 1970s.

7. D The Internet preceded the World Wide Web and began to be developed as early as 1969. The computer was also developed before the 1990s. The Ethernet uses cables to exchange messages between computers.

Need Extra Help?Need Extra Help?

ASSESSMENTChapter


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

1. The company Intel revolutionized computers by combining several integrated circuits on a single chip called a

A minicomputer.

B nanocomputer.

C microprocessor.

D microcomputer.

2. As the workplace became increasingly reliant on computers, some workers had the option to ________, or work from home via computer.

A blog

B allocate

C telecommute

D globalize

3. Clinton was impeached because he committed

A perjury.

B ethnic cleansing.

C overtaxation.

D robbery.

4. The Immigration Reform and Control Act of 1986 granted ________ to immigrants who entered the country before January 1, 1982.

A leniency

B citizenship

C a pardon

D amnesty

5. The process of the world becoming increasingly intercon-nected is called

A globalization.

B internationalism.

C Americanism.

D Nationalism.

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

Section 1 (pp. 1002–1005)

6. The government began to deregulate the telecommunications industry in the

A 1950s.

B 1960s.

C 1970s.

D 1980s.

7. In 1990, researchers at CERN developed a new way to present information known as

A the Internet.

B the computer.

C the Ethernet.

D the World Wide Web.

Section 2 (pp. 1008–1015)

8. Democrats passed a law during President Clinton’s administration that tightened gun control called

A the Gun Law.

B the Anti-Gun Bill.

C the Brady Bill.

D the NRA Law.

9. The Contract with America was proposed by

A Hillary Clinton.

B President Clinton.

C Al Gore.

D Newt Gingrich.

If You Missed Questions . . . 1 2 3 4 5 6 7 8 9Go to Page . . . 1002 1003 1013 1017 1022 1003 1005 1010 1011

GO ON

Consider each answer choice individually and cross out choices you have eliminated. You will save time and stop yourself from choosing an answer you have mentally eliminated.

TEST-TAKING TIP

8. C Remind students that James Brady was shot and injured during the assassination attempt on Reagan. This should help them relate Brady to gun control.

9. D The Contract with America was proposed by congressional Republicans led by Newt Gingrich. Students should remember that the contract was a Republican movement. All answer choices besides D are Democrats.

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Need Extra Help?


ASSESSMENTChapter

Source: U.S. Census Bureau.

* Percentages add to more than 100 percent because Hispanics may be of any race.

OthersWhite

100908070605040302010

0African

AmericanHispanic Asian and

PacificIslander

NativeAmerican

1.5%1.0%4.5%

80.2%

14.4%12.8%

Perc

ent o

f Tot

al P

opul

atio

n*

American Diversity, 2005

Section 3 (pp. 1016–1019)

10. The Immigration Reform and Control Act of 1986 established

A admittance of any refugee fleeing a communist regime.

B legal papers to any undocumented immigrant who could prove he or she entered the country before 1982.

C the national origins quota system.

D allocation of more resources to stop illegal immigration.

11. The Illegal Immigration Reform and Immigrant Responsibility Act of 1996

A relaxed penalties for smuggling people or providing fraudulent documents.

B established more schools for immigrant children.

C allocated more resources to stop illegal immigration.

D called for a wall to be built at the U.S. border.

Section 4 (pp. 1022–1025)

12. Since WWII, Republicans and Democrats have worked to lower barriers to international trade because

A it helps the American economy.

B it supports foreign policy.

C it moves manufacturing jobs overseas.

D it helps economically depressed countries.

13. Environmentalists were concerned about trade with China because

A there was concern about the protests in Tiananmen Square.

B they believed the goods should be manufactured in the United States.

C there was concern about pollution from Chinese factories.

D China had made threats to invade Taiwan.

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

14. Which of the following is not an example of digital technology?

A cell phones that can receive e-mails

B MP3 players

C satellite radio

D newspapers

Base your answers to questions 15 and 16 on the graph below and your knowledge of Chapter 30.

15. Which group was the smallest percentage of the population in 2005?

A African American

B White

C Native American

D Multiracial

16. Why do the percentages add up to more than 100 percent?

A They did not record data carefully.

B There can be more than 100 percent.

C There is no way to determine exact numbers of the population.

D Hispanics may be of any race.

GO ONIf You Missed Questions . . . 10 11 12 13 14 15 16Go to Page . . . 1017 1017–1018 1022–1023 1024 1002–1005 R16 R16

10. B Admittance of refugees fleeing communist regimes was part of the McCarran-Walter Act of 1952. The national origin quota system was introduced in the 1920s. Allocation of more resources was part of the Illegal Immigration Reform and Immigrant Responsibility of 1996.

11. C As mentioned above, the act allocated more resources. A is incorrect because the law tough-ened penalties for smugglers.

12. A Both Republicans and Democrats would most likely sup-port a policy that was beneficial to the U.S. A shows the most direct benefit to Americans. It was reasoned that international trade is beneficial because it provides overseas markets for American goods and provides choices for American consumers. C is an effect of lowered barriers that some use as an argument against international trade.

13. C It is important that students read the question carefully. All of the answer choices are reasons why people opposed trade with China. However, the question asks why environmentalists were con-cerned. Only C relates to the envi-ronment.

Critical Thinking

14. D Newspapers are not digital. They are not even electronic. Therefore, they are not an exam-ple of digital technology.

15. C Examine the graph with students. The percentage of Native Americans in 2005 was 1.0%. This is the lowest.

16. D Explain to students that it is important to read all aspects of graphs and tables, especially asterisked or footnoted information.

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Have students visit the Web site at glencoe.com to review Chapter 30 and take the Self-Check Quiz.

Need Extra Help?

ASSESSMENTChapter


For additional test practice, use Self-Check Quizzes—Chapter 30 at glencoe.com.

17. The North American Free Trade Agreement (NAFTA) joined Canada, Mexico and the United States in a free trade zone. Why was this beneficial?

A Exports to Canada and Mexico increased.

B Jobs were lost to Mexico.

C Unemployment in the United States rose.

D It provided free goods to Canada and Mexico.

Analyze the cartoon and answer the question that follows. Base your answer on the cartoon and on your knowledge of Chapter 30.

18. What is the main idea of this cartoon?

A Clinton needs to raise taxes to decrease the federal deficit.

B Clinton should lower taxes to provide relief to taxpapers.

C Clinton has increased the federal deficit to record levels.

D The taxpayers are taking advantage of the tax cuts.

19. The presence of increased levels of chlorofluorocarbons (CFCs) concerns scientists because

A they make the air hard to breathe.

B they cause global warming.

C they have the ability to break down ozone.

D they can enter the water supply.

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

Global warming became an important topic during the Clinton administration. It was debated across the country, with many dif-ferent viewpoints.

“The world is getting warmer, and by the end of the 21st century could warm by another 6 degrees Celsius (10.8 degrees Fahrenheit). . . . And climate scientists at the heart of the research are now convinced that human action is to blame for some or most of this warming. . . .

Everywhere climatologists look—at tree-ring patterns, fossil succession in rock strata, ocean-floor corings…they see evidence of dramatic shifts from cold to hot to cold again. . . . None of these ancient shifts can be blamed on humans. . . . There is still room for argument about the precise role of the sun or other natural cycles in the contribution to global warming. . . .

—from World Press Review, February 2001

20. Why are some scientists not convinced humans are to blame for global warming?

21. What evidence do these scientists cite?

Extended Response 22. After the 1992 election, what did President Clinton’s domes-

tic agenda include? Explain in detail the successes and fail-ures of the Clinton administration. Your essay should include an introduction, several paragraphs, and a conclusion. Use relevant facts and details to support your conclusion.

If You Missed Questions . . . 17 18 19 20 21 22Go to Page . . . 1023 R18 1025 1025 1025 1008–1010

STOP

TOLES © 1998 The Washington Post. Reprinted with permission of UNIVERSAL PRESS SYNDICATE. All rights reserved.

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

Need Extra Help?

17. A The question asks about benefits, so B and C can be eliminated, because they describe negative effects. D does not make sense. The agreement is for free trade, not free goods. Free trade increased exports to Mexico and Canada because it became more economically feasible/beneficial to U.S. based manufacturers to export.

18. B The cartoon indicates that Clinton should lower taxes to provide relief to taxpay-ers, even if that means running a deficit.

19. C Students may be tempted to choose B, because the weakening of the ozone layer caused by CFCs has been linked to global warming. B is the best answer because it is the most specific and directly related to CFCs.

Document-Based Questions20. Some scientists are not convinced that humans are to blame because there is evi-dence of dramatic shifts in temperature

throughout history, so it can still be argued that there are natural causes or cycles of global temper-ature change.21. The scientists cite evidence such as tree-ring patterns, fossil succession, and ocean floor cor-ings that show evidence of past dramatic temperature shifts.

Extended Response22. Students’ essays will vary, but should contain a balance between successes and failures, using the text to provide well-reasoned sup-port. Essays should contain a detailed description of Clinton’s domestic agenda that is then clearly tied to either a success or failure.



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