Download DRA SIRI CLOZE Reading Activities

Littell, M.D.. (2001). Creating America, A History of the United States.,
Illinois, Boston, Dallas: Reading Study Guide: McDougal Littell. (159-161).
Reading from Chapter 16, Unit Five (page 159):
Southern states began seceding from the Union. State officials took over most of
the federal forts inside their borders. Major Robert Anderson attempted to hold on to
Fort Sumter in the harbor of Charleston, South Carolina. However, his troops soon ran
low on supplies.
President Lincoln knew that supplying the fort might lead to war. But if he
withdrew the troops, he would be giving in to the rebels. He decided to send supplies.
Confederate leaders responded by attacking the fort on April 12, 1861. Major Anderson
soon surrendered. With this battle, the Civil War had begun.
President Lincoln called on Northerners to put down the Southern rebellion. As a
result, many Northern men joined the army. States such as Kentucky, Virginia, North
Carolina, Tennessee, and Arkansas reacted angrily to the president’s call to arms. They
did not want to fight against their neighbors. These states seceded from the Union. They
sent their men to fight for the Confederacy.
Reading from Chapter 16, Unit Five (page 160):
The South did not want to conquer the North. The Confederacy only wanted to be
independent. Confederate leaders hoped the North would soon tire of war and accept
Southern independence.
The Confederacy hoped to win foreign support in the war. Southerners looked to
King Cotton to win of this support. Cotton was king in the South because of its
importance in the world market. The South grew most of the cotton for Europe’s textile
mills. When war broke out, Southern planters withheld cotton from the market. They
hoped that this would force France and Britain to aid the Confederate cause. However,
these nations had a surplus of cotton. As a result, Europe did not get involved in the war.
Reading from Chapter 16 Unit Five (page 161):
A majority of soldiers in the Civil War were between 18 and 30. About half the
soldiers on both sides came from farms. Many of them had rarely left their fields. As a
result, many viewed going off to war as an exciting adventure.
A majority of soldiers in the war were born in the United States. However,
immigrants from other countries served on both sides. Irish and German immigrants
made up the largest ethnic groups. Native Americans also served on both sides.
Many African Americans wanted to fight in the war. They saw the war as a way
to end slavery. At first, neither side accepted African Americans into their armies.
However, as the conflict wore on, the North let African Americans serve..
In all, about three million Americans fought in the war. Roughly two million
soldiers served the Union. Just under a million served the Confederacy. Many of the
soldiers were volunteers. They enlisted for a variety of reasons. Some sought adventure
and glory. Some wanted to escape a life of boredom. Some fought for loyalty. Others
signed up for the recruitment money.
FRY READABILITY
Littell, M.D.. (2001). Creating America, A History of the United States.,
Illinois, Boston, Dallas: Reading Study Guide: McDougal Littell. (159-161)
This Readability Test was conducted on Unit Five, the Creating America
Reading Study Guide, Pages 159-161. Three one hundred to one hundred
fifty word passages were selected-one from this Unit, one from the beginning,
one form the middle and one from the end of the Unit.
First 100 words
Syllables
219
Second 100 words
186
Sentences
14.0
10.0
Third 100-120 words
274
15.0
__________________________________________________________________
Average
Readability: 8 Grade
226.3
13
Littell, M.D.. (2001). Creating America, A History of the Unite States., Illinois,
Boston, Dallas: Reading Study Guide: McDougal Littell.
Directed Reading Activity
Vocabulary
WORD
PAGE
African American – An American of African descent
161
American Civil War – a military conflict between the United States of
America and the Confederate States of America
between two or more governments or states
160
Citizen – An individual member of a given political society or state
160
Confederacy- The union of the original 13 states of the United States
161
Cotton – A soft white downy fiber that grows in sees pods for.
Used making textiles.
England- A constitutional monarchy in North-Western Europe
160
Ethnic – Sharing distinctive cultural traits
161
Europe- One of the seven continents of the world, located on the western
fifth of the Eurasian landmass
161
Fort – A permanent military post consisting of several buildings. A military
compound
159
France- A major industrialized nation in Western Europe
160
Harbor – A part of a body of water near a coast
in which ships can anchor safely
159
Immigrant – A newcomer to a country who has settled there
161
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Vocabulary (Continued):
King- An individual who rules a monarchy, a ruler of a group
161
Monarchy- A government in which one person has the hereditary right to
rule as head
160
Nation- A territory controlled by a single government and inhabited by a
distinct population with a common culture that shapes their identity
161
Native American – The indigenous peoples of Americas
Political- A process or a body of ideas by which people and institutions abide
159
Plantation – A large estate or farm growing different types of crops.
159
Rebels – Soldiers who aligned loyalty with a force in the Southern States,
whom sought to win the war against the Lincoln governance and partook in
the Civil War against the Northern States
159
Slavery –A practice, or a system based on using the enforced labor
of other people
161
Surplus- Quantity of a specific product in excess of what is needed by
consumers
160
Southern planters- The colonial life of farmers in the South before
the Independence of United States
160
Textiles- Cloth or fabric that is woven, knitted, or otherwise manufactured
161
Union – Agreement or unity of interest or opinion dividing the Northern States
against Southern States
161
Volunteer – Somebody who works without being paid
161
World- A collection of human societies with unique form so of
governments, cultures and histories
160
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Concepts
Anaconda Plan – Union’s plan to surround and defeat the South
161
border state – Slave state that bordered the North
159
cause- In nature one thing just happens after another
160
Cause and effect - have their place only in our imaginative arrangements
160
Confederate Strategy – To win the support of European Countries France and
England to win the Civil War
160
Declaration of Independence- Formal document in American History
by the British 13 colonies to proclaim independence from the Great Britain
161
Ethnic groups - Groups of people who share the same history and culture
160
Fort Sumter _ A Federal fort in harbor of Charleston, South Carolina
Southern Plantations - Most of the agriculture in the southern
159
Majority – most of the people in a large group –i.e. Politically the most
powerful party or group voting together
161
United States during the early 19th century was dedicated to growing
one crop—cotton.
160
King Cotton – The name Southerners gave to their primary surplus or crop
160
Nuclear pollution – Harmful radioactive pollution made by nuclear waste
causing biological and chemical damage to organic life such as air and water
160
Political power- A person’s support or opposition to government
policies or principles
160
8
Objectives
The student will be able to:
1) Identify and define new vocabulary items and concepts.
2) Describe general historical events specified in the Readings about the Civil
War in the United States.
3) Describe the significance of the Fort Sumter and its location.
4) Describe the significance of the Cotton as a resource in the Colonial South.
5) Explicate the reasons for the war.
6) Define slavery and the Southern State’s position.
7) Identify the soldiers ethnic make up in the Civil War.
8) Interpret the significance of the volunteering practices in the War.
9) Recall what specific historical fact led to the Union State’s winning of the
War.
10) Summarize the significance of the historical events in the Readings.
Guide Questions
1. Describe the reason for the Civil War.
2. Describe what happened at the Charleston harbor at Fort Sumter and
specify the date of Confederate attack on the fort.
3. Who were the rebels and what was their role in the Civil War
9
4. Describe the significance of the term King Cotton
5. What is the Confederate South’s strategy to win the Civil War
6. Define the ethnic make up of the soldiers participating in the Civil War
7. Identify the name of the president during the Civil War period.
8. Define Union States divisions and name at least two Union States.
9. Define and name two Confederate States.
10
Summary
The Readings are all related to the 19th period of the Civil War, and various events
during this period in American history. The first Reading is about the Southern
States trying to secede from the Northern State’s Union by attacking the Fort
Sumter at Charleston’s harbor to keep South Caroline and President Lincoln’s
response to this attack by calling on the northern states to put down the Rebellion.
The second reading is specifically about the Colonial period in American History
when Cotton was the South’s primary resource, and it was used as an incentive to
win the Civil War to win the support of France and Britain, although since these
European Nations already had a surplus of cotton they did not participate. The
third reading is about the ethnic make up of the soldier’s in the Civil War. And
their reasons for taking up arms and participating as soldiers in the Civil War.
Guide Questions
1. Describe the reason for the Civil War.
2. Describe what happened at the Charleston harbor at Fort Sumter
and specify the date of Confederate attack on the fort.
3. Who were the rebels and what was their role in the Civil War
4. Describe the significance of the term King Cotton
5. What is the Confederate South’s strategy to win the Civil War
6. Define the ethnic make up of the soldiers participating in the Civil
War
12
7. Identify the name of the president during the Civil War period.
8. Define and name two Confederate States.
13
Answers to Guide Questions
1. Describe the reason for the Civil War.
Abolition was the movement to end slavery, which started in 1700’s,
which divided the Southern States who were against the Abolition of
slavery against the Northern States who were for it.
2. Describe what happened at the Charleston harbor at Fort Sumter and
Confederate attack on the fort and the reason for their defeat and specify
the date.
The South wanted to hold on to Charleston South Carolina but their
troops ran out of supplies and were put down on April 12, 1862, by
Lincoln’s call upon the Northerners to put down the rebellion.
3. Who were the rebels and what was their role in the Civil War
The term Rebels was given to the Southern soldiers whom sought to
overthrow the Northern sovereignty and rose against the president
Lincoln’s move toward the abolition of slavery.
4. Describe the significance of the term King Cotton
Ownership was a means to political power and social standing, which
divided people into ranks based on wealth.
5. Define what the term ranks implied.
Social or political or military order of hierarchy or power relations
–i.e. pecking order
6. What is the Confederate South’s strategy to win the Civil War?
14
A colony is made up of a group or a body of people living in a new
(geographic) territory retaining ties to the parent state or government.
6. Define the ethnic make up of the soldiers participating in the Civil
War
Some of the soldiers who participated were of immigrant namely Irish
and German origin, and African American and Native American.
7. Identify the name of the president during the Civil War period.
President Lincoln, who was later assassinated.
8. Define and name two Confederate States.
Kentucky, Virginia, North Carolinas, Tennessee
Post-reading questions
1. Describe what the Civil War was about and how it resulted in the abolition of
slavery?
2. If it weren’t for the middle social ranks of the colonists aiding the poor, and
ranks being determined by wealth, how else would you imagine the wealth of
the colonies would have been distributed?
3. Could the Confederate South have won the Civil War had they been able to
market cotton to the European countries?
4. Describe how King Cotton was so significant to the South?
5. What were the ethnic make up of the soldiers in the Civil War?
6. What were some of their reasons for participating in the War?
7. How did President Lincoln out an end to the Rebellion of the South?
15
Littell, M.D.. (2001). Creating America, A History of the Unite States.,
Illinois, Boston, Dallas: Reading Study Guide: McDougal Littell. (159-161)
SILENT INFORMAL READING INVENTORY
Selected Paragraph
“Abolition Call for Ending Slavery”
The economies of the North and South developed differently in the early
1800’s. Farming was important in both regions. But the North began to develop
more industry and trade than the South. The South continued to depend on
plantation. The growth of industry in the North led to the rapid growth of Northern
cities. Much of this population growth came from immigration.
A few wealthy planters controlled Southern society. Their profits came from
slave labor. Most slaves worked in the fields to grow crops. The most important
crop was cotton. Much Southern wealth came from the export of cotton. Planters
invested in slave instead of industry. As a result the South developed little industry.
Most of Southern whites were poor farmers who owned no slaves. Poor
whites accepted slavery because it kept them off the bottom of society.
The issue of slavery caused tensions between the North and the South. White
Southern Planters defended slavery by claiming that white people were superior to
blacks. In 1850’s the Fugitive Slave Act was passed in the South to recapture
runaway slaves, and people being accused of being fugitives could be arrested
without warrant.
16
Abolition was the movement to end slavery. It began in the late 1700’s. By
1804, most states in the North had outlawed slavery. In 1807, Congress made it
illegal to bring new African slaves into the United States. Abolitionists began to
demand a law to end slavery in the South.
Questions
1. Describe what caused the division between the North and the South prior to the
Abolition of slavery?
2. Define the reason the South was still dependent on slaver labor?
3. What was the primary reason for the Northern state’s progress?
4. What was the general opinion of the Northerners, and those of the Southerners?
5. What was the general period att eh beginning of this dispute?
6. What was the Fugitive Slave Act about?
7. Define the abolition and the date of its passage as a Law?
Answers to SIRI Questions
1. Describe what different elements the Earth’s crust is usually covered with.
It may be covered by grass, dirt, cornfields, or forest, or water in rivers, lakes, or
oceans.
17
2. Where can one see the Earth’s crust?
One can see the Earth’s crust on Rocky cliffs near the seashore or on the steep walls of
deep canyon.
3. How thick is the earth’s crust under the oceans?
The Earth’s crust under the oceans is about 3 miles thick.
4. How thick is the Earth’s crust under the land?
The Earth’s crust under the land is much thicker, it goes down as deep as 40 miles! A
Car driving on a highway takes more than half an hour to go that far.
5. Is the Earth’s crust generally thick or thin compared to the whole Planet?
It might sound like the Earth’s crust is really thick. But compared to the whole planet,
the crust is actually very thin. The Earth’s crust compared to a basketball would be
thinner than a small thin book. The tallest mountains would be specks too small to see.
Assessing SIRI scores: 5 out of 5 – independent- the passage is too easy
4 out of 5 – instructional
3 out of 5 – frustration – the passage is too hard
CLOZE ACTIVITIES
Original Passage
The major ocean currents of the world flow in huge circular paths called
gyres. The Gulf Stream swirls up the east coast of North America and out into the
18
Atlantic at a speed of up to one hundred miles a day. In the middle of the Atlantic,
the Gulf Stream divides, and part of it becomes the North Atlantic Current. This
flows past Northern Europe, making the climate warmer ands milder than it might
be otherwise. In the Pacific, the warm Japan Current becomes the North pacific
Current and then moderates the climate on the west coast of the United States and
Canada.
Sometimes the normal pattern of ocean currents changes and the results can
be a disaster. One of the world’s major fisheries is in the cool, nutrient-rich waters
off the coast of Peru. Every few years, however, the cool water warms and the sea
life disappears. This strange change is known as El Nino. During the winter of 19821983 the biggest el Nino of the century was under way, and all around the pacific,
climates changes. Australia suffered the worst drought in two hundred years,
causing immense dust storms and fires. On the west coast of South America, heavy
rains up to three times above normal flooded the region, and in the United States
record snow fell in the Rocky Mountains, which resulted in heavy flooding in the
spring.
Cloze Activity #1 ( present vs. past tense)
Directions: Choose the past tense of the verbs in parentheses and write in the blank.
Example: Heavy rains up to three times above normal _____
(flood/ flooded) the
region.
19
The major ocean currents of the world ______(flowed/flow) in huge circular
paths ________(call/called) gyres. The Gulf Stream swirls up the east coast of North
America and out into the Atlantic at a speed of up to one hundred miles a day. In
the middle of the Atlantic, the Gulf Stream ________(divided/divides), and part of
it____________(became/ becomes) the North Atlantic Current. This flows past
Northern Europe, making the climate warmer ands milder than it might be
otherwise. In the Pacific, the warm Japan Current ________(became/becomes) the
North pacific Current and then moderates the climate on the west coast of the
United States and Canada.
Sometimes the normal pattern of ocean currents________(changed/changes)
and the results _______(could/can) be a disaster. One of the world’s major fisheries
________(was/is) in the cool, nutrient-rich waters off the coast of Peru. Every few
years, however, the cool water________(warmed/ warms) and the sea life
__________(disappeared/disappears). This strange change______(was/ is) known as
El Nino. During the winter of 1982-1983 the biggest el Nino of the
century________(is/was) under way, and all around the pacific, climates_________
(changes/changed). Australia _______(suffers/suffered) the worst drought in two
hundred years, causing immense dust storms and fires. On the west coast of South
America, heavy rains up to three times above normal________(floods/ flooded) the
region, and in the United States record snow________(fall/fell) in the Rocky
Mountains, which_________(results/ resulted) in heavy flooding in the spring.
20
Cloze Activity #2 (prepositions)
Directions: Choose the correct prepositions and write in the blank.
Example: The biggest El Nino _______(in/of) the century was under way.
21
The major ocean currents of the world flow ________(of/in) huge circular
paths called gyres. The Gulf Stream swirls______(out/ up) the east coast
_______(in/of) North America and ______(in/out) into the Atlantic_______(of/at) a
speed of _____(in/up) to one hundred miles a day. In the middle_____(in/ of) the
Atlantic, the Gulf Stream divides, and part _____(in/of) it becomes the North
Atlantic Current. This flows past Northern Europe, making the climate warmer
ands milder than it might be otherwise. ______(Of/In) the Pacific, the warm Japan
Current becomes the North pacific Current and then moderates the
climate_____(of/ on) the west coast______(on/ of) the United States and Canada.
Sometimes the normal pattern ______(in/of) ocean currents changes and the
results can be a disaster. One_____(in/ of) the world’s major fisheries is_____( in/of)
the cool, nutrient-rich waters off the coast of Peru. Every few years, however, the
cool water warms and the sea life disappears. _______(This/The) strange change is
known _____(an/as) El Nino. During the winter of 1982-1983 the biggest el
Nino_____( in/of) the century was under way, and all _______(over/around) the
pacific, climates changes. Australia suffered the worst drought______(of/ in) two
hundred years, causing immense dust storms and fires. ____(Of/On) the west coast ____(of/on) South America, heavy rains ____(up/on) to three times
______(under/above) normal flooded the region, and________(of/ in) the United
States record snow fell in the Rocky Mountains, which resulted in heavy flooding
______(of/in) the spring.
22
Cloze Activity #3 (Singular vs. Plural nouns and verbs)
Directions: Write in the correct verb conjugation singular or plural.
Example: The major ocean currents( current/currents) of the world flows (
flow/flows) in huge circular Paths (paths/path).
23
The major ocean currents of the _______(world/worlds) flow in huge circular
paths called gyres. The Gulf Stream swirls up the east______(coasts/ coast) of North
America and out into the Atlantic at a speed of up to one_______(hundreds/
hundred)______(mile/ miles) a day. In the middle of the Atlantic, the Gulf Stream
divides, and part of it ________(become/becomes) the North
Atlantic______(Currents/ Current. _______(These/This) flows past Northern
Europe, making the climate warmer ands milder than it might be otherwise. In the
_________(Pacifics/Pacific), the warm Japan Current becomes the North pacific
________(Currents/Current) and then moderates the______(climates/ climate) on
the west ________(coasts/coast) of the United States and Canada.
Sometimes the normal _________(patterns/pattern) of
________(oceans/ocean)________(current/ currents) changes and the
________(result/results) can be a disaster. One of the world’s major
______(fishery/fisheries)______(are/ is) in the cool, nutrient-rich
___________(water/waters) off the coast of Peru. Every few_________(year/ years),
however, the cool water warms and the sea_______(lives/ life) disappears. This
strange change_____(are/ is) known as El Nino. During the winter of 1982-1983 the
biggest el Nino of the century _____(is/was) under way, and all around the pacific,
_______(climate/climates) changes. Australia suffered the worst drought in two
hundred _________(year/years), causing immense dust_____(storm/ storms) and
______(fire/fires). On the west coast of South America, heavy______(rain/ rains) up
to three times above normal flooded the_____________(regions/ region), and in the
24
United States________( record/records) snow fell in the Rocky
_________(Mountain/Mountains), which resulted in heavy flooding in the spring.
Cloze Activity #4 (Definitive Articles)
Directions: Place the correct article.
25
Example: The (The/A)major currents of the world flow in huge circular
paths.
The major ocean currents of ______ (a/the) world flow in huge circular paths
called gyres. The Gulf Stream swirls up_____ (an/ the) east coast of North America
and out into______(the/ an) Atlantic at _____(the/a) speed of up to one hundred
miles ____(the/a) day. In _____ (a/the) middle of _____(an/the) Atlantic, the Gulf
Stream divides, and part of it becomes ______(the/a) North Atlantic Current. This
flows past Northern Europe, making ______ (a/the) climate warmer and milder
than it might be otherwise. In_____( the/a) Pacific, _____(a/the) warm Japan
Current becomes _____(a/the) North pacific Current and then moderates
_____(the/a) climate on the west coast of the United States and Canada.
Sometimes _____ (a/the) normal pattern of ocean currents changes and
______ (the/a) results can be a disaster. One of _____ (a/the) world’s major fisheries
is in ______ (the/a) cool, nutrient-rich waters off the coast of Peru. Every few years,
however, ______ (a/the) cool water warms and the sea life disappears. This strange
change is known as El Nino. During ______ (the/a) winter of 1982-1983 _____
(a/the) biggest el Nino of ______(the/a) century was under way, and all around the
pacific, climates changes. Australia suffered _____(a/the) worst drought in two
hundred years, causing immense dust storms and fires. On the west coast of South
America, heavy rains up to three times above normal flooded______(a/ the) region,
and in the United States record snow fell in______ (the/A) Rocky Mountains, which
resulted in heavy flooding in______(a/ the) spring.
26
Cloze Activity #5 (nouns)
Directions: Using the noun bank below, write the correct noun in each blank.
27
Example: The major _______currents of the _______ flow in huge circular
Paths called ________.
The major currents of the world flow in huge circular paths called gyres.
The major ocean currents of the world flow in huge________ called gyres.
The_________ swirls up the east coast of _________ and out into the Atlantic at a
speed of up to one hundred miles a day. In the middle of the_________, the Gulf
Stream divides, and part of it becomes the North Atlantic Current. This flows past
Northern__________, making the climate warmer ands milder than it might be
otherwise. In the __________, the warm Japan Current becomes the North pacific
_________and then moderates the climate on the __________of the United States
and Canada.
Sometimes the normal pattern of ocean currents changes and the results can
be a disaster. One of the world’s major __________ is in the cool, nutrient-rich
waters off the coast of Peru. Every few years, however, the cool water warms and
the sea life disappears. This strange change is known as_________. During the
winter of 1982-1983 the biggest el Nino of the __________ was under way, and all
around the pacific, climates changes. Australia suffered the worst drought in two
hundred years, causing immense dust storms and fires. On the west coast of South
America, heavy rains up to three times above normal flooded the region, and in the
United States record snow fell in the__________, which resulted in heavy flooding in
the spring.
28
Circular paths
North America
Atlantic
Current
Gulf Stream
Rocky Mountains Century
Pacific
west coast
fisheries
Europe
El Nino
Cloze Activity #5 (Complete the words)
29
Directions: AN incomplete word will be given, please place the completed version in
the blank.
Example: This fl________ past Nor________ Europe, making the cl _______warmer
and mil_______ than it might be otherwise.
This flows past Northern Europe, making the climate warmer and milder than it
might be otherwise.
The major ocean currents of the world flow in huge cir_______ paths called
gyres. The Gulf Stream swirls up the east coast of North Am_______ and out into
the Atlantic at a speed of up to one hundred miles a day. In the middle of the
Atlantic, the Gulf Stream divides, and part of it becomes the North At_______
Current. This flows past No________ Europe, making the climate warmer and
milder than it might be otherwise. In the Pacific, the warm Japan Cur_______
becomes the North pacific Current and then moderates the climate on the west coast
of the United States and Canada.
Sometimes the normal pattern of ocean currents changes and the results can
be a disaster. One of the world’s major fis ________ is in the cool, nutrient-rich
waters off the coast of Peru. Every few years, however, the cool water warms and
the sea life disappears. This strange change is known as El Nino. During the winter
of 1982-1983 the biggest el Ni________ of the cen ________ was under way, and all
around the pacific, climates changes. Aust ________ suffered the worst drought in
two hundred years, causing immense dust storms and fires. On the west co________
of South America, heavy rains up to three times above normal floo ________ the
30
region, and in the United States record snow fell in the Rocky Mo________, which
resulted in heavy flooding in the sp________.
31
Assessing cloze scores:
If s student misses one out of the total number of questions – independent – the
reading is too easy
If a student misses two out of the total number of questions – instructional
If a student misses three out of the total number of questions – frustration level – the
reading is too hard
FRY READABILITY
32
Littell, M.D.. (2001). Creating America, A History of the Unite States.,
Illinois, Boston, Dallas: Reading Study Guide: McDougal Littell. (159-161)
This Readability Test was conducted on Unit Five, the Creating America
Reading Study Guide, Pages 51-301. Three one hundred word passages were
selected-one from three different Units, one from the beginning, one form the
middle and one from the end of the Unit.
First 100 words
Syllables
152
Sentences
8.0
Second 100 words
186
10.0
Third 100 words
158
9.0
__________________________________________________________________
Average
165.3
9
Readability: 8 Grade
Reading from Chapter 5, Unit One (page 45):
The cheap land and plentiful natural resources of the colonies gave colonists a
chance to prosper. Colonial landowners were free to use or to sell all that their land
produced. Also owning land gave men the right to vote.
Because land ownership was the means to wealth and political power, it also
helped determine social standing (italics in the original). In the colonies, people divided
themselves into ranks based on wealth. People were expected to show respect to those in
a higher rank. The wealthy were expected to aid the poor.
33
Reading from Chapter 16, Unit Five (page 160):
The South did not want to conquer the North. The Confederacy only wanted to be
independent. Confederate leaders hoped the North would soon tire of war and accept
Southern independence.
The Confederacy hoped to win foreign support in the war. Southerners looked to
King Cotton to win of this support. Cotton was king in the South because of its
importance in the world market. The South grew most of the cotton for Europe’s textile
mills. When war broke out, Southern planters withheld cotton from the market. They
hoped that this would force France and Britain to aid the Confederate cause. However,
these nations had a surplus of cotton. As a result, Europe did not get involved in the war.
Reading from Chapter 31 Unit Nine (page 300):
Throughout the 1960’s and 1970’s, support grew in America for
environmentalism. This was the movement to protect the nation’s environmental
resources.
34
Rachel Carson, a biologisat, warned of the dangers of the use of chemicals called
pesticides (Italics in the origin) in her bestseller Silent Spring (1962). Soon a growing
number of citizens criticized the nation’s treatment of the environment. In the 1970’s,
Nixon, Ford, and carter passed laws to restrict pesticides use, regulate oil-spill cleanups,
and curb air and water pollution.
During the late 1970’s, Americans also became aware of the possible dangers of
nuclear power. In March 1979, an accident occurred at the three Mile Island nuclear
power plant in Pennsylvania.
Radioactive water leaked out of the plant. About 100,000 nearby residents had to
leave their homes until it was safe.
Littell, M.D.. (2001). Creating America, A History of the Unite States., Illinois,
Boston, Dallas: Reading Study Guide: McDougal Littell.
Directed Reading Activity
Vocabulary
WORD
American Civil War – a military conflict between the United States of
America and the Confederate States of America
between two or more governments or states
Citizen – An individual member of a given political society or state
PAGE
160
300
35
Colony- A group or a body of people living in a new (geographic)
territory retaining ties with the parent state or government.
45
Colonial- A member or inhabitant of a colony
45
Confederacy- The union of the original 13 states of the United States
161
Cotton- A soft white downy fiber that grows in seed pods
161
Declaration of Independence- Formal document in American History
by the British 13 colonies to proclaim independence from the Great Britain
161
England- A constitutional monarchy in North-Western Europe
160
Environment - all of the external factors affecting a living organism.
300
Europe- One of the seven continents of the world, located on the western
fifth of the Eurasian landmass
161
France- A major industrialized nation in Western Europe
160
King- An individual who rules a monarchy, a ruler of a group
161
Monarchy- A government in which one person has the hereditary right to
rule as head
160
Nation- A territory controlled by a single government and inhabited by a
distinct population with a common culture that shapes their identity
160
Product- Something resulting from or necessarily following
from a set of conditions
45
Political- A process or a body of ideas by which people and institutions abide 45
Political power- A person’s support or opposition to government
policies or principles
45
Pollution – Contamination of the environment with materials that (continued)
Vocabulary: cont.
interfere with planetary organic life or human health
300
Rank- social or political or military order of hierarchy or power relations
–i.e. pecking order
45
Rights- Entitlements or privileges
45
36
Respect- Showing consideration, acknowledgment, or recognition
45
Social- Relating to human society and how it is organized
45
Surplus- Quantity of a specific product in excess of what is needed by
consumers
160
Southern planters- The colonial life of farmers in the South before
the Independence of United States
160
Textiles- Cloth or fabric that is woven, knitted, or otherwise manufactured
161
World- A collection of human societies with unique form so of
governments, cultures and histories
160
Concepts
cause- In nature one thing just happens after another
160
Cause and effect - have their place only in our imaginative arrangements
160
Ethnic groups - Groups of people who share the same history and culture
160
Southern Plantations - Most of the agriculture in the southern
United States during the early 19th century was dedicated to growing
one crop—cotton.
160
King Cotton – The name Southerners gave to their primary surplus or crop
160
Nuclear pollution – Harmful radioactive pollution made by nuclear waste
causing biological and chemical damage to organic life such as air and water
160
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Objectives
The student will be able to:
11) Identify and define new vocabulary items and concepts.
12) Describe general historical events specified in the Readings about the
Colonial history of the United States.
13) Describe the significance of the Cotton as a resource in the Colonial South.
14) Describe the beginning of the environmental Movement.
15) Explicate a general definition of environmental pollution.
16) Interpret the significance of the environmental movement.
17) Recall what specific historical fact led to the passage of the environmental
laws.
18) Summarize the significance of the historical events in the Readings.
Guide Questions
19) Describe what two reasons for prosperity during the colonial period.
20) Define what the term ranks implied.
21) Describe the significance of the term King Cotton
22) What is the definition of a colony
23) What in Colonial history defined the separation from the Great Britain
24) What is the Confederate South’s strategy to win the Civil War
25) What is the definition of pollution name two different types of pollution
38
26) Name the nuclear event that led to the passing of the Environmental laws
27) Name the Presidents and the general period of the passage of the
Environmental laws and the Environmental movement
39
Summary
The Readings are all related to various stages in American history. The first
Reading is about the colonial history and class stratification during the Colonial
period. The second reading is specifically about the Colonial period in American
History when Cotton was the South’s primary resource, and it was used as an
incentive to win the Civil War to win the support of France and Britain, although
since these European Nations already had a surplus of cotton they did not
participate. The third reading is about the period in American History when the
Environmental Laws were passed in (1960’s and 1970’s specifically) by three
American Presidents (Nixon, Ford and Carter), due to the event in Three Mile
Island’s (in 1976) at the Nuclear Power Plant in Pennsylvania.
Guide Questions
1. Describe two reasons for prosperity during the colonial period.
2. Describe the significance of the term King Cotton
3. What is the definition of a colony?
4. What in Colonial history defined the separation from the Great
Britain?
5. What is the Confederate South’s strategy to win the Civil War?
6. What is the definition of pollution name two different types of
pollution?
40
7. Name the nuclear event that led to the passing of the Environmental
laws.
8. Name the Presidents and the general period of the passage of the
Environmental laws and the Environmental movement.
41
Answers to Guide Questions
1. Describe two reasons for prosperity during the colonial period.
Cheap land and plentiful natural resources.
2. Define what the term ranks implied.
Social, Political or Military hierarchy of power relations or picking order.
3.
Describe the significance of the term King Cotton.
Ownership was a means to political power, and social standing, which divided
people into ranks based on wealth.
4. Describe the significance of the term King Cotton.
Cotton was the Southern region’s primary resource, and the planters named it as
such for marketing purposes.
5. What is the definition of a colony?
A colony is made up of a group or a body of people living in a new (geographic)
territory retaining ties to the parent state or government.
5. What in the Colonial history defined the separation from the Great Britain?
The Revolutionary War of Independence.
6. What is the Confederate South’s strategy to win the Civil War?
Attempting to gain the support of France and Britain through the hope to market
Cotton.
42
7. What is the definition of pollution, name two types of pollution?
The contamination of the environment , air and water.
8. Name the nuclear event that led to the passing of the Environmental Laws?
The Three Mile Island.
9. Name the presidents and the general period of the passage of the Environmental
Laws?
Presidents Nixon, Ford and Carter, and during 1960’s and 1970’s.
43
Post-reading questions
8. Describe how the colonists would have prospered had it not been for the
plentiful natural resources and the cheap land?
9. If it weren’t for the middle social ranks of the colonists aiding the poor, and
ranks being determined by wealth, how else would you imagine the wealth of
the colonies would have been distributed?
10. Could the Confederate South have won the Civil War had the been able to
market cotton to the European countries?
11. Describe how King Cotton was so significant to the South?
12. Describe how it would have turned out had Europe entered the war?
13. Would the Environmental Laws be passed had it not been for the
Environmental accident in Three Mile Island?
14. How would the Nation’s treatment of the environment be with out the
environmental laws?
44