Countries

Exploring Where & Why
Our Countrys
History
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Hands-on Social Studies Program
NYSTROM
HERFF JONES EDUCATION DIVISION
Our Countrys
History
Hands-on Social Studies
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Contents
Program Components
Using the Program
Scope and Sequence
History
Five Themes of Geography
v
x
xii
xii
xiv
Atlas, Map, and Globe Skills

Teachers Guide and Lessons
Using the Atlas

Using the Activity Globes and Maps
Exploring Land and Water
Using Directions on a Globe
Using Directions and Scale on a Map
Using Latitude and Longitude on a Globe
Using Latitude and Longitude on a Map
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1
2
3
4
5
6
7
Assessment
8 Reviewing Skills
Program Reviewers
1
5
9
13
17
21
25
Unit 1
Three Worlds Meet
1400 to 1682
9
10
11
12
13
14
15
Introducing Three Worlds Meet

The First Americans
To the Indies
Northwest Passage
Coronado
Jamestown
Timeline Three Worlds Meet
Assessment
16 Reviewing Three Worlds Meet
29
Dr. JoAnne Buggey, Professor, Dept. of Curriculum and Instruction, U. of Minnesota, Minneapolis, Minnesota
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Melissa Green, Classroom Teacher, Social Studies and Language Arts Depts., Evanston School Dist. #65, Evanston, Illinois
We also want to thank the many principals, curriculum supervisors, and teachers who so graciously
allowed us to visit their schools and classrooms. The information we gathered was invaluable in
developing social studies materials that create stimulating learning environments, address the
growing diversity of our students, and meet the many needs of todays teachers.
Copyright 2009, 2002 by NYSTROM Herff Jones Education Division
4719 W. 62nd St., Indianpolis, IN 46268
All rights reserved. No part of this guide, except copymasters, may be reproduced or transmitted
in any form or by any means, electronic or mechanical, including photocopying, recording, or by
any information storage and retrieval system, without permission in writing from the publisher.
Printed in U.S.A.
10 9 8 7 6 5 4 3 2 1
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49
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15 14 13 12 11 10 09 08
ISBN 13: 978-0-7825-1360-8

ISBN 10: 0-7825-1360-3
For information about ordering this program guide, 2CH500, or related components, call 800-621-8086.
71
Unit 2
Unit 5
Colonial America
Civil War and Change
1600 to 1776
1820 to 1900
17
18
19
20
21
22
23
Introducing Colonial America

Colonial Settlements
The Thirteen Colonies
Plantation Life
Indentured Servants and Slaves
Triangles of Trade
Timeline Colonial America
75
79
85
91
95
101
107
41
42
43
44
45
46
47
Assessment
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48 Reviewing Civil War and Change
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223
Unit 6
A New Nation
Modern America
1763 to 1810
1898 to Now
Introducing A New Nation

Revolutionary Protests
Declaring Independence
Revolutionary War Battles
The New Frontier
Life in the Northwest Territory
Timeline A New Nation
Assessment
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25
26
27
28
29
30
31
189
193
199
203
209
215
221
Assessment
24 Reviewing Colonial America
Unit 3
Introducing Civil War and Change

Underground Railroad
Civil War Battles
Transcontinental Railroad
Indians and Buffalo
Orphan Trains
Timeline Civil War and Change
32 Reviewing A New Nation
Unit 4
113
117
121
127
133
139
145
49
50
51
52
53
54
55
Introducing Modern America

In Search of a Better Life
World War II
Civil Rights
Presidential Birthplaces
A Place Over Time
Timeline Modern America
227
231
237
243
249
255
259
Assessment
56 Reviewing Modern America
147
261
The United States Expands

1790 to 1860
Introducing The United States Expands 151

Lewis and Clark Expedition
155
Life in a Mill Town
161
The Erie Canal
165
Trail of Tears
171
California Gold Rush
177
Timeline The United States Expands 183
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34
35
36
37
38
39
Assessment
40 Reviewing The United States Expands 185
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Our Countrys History
What is Our Countrys History?

Our Countrys History . . .
is Nystroms hands-on social studies program that
links history and geographytime and place.
-on
A Hands
rogram
Histor y P
for the
iate
Inter med
Grades
integrates hands-on and reading materials in

activity-based lessons to help students develop a
chronological framework for understanding our
country today.
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reinforces reading, writing, math, critical thinking,

and reference skills in a content area.
builds a solid foundation of knowledge and

understanding for responsible citizenship.
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What does Our Countrys History d0?

Builds a solid foundation of essential social studies knowledge, skills, and concepts.
Reinforces reading and writing in a content area.
Integrates assessment and evaluation.
Develops critical thinking skills.
Provides learning opportunities for diverse student populations.
Develops multicultural awareness and sensitivity.
Stimulates a variety of intelligences.
Ensures success for all students.
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Why a hands-on approach?
Promotes active learning.

Hands-on materials focus students attention on their own learning.
Students work individually, in pairs, in small groups, and as a whole class.
Variety of materials keeps students interested.
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Components
TEACHERS GUIDE
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THE NYSTROM
ATLAS OF
OUR COUNTRYS HISTORY
SET OF 30
ACTIVITY GLOBES
SET OF 6
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ACTIVITY
MAPS
SET OF 15
LITERACY LIBRARY
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MARKERS
BOX OF 15
RAISED RELIEF MAPS SET OF 6
NYSTROM
WEBSITE
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Teachers Guide
1 Skills Unit 6 History Units
Program correlates with:

National Standards for History
The Nystrom Atlas of Our Countrys History
Lessons build a solid history framework.
Hands-on activities integrate reading and using the Atlas with:
Activity Maps
Raised Relief Maps
Activity Globes
Teachers pages for every lesson.
49 Student Lessons plus 7 Assessments
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For the Teacher
Handy, easy to use:

Step-by-step teaching plans
Objectives
Materials
Teaching strategies tie
directly to objectives
Discussion questions
clearly marked
Answer keys
Lesson
Three Worlds Meet, 1400 to 1682
The First Americans

Teaching
10
Identify six Native American culture groups.
Objectives
1. Introduce the lesson by saying:

You and I are Americans.
Did you ever stop to think about the first Americansthe

people who were here when Columbus and other explorers
arrived in the Americas?
Who were these people? What were their lives like?
Today were going to learn more about them.
Students will be able to:

Identify six Native
American culture
groups.
Determine how
Indians acquired food.
Classify information
about Native
American culture
groups.
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2. Have students open The Nystrom Atlas of Our Countrys History to

pages 89. Ask a student to read the title.
Materials
3. Divide the class into six groups. Hand out Activity Sheets 10a10c,
Lesson
Raised Relief Maps, Activity Maps, and Map Markers to the groups.
10
Tips for teaching

Time-saving ideas
Extension activities
Additional Resources
Literature Links
Cross-curricular
Activities
Class Record sheet
for each unit
The Nystrom Atlas of

Activity Sheets
4. As a class, complete steps 12 on Activity Sheet 10a.
10a10d,
When theyre finished, have students hold up their maps,a.so you
Point out the chart. The
Explain
that some information is already
First Americans
can check the location of the Northwest Coast.
on the chart, but some information is missing.
Raised Relief Maps
b. sheets.
Explain that, in the
Indian Nations
5. Give the groups time to complete steps 37 on their activity
Activity
Maps column, students only need
to fill in the names
four
nations.
of
Map
Markers
Determine how Indians acquired food.
Americans today buy most of their food.
take turns writing on the

Raised Relief Map.
Answers
Insert er
divid
this
re
befo 5.
7
page
The first Americans couldnt buy food. There were no

1b. Northwest Coast, California-Intermountain, Southwest, Middle
supermarkets. There were no restaurants.
America, Plains, Eastern Woodlands
Each Indian village had to grow, gather, or catch the food
they ate.
8b. Northwest Coast: forest
California-Intermountain: shrub or desert
They were dependent on their environment.
Southwest: shrub or desert
b. Point out chart C on page 9 of the Atlas. Then explain:Plains: grass
Eastern Woodlands: forest
This chart shows the main foods that each Native American
culture group ate.
However, it does not show every food that a group

ate. Group
Culture
Some Indian Nations

Delaware
Mohawk
Miami
Cherokee
Creek
7. Give the groups time to complete steps 810 on their activity sheets.
Eastern
Woodlands
Classify information about Native American culture groups.

8. Distribute Activity Sheet 10d to students.
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Plains
Crow
Arapaho
Blackfoot
Comanche
Dakota
37
Southwest
Apache
Tepehuan
Lagunero
CaliforniaIntermountain
Nez Perce
Shoshone
Ute
Navajo
Arapaho
Scouting a Map
Many U.S. cities, states,

and lakes have Native
American names.
Examples include Illinois
(state), Miami (city),
Huron (lake).
Have students find a list
of Indian nations. Then
have them use a map of
the United States today
to see how many places
they can find that are
named for Indian
nations.
NYSTROM
Its Environment
Literature Links
Ways It Obtained Food
Forest
Mountains
Plains
Ocean
Osage
Grass
Pawnee
Wichita
Plains
Mandan
Kiowa
History
PimaOur CountrysDesert
Pueblo
Farm
Your students
might enjoy these books and
others about colonial America.
Gather
Hunt
Pilgrim Voices
by Connie and Peter Roop
Farm
Hunt
Northwest
Coast
Chinook
Tillamook
Forest
Mountains
Ocean
Lagunero
Writing
Geography
Enlarge a map of the 13 colonies. Mount it on

posterboard. Cut the map into at least eight
puzzle pieces. Have students try to put the
puzzle back together.
by Kate Waters
Gather
Tapenums Day
by Kate Waters
Across the Wide Dark Sea:

The Mayflower Journey
Gather
Hunt
Fish
by Jean Van Leeuwen
The Boy Who Loved to Draw:

Benjamin West
by Barbara Brenner
Hunt
An Introduction to
Williamsburg
Fish
Molly Bannaky
Farm
by Alice McGill
Mountains
Art
Colonial Puzzle
Make a Regional Triorama
Have student use the cutting and folding

directions from Lesson 18 to make a triorama.
On the inside of the triorama, have students
draw a colonial village, farm, or plantation from
a specific colonial region. Show them how to
add stand-up buildings, wagons, and trees.
Writing
A Colonial Simile
Have student describe some aspect of colonial life by

comparing it to something else, using like or as. They
might complete one of the following sentences:
A plantation was like ____________________________.
Slavery was like _________________________________.
Answers will vary. Students should name the Native American
culture group and describe its environment and means of

obtaining food.
38
NYSTROM
NYSTROM
Send a Letter
Have students write a letter to Colonial Williamsburg,

Plimoth Plantation, Strawberry Banke, or another
living history museum. Have them ask a question about
some aspect of colonial life.
75
79
85
91
95
101
107
109
Cross-Curricular Activities
Samuel Eatons Day
by Valerie Tripp
Desert
Middle
America

Plantation Life
Triangles of Trade
Reviewing Colonial America
by Kate Waters
Farm
Hunt
Desert
Mountains
Ocean
Lesson 17
18
19
20
21
22
23
Assessment 24
Sarah Mortons Day
Mountains
Tipai
Miwok
Pomo
Hopi
Colonial America,
1600 to 1776
Unit 2 Colonial America, 1600 to 1776
a. Explain to students that:
Unit 2
c. Give the groups time to complete the activity sheet.
9. Collect and review Activity

Sheets
10a10d. Clean and collect
Heres
a Tip!
materials using your own
suggested on page xi.
Haveprocedure
students inora one
group
6. Describe how Americans get their food.

vi
Student Lessons
Name ____________________________________________
Step-by-step, easy to
read, easy to follow

History in small doses
helps students grasp
content.
Stories personalize
history.
Activities target a range
of learning styles.
Graphic organizers
summarize and assess
lessons.
Variety of responses
develops critical thinking
and writing skills.
Easy to duplicate.
Use The Nystrom Atlas of Our Countrys History to help you map the Lewis
and Clark Expedition.
04
May 14, 18
St Louis,
on the
out to go e. Captain
Youre ab
im
e of a lifet
adventur ain Clark, about 35
g
pt
Lewis, Ca and you are leavin
,
a
other men plore the Louisian
ex
es
to
y
at
d St
toda
The Unite and your
d,
Territory.
lan
is
ht th
t
just boug d out what we go
fin
job is to
oney.
ge
for our m ip you are in char
On the tr
huge, flatpeditions Its loaded
of the ex
t.
oa
elb
ke
bottomed ols, gif ts for
, to
pplies.
with food
d other su
Indians, an
Louisiana
Te
June 17, 18 rritory,
04
Travel on
the Miss
has been
ouri Rive
slo
you travel w. Youre lucky if r
14 miles
a da
days, you
can sail or y. Some
keelboat.
row the
Ot
to push lon her days, you ha
ve
riverbed to g poles into the
m
ov
e the boat
ahead. Th
is
its strong river is tricky, wi
th
current an
sandbars
d shifting
.
about th But the worst pa
e tr
rt
mosquito ip so far are the
es and tic
ks!
Atlas
Raised Relief Map
Activity Map
Map Marker
1. The United States didnt know

Name
____________________________________________
much about the Louisiana
Territory.
Our country
didnt know what the land
was like
or what
its exact
The United
States
Expands,
1790 to 1860
boundaries were.
a. Give the United States Activity Map or Raised
Relief Map a title. Across the top of the map,
write LEWIS AND CLARK EXPEDITION.
Pulling It Together
b. The Louisiana Territory was unknown. Near the
Rocky Mountains, draw a large
Use question
the Atlas,mark
your?.Activity Map or Raised Relief Map, and Activity
34d
Sheets 34a34c to complete the chart below.

2. The Lewis and Clark Expedition began in St. Louis.
At that time, St. Louis was a French community that
grew up around a trading post.
a. On map B on page 42 of the Atlas, locate St. Louis.
b. St. Louis is near the spot where the Missouri River
joins the Mississippi River. On your Activity
Map or Raised Relief Map, label St. Louis with
ST. LOUIS.
c. Also label it MAY 1804.
Atlas
Raised Relief Map
Activity Map
Map Marker
Rivers Traveled
3. The expedition headed west from St. Louis on the

Missouri River. Lewis and Clark hoped to travel on
the Missouri for most of the journey.
a. On your map, mark the place where the Kansas
River flows into the Missouri River with a .
b. Beginning in St. Louis, trace the Missouri River
until it meets the Kansas River.
Mountain Ranges Crossed
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34a
The United States Expands, 1790 to 1860
Lewis and Clark

Expedition
4. Rivers form a V when they meet. The V points

downstream.
Timeline Booklets
Students make their own

history timelines by adding
key dates unit-by-unit.
1480
Other Natural Features Seen
NYSTROM
157
1490
a. At the point where the Missouri River joins the

Kansas River, trace the V.
b. From St. Louis, was the expedition traveling on
the Missouri River upstream or downstream?
__________________________________________
c. How can you tell? __________________________
__________________________________________
Its March 23, 1806. The Lewis and Clark Expedition is leaving Fort Clatsop
and following the same route back to St. Louis. Write a journal entry for that
day. Name at least two natural features that you dread or look forward to
seeing on the return trip and explain why.
1500
NYSTROM
160
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1492
Columbus
reaches the
Americas
Put historic events in perspective.
Name ____________________________________________
8. Look at the graph. From 1830 to 1860, what was the largest group
of immigrants to the United States?
a. the Irish
b. the British
British
768,804
c. the Mexicans
d. the Germans
summarizing skills.
Name ____________________________________________
40a
Reviewing The United States Expands

9. How many immigrants came from
German
Germany?
In the last seven lessons, you have learned about the expansion of the
a. 768,804
United States. How much do you remember?
b. 1,539,900
Circle the letter of the correct answer.
c. 1,904,940
a. another name for the Oregon Trail
b. the route Mormons took to Utah
Unit Assessments
2.
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map-reading skills too.

4.
5.
d. 4,933,912
??
1,904,940
*Includes groups not shown.
10. Look at the map. What was

the most commonly grown
product in the South?
c. the Lewis and Clark expedition
a. sugar
d. the removal of the Cherokee to Indian Territory
b. potatoes
Which of the following methods of transportation was not available to
c. cotton
Forty-Niners heading to California?
d. wheat
a. steamboat
c. airplane
b. covered wagon
d. canal boat
11. Which crop was grown in
Ohio?
Who helped build the Erie Canal?
a. corn
a. Irish immigrants
c. mill girls
b. tobacco
b. tool salesmen
d. the President
c. wheat
rice
Which of the following natural features did Merriwether Lewisd.and
William Clark not explore?
12. In 1830 which area had the
a. Rocky Mountains
c. Great Falls
most manufacturing centers?
b. Missouri River
d. Atlantic Ocean
a. the Southern states
b. the territories
Which of the following was true about mill girls?
c. west of the Mississippi River
a. They lived in the Louisiana Territory.
d. the Northern states
b. They worked in textile factories.
ted by
(dispu Br.)
U.S. &
Superi
ke
or
La
ME
L.
Michigan
Terr.
Unorganized
Territory
rie
PA
OH
IL
Cincinnati
MO
MA
Boston
NY
L. E
IN
VT NH
L. Ontario
ron
3.
Irish
Hu
Review the lesson content.
1,539,900
Total immigrants: 4,933,912*
Lake Michiga
n
1. What was the Trail of Tears?
Test graph-reading and
40b
Reinforce sequencing and
MD
VA
CT RI ity
rk C
NJ New Yo
lphia
Philade
IC
AT L A N T
OCEAN
DE
KY
Arkansaw
Terr.
NC
TN
SC
MS
AL
LA
Land Use
1830
Charleston
GA
Manufacturing center
New Orleans
(disputed by
U.S. & Mexico)
Farming and Ranching
Florida
Terr.
Beef
Potatoes
Corn
Rice
Cotton
Gulf of Mexico
Dairy
Wheat
Pork
0
0
Wool
200
200
Sugar
Tobacco
Hay
400 miles
400 kilometers
c. They were paid hundreds of dollars a week.
d. They were all adults.

What was life like in the United States between 1790 and 1860? List 10 words
6. What was one reason Americans moved west in the mid-1800s?
or phrases that describe our country during this time period.
a. to hunt for gold
b. to find better factory jobs
c. to retire
d. to build canals
NYSTROM

188
7. The Erie Canal connected the Hudson River with

a. the Great Salt Lake.
c. the Pacific Ocean.
b. the Atlantic Ocean.
NYSTROM
NYSTROM
d. Lake Erie.
187

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Student Materials
Atlases
Set of 30, 8 /1 2"x 11", 88 pages, full color
Maps show the story of our history and
develop thematic patterns.

Graphs present complex facts in simple, visual
formats.
Photos provide visual clues about people and
places.
Key dates build a sense of chronology.
Easy to read introductions and captions
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provide an overview of history.
6 History Units
Atlas provides
content for
the lessons.
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Tools for understanding

time and place.
Activity Maps
Set of 15, laminated and markable,

26"x 19,"fold to 13"x 19," United States
on one side; the World, Middle America,
and Europe on the other
Mapping activities link
history and geography

time and place.
Students add the details
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to see history unfold.
Lessons develop map skills
and geography concepts.
History in the
Marking
Natural regions provide a stage
for mapping our history.
Demonstrates how flat maps
show three-dimensional places.
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viii
Raised Relief Maps
See It, Feel It
Set of 6, 28"x 18," markable

Depict the earths surface in
dramatic three-dimensional detail.

Emphasize how the physical
landscape affected explorations

and settlement patterns.
Help students understand how
flat maps show real places.

Give new meaning to hands-on.
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Perfect for tactile learners.
Write On, Wipe Off
Activity Globes
Set of 6, markable, 9"
Map Markers
Emphasize global relationships and
Box of 15, water-soluble ink, easy

to use
interactionswars, trade, and

explorations.
Use on the Activity
Accurately show the worldlocation,
Maps, Raised Relief

Maps, and Globes.
size, distance, and direction.
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Reinforce the connection between
a world map and the actual world.
Student-Friendly Size
and Content
Make history active,
not passive.
Hands-on activities engage students in
developing and applying globe skills.
Literacy Library
12 books, 12 sets of activities,

1 book bag
Website
Supports reading
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through social studies.
online resource
Includes age-appropriate
trade books that support

the lessons in Our
Countrys History.
Cross-curricular activities
extend the learning.

Engaging stories can
be read to the class or

students can read them.
NYSTROM
Can be accessed
anywhere, day or night.

Organized by the same units found
in the atlas and program.

Provides a variety of resources: maps,
graphs, photos, and links.

Maps, graphs, and photos can be
used in student presentations and

reports.
ix
Using the Program

What is Our Countrys History?
How will Our Countrys History fit

with my curriculum?
Our Countrys History is a hands-on curriculum

program that:
Delivers history content and builds skills.
Develops reading, geography, reference,

critical thinking, and writing skills.
Our Countrys History is flexible. Use this

program as a foundation or customize it to fit
your curriculum. Select lessons that:
Reinforces the National Standards for History

and the Five Themes of Geography.
Integrates reading and hands-on materials
in a variety of step-by-step lessons.
Match the history content you are teaching.
Enhance your textbook.
Fill a gap in your curriculum.
Relate specifically to your state or region.
Differentiate learning opportunities.
What does the program do?

I like my students to work in small groups.
Does this program provide suggestions for
group work?
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Focuses on key events, chronology, patterns

and themes of our countrys history.
Links history and geography.
Builds mental maps and visual images.
Works successfully with any U.S. history

curriculum.
Provides structured activities for successful

group and/or individual work.
The lessons in Our Countrys History provide

many opportunities for cooperative learning.
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Most materials in Our Countrys History are

shared. Set up routines so that everyone is
involved in activities. For example, when
working with globes, have groups pass them
around so each student has a chance to point,
circle, or identify.
If related components are being used, such as

activity maps and atlases, have group members
point to the same place on every component.
Keep all members engaged.
Have students check their work with their

partners or group members. Doing so builds
security and eliminates many questions.
How is Our Countrys History organized?

Our Countrys History is divided into seven units:
one skills unit and six history units.
The skills unit develops atlas, map, and globe

skills and introduces students to program
materials.
Each history unit begins with an introductory

overview lesson.
Some lessons take a closer look at a specific

historic event or topic.
Each unit includes:
Each history unit has a timeline lesson that

engages students in developing a chronological
overview of the time period.
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Each unit ends with an assessment that focuses

on key understandings, reviews what students
learned, tests graph-reading and map-reading
skills, and reinforces test-taking skills.
NYSTROM
Lessons that focus only on the

Atlas content.
Lessons that integrate the Atlas

with Activity Maps, Raised
Relief Maps, and Globes.

x
Are materials easy to clean?
Is there a technology component for

Our Countrys History?
Our Countrys History materials are designed for

fast and easy clean-up.
To clean maps and globes, use a spray bottle

to dampen paper towels.
Assign one student per group to clean and

put away maps, globes, and markers.
Choose another student to collect atlases.
To sneak a peek, visit

www.OurHistoryAtlas.com.
Use name tags to divide the class

into groups or assign tasks.
rts.
and repo
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Heres
a Tip!
A special Web siteOurHistoryAtlas.com

supports Our Countrys History. It has a variety
of resources to extend the program, including:
Outline maps
Reference maps
History maps
Photo tours
Graphs
Use for
ons
Resource links.
presentati
Use six different colorsone color for

each group.
Number the tags for each group. Assign

clean-up tasks based on number.
Occasionally mix up the groups. For

example, have everyone with the same
number form a group.
Put symbols on name tags. Assign
mapping tasks based on symbol. For
example, have everyone with a
outline your state.
Put stickers on name tags. Assign

centers based on the sticker. For
example, have everyone with a flag
sticker go to the reading center during
free time. Or those with a star sticker
can work on the computer.
Set up a variety of centers in your classroom

that appeal to different learning styles. Some
ideas include:
SA
How can I make

my classroom more
interesting for students?
fo
Amoargnadna
M
Luis Flores
A mapping center with a specific lesson from

Our Countrys History and related materials:
the Atlas, the Activity Map, the Raised Relief
Map, the Activity Globe, outline maps, or
map puzzles.
An artifact center that challenges students to

figure out what an object is, how it was used,
or where it came from.
A reading center where students can check

out relevant books or magazines.
A computer with history CD-ROMs or

pre-screened Web sites. Also check
OurHistoryAtlas.com.
A clothesline timeline and supplies for adding

events.
A wall or poster where students can add

quotations about the unit, an event, a
personality, or a social situation.
Try to set aside some time for students to

explore the centers.
LaToya Young
NYSTROM

xi
Scope and Sequence

Our Countrys History uses The Nystrom Atlas of Our Countrys History as well as
Activity Globes, Activity Maps, and Raised Relief Maps, to teach skills and build
knowledge. The skills unit focuses on atlas, map, and globe skills in hands-on
activities. Students then apply these skills throughout the hands-on history lessons.
ATLAS, MAP, AND GLOBE SKILLS

Skill
Atlas
Locate continents and oceans.
Identify natural features.
Use cardinal and intermediate

directions.
Lessons
2, 3, 4, 5, 6, 7, 9. 10, 11, 18, 19, 21, 51

1, 2, 3, 10, 12, 13, 14, 18, 19, 20, 29, 34, 36, 37, 38, 42, 44, 46
4, 5, 6, 7, 11, 12, 13, 44
Use a map scale to measure

distances
Locate places using latitude

and longitude.
6, 7, 11, 12, 13, 34, 44, 46, 51
Identify political units.
1, 2, 3, 12, 14, 17, 19, 21, 22, 27, 28,

29, 30, 36, 37, 38, 42, 50, 51, 53, 54
Identify thematic patterns.
10, 19, 22, 27, 28, 35, 42, 43, 45, 46, 50, 52, 53
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5, 37, 42, 44
Add information to maps or

globes using symbols and labels.
2, 3, 10, 11, 12, 13, 18, 19, 21, 22, 27, 28, 29, 30,
34, 36, 37, 38, 42, 44, 45, 46, 50, 51, 52, 53
STANDARDS FOR UNITED STATES HISTORY*
1Three Worlds Meet,
SA
Unit
1400 to 1682
Atlas
Lessons
9, 15
Western Europe, 1400

West Africa, 1400
Trade Routes to the Indies

Sea Routes to the Indies
fo
Spanish Explorations
Atlantic Slave Trade
Spanish Settlements
English and Other

European Settlements
Jamestown
Colonial America,
Atlas
Lessons
17, 23
Thirteen Colonies
18, 19
European and African

Immigrants
21
19
New England Economic

and Labor Systems
19
Middle Colonies Economic

and Labor Systems
19
19, 20
European Control of
North America
10, 54
11, 12
11
Institutions in the English

Colonies
Religious Diversity
Early European Exploration

and Settlements
The Northwest Passage
1600 to 1776
The Americas, Europe, and Africa

Pre-Columbian Native
American Culture Groups
Unit
Life in the Americas
12
13
Southern Colonies Economic

and Labor Systems
14
Slavery in the Colonies
14
Triangles of Trade
20, 21
22

xii
STANDARDS FOR UNITED STATES HISTORY*

Unit
3 A New Nation,
Atlas
Lessons
1763 to 1810
25, 31
Causes of the
Revolutionary War
British Taxation
Pre-Revolutionary Protests
Lexington and Concord
Patriots versus Loyalists
1820 to 1900
Atlas
Lessons
41, 47
26
Slavery Compromises
and Decisions
54
26
28
Southern Economies
27
Course of the Civil War

Union and Confederacy
28
43
Civil War Battles
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Ratification of the
Constitution
Loss of Indian Lands
Unit
5 Civil War and Change,
Causes of the Civil War
Impact of the
Revolutionary War
Roads West
Unit
Railroads and Cattle Trails
29, 30
29, 30
Indian Reservations
The Growth of Cities

The Industrial Age
33, 39
Unit
Territorial Expansion
SA
Louisiana Purchase

Other Western Explorers
The Indian Removal
American Expansion
34, 54
35
36, 38
34, 54
Steamboats, Canal Boats,

Trains
Oregon and Mormon Trails
fo
California Trail
44, 46
49, 55
50
45
46
Emergence of Modern America

Immigration
World War I
37
6 Modern America,
1898 to Now
The Great Migration
50
The Great Depression and

World War II
Changes in the Lives of

Americans
Industrial Revolution
43
Westward Expansion and

Industrialization
4 The United States
Expands, 1790 to 1860
42
Axis Expansion
World War II Battles
51
Postwar United States

Cold War
Civil Rights Movement
38
Population Growth
52
53
*The organization and content of The Nystrom Atlas of Our Countrys History and the Our Countrys History program reflect the
chronology and the standards recommended for teaching United States history in grades 5 through 12 by the National Center
for History in the Schools. The content of the atlas and program also reflect the dominant curriculum content patterns at the
intermediate grades.

xiii
Our Countrys History and Geography

Our Countrys History highlights the connections
between history and geography. The lessons will
help students recognize and understand the ongoing relationships between people and the land.
In this program these relationships focus on
history, but they also clearly reflect the Five
Themes of Geography.* The following summary of
the Five Themes will help you guide your students
in recognizing the role of geography in history.
Location
Place
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The first geographical question is always Where?

and the most fundamental geographic skill is the
ability to describe where things are located.
Location can be described in both relative and
absolute terms.
Relative location describes where a place is in
relation to other places. Which landforms
and bodies of water are nearby? Which other
places are to the north, south, east, and west?
Which places are at the same latitude?
Absolute location directs us to a precise
position on the earths surfacefrom our
street address to latitude-longitude coordinates.
Reasons for location can be practical, historic,
geographic, or purely cultural.
ways. Not only do we depend on nature to meet

our needs, we also adapt to it and even alter it in
significant ways. The ways different groups interact
with their environments are affected by cultural
background and technological resources.
People depend on their environments for their
basic needs and for many recreational activities.
People adapt to their environments with their
clothing, housing, and land use. Patterns
related to climate or land use also are part of
the theme.
People alter their environments with their
techniques of farming, forestry, and mining.
Modern transportation systems deplete
resources and pollute the air.
fo
SA
Besides having a specific location, every place has

other distinctive characteristicsboth natural
characteristics and human, or cultural, characteristics.
Natural characteristics of a place include
shape, landforms, bodies of water, climate,
vegetation, and animal life. Topics related to
the earths rotation and revolutionsuch as
seasonsare also related to this theme.
Cultural characteristics of a place include
airports, shopping centers, roads, bridges, and
all other built structures. Also included are
the languages, religions, political systems, and
area distribution of the inhabitants.
Ways of representing places are part of this
theme. Related topics include scale models,
linear scale, map symbolism, map projection,
and special maps.
Relationships Within Places

People interact with their environments in many
Movement
People, products, information, and ideas move in

patterns. The theme of movement concerns
human interactions: the ways we are linked with
regions, cultures, and people beyond our
immediate environment.
We are linked with other places by birth,
country of origin, and travel. Transportation
and communication also create links.
Interdependence is evident in foods, raw
materials, and manufactured goods that come
to us from other places. Even our water
supply may come from a distant source.
Patterns of movement can be seen in exploration, trade, settlement, migration, and
invasion. Routes, travel times, and schedules
show these patterns.
Regions
Geographers divide the world into manageable

units of study called regions. Some regions are
defined in terms of a single characteristic, while
others meet a complex set of criteria. The criteria
for defining a region can be either natural or
cultural and may change over time.
Natural regions can be defined by landforms,
bodies of water, vegetation, climate, soil, or
the presence of certain resources.
Cultural regions can be defined by political
alliances, land-use patterns, economics, race,
language, religion, or combinations of several
such factors.
*The themes were first described in Guidelines for Geographic Education: Elementary and Secondary Schools (1984), which was jointly prepared by
the National Council for Geographic Education (NCGE) and the Association of American Geographers (AAG).

xiv
REINFORCING THE FIVE THEMES

Our Countrys History uses a variety of materials and
hands-on activities to ensure that students learn and
understand fundamental skills and concepts. The
Atlas, Activity Maps, Globes, and Raised Relief Maps
all help teach and reinforce basic geography skills.
This chart shows the connections between Our
Countrys History and the Five Themes of Geography.
Because the themes overlap so frequently, the chart
shows only the most dominant themes for each lesson.
The Introducing lessons in each unit target all
five themes. Students use maps, graphs, and

photos to answer a variety of history-related
geography questions.
The Reviewing lessons in each unit reflect the
themes in assessing knowledge and skills
gained in the lessons.
SA
1 Using the Atlas

2 Using the Activity
Globes and Maps
3 Exploring Land
and Water
4 Using Directions
on a Globe
5 Using Directions and Scale
on a Map
6 Using Latitude and
Longitude on a Globe
7 Using Latitude and
Longitude on a Map
26
27
28
29
30
Unit
34
35
36
37
38
Regions
Movement
Relationships
Place
4 The United States

Expands
3 A New Nation
The New Frontier
1Three Worlds Meet
The First Americans

To the Indies
Northwest Passage
Coronado
Jamestown
Unit
fo
10
11
12
13
14
Lessons
Unit
Unit
Location
Regions
Movement
Relationships
Place
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Lessons
Location
THE FIVE THEMES OF GEOGRAPHY
Unit
42
43
44
45
46

Life in a Mill Town
The Erie Canal
Trail of Tears
5 Civil War and Change
Civil War Battles
Indians and Buffalo
Orphan Trains
2 Colonial America
18 Colonial Settlements
19 The Thirteen Colonies
20 Plantation Life
21 Indentured Servants
and Slaves
22 Triangles of Trade
Unit
50
51
52
53
54
6 Modern America

World War II
Civil Rights
A Place Over Time

xv
Interdisciplinary Skills
Our Countrys History includes activities in which students use, apply, and develop a
number of interdisciplinary skills. In fact, one of the benefits of social studies is that
students must use a variety of skills in order to learn. One of the most important skills
that Our Countrys History develops is reading in the content areaa skill fundamental
to learning social studies basics.
Reading
INTERDISCIPLINARY SKILLS
Skills
Lessons
Critical Thinking Skills

Gather and interpret data.
1, 9, 17, 22, 25, 33, 41, 43, 49, 51, 54

10, 19, 21, 34, 53
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Classify and categorize.

Compare and contrast.
Writing
2, 9, 19, 28, 30, 35, 38, 46
Sequence.
15, 23, 31, 39, 47, 55
Generalize or summarize.
16, 24, 27, 32, 37, 40, 51, 53
Relate cause and effect.
26, 29, 36, 44, 45
Infer or predict.
Math
16, 20, 24, 27, 32, 40, 44, 48, 50, 51, 54, 56
Graphic Skills
Interpret photos, graphs, and

diagrams.
1, 9, 10, 14, 16, 19, 20, 21, 24, 26, 27, 29, 32,
33, 35, 36, 40, 42, 44, 48, 49, 50, 52, 56
10, 19, 21, 30, 34, 38, 50, 53
SA
Organize data graphically.

Complete a map.
Science
8, 10, 11, 12, 13, 14, 18, 19, 20,

21, 22, 27, 28, 29, 30, 34, 35,
36, 37, 42, 44, 45, 46, 50, 52
Use atlases and maps as resources.
all lessons
Communication Skills
Art
Express ideas in writing.
1, 3, 10, 11, 12, 13, 14, 18, 19, 21, 22,

25, 26, 27, 28, 29, 30, 33, 34, 35, 36,
37, 38, 41, 42, 44, 45, 46, 49, 51, 52
all lessons using Globes, Activity
Maps, or Raised Relief Maps
fo
Collaborate with peers in group

discussions and lesson activities.
Music
Dramatic
Play
Check the tabbed dividers and lessons for cross-curricular activities.

Watch for these icons.
History
Critical
Thinking
Geography

xvi
Lesson
Using the Atlas

Teaching
Define social studies and history.
Objectives
1. Define social studies for your students.
Social studies is the study of people and places near and far.
Sometimes we study people in other parts of the world.

Sometimes we study ourselves and where we live.
2. Tell your students that this year in social studies they will study the
history of our country. Define the term history.
History is a part of social studies. History is the story of
change over time.
We will study how the United States became the country it is

today. We will look at people and places and how they
changed.
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Materials
Identify each program component.
3. Display the program components. Tell students they will use a

variety of materials to explore our countrys history.
SA
4. Hold up and name the components one by one. You can find
descriptions of the program components on pages viii to ix.
Review them before presenting the components to your class.
The Nystrom Atlas of Our Countrys History
Activity Globes
Raised Relief Maps
U.S. and World Activity Maps
Literacy Library
Website

Activity Sheets 1a1b,
Using the Atlas
Activity Globes
Raised Relief Maps
Activity Maps
Heres a Tip!
Locate specific sections of the Atlas.
5. Hand out The Nystrom Atlas of Our Countrys History. Have

students flip through the pages of the Atlas. Then say:
Before starting the

lesson, explain any rules
you have about writing
in the Atlas and your
procedure for handing
out and collecting
materials. See page xi
for suggestions.
An atlas is a book of maps and other information about

people, places, and events.
fo

Define social studies
and history.
Identify each
program component.
Locate specific
sections of the Atlas.
Use maps, graphs,
pictures, and text in
the Atlas to gather
information.
What do you see on the pages? (maps, graphs, words,

pictures or photos, etc.)
6. Have your students open the Atlas to inside front cover. Walk
students through the following sections of the Atlas.
State Factsinside front cover
Table of Contentspages 2 and 3
How has our country changed over time?pages 4 and 5
Reference Mapspages 7481
Glossarypages 82 and 83
NYSTROM

1
Lesson
Indexpages 84 through 87
Presidents of the United Statespage 88
Facts About the United Statesinside back cover
7. Explain to students that the Atlas is divided into units. Have them
look at the Table of Contents and notice that each unit has a
different title, date range, and is represented by a different color.
8. Have students turn to pages 6 and 7, How does this atlas work?
Then have a student read each step of these instructions aloud.
9. Hand out Activity Sheets 1a1b. Give students enough time to
complete items 19.
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Use maps, graphs, pictures, and text in the Atlas to gather

information.
10. Explain to your students:
This is a history atlas. This atlas uses maps, graphs,

pictures, words, and key dates to explain the history of the
United States.
11. Explain to students that they can gather information about our
history by using the variety of resources in the Atlas. Then have
them use the Atlas to complete items 1013.
SA
12. Discuss the answers as a class. Collect Activity Sheets 1a1b and
the Atlases.
fo
Answers
Writing a Table of
Contents
Have your students

create an annotated
table of contents for the
Atlas. Have them write
a sentence for each unit
describing what the unit
covers.
NYSTROM
1a.
1b.
1c.
2a.
2b.
2c.
3a.
3b.
4a.
4b.
5a.
5b.
6a.
6b.
7a.
1787
Omaha
WA
64 and 65
76 and 77
inside back cover
A New Nation
1763 to 1810
17
50
Political Map United States
Washington, D.C.
bill
permanent
5055
7b.
8a.
8b.
9a.
9b.
9c.
10a.
10b.
11a.
11b.
12a.
12b.
13a.
13b.
13c.
41, 44, 45
Thomas Jefferson
January 30, 1882
Mississippi River
80F (62C)
Los Angeles, CA
Native American Cultures
yellow
Italians
1,163,358
New York
port cities
1803
Louisiana Territory
doubled
Answers may vary. Students might mention maps, graphs,

pictures, key dates, and reference maps.

2
Name ____________________________________________
1a
Using the Atlas

Use The Nystrom Atlas of Our Countrys History to complete the items below.
1.
Atlas
The inside front cover of the Atlas lists State Facts. Turn to the inside
front cover.
a. What year was Delaware admitted to the Union? ______________
b. What is the largest city in Nebraska? ________________________
c. What is the postal code for the state of Washington?____________
state facts
2. The Table of Contents helps you find sections of the Atlas. Turn to
pages 2 and 3.
a. On which pages is information about World War II? ____________
b. On which pages is the United States Political Map? ____________
c. Where would you find Facts About the United States? __________
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CONTENTS
SA
3. The Atlas is divided into sections called Units. Each unit covers a
different time period.
a. Each unit has a different name. Turn to page 32. Point to the title
in the color bar at the very top of the page. What is the title?
__________________________________________________________
b. Find this unit title in the Table of Contents on pages 2 and 3. What
date range does this unit cover? ____________________________
4. Pages 4 and 5 of the Atlas help answer the question, How has our
country changed over time? Turn to pages 4 and 5.
a. Look a the 1810 map. How many states were there then? ______
b. How many states are there now? ____________________________
MAPS
fo
5. The Atlas has four Reference Maps that show our country and the
world today. The Physical Maps highlight land and water features. The
Political Maps highlight boundaries and place names.
a. Turn to pages 76 and 77. What is the title of this map?
__________________________________________________________
b. What is the name of our national capital? ____________________
6. The Glossary includes definitions of many words in the Atlas. Find it

on pages 82 and 83.
a. An amendment is a change made to a law or__________________.
b. A settlement is a small community with ______________ residents.
glossary
NYSTROM

3
Name ____________________________________________
7. The Index is a list of places, names, groups, and events and the page
numbers on which they appear in the Atlas. Turn to pages 8487.
a. Which pages have information about the Civil War? ____________
b. Which pages have information about the Erie Canal? __________
1b
Atlas
8. The Atlas includes information about the Presidents of the United

States. Turn to page 88.
a. Who served as President from 18011809? ____________________
b. When was Franklin D. Roosevelt born? ______________________
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9. Use the inside back cover to find Facts About the United States.
a. What is the longest river? __________________________________
b. What was the lowest recorded temperature? __________________
c. What is the second largest metropolitan area? ________________
10. The Atlas uses history maps to show information about the United States.
a. On page 9, look at map D. What is the title of this map?
__________________________________________________________
b. Look at the map key. What color represents the Southwest culture
group? __________________________________________________
SA
11. Another way the Atlas shows information is with graphs.

a. On page 62, look at graph A. Which group made up the largest
number of immigrants during this time period? ______________
b. How many British immigrants came to the United States between
1890 and 1918? __________________________________________
fo
12. The Atlas also uses pictures to show information.

a. On page 27, look at picture D. What city does this picture show?
__________________________________________________________
b. According to the caption, or words next to the picture, what were
important centers of trade and manufacturing?________________
13. Important events in U.S. history are highlighted by key dates.

a. Turn to page 43. What is the key date on this page?____________
b. What did the United States purchase during this year?
__________________________________________________________
c. After the purchase, the United States __________________ in size.
Using the back of this sheet, list at least five things in the Atlas you can use to
learn about the history of the United States.
NYSTROM

4
Lesson
Teaching
Identify, label, and use the Activity Globe.
Objectives
1. Introduce the lesson by holding up a classroom globe or an
Activity Globe. Discuss the features of a globe.
A globe is a model of the earth. Like the earth, it is round

like a ball. This shape is called a sphere.
What does this globe show? (land, water, continents, oceans,

latitude and longitude, and any other reasonable answers)
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2. Divide students into six groups. Hand out one Activity Globe to
each group. Give students a few minutes to look at their globes.
3. Tell students that a globe is an accurate model of the earth. Have

each student in each group trace a continent with his or her
finger. Explain:

Identify, label, and use
the Activity Globe.
the Activity Map.
the Raised Relief Map.
Because a globe is a sphere like the earth, it can show the

true shape, size, and location of landforms and bodies of
water. It shows the earth accurately, or as it really is.
SA
4. To demonstrate the accuracy of a globe, outline Greenland and

Mexico on any globe. Point out that they are about the same size.
On a map of the world, outline the same two areas. Ask students:
How do these areas compare in size on the map? (They are

not the same size. Greenland is much larger than Mexico.)
Why arent they the same size on a flat map? (Flat maps
cannot be as accurate as the round globe.)
5. Point to the globe key, or legend. Explain that the globe key
unlocks the meaning of information on the globe. It can also be
called a legend because it tells the story about the globe.
The first thing in the key is the title. What is the title of this
globe? (Activity Globe)
This is called an Activity Globe because you will add information to it as you use it.
fo
6. Point to the color key. Explain:
The colors on this globe show natural regions.
A region is a large area with characteristics that are different

from surrounding areas.
These regions show natural vegetation. For example, the

dark green areas show forests.
Materials

Using the Activity
Globes and Maps
Activity Globes
Raised Relief Maps
Activity Maps
Map Markers
Heres a Tip!
To keep the Map
Markers from drying out,
make sure students
replace the caps tightly
when they are not in
use.
Heres Another
Tip!
Make sure that each
student has a chance to
look at and use all of the
components. Have them
pass each component
around to every member
of their group.
7. Hold up a Map Marker. Explain that the Map Markers are to be

used only on these maps and globes. The ink from these markers
can be cleaned with a damp paper towel.
NYSTROM

5
Lesson
8. Distribute Map Markers and Activity Sheets 2a2b to each student.

9. Give your students time to complete activities 14. Check their
globes as they work. Be sure all students have a chance to hold
and mark the globes.
Identify, label, and use the Activity Map.
10. Distribute two Activity Maps to each group. Hold up both an
Activity Globe and the World side of the Activity Map and explain:
This world map is a flat version of the globe.
On a globe, you cannot see the entire world all at once. On

a world map, you can.
Sometimes a globe is the best tool. Sometimes a map is the

best. For some activities we will use them together.
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Both sides of the map are called Activity Maps because you
will add information to them.
11. Have students complete steps 58 on their activity sheets. Check

responses.
Identify, label, and use the Raised Relief Map.
12. Hold up a Raised Relief Map. Ask students:
Labeling States
13. Hand out a Raised Relief Map to each group. Have students take
turns feeling the relief on the map. Explain:
SA
Have your students use

the State Facts table on
the inside front cover of
the Atlas to find state
names and postal codes.
Then have them add the
full names of states to
their U.S. Activity Maps.
What country does this map show? (United States)
The areas of the map that are bumpy, or raised, represent

places in the United States that have the greatest elevations
and are most rugged.
The areas of the map that are smoother represent the lower
and the least rugged places in the United States.
14. Have students complete steps 910. Check responses.
fo
15. Establish the routine for having students clean their Activity
Globes, Activity Maps, and Raised Relief Maps. Find cleaning
instructions on page xi.
Create a Globe
Have your students

create spheres using clay
and form continents
using colored clay. Then
have them attach their
continents to the appropriate places on their
spheres.
NYSTROM
16. Explain your procedure for collecting the activity sheets, and for
replacing the Activity Globes, Maps, and Map Markers.
Answers
1a. Blue
8e. Mt. Mitchell
1d. Water
9a. The left half
4. Shrub or desert
9b. Rocky Mountains
6b. Forest, Grass, and Shrub or desert (any two of these)
Answers will vary. Accept any reasonable answers.

6
Name ____________________________________________
2a

In this lesson you will use your Activity Globe, Activity Maps, and the
Raised Relief Map to find information.
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1. The colors on the Activity Globe tell you which areas are land and
which areas are water.
a. Look at the Activity Globe. What color shows water? __________
b. The largest bodies of water are the oceans. Using your Map Marker,
underline the names of the oceans with waves
.
c. The seven largest land areas are called continents. Using your Map
Marker, underline the names of the seven continents.
d. Pick up your Activity Globe. Look at it from every direction. On
your globe, compare the land and water areas. Does the globe show
mostly land or mostly water? ________________________________
Activity Globe
Activity Map
Raised Relief Map
Map Marker
2. Globes also use symbols to show information about the earth. The
symbols are explained in its key, or legend.
a. On your globe, locate the key. Trace the box around it.
b. Above the box, write KEY.
SA
3. A boundary is a dividing line that marks where one place ends and
another begins. The Activity Globe shows todays boundaries. They will
help you understand changes that have occurred over time.
a. Continental boundaries separate continents. In the key, next to the
symbol for continental boundary, mark an X.
b. Trace the two continental boundaries between North America and
South America.
c. The key also shows the symbol for boundaries between countries, or
international boundaries. Next to the symbol for international
boundary, draw a dot .
fo
4. On your globe, colors are used to show natural regions. In the key,
locate the four natural regions found on the globe. What natural
region is represented by the color tan? _________________________
5. Turn to the World side of your Activity Map. Underline the words
Activity Map and World.
6. Like the Activity Globe, this map shows continents and oceans.
a. On your Activity Map, underline the names of the seven continents.
b. Find the continent of Africa. Name two natural regions on this
continent.
___________________________________
NYSTROM
________________________________
Name ____________________________________________
2b
Atlas. Map, and Globe Skills
c. Now find the ocean located between Africa and South

America. Underline its name with waves
.
7. This side of the map also has two smaller maps.
a. Look at the map in the lower left corner. This map focuses on
part of North America and South America. Outline the same
area on your World map.
b. Look at the map in the lower right corner. It focuses on part of
Europe, Asia, and Africa. Outline the same area on your World
map.
Activity Globe
Activity Map
Raised Relief Map
Map Marker
SA
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8. Turn to the United States side of the map. Underline the words Activity
Map and United States.
a. On your map, find the map key. Above it write MAP KEY.
b. The United States map shows state boundaries, as well as international boundaries. In the map key, next to the symbol for state
boundaries, mark an X.
c. Notice that the map uses the state boundary symbol for the part of
boundaries that are not natural features, such as a river or lake.
Trace your state boundary.
d. In the map key, find the symbol for a mountain peak. Outline it.
e. On your map, locate the Appalachian Mountains. What is the name
of the mountain peak shown there? __________________________
9. Look at your Raised Relief Map. It is a model that shows the shape of
the land. In the map key, underline the words Raised Relief Map.
a. This map uses raised relief to show elevation. Which side of the map
feels higherthe left half or the right half? __________________
b. Find the Rocky Mountains and the Appalachian Mountains. Which
of these is higher and more rugged? ________________________
fo
10. There are many rivers along the Atlantic coast.

a. In the map key, next to the symbol for river or lake, mark a dot .
b. On the map, along the Atlantic Coastal Plain, trace six rivers from
their sources in the Appalachian Mountains to their mouths in the
Atlantic Ocean.
Compare the Activity Globe, the Activity Maps, and the Raised Relief Map.
List at least two ways the Activity Globe and the World Activity Map are the
same. List at least two ways they are different.
List two ways the United States Activity Map and the Raised Relief Map are
the same and two ways they are different. Write your lists on the back of
this sheet or on another piece of paper.
NYSTROM

8
Lesson

Teaching
Define natural features.
Objectives
1. Hold up the U.S. side of the Activity Map or refer to a wall map of
our country. Tell students that today they will be exploring land
and water to learn about natural features. Explain:
Natural features are landforms and bodies of water that
exist naturally. They are features not made by people.
Natural features include oceans, lakes, rivers, mountains,

plains, plateaus, and islands.
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Define natural
features.
Use maps to introduce
land and water
features.
Locate land and water
features.
Use maps to introduce land and water features.
2. Divide students into six groups. Hand out a Raised Relief Map and
two Activity Maps to each group.
a. Explain major land features by having students feel the elevations of the Raised Relief Map. Make sure each student has a
chance to feel the map.
Close your eyes. Run your hands across the Raised Relief
Map.
Find the areas where the map is bumpy, or raised. Those

places on the map represent mountains and plateaus. They
are the highest and most rugged regions in the United
States.
SA
Find the areas where the map is flatter. Those areas

represent hills and plains, which are large regions of gently
rolling or almost flat land.
Compare the Raised Relief Map with the Activity Map. The
Activity Map shows the same natural features on a flat
surface.
b. Have students use their maps to identify major water features.

What color represents bodies of water? (blue)
Oceans make up most of the earths surface.
Two oceans border the 48 connected states.

Exploring Land and
Water
Raised Relief Maps
Activity Maps
Map Markers
Heres a Tip!
Explain to your students
that regions are places
that share one or more
common characteristics.
Heres a Tip!
Begin a land and water
bulletin board display.
Illustrate features with
photographs.
fo
Materials
Look on your map. Point to the oceans. What are their

names? (Pacific Ocean, Atlantic Ocean)
Other bodies of water also appear on the map. Point to the

following:
Gulf of Mexico
Mississippi River
Ohio River
Lake Michigan
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9
Lesson
Locate land and water features.

3. Hand out Activity Sheets 3a3b and Map Markers to the class.
a. As a class, complete steps 12.
b. Give students time to complete the remaining steps on their
own.
c. Periodically walk around the classroom to check maps and
answer students questions.
4. Review and collect Activity Sheets 3a3b. Clean and collect
materials using your own procedure or one suggested on page xi.
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Answers
3b. Lake Ontario, Lake Erie, Lake Huron, Lake Michigan, Lake
Superior
7c. forest, grass, shrub or desert
8a. forest
8b. grass
8c. shrub or desert
SA
8d. forest
Answers will vary. Students may mention the Rocky Mountains,

the Appalachian Mountains, the Great Lakes, the Mississippi
River, forest, grass, shrub or desert.
fo
Comparing Now
and Then
Have students compare

the Activity Map and
Raised Relief Map with
the U.S. Physical Map in
the Atlas. Explain that
the Raised Relief Map
does not show reservoirs
because it focuses on the
United States as it was
at the beginning of our
history. The Atlas shows
features as they are
today.
NYSTROM

10
Name ____________________________________________
3a

Use your Raised Relief Map or the United States side of the Activity
Map to label land and water features.
Raised Relief Map

Activity Map
Map Marker
1. Our country has many land and water features.

a. Give the Raised Relief Map or Activity Map a title. Across the top of
the map, write EXPLORING LAND AND WATER.
b. These maps show land and water features as they were at the
beginning of our countrys history. Below your title write AS IT WAS.
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2. The main map shows the largest land area of the United States.
a. On your Raised Relief or Activity Map, find the oceans that border
our country. Underline their names with waves
.
b. A large body of water is located to the south of the United States.
This gulf is also part of the Atlantic Ocean. Underline its name with
waves
.
SA
3. Lakes are bodies of water surrounded by land. The United States has
many lakes.
a. On your map, outline the five largest lakes in the United States.
b. These lakes are known as the Great Lakes. What are their names?
________________________________
________________________________
________________________________
________________________________
________________________________
c. Above these lakes, write GREAT LAKES.
fo
4. Mountains are landforms that rise much higher than the land around
them. The highest and most rugged mountains are in the western part
of the country.
a. The largest mountain system in the United States is located west of
the Great Plains. Locate the Rocky Mountains.
b. The Rocky Mountains are made up of many mountain ranges. Draw
a circle around the Rocky Mountains.
c. Near the Pacific Ocean, locate the Sierra Nevada and the Cascade
Range. Draw a circle around these mountain ranges.
d. The largest mountain range in the eastern United States is not as
rugged as the Rocky Mountains. Locate the Appalachian Mountains.
Draw a circle around this mountain range.
NYSTROM

11
Name ____________________________________________
3b
5. The highest mountain peak in the United States is located in

Alaska along the Alaska Range. Alaska is shown on the larger
inset map.
a. Find the highest mountain peak and outline its symbol.
b. In the Bering Sea, write HIGHEST MT. Then from the label to
the symbol, draw an arrow.
Raised Relief Map

Activity Map
Map Marker
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6. Rivers are bodies of water that flow from higher land to lower land and
into a larger body of water. A river flows from its source to its mouth.
a. The Mississippi River flows from the northern United States to the
Gulf of Mexico. Find it on your map. From its source to its mouth,
draw an arrow along the river.
b. The Colorado River flows from its source in the Rocky Mountains to
its mouth south of the Sonoran Desert. Draw an arrow along the
Colorado River.
c. On your map, locate another river. From its source to its mouth,
draw an arrow.
SA
7. By looking at the natural regions of our country, we can picture what

it looked like at the beginning of our history.
a. Look along the left and right sides of your map. Find the label 40N
on each side and underline both.
b. Now trace the line connecting the numbers.
c. Along this line, there are three different natural regions. What are
they? ________________ __________________ ________________
d. Now use symbols to show these regions. Beginning at the Pacific
coast and ending at the Atlantic coast, along your line, draw each of
the following symbols in the region it represents:
for Forest
for Grass
for Shrub or Desert
fo
8. Use your map to complete the following sentences.

a. Between the Atlantic Coastal Plain and the Mississippi River, the
main natural region is ____________________________________.
b. Between the Mississippi River and the Rocky Mountains, the main
natural region is __________________________________________.
c. Between the Rocky Mountains and the Sierra Nevada, the main
natural region is __________________________________________.
d. From the Sierra Nevada to the Pacific coast the main natural region
is ______________________________________________________.
If you traveled from coast to coast at the beginning of our countrys history,
what would the landscape look like? Make a list of landforms, bodies of
water, natural regions, and other natural features you might have seen.
NYSTROM

12
Lesson

Teaching
Identify cardinal directions.
Objectives
1. Tell the class that today they will be learning about directions. Ask:
Does anyone know the four cardinal, or main, directions?

(north, south, east, west)
Why do we use directions? (to tell us which way to go or

where something is located)

Identify cardinal directions.
Identify north and
south on a globe.
Identify east and west
on a globe.
Identify hemispheres.
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2. Draw a compass rose on the board. Label the north arrow. Tell students:
N
This is a compass rose. A compass rose is a symbol
that shows directions.
Materials
What does the N stand for? (north)
3. Finish labeling the compass rose.
South is opposite of north. Where should we put the

label for south? (at the arrow opposite north)
East is to the right of north and south. Where
should we put the label for east? (next to the arrow

pointing to the right)
West is to the left of north and south. Where should we
SA
put the label for west? (next to the arrow pointing to the left)
Identify north and south on a globe.
4. Tell the students that they will be learning more about directions
using the Activity Globes. Divide the class into six groups. Hand
out an Activity Globe and Map Markers to each group.
A globe is a model of the earth.
A globe is the best tool for learning about directions.
Find a compass rose on your globe. Take turns finishing the labels.
5. Have students find the North Pole and the South Pole.

Using Directions on a
Globe
Activity Globes
Map Markers
Heres a Tip!
Make sure that each
student in a group has a
chance to mark the
globe while completing
the activity sheets.
Heres Another
Tip!
Introduce intermediate
directions to students
using a compass rose, if
they are ready.
fo
a. Tell students to tilt their globe so that they are looking at the
Arctic Ocean.
The button marks the North Pole. Put your finger on it.
The North Pole is the point farthest north on the earth.
North always points toward the North Pole.
Find the compass rose that you labeled on the globe. Put
your finger on the arrow labeled N. Move your finger to the
North Pole.
In which direction did your finger move? (north)
Find another compass rose on your globe. Take turns

moving your fingers north, starting from the compass rose.
NYSTROM
NW
NE
E
SE
SW
S

13
Lesson
b. Then have students turn their globes so they are looking at the
South Pole.
The South Pole is the point farthest south on the earth.
South always points to the South Pole.
c. Have students put a finger on the South Pole. Say:
Move your finger toward the North Pole. In which direction

are you going? (north)
Move your finger back toward the South Pole. In which

direction are you going now? (south)
Identify east and west on a globe.
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6. Point to the compass rose on the board. Remind students that east
and west are the other two cardinal directions.
a. Have students take turns putting their fingers on an east arrow
they labeled on their globes.
Move your finger in the direction the arrow is pointing. In

which direction is your finger moving? (east)
b. Have students do the same using the west arrow.
Identify hemispheres.
7. Review with students what a sphere is.
SA
a. Hold up the a classroom globe or an Activity Globe. Say:
A globe is round like a ball. This shape is called a sphere.
b. Run your finger around the Equator. Point to the half above
and the half below.
Half of a sphere is called a hemisphere.
c. Show students that the globe is divided into a Northern

Hemisphere and a Southern Hemisphere.
d. Using the Prime Meridian and 180, do the same for the
Eastern and Western Hemispheres.
fo
8. Hand out Activity Sheets 4a4b to the class. Give students time to
complete the activity sheets in groups.
Identifying
Hemispheres
Have your students list

different ways of
dividing the earth into
hemispheres. Then have
them name each pair of
hemispheres and draw a
dividing line between
the hemispheres on their
globes.
NYSTROM
9. Periodically walk around the classroom to check globes.
Answers
1c.
2d.
3d.
5c.
5e.
north
Arctic Ocean
Antarctica
Mt. McKinley
North America
Answers will vary.
6b.
6d.
7c.
7e.
North America
Mediterranean Sea
North America, Europe, or Asia
South America, Australia, or Antarctica

14
Name ____________________________________________
4a

Use your Activity Globe to help you learn about directions.
Activity Globe
Map Marker
N
W
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1. Directions can help locate places on a globe and in the real world.
a. Give the Activity Globe a title. In the Atlantic Ocean, write
USING DIRECTIONS.
b. Choose any compass rose that you have not yet labeled. Above it
write COMPASS ROSE.
c. What direction is already labeled? __________________________
d. Use the compass rose to the right to help you label the other
directions. S for south, E for east, and W for west.
E
S
2. Tilt the globe so you are looking at Greenland. The button marks the
North Pole.
a. Using your Map Marker, label the North Pole NP.
b. From the compass rose to the North Pole, draw an arrow.
c. Along the arrow write N = TO THE NORTH POLE.
d. What ocean surrounds the North Pole?
SA
__________________________________________________________
3. The South Pole is opposite the North Pole.

a. Label the South Pole SP.
b. From the compass rose to the South Pole, draw an arrow.

c. Along the arrow write S = TO THE SOUTH POLE.
d. On what continent is the South Pole located? ________________
fo
4. East and west are different from north and south. There are no East or
West Poles. You can circle the entire globe going only east or west. You
cannot circle the globe going only north or south.
a. On one compass rose you labeled, find E.
Starting from the compass rose, draw an arrow pointing east.
Along this arrow, write EAST.
Now draw your arrow all the way around the globe until you get
back to where you started.
b. Add S, E, and W labels to a different compass rose.
Starting from this compass rose, draw an arrow pointing west.
Along this arrow, write WEST.
Extend your arrow all the way around the globe until you get back
to where you started.
NYSTROM

15
Name ____________________________________________
5. Use directions to find places on a globe.

a. On your globe, find the Hawaiian Islands in the Pacific Ocean.
Over the largest island, draw a compass rose and label it.
b. Starting from your compass rose, draw an arrow to the North Pole.
c. What mountain peak did you pass? ________________________
d. Starting from your compass rose, draw an arrow to the east
until you reach land.
e. What continent did you reach? ______________________________
4b
Activity Globe
Map Marker
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6. Directions can also describe locations.

a. Below the label for Europe, draw a compass rose and label it.
b. What continent is west of Europe? __________________________
c. Find Africa. Trace its northern coast.
d. What sea borders Africas northern coast? ____________________
SA
7. Our world can be divided into Northern and Southern Hemispheres.

a. The places where the two parts of the globe fit together mark the
Equator. With your finger, follow this line around the globe.
b. Place your hands on the northern half. In the Pacific Ocean, in the
northern half of the world, write NORTHERN HEMISPHERE.
c. Name one continent that is located completely or mostly in the
Northern Hemisphere. ____________________________________
d. Place your hands on the southern half of the world. In the Pacific
Ocean, on the southern half of the globe, write SOUTHERN
HEMISPHERE.
e. Name one continent that is located completely or mostly in the
Southern Hemisphere. ____________________________________
fo
8. Our world can also be divided into Eastern and Western Hemispheres.
a. Near the North Pole, find the line labeled Prime Meridian.
b. With your marker, trace this line until you reach the South Pole.
c. Past the South Pole, trace the 180 line until you reach the North
Pole again.
d. East of the Prime Meridian, at the Equator, write EASTERN
HEMISPHERE.
e. West of the Prime Meridian, at the Equator, write WESTERN
HEMISPHERE.
Describe where you live using directions. You can give your location in
comparison with other places or name the hemispheres you live in.
NYSTROM

16
Lesson

Teaching
Identify cardinal and intermediate directions.
Objectives
1. Explain to students that they will be learning more about directions and how they are used on maps.
Directions help us find places on a map.
Directions also help us understand where we are in relation

to other places in our country and around the world.

Identify cardinal and
intermediate directions.
Use directions to
locate places on a
map.
Use a map scale to
measure distances
between places.
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a. Review cardinal directions with students. Draw a large compass

rose on the board. Label north. Finish labeling the cardinal
directions on your compass rose as you ask these questions.
What are the cardinal directions? (north, south, east, west)
If you are traveling north, you are always going toward what?
(the North Pole)
What direction is opposite north? (south)
When you face north, what direction is to your right? (east)

To your left? (west)
Materials

Using Directions and
Scale on a Map
Activity Maps
Map Markers
b. Explain intermediate directions to the class. Label the

intermediate directions on your compass rose.
North, south, east, and west are not

the only directions we use.
SA
NW
Intermediate directions are in between

the cardinal directions.
NE
They are northeast, southeast, southwest,

and northwest.
SE
SW
The abbreviations for these directions are NE, SE, SW, and NW.
2. Have students work in pairs. Hand out an Activity Map and a Map
Marker to each pair.
a. Tell students to turn to the World side of the Activity Map.
b. Explain that a compass rose helps us find directions on a map.

A compass rose is a symbol on a map or globe that helps us
locate directions.
fo
Heres a Tip!
Have students use
cardinal and intermediate directions to find
locations used in this
lesson on a globe.
Heres Another
Tip!
Divide this lesson into
two parts. Teach directions as the first part
and scale as the second.
If you know which way is north, you can always locate the
other directions.
c. Have students find a compass rose on their Activity Maps.
N stands for north. The N has already been labeled on your

compass rose.
d. Have students finish labeling the cardinal directions.

e. Then have students label NE, SE, SW, and NW on their
compass roses.
NYSTROM

17
Lesson
Use directions to locate places on a map.

3. Hand out Activity Sheets 5a5b to the class.
a. Give students time to complete steps 17 on their own.
b. Periodically walk around the classroom to check maps and
answer students questions.
Use a map scale to measure distances between places.
4. Tell students that they will learn how to measure distances between
places using a scale on the Activity Map.
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5. Explain that a map can show fairly accurate distances even though
it is not the same size as the area it represents.
What is distance? (the space between two things or places)
Because maps are smaller than the places they show,

distances on a map are different from what they are in
reality.
A map has a scale to explain distance on the map. You can

use the scale to figure out actual distances between places.
SA
6. Have students look at the scale in the map key of the Activity Map.
The measurements on a map scale can represent, or be a

symbol for, a different measurement.
How many miles does the the scale represent? (200 miles)
7. Have students copy the scale along the edge of a sheet of paper.
Then have them add another 200 miles to their scale.
How many miles does your scale show? (400 miles)
8. Have students use their scales to measure the distances between

the following places on their Activity Maps.
Cape Cod to the southwestern tip of Long Island (about 200

miles)
The center of Great Salt Lake to Pyramid Lake (about 400

miles)
fo
9. Have students complete step 8. Check responses.
North, South, East,

or West?
Label the walls of your
classroom with cardinal
directions. Give a
student a direction and
have him or her name
people or objects that
are located in that
direction. Repeat with
different directions and
different students.
NYSTROM
Answers
2f. Atlantic Ocean
6d. southeast
2g. Pacific Ocean
7c. northeast
3c. North America
8b. 200
3e. southeast
8e. about 400
Answers will vary. Students should list cardinal and intermediate

directions and approximate miles.
18
Name ____________________________________________
5a

Use your Activity Maps and The Nystrom Atlas of Our Countrys History to help
you find directions and distances.
Atlas
Activity Map
Map Marker
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1. Directions help you locate places on a map.

a. Turn to the World Activity Map. Give your map a title. Across the
top, write USING DIRECTIONS AND SCALE.
b. Below your title, write NORTH.
c. In the bottom margin of the map, write SOUTH.
d. In the right margin, write EAST.
e. In the left margin, write WEST.
SA
2. A compass rose is a symbol that helps you find directions. Use the
compass rose to find directions on your map.
a. Look at the map on pages 80 and 81 of the Atlas. Locate the United
States, Canada, and Mexico.
b. On your Activity Map, outline and label the 48 connected states of
the United States. Also outline Alaska and circle Hawaii.
c. Two large countries border the United States. Label CANADA and
MEXICO.
d. From the center of the 48 states, draw an arrow pointing toward
Canada. Label the direction of your arrow.
e. From the center of the 48 states, draw an arrow pointing toward
Mexico. Label the direction of your arrow.
f. What ocean borders the east coast of the United States?
__________________________________________________________
g. What ocean borders the west coast of the United States?
__________________________________________________________
fo
3. Intermediate directions are in between north, south, east, and west.

NW
a. Use the compass rose to the right to label NE, SE, SW, and NW
on a compass rose on your map.
b. Find Africa. From the center of Africa draw an arrow pointing
SW
northwest.
c. What continent is located northwest of Africa? ________________
d. Find Greenland. From Greenland to the British Isles draw an arrow.
e. In which direction is your arrow pointing? ____________________
NYSTROM
NE
SE

19
Name ____________________________________________
4. Many locations on a map can be described using intermediate directions.

a. From the 48 connected states of the United States to Alaska, draw an
arrow. Label its direction.
b. From the 48 connected states to Hawaii, also draw an arrow and
label its direction.
c. From the middle of North America to the middle of South America,
draw an arrow and label its direction.
5b
Atlas
Activity Map
Map Marker
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5. Directions are used to find locations in the world and in smaller areas,
like countries and cities.
a. Turn your Activity Map to the United States side.
b. Across the top of the map, write USING DIRECTIONS AND SCALE.
c. In the margins of the map, label NORTH, SOUTH, EAST, and WEST.
d. At the corners of the map, also label NE, SE, SW, and NW.
SA
6. Rivers can flow in any direction.

a. On your Activity Map, from its source in the Rocky Mountains to the
Gulf of Mexico, trace the river named Rio Grande.
b. Label each main section of the river with the direction it flows.
c. From the source of the river to the mouth, draw a straight arrow.
d. In what general direction does this river flow? ________________
7. Directions can help us plan routes from one place to another.
a. Draw a dot at the point where the Kansas River flows into the
Missouri River.
b. From your dot to the southern tip of Lake Michigan, draw an arrow.
c. If you travel from the dot to Lake Michigan, in which direction are
you going? ______________________________________________
fo
8. Maps help us estimate how far apart places are. Use a map scale to
measure distances from one place to another.
a. On your map, in the map key, find the scale showing miles.
b. How many miles does the entire scale show? __________________
c. Use the bottom of this sheet to create your own 200-mile map scale,
using the scale on the map. Add another 200 miles to your scale.
d. Measure the distance from your dot to Lake Michigan.
e. About how many miles would you be traveling? ________________
Make a list of five cities you have been to or have heard about. Using pages
7677 of the Atlas, locate them on your Activity Map. On your list, identify
the direction you would have to travel to get from your home to each city.
Also estimate the distance between your home and each city.
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20
Lesson
Using Latitude and Longitude

on a Globe
Teaching
6
Objectives
Identify lines of latitude and longitude on a globe.

1. Explain to students that today they will learn how to use another
system to locate places.
2. Divide your students into six groups. Hand out an Activity Globe
to each group.
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3. Review with your students how directions can be used to describe

locations and travel routes.

Identify lines of
latitude and longitude
on a globe.
Use the latitudelongitude grid system
to locate places on a
globe.
Relative location describes where one place is in relation to

other places.
Put one finger on South America and another on North

America. In what direction is North America from South
America? (northwest)
Directions can also be used to describe how to get from one

place to another.
Find Africa. If you were traveling from Lake Victoria to the

mouth of the Nile River, in which direction would you be
going? (north)
SA
4. Explain lines of latitude and longitude.
Lines of latitude and longitude are two sets of imaginary

lines that circle the earth.
Some of these imaginary lines are shown on maps and globes.
5. Introduce lines of latitude.
a. Hold up a classroom globe or an Activity Globe. Explain:
The east-west lines on the globe are called lines of latitude,

or parallels.
All lines of latitude are parallel. Parallel lines are always the
same distance apart and never meet or cross each other.
fo
b. Trace the lines of latitude on the globe with your finger. Have
students do the same on their globes.
Materials

Using Latitude and
Longitude on a Globe
Activity Globes
Map Markers
Heres a Tip!
their work on this lesson
with their work on
Lesson 7, Using Latitude
and Longitude on a Map.
Heres Another
Tip!
Heres a rhyme to help
students remember
latitude and longitude:
The Equator sat
on a line of lat.
The Poles join strong
the lines of long.
c. Hand out Activity Sheets 6a6b and Map Markers. Have

students complete steps 14.
d. When completed, review responses together.
6. Introduce lines of longitude. Explain:
North-south lines are called lines of longitude, or meridians.
Lines of longitude are not parallel. All lines of longitude

run north and south and meet at the North and South Poles.
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21
Lesson
a. Trace the lines of longitude on the globe with your finger.

Have students do the same on their globes.
b. Have students complete steps 59.
c. When completed, review responses together.
Use the latitude-longitude grid system to locate places on
a globe.
7. Explain to your students that the latitude-longitude grid is a system
used for locating places.
a. Draw a simple global grid on the board to demonstrate the
grid system.
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b. Holding a globe, show that lines of latitude intersect lines of

longitude, forming a grid.
Heres an
Interesting Fact!
The points where lines of latitude and longitude cross can

pinpoint specific locations.
The specific location where latitude and longitude cross is

the exact global address of a placemuch like a street
address.
c. Have students use their fingers to trace a line of latitude to see

where it intersects with lines of longitude. For example, have
them trace the Equator and name each line it crosses.
Although tools that have

a GPS, or Global
Positioning System, use
advanced technology,
they also use the basic
grid system.
SA
d. Have students do the same with the Prime Meridian.
e. Now have students mark a dot at the place 60N and 60W
cross. On the board write 60N, 60W. Tell students that is
the way a global address is writtenfirst latitude, then
longitude.
8. Give students time to complete step 10.

9. Have students compare answers.
10. Collect Activity Sheets 6a6b. Clean and collect materials using
your own procedure or one suggested on page xi.
fo
Answers
Using Latitude and

Longitude
Have students use

latitude and longitude to
find the absolute
locations of places from
the Atlas. For example,
have them find cities
such as Boston and
natural features such as
Lake Erie.
NYSTROM
2b.
North America, Africa, Asia
3b.
South America, Africa, Australia
7b.
Asia, Antarctica
8b.
North America, Antarctica
10b.
South America
10d.
Pacific Ocean
10f.
Himalayas
Mississippi River. Remaining answers will vary.

22
Name ____________________________________________
Using Latitude and Longitude on a Globe

Use your Activity Globe to help you learn how to locate places using
latitude and longitude.
Activity Globe
Map Marker
Lines of latitude are imaginary east-west lines that circle the world.
Lines of latitude are numbered in degrees.
a. The Equator is the line of latitude halfway between the North Pole
and the South Pole. The Equator separates the Northern and
Southern Hemispheres. On the Activity Globe, circle the name for
the Equator each time it appears.
b. The Equator is the 0 line of latitude. Along the Equator, in the
Atlantic Ocean, write 0 LATITUDE.
c. All lines of latitude are parallel to each other. Use two fingers to
follow the Equator and one other line of latitude.
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1.
6a
SA
2. Lines north of the Equator are in the Northern Hemisphere. They are
labeled N for north.
a. On your globe, locate the line of latitude at 30N. Use your marker
to trace it.
b. Which three continents does the 30N line of latitude cross?
___________________ ___________________ ___________________
3. Lines of latitude south of the Equator are in the Southern Hemisphere.

They are labeled S for south.
a. Locate the line of latitude at 30S. Trace it.
b. Which three continents does the 30S line of latitude cross?
___________________ ___________________ ___________________
fo
4. The globe does not show all lines of latitude. There are lines in
between the ones shown.
a. On your globe, find the 30N and 60N lines of latitude.
b. The line of latitude at 45N is between 30N and 60N. Halfway
between 30N and 60N, draw a line around the globe.
c. Label your line 45N.
5. Lines of longitude are north-south lines. Lines of longitude are not

parallel. They meet at the North and South Poles.
a. The North Pole marks the spot where the lines of longitude meet in
the Northern Hemisphere. Label the North Pole NP.
b. The South Pole marks the spot where the lines of longitude meet in
the Southern Hemisphere. Label the South Pole SP.
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23
Name ____________________________________________
6. Like lines of latitude, lines of longitude are numbered in degrees.

a. The Prime Meridian is the line of longitude at 0. Use your
marker to trace the Prime Meridian from the North Pole to
the South Pole.
b. Along the Prime Meridian, write 0 LONGITUDE.
c. The Prime Meridian runs from the North Pole to the South
Pole on one side of the globe. On the opposite side is 180. From
the South Pole, trace the 180 line from south to north.
d. Along the 180 line, write 180 LONGITUDE.
6b
Activity Globe
Map Marker
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7. Lines east of the Prime Meridian are in Eastern Hemisphere. They are
labeled E for east.
a. Locate the 90E line of longitude. Trace it on the globe.
b. Which two continents does the 90E line of longitude cross?
________________________________
________________________________
8. Lines west of the Prime Meridian are in the Western Hemisphere. They
are labeled W for west.
a. Locate the 90W line of longitude. Trace it on the globe.
b. Which two continents does the 90W line of longitude cross?
________________________________
SA
________________________________
9. The globe does not show all lines of longitude. There are lines in
between the ones shown on the globe.
a. On your globe, find the 60E and 90E lines of longitude. Circle
their numbers.
b. The line of longitude halfway between 60E and 90E is 75E. From
the North Pole to the South Pole, halfway between 60E and 90E,
draw a line. Label your line 75E.
10. The latitude-longitude grid system can be used to locate specific places.
a. On the globe, at 30S and 60W, mark an X.
Which continent is located there? __________________________
At 15N and 180, mark an X.
Which ocean is located there? ______________________________
At 30N and 75E, mark an X.
Which mountain range is located there? ______________________
fo
b.
c.
d.
e.
f.
If you are at 30N and 90W, what river is near you? Make up two questions
like this one using latitude and longitude. Ask another group to answer.
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24
Lesson
Using Latitude and Longitude

on a Map
Teaching
Objectives
Identify lines of latitude and longitude on a map.

1. Explain to students that they will be finding exact locations on a
map using latitude and longitude.
2. Review with your students relative location and direction.
Relative location describes the location of one place in
relation to other places. For example, relative location can
tell you where North America is located in relation to South
America.
Directions can be used to describe travel routes. For

example, if you were traveling from South America to
North America you would be traveling northwest.

Identify lines of
on a map.
Use the latitudelongitude grid system
to locate places on a
map.
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3. Then review latitude and longitude.
a. Hold up a classroom globe or an Activity Globe. Ask students:
Does anyone remember the names of the lines that help us

find exact global addresses? (latitude and longitude)
Materials

Using Latitude and
Longitude on a Map
Activity Globe
Activity Maps
Map Markers
SA
b. Trace a line of latitude on your globe. Then ask:
Which lines run east-west? (latitude)
Heres a Tip!
c. Trace a line of longitude on your globe. Then ask:
Which lines run north-south? (longitude)
4. Compare a wall map of the world or the World side of the Activity
Map with the globe.
How is the world map like a globe? (They both show the
entire world, land and water, latitude and longitude, and so on.)
How is the map different? (The map is flat, you can see the
entire world all at once, sizes and shapes are less accurate,
and so on.)
How do you think we will find exact locations on a map?

(By using latitude and longitude)
fo

their work on this lesson
with their work on
Lesson 6, Using Latitude
and Longitude on a
Globe.
5. Have students work in pairs. Hand out an Activity Map and a Map
Marker to each pair.
6. Show students lines of latitude on a map.
a. Tell students to turn to the World side of the Activity Map.
b. Trace a line of latitude on your wall map or Activity Map.
Have students do the same on their Activity Maps.
What is the name of lines like this one? (latitude)
In what directions do they run? (east-west)
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25
Lesson
c. Have students follow two lines of latitude with their fingers.
Lines of latitude are parallel lines. What does that mean?

(They are always the same distance apart; they never cross.)
d. Explain to students:
On the map, the lines of latitude seem to end on the right

and left sides of the map. Because the map is flat, it cannot
show that the lines actually circle the entire world.
e. Have students gently roll up their maps so that the ends of the
Equator meet.
f. Hand out Activity Sheets 7a7b. Have students complete steps 14.
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7. Review lines of longitude using a map and globe.

a. Trace a line of longitude on your map. Have students do the
same on their maps.
What is the name of lines like this one? (longitude)
In what directions do they run? (north-south)
b. Explain:
More Mapping
On the map, you cannot accurately see the North and South
Poles.
Can anyone show me on the globe where lines of longitude

meet? (the North and South Poles)
c. Have students complete steps 58.
SA
Pick out places that have

been important in U.S.
history from the Atlas
and have students
describe their relative
and absolute locations.
Use the latitude-longitude grid system to locate places on a map.
8. Tell students that the latitude-longitude grid system on a map can

be used to locate places.
a. Using your wall map or Activity Map, show that lines of latitude
intersect lines of longitude.
The lines of latitude and longitude cross each other. The

point where one crosses the other can be used to identify a
specific location, or a global address.
fo
b. Have students use their fingers to see how lines of latitude

intersect lines of longitude. For example, have them follow
the Equator and name each line it crosses.
Comparing Maps
and Globes
Have your students

compare the latitudelongitude grid systems
on a map and on a
globe.
NYSTROM
c. Have students do the same with the Prime Meridian.
d. Give students time to complete steps 910.

9. Collect Activity Sheets 7a7b. Clean and collect materials using
your own procedure or one suggested on page xi.
Answers
9b.
45N, 100W
10b.
Philadelphia
California. Remaining answers will vary.

26
Name ____________________________________________
7a
Using Latitude and Longitude on a Map

Use your Activity Maps and The Nystrom Atlas of Our Countrys History to
help you learn how to locate places using latitude and longitude.
Atlas
Activity Map
Map Marker
1. Turn to the World side of your Activity Map.
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2. Lines of latitude are numbered in degrees. All lines of latitude are parallel.
a. The Equator is the line of latitude halfway between the North Pole
and the South Pole. The Equator separates the Northern and
Southern Hemispheres. On your map, use your Map Marker to
trace the Equator.
b. The Equator is the 0 line of latitude. Look along the left and right
sides of your map. Find 0 on each side and underline both.
c. Along the Equator, write 0 LATITUDE.
d. Find another line parallel to the Equator. Using your marker, trace
the line. Along your line, write PARALLEL.
SA
3. Lines of latitude north of the Equator are labeled N for north.

a. On both sides of the map, find the number 30N. Circle the N on
both sides.
b. In both the left and right margins of the map, north of the Equator,
write NORTH.
4. Lines of latitude south of the Equator are labeled S for south.

a. On both sides of the map, find the number 30S. Draw a box
around the S on both sides.
b. In both the left and right margins of the map, south of the Equator,
write SOUTH.
fo
5. Lines of longitude also are numbered in degrees. Lines of longitude, or

meridians, extend from pole to pole. Lines of longitude are not parallel.
a. In the Northern Hemisphere, each longitude line ends at the North
Pole. Above the Arctic Ocean, write NORTH POLE.
b. In the Southern Hemisphere, each longitude line ends at the South
Pole. Below Antarctica, write SOUTH POLE.
c. The Prime Meridian is the 0 line of longitude. The Prime Meridian
separates the Eastern and Western Hemispheres. On your map,
trace the Prime Meridian.
d. Look along the north and south edges of your map. Find 0 on
each edge. Underline both.
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27
Name ____________________________________________
7b
e. Along the Prime Meridian, write 0 LONGITUDE.

f. Find another line of longitude. Trace the line. Along your
line, write NOT PARALLEL.
g. On a globe, the 180 line of longitude is opposite the Prime
Meridian. On a map, the line is shown as the right and left
edges of the map. Trace the 180 line on both edges of the map.
h. On both edges of the map, label the line 180 LONGITUDE.
Atlas
Activity Map
Map Marker
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6. Lines of longitude east of the Prime Meridian are labeled E for east.
a. On both the northern and southern edges of the map, find 90E.
Circle the E on both edges.
b. East of the Prime Meridian, along the Equator, write EAST.
7. Lines of longitude west of the Prime Meridian are labeled W for west.
a. On both the northern and southern edges of the map, find the
number 90W. Draw a box around the W on both edges.
b. West of the Prime Meridian, along the Equator, write WEST.
SA
8. The map does not show all lines of latitude and longitude. There are
lines in between the ones shown on the map.
a. The line of latitude halfway between 30N and 60N is 45N. Across
the map, halfway between 30N and 60N, draw a line. Label it 45N.
b. The line of longitude halfway between 60E and 90E is 75E. From
north to south on the map, halfway between 60E and 90E, draw a
line. Label it 75E.
9. The latitude-longitude grid system can be used to locate specific places
on the map. Turn to the United States side of your map.
a. Turn to pages 76 and 77 of the Atlas to locate South Dakota. On
your Activity Map, find South Dakota. Outline it.
b. Using the latitude and longitude lines on the map, what is the
location near the center of South Dakota? ____________________
fo
10. Latitude and longitude can also be used to find the location of cities.
a. On your Activity Map, mark 40N, 75W with a dot . (Tip: Latitude
is always written before longitude.)
b. Look again at pages 76 and 77 of the Atlas. What major city is
located near your dot? ____________________________________
Look at the map on pages 76 and 77 of the Atlas. Which state would you be
in if you were at 35N and 120W? Make up two questions like this one using
latitude and longitude. Ask another pair of students to answer them.
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28
Lesson
Reviewing Skills
Teaching
Review what was learned in the unit.
Objective
1. This review can be used as a unit review or as an assessment tool.

2. Before distributing the review, remind students of the activities
they completed in this unit. Also point to any related student work
or bulletin boards around the classroom.
4. Hand out Activity Sheets 8a8b to students. Read the instructions

to the class. Then give students time to complete the activity sheets.
2. a
3. b
4. c
7. a
5. a
8. a
6.
9. d
SA
NW
NE
SE
SW
Northern
Hemisphere
Heres a Tip!
Prime Meridian
1. c

Reviewing / Skills
Have students use their

completed activity sheets
from the unit as study
guides for this unit
review.
5. Review and collect Activity Sheets 8a8b.
Answers
Materials
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3. Let students ask any remaining questions they may have about the
Atlas, the Activity Globes and Maps, land and water features, directions, scale, latitude, and longitude.

Review what was
learned in the unit.
fo
Equator
Southern
Hemisphere
Western Hemisphere
Eastern Hemisphere
Answers will vary. Students may mention directions, compass rose,
Equator, Prime Meridian, latitude lines, longitude lines, oceans,

lakes, rivers, mountains, deserts, continents, countries, boundary
lines, natural regions, map key, and scale.
NYSTROM

29
Name ____________________________________________
8a
Reviewing Skills
In the last seven lessons, you have learned how to use The Nystrom Atlas
of Our Countrys History, the Activity Maps, the Raised Relief Map, and
the Activity Globe. How much do you remember?
1. In the Atlas, what information can be found in the glossary?

a. current events
c. definitions
b. page numbers
d. climate
??
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2. The Raised Relief Map helps show

a. the shape of the land.
c. population.
b. your school.
d. the world.
3. The highest and most rugged mountains in the United States are
located in the
a. East.
c. North.
b. West.
d. South.
SA
4. Which of the following is NOT a natural feature?

a. lake
c. house
b. mountain
d. ocean
5. On a globe, a hemisphere represents

a. half of the world.
b. a large body of water.
c. a continent.
d. the Pacific Ocean.
fo
6. Finish labeling this compass rose.
7. Relative location is
a. where one place is located in relation to other places.
b. where lines of latitude and longitude meet.
c. the continent of Australia.
d. the depth of the Pacific Ocean.
NYSTROM
31
Name ____________________________________________
8b
8. Lines of latitude are always

a. parallel.
b. labeled 0.
c. pointing north.
d. in the southern hemisphere.
9. Which of the following is NOT a natural region?
a. forest
b. grass
c. shrub or desert
d. city
SA
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10. Below is a map of the world. Label the following on the map.
Equator
Southern Hemisphere
Prime Meridian
Eastern Hemisphere
Northern Hemisphere
Western Hemisphere
fo
List ten things that you can find using a map or globe.
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32
Lesson
Teaching
Preview the unit.
Objectives
1. Walk students through pages 821 of The Nystrom Atlas of Our

Countrys History. On each page, point out an interesting map,
graph, or picture. Also encourage students to point out information that interests them.

Preview the unit.
Use information from
maps, graphs, and
pictures.
Use information from maps, graphs, and pictures.
a. Have students turn to pages 89 of the Atlas. Have the class

read the title question aloud.
b. Also write Who were the first Americans? on the board.
c. Have students use the information on those pages to answer

the question. Ask them:
Materials
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2. Explain to the class that each pair of pages in the Atlas asks a
question. The maps, graphs, pictures, and text on those pages
answer that question.
Look at chart C. What are the names of the six major Native
American culture groups? List correct student responses on
the board below the title question.

Introducing / Three
Worlds Meet
Heres a Tip!
Have students save their
activity sheets to use as
study guides for the unit
review.
SA
3. Hand out Activity Sheets 9a9b to students. Explain:
These sheets list the questions from pages 821 of the Atlas.
Your job is to find the answers.
Weve already answered the first question as a class. Add

that information to Activity Sheet 9a.
Complete the rest of the questions on your own.
fo
4. Give students time to complete the activity sheets. You may want
students to work with a partner.
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33
Lesson
Answers
Review the answers to Activity Sheets 9a9b as a class. Have students
correct any incorrect answers.
Name ____________________________________________
Name ____________________________________________
9a

Use the maps, graphs, pictures, and words in The Nystrom Atlas of Our
Countrys History to help you fill in the answers below. The circled letters give
you clues for where to look in the Atlas.
Atlas
Atlas
The lives of Native Americans, Europeans, and Africans changed.
Taino
Millions of Native Americans, such as the _______________________,
died
Native Americans, or Indians, were the first people to live in the Americas.
Those in North America could be divided into six culture groups:
Middle America
________________________________
California-Intermountain
______________________________
Plains
________________________________
Southwest
______________________________
Africans
Half a million ___________________________
were forced into slavery.
C Chart
The three worlds exchanged plants, animals, and diseases. The Americas
introduced the following fruits and vegetables to Europe, Africa, and Asia.
Eastern Woodlands
________________________________
Atlas pages 1011
Which Europeans and Africans went to America first?
Western Europeans and West Africans went to the Americas.
Europeans came mainly from countries along Europes west coast.
B Map
ngland
E ______________________________
ain
Sp __________________________
etherlands
N ______________________________
rance
F __________________________
eden
Sw _____________________________
pumpkins
________________________________
pineapples
____________________________
sweet potatoes
________________________________
potatoes
____________________________
tomatoes
________________________________
E Map
Where did the Spanish settle?
Spain built settlements in two regions of North America:
Southeast
They first settled in the _________________________________,
in Florida.
New Spain
They later settled in the Southwest, in ____________________________.
C Map
Africans came mainly from the following West African countries:
ali
M __________________________
yo
O ______________________________
kan
A __________________________
enin
B ______________________________
B Map
The English and most other Europeans settled along the Atlantic coast.
English
The _______________________
settled in what would become Virginia,
A Map
Maryland, and New England.
Atlas pages 1213
What were Europeans searching for?
A Map
Atlas pages 2021
Where did the English and other Europeans settle?
ausa City-States
H __________________________
St. Lawrence
The French settled further north, near the__________________________
Europeans were looking for new routes to the Indies.
Portuguese
___________________________
explorers looked for a route around Africa.
River.
Dutch
The ___________________________
settled in what would become New
D Map
An explorer sailing for Spain looked for a route across the
York and New Jersey.
Atlantic
____________________
Ocean.
SA
Swedish
The __________________________
settled in what would become Delaware,
Atlas pages 1415
Pennsylvania, and New Jersey.
Why did Europeans explore America?
chili peppers
____________________________
Atlas pages 1819
A Map
ortugal
P __________________________
Europeans explored North America for two main reasons:
French
English, ______________,
and Dutch looked for a water route to the Indies.
B Map
gold
The Spanish looked for ____________________
in the Americas.
C Map
NYSTROM
A Graph
from slave labor and European diseases.
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Northwest Coast
______________________________
35
Compare picture B on page 10 of the Atlas with picture D on page 21. Write
a paragraph comparing at least two ways the Dutch lived in Amsterdam in
Europe with the way they lived in New Amsterdam in the Americas.
NYSTROM
36
Answers will vary. Students may mention the similar houses in the
two pictures and that Europeans tried to make New Amsterdam

similar to Amsterdam. Or students may notice the windmill and
open land in the American settlement that are missing from the
more urban European city.
fo
Atlas pages 1617
What happened when three worlds met?

Atlas pages 89
Who were the first Americans?
9b
Read More
About the Unit
Display books and short

stories about Native
Americans, explorers,
and settlements in your
class library. Your
students might enjoy
reading the books listed
on the tabbed divider.
NYSTROM
NYSTROM

34
Name ____________________________________________
9a

Atlas
Atlas pages 89

Native Americans, or Indians, were the first people to live in the Americas.
Those in North America could be divided into six culture groups:
C Chart
________________________________
______________________________
________________________________
______________________________
________________________________
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______________________________
Atlas pages 1011
Which Europeans and Africans went to America first?
Western Europeans and West Africans went to the Americas.
Europeans came mainly from countries along Europes west coast.
A Map
E ______________________________
Sp __________________________
N ______________________________
SA
P __________________________
F __________________________
Sw _____________________________
C Map
Africans came mainly from the following West African countries:

M __________________________
O ______________________________
A __________________________
B ______________________________
H __________________________
Atlas pages 1213
What were Europeans searching for?
Europeans were looking for new routes to the Indies.
fo
___________________________ explorers looked for a route around Africa.
D Map
An explorer sailing for Spain looked for a route across the

____________________ Ocean.
Atlas pages 1415
Why did Europeans explore America?

Europeans explored North America for two main reasons:
English, ______________, and Dutch looked for a water route to the Indies.
B Map
The Spanish looked for ____________________ in the Americas.
C Map
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35
Name ____________________________________________
9b
Atlas
Atlas pages 1617
What happened when three worlds met?

The lives of Native Americans, Europeans, and Africans changed.
Millions of Native Americans, such as the _______________________, died
A Graph
from slave labor and European diseases.

Half a million ___________________________ were forced into slavery.
B Map
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The three worlds exchanged plants, animals, and diseases. The Americas
introduced the following fruits and vegetables to Europe, Africa, and Asia.
E Map
____________________________
________________________________
____________________________
________________________________
____________________________
________________________________
Atlas pages 1819
Where did the Spanish settle?
Spain built settlements in two regions of North America:
SA
They first settled in the _________________________________, in Florida.

They later settled in the Southwest, in ____________________________.
A Map
B Map
Atlas pages 2021
Where did the English and other Europeans settle?
The English and most other Europeans settled along the Atlantic coast.
The _______________________ settled in what would become Virginia,
A Map
Maryland, and New England.
The French settled further north, near the__________________________

River.
fo
The ___________________________ settled in what would become New

York and New Jersey.
The __________________________ settled in what would become Delaware,

Pennsylvania, and New Jersey.
Compare picture B on page 10 of the Atlas with picture D on page 21. Write
a paragraph comparing at least two ways the Dutch lived in Amsterdam in
Europe with the way they lived in New Amsterdam in the Americas.
NYSTROM

36
Lesson
10
The First Americans

Teaching
Identify six Native American culture groups.
Objectives
1. Introduce the lesson by saying:
You and I are Americans.
Did you ever stop to think about the first Americansthe

people who were here when Columbus and other explorers
arrived in the Americas?
Who were these people? What were their lives like?
Today were going to learn more about them.

Identify six Native
American culture
groups.
Determine how
Indians acquired food.
Classify information
about Native
American culture
groups.
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pages 89. Ask a student to read the title.
When theyre finished, have students hold up their maps, so you

can check the location of the Northwest Coast.
SA
Materials

Activity Sheets
10a10d,
The First Americans
Raised Relief Maps
Activity Maps
Map Markers
Determine how Indians acquired food.
Heres a Tip!
6. Describe how Americans get their food.

a. Explain to students that:
Americans today buy most of their food.
The first Americans couldnt buy food. There were no

supermarkets. There were no restaurants.
Each Indian village had to grow, gather, or catch the food

they ate.
They were dependent on their environment.
Have students in a group

take turns writing on the
Raised Relief Map.
fo
b. Point out chart C on page 9 of the Atlas. Then explain:
This chart shows the main foods that each Native American
culture group ate.
However, it does not show every food that a group ate.
Classify information about Native American culture groups.
8. Distribute Activity Sheet 10d to students.
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37
Lesson
10
a. Point out the chart. Explain that some information is already

on the chart, but some information is missing.
b. Explain that, in the Indian Nations column, students only need
to fill in the names of four nations.
c. Give the groups time to complete the activity sheet.
9. Collect and review Activity Sheets 10a10d. Clean and collect
Answers
Northwest Coast, California-Intermountain, Southwest, Middle
America, Plains, Eastern Woodlands
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1b.
8b.
Northwest Coast: forest

California-Intermountain: shrub or desert
Southwest: shrub or desert
Plains: grass
Eastern Woodlands: forest
Culture Group
Some Indian Nations

Delaware
Mohawk
Miami
Cherokee
Creek
SA
Eastern
Woodlands
Plains
Southwest
Crow
Arapaho
Blackfoot
Comanche
Dakota
Osage
Pawnee
Wichita
Mandan
Kiowa
Apache
Tepehuan
Lagunero
Pima
Pueblo
Nez Perce
Shoshone
Ute
Navajo
Arapaho
Tipai
Miwok
Pomo
Hopi
Its Environment
Forest
Mountains
Plains
Ocean
Grass
Farm
Gather
Hunt
Farm
Hunt
Plains
Farm
Desert
Gather
Mountains
Hunt
Scouting a Map
fo
Many U.S. cities, states,

and lakes have Native
American names.
Examples include Illinois
(state), Miami (city),
Huron (lake).
Have students find a list
of Indian nations. Then
have them use a map of
the United States today
to see how many places
they can find that are
named for Indian
nations.
NYSTROM
Northwest
Coast
Chinook
Tillamook
Desert
Mountains
Ocean
Forest
Mountains
Ocean
Desert
Middle
America
Lagunero
Gather
Hunt
Fish
Hunt
Fish
Farm
Mountains
Answers will vary. Students should name the Native American
culture group and describe its environment and means of

obtaining food.
38
Name ____________________________________________
10a
The First Americans

Native Americans were the first Americans. Use The Nystrom Atlas of Our
Countrys History to find out how these first Americans lived.
Atlas
Raised Relief Map
Activity Map
Map Marker
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1. There were six major Native American culture groups that lived in
what is now the United States. Each group lived in a different part
of the country.
a. Give the Raised Relief Map or United States Activity Map a title.
Across the top of the map, write THE FIRST AMERICANS.
b. Turn to map D on page 9 of the Atlas. What were the names of the
six culture groups?
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
SA
2. One group of Native Americans were the Northwest Coast Indians.

They lived between the Pacific Ocean and the Cascade Range.
a. On map D on page 9 of the Atlas, locate the Northwest Coast
Indians. Use your finger to outline their region.
b. On your Raised Relief Map or Activity Map, use the Atlas to help you
outline the region.
c. In the upper left corner of the map, write and underline
NORTHWEST COAST.
fo
3. Another group of Native Americans were the California-Intermountain

Indians. They lived along the west coast and in the mountains.
a. On map D on page 9 of the Atlas, locate the CaliforniaIntermountain Indians. Use your finger to outline their region.
outline the region.
c. At the top of the region, write and underline CALIFORNIAINTERMOUNTAIN.
4. A third group of Native Americans were the Southwest Indians. They

lived in what is now Arizona, New Mexico, and Mexico.
a. On map D on page 9 of the Atlas, locate the Southwest Indians.
Use your finger to outline their region.
outline the region.
c. At the top of the region, write and underline SOUTHWEST.
NYSTROM

39
Name ____________________________________________
10b
5. A fourth group of Native Americans were the Middle America

Indians. These Indians lived mainly in Mexico. But this culture
group was also found in southern Texas.
a. On map D on page 9 of the Atlas, locate the Middle America
Indians. Use your finger to outline their region.
b. On your Raised Relief Map or Activity Map, use the Atlas to
help you outline the portion of the region that shows.
c. In the Gulf of Mexico, write and underline MIDDLE AMERICA.
Atlas
Raised Relief Map
Activity Map
Map Marker
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6. A fifth group of Native Americans were the Plains Indians. They lived
between the Mississippi River and the Rocky Mountains.
a. On map D on page 9 of the Atlas, locate the Plains Indians. Use
your finger to outline their region.
outline the region.
c. At the top of the region, write and underline PLAINS.
SA
7. A sixth group of Native Americans were the Eastern Woodlands Indians.

Most of these Indians lived east of the Mississippi River.
a. On map D, locate the Eastern Woodlands Indians. Use your finger
to outline their region.
outline the region.
c. At the top of the region, write and underline EASTERN
WOODLANDS.
fo
8. Some culture groups, like the Eastern Woodlands and Northwest Coast
Indians, rarely went hungry. Their environments provided plenty of
food. Other groups, like some of the California-Intermountain Indians,
lived in a dry, harsh area with few resources and little food.
a. Look at the map key on your map. Find the four natural regions.
b. Now look at your map. What was the main or largest natural region
in each of the following areas?
Northwest Coast __________________________________________
California-Intermountain __________________________________
Southwest ________________________________________________
Plains __________________________________________________
Eastern Woodlands ________________________________________
Little of the Middle America area is shown on the map. The main
natural region in that area was shrub or desert.
NYSTROM

40
Name ____________________________________________
c. On your map, below the name of any group that lived in

= FOREST.
forestland, write
10c
Atlas
Raised Relief Map
Activity Map
Map Marker
d. Below the name of any group that lived in grassland, write

=
GRASS.
e. Below the name of any group that lived in a shrub or desert region,
= DESERT.
write
SA
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9. Other natural features also affected the food available to the culture
group.
a. Every culture group, except the Plains Indians, lived in an area with
major mountain ranges. Below the names of all five of these groups,
= MOUNTAINS.
write
b. The Plains and some Eastern Woodlands Indians lived in areas with
=
flat or gently rolling plains. Below the region name, write
PLAINS.
c. The Eastern Woodlands, Northwest Coast, and CaliforniaIntermountain regions bordered either the Atlantic or Pacific
= OCEAN.
Ocean. Below each of their names, write
fo
10. Native Americans obtained food in a variety of ways.

a. Some Native Americans were farmers. Look at chart C on page 9 of
the Atlas. Point to groups that ate corn, beans, or squash; they were
farmers.
b. On your map, below the names of any groups that farmed, write
= FARM.
c. Some groups gathered their food from trees and bushes. Look
again at chart C on page 9 of the Atlas. Point to groups that ate
roots, nuts, acorns, cactus fruit, or berries; they were gatherers.
d. On your map, below the names of any groups that gathered, write
= GATHER.
e. Many groups hunted for their food. Look at chart C on page 9 of
the Atlas. Point to groups that ate animals such as deer, elk,
pronghorn, turkey, or rabbit; they were hunters.
f. On your map, below the names of all the groups that hunted, write
= HUNT.
g. A few groups relied heavily on fishing for their food. Look at chart
C on page 9 of the Atlas. Point to groups that ate salmon; they
fished.
h. On your map, below the names of any groups that fished, write
= FISH.
NYSTROM
41
Name ____________________________________________
10d
The First Americans
Atlas
Raised Relief Map
Activity Map
Map Marker
Pulling It Together
Use the Atlas, your Raised Relief Map or Activity Map, and Activity
Sheets 10a10c to fill in the missing information on the chart below.
Culture Group
Some Indian Nations
Its Environment

Farm
Delaware
Mohawk
Miami
Cherokee
Creek
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Gather
Hunt
Grass
Plains
Plains
Farm
Desert
SA
Gather
Mountains
Hunt
Hunt
Chinook
Tillamook
fo
Fish
Middle
America
Desert
Lagunero
Mountains
Choose a Native American culture group that lived in your area. Write at
least a 3-sentence paragraph describing that culture group and its lifestyle.
NYSTROM

42
Lesson
11
To the Indies
Teaching
Name goods that Europeans wanted from the Indies.
Objectives
1. Begin this lesson by saying to the class:
When some people talk about things to buy, they call those
products goods.
What are some goods you like to buy?
Can you think of a good that you can buy from only one
store?
Almost 1,000 years ago, Europeans started traveling to the

Indies to get goods that they could only find in that region.

Name goods that
Europeans wanted
from the Indies.
Explain why
Europeans looked for
a new route to the
Indies.
Trace the routes of
Dias and Columbus.
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Globes, Activity Maps, and Map Markers. Have students turn their
Activity Maps to the World side.
3. Have the groups complete steps 13 on Activity Sheet 11a.
When they are finished, have them hold up their Globe or Activity
Map. Check to make sure that they have marked the Indies
correctly.
SA
4. Ask students to turn to page 12 of The Nystrom Atlas of Our Countrys

History and look at map B. Say:
Compare this map with the area you just outlined on the
Globe or Activity Map.
What do you notice? (It is the same area.)
Explain why Europeans looked for a new route to the Indies.

5. Have students complete steps 45 on their activity sheets.
Materials

Activity Sheets
11a11d,
To the Indies
Activity Globes
Activity Maps
Map Markers
scissors
Heres a Tip!
Collect want ads. Show
them to the class before
students begin the
starred activity on
Activity Sheet 11d.
6. When they are finished, explain to the class:
In the mid 1400s, a powerful groupthe Ottomansbegan

to conquer parts of Africa, Europe, and Asia.
The Ottomans controlled the western end of the Silk Road

and other trade routes to the Indies.
fo
The Ottomans charged high taxes on goods carried through

their empire.
It cost more for Europeans to get goods from the Indies.
Portugal and Spain both knew that the first country to find
another route to the Indies would become rich and
powerful.
That country would control European trade to the Indies.
NYSTROM

43
Lesson
11
Trace the routes of Dias and Columbus.

7. Give the groups time to complete steps 612 on their activity
sheets.
Have them hold up their Activity Map or Globe when they are
finished.
8. Hand out Activity Sheet 11d to students. Optional: show or read
the class want ads.
Give students time to complete the activity sheet.
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Answers
2. gold, silver, precious stones,

ivory, porcelain, perfume,
spices, cotton, silk
7. ocean
8c. East India
9c. North America, South

America, Australia,
Antarctica
12a. da Gama
Explorers Digest
12b. east
fo
SA
Europe, Fall 1498
Measure Distances
Have students use a
piece of string to
measure the distances
that Columbus and Dias
traveled. Have them
trace each route on a
globe with a piece of
string. Which explorer
traveled the greatest
distance?
NYSTROM
Race to the Indies

WonBoth Sides
Claim Victory!
For 40 years, explorers

from Portugal looked for a
sea route to the Indies.
They stepped up their
explorations when the
Ottoman
_________________
Empire
gained control of the main
land route to the Indies, the
Silk
__________
Road.
Today, Portugal announced that one of its finest
da
explorers, Vasco ________
Gama
______________,
has successfully reached the Indies.
He returned in September
with a few samples of Indian
goods.
the
southern
tip
of
Africa
________________,
was espcially helpful.
Meanwhile, Spain also
claims to have found a
The explorer Christopher
Columbus
________________
says he
has sailed across the
Atlantic
________________
Ocean
several times to the Indies.
However, he has not yet
reached markets in India,
China, or Japan.
Goods Available Again

from Indies
With a new sea route to
the Indies now open, shops
in Europe once again can
spices
carry ______________,
such
as pepper and cinnamon.
Fine cloth, including Chisilk
nese ________________
and
Indian cotton, is also arriving in larger European
cities. Ivory and perfume
should be available soon.
Wanted
Da Gama never could have

made the journey without
the help of the fine Portuguese explorers who went
before him. Bartolomeu
___________,
who sailed to
Dias
Answers will vary. Students may mention the jobsailor; job quali-
ficationsfearless, experienced, hard-working, knowledge of the

sea; benefitschance to see the world, work outdoors, make
history; and/or salary.
44
Name ____________________________________________
11a
To the Indies
Use The Nystrom Atlas of Our Countrys History to help you map routes to
the Indies.
Atlas
Activity Globe
Activity Map
Map Marker
scissors
1. Give the Activity Map or Globe a title. Across the top of the World
Activity Map or near the North Pole of the Globe, write TO THE
INDIES.
2. Starting around the 1200s, Europeans traded with people in southern
and eastern Asia. Turn to map B on page 12 of the Atlas. What goods
did the Europeans want from this part of Asia?
________________________________
___________________________________
________________________________
___________________________________
________________________________
___________________________________
________________________________
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___________________________________
___________________________________
SA
3. Europeans called this part of the world the Indies. But exactly where
were the Indies?
a. On the Activity Map or Globe, draw a dot at the following locations:
40N, 60E
40N, 140E
10S, 140E
10S, 60E
b. In the same order, draw lines to connect those dots.
c. Below the box you just drew, write INDIES.
fo
4. For hundreds of years, Europeans traveled to the Indies along a land

route called the Silk Road.
a. On your Activity Map or Globe, draw a circle around Europe.
b. Underline the word EUROPE.
c. On map C on page 13 of the Atlas, use your finger to trace the Silk
Road.
d. On the Activity Map or Globe, use the Atlas to help you draw the
Silk Road from the Mediterranean Sea to Beijing, China.
e. Above the line, write SILK ROAD.
NYSTROM

45
Name ____________________________________________
5. In the late 1400s the Ottomans controlled travel on the western end of
the Silk Road. They charged high taxes on goods carried through their
empire, making goods from the Indies more expensive.
a. Use map C on page 13 of the Atlas to find the routes and areas
controlled by the Ottoman Empire.
b. On the Activity Map or Globe, on the part of the Silk Road that
crossed into the Ottoman Empire, draw a $.
11b
Atlas
Activity Globe
Activity Map
Map Marker
scissors
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6. Europeans looked for another way to get to the Indies. Portugal looked
for a sea route around Africa.
a. The Portuguese didnt know how large Africa was. On the Activity
Map or Globe, across southern Africa, draw a large ?.
b. A Portuguese explorer named Bartolomeu Dias was the first
European to reach the southern tip of Africa. On map D on page
13 of the Atlas, use your finger to trace the route of Dias.
c. Now, on the Activity Map or Globe, use your Map Marker to draw
the route of Dias to the southern tip of Africa.
d. Label the route DIAS 14871488.
7. In 1490 most people knew that the world was round. But they thought
the world was mostly land with small oceans. Look at your Activity Map
or Globe from all directions. Is the world mostly land or mostly ocean?
SA
______________________________
Icy Se
AN
Norway
De
n.
TER
WES
.
Eng
NO
CE
rm
Ge
Gre
France Ita
ly
Spain
Med
O C E A
N
N O R T H E R N
Livonia
Scythia
ea
an S ny
a
e rm
rG
ate
Caspian
Sea
Black Sea
Lesser Asia
(Mongols)
East
India
Asia
i t e r ra n e a n S e a
Egypt
I n d i a
Persian
Gulf
fo
nS
Map of the World

1490
b ia
Ethiopia
ra uitf
bia ul
Fr
A
Ara
Africa
Cathay
(China)
T a r t a r i a
Ganges
Gulf
Red
Sea
Great
Gulf
Isle of
Taprobano
(Sri Lanka)
Mts. of the Moon
SOUTHERN
INDIAN OCEAN
var
gd
kin
s
iou
s
om
Based on world map of

Henricus Martellus Germanus, 1490
NYSTROM

46
Name ____________________________________________
11c
8. Christopher Columbus thought he could get to the Indies by

sailing west from Spain.
a. The map on Activity Sheet 11b is a map that Columbus may
Atlas
Activity Globe
have used to plan his voyage. Cut out the map.
Activity Map
Map Marker
b. Roll the map into a tube so the Western Ocean and East India
scissors
touch.
c. According to this map, if Columbus sailed
west from Spain, where would he end up? ______________________________
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9. Columbus did not have an accurate map of the world.

a. Look carefully at the Map of the World, 1490. Compare it with your
Activity Map or Globe.
b. On the Activity Map or Globe, on any continent Columbus did not
know about, write UNKNOWN.
c. List the four continents that Columbus did not know about:
________________________________
________________________________
________________________________
________________________________
fo
SA
10. On August 3, 1492, Columbus and his crew sailed from Spain on three
shipsthe Nia, the Pinta, and the Santa Maria. The ships had no
engines. Instead, they relied on the wind to power their sails.
a. Columbus first sailed to the Canary Islands off the coast of Africa.
There he picked up food and supplies. On your Activity Map or
Globe, draw an arrow from Spain to the Canary Islands.
b. On September 6, 1492, the three ships left the Canary Islands. They
sailed west. From the Canary Islands to the middle of the Atlantic
Ocean, draw an arrow.
c. After weeks at sea, the sailors became nervous. They expected to
reach the Indies by this time. Above your arrow, draw a
.
d. Finally on October 12, 1492, Columbus and his crew sighted land.
Continue your arrow to the Bahama Islands.
e. Label the arrow COLUMBUS 1492.
11. Columbus thought he reached an island in the western part
of the Indies. So he called the islanders Indians and the
islands the West Indies. Across the islands in the
Caribbean Sea, write WEST INDIES.
12. Columbus made three more voyages across the Atlantic Ocean. But he
never found a route to the Indies.
a. Look at map D on page 13 of the Atlas. Who was the
first European explorer to reach the Indies by sea?________________________
b. Did he reach the Indies by sailing east or west? __________________________
NYSTROM

47
Name ____________________________________________
11d
To the Indies
Pulling It Together
Use the Atlas, your Activity Map or Globe, and Activity Sheets 11a11c
to fill in the missing words in the newspaper articles below.
Atlas
Activity Globe
Activity Map
Map Marker
scissors
Europe, Fall 1498
Explorers Digest
the
southern
tip
of
________________, was espcially helpful.
Meanwhile, Spain also
claims to have found a
The explorer Christopher
________________ says he
has sailed across the
________________ Ocean
several times to the Indies.
However, he has not yet
reached markets in India,
China, or Japan.
Goods Available Again

from Indies
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Race to the Indies

WonBoth Sides
Claim Victory!
Wanted
fo
SA
For 40 years, explorers

from Portugal looked for a
They stepped up their
explorations when the
_________________ Empire
gained control of the main
land route to the Indies, the
__________ Road.
Today, Portugal announced that one of its finest
explorers, Vasco ________
______________, has successfully reached the Indies.
He returned in September
with a few samples of Indian
goods.
Da Gama never could have
made the journey without
the help of the fine Portuguese explorers who went
before him. Bartolomeu
___________, who sailed to
With a new sea route to

the Indies now open, shops
in Europe once again can
carry ______________, such
as pepper and cinnamon.
Fine cloth, including Chinese ________________ and
Indian cotton, is also arriving in larger European
cities. Ivory and perfume
should be available soon.
Columbus needs sailors for his next voyage to the Indies. In the space above, write an
ad asking sailors to sign on for the trip. Describe the job or the type of person that
Columbus might need.
NYSTROM

48
Lesson
12
Northwest Passage
Teaching
Explain why Europeans looked for a new route to the Indies.
Objectives
1. Review land and water routes that were used to reach the Indies.
a. Have students turn to pages 12 and 13 of The Nystrom Atlas of
Our Countrys History.
b. Say to the class:
Why were Europeans interested in reaching the Indies?
(They wanted goods, such as spices, silk, and precious
stones, that were available only in the Indies.)
In the late 1400s, why couldnt they travel by land to the

Indies? (The western end of the Silk Road was controlled by
the Ottomans.)
Its important to remember that the country that found the

fastest route to the Indies would become incredibly rich by
dominating trade between Europe and the Indies.
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Explain why
Europeans looked for
a new route to the
Indies.
Trace the routes of
several key explorers.
Describe the
Northwest Passage.
Globes, Activity Maps, and Map Markers to the groups. Tell
students with Activity Maps to turn to the World side.
SA
3. Give the groups time to complete step 1 on Activity Sheet 12a.

Trace the routes of several key explorers.
Materials

Activity Sheets
12a12d,
Northwest Passage
Activity Globes
Activity Maps
Map Markers
Heres a Tip!
4. Say to students:
Have you ever had a hunch about something?
Here are stories about several explorers who had hunches

about a new route to the Indies.
5. Ask a student to read the first story box aloud. As a class, complete
step 2 on the activity sheet.
fo
6. Give the groups time to read the story boxes and complete steps
36 on their activity sheets.
Describe the Northwest Passage.
See page xi for ideas on

dividing the class into
groups.
Pronunciation
Help
Help students pronounce
Giovanni da Verrazanos
name. (joh VAHN ee)
(dah) (VEHR un ZAH noh)
Tell them that Giovanni
is Italian for John.
7. Hand out Activity Sheet 12d.

Give students time to complete it.
8. Discuss the Northwest Passage.
a. Ask the class:
What is the Northwest Passage? (a sea route to the Indies

that goes around or through North America)
Did any of these explorers find the Northwest Passage? (no)
NYSTROM

49
Lesson
12
Then explain:
b.
There is a Northwest Passage, but these men didnt have the

technology to travel it.
Over 350 years after Cabots voyage, the first explorers

made it through the Northwest Passage. They needed ships
and dog sleds to complete their journey.
Even though Cabot, Verrazano, and Hudson didnt find the

Northwest Passage, they made discoveries about North
America that helped future explorers.
And their discoveries were the basis of English, French, and

Dutch land claims in North America.
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Answers
2e. no
5h. no
4d. the Indies
6h. no
Explorers Digest
New World, 1609
SA
Cabot Returns
The explorer John Cabot

returned from his search
for the Northwest Passage.
Although Cabot did not
bring back silk or spices, he
claims he reached the
Indies
___________.
Cabot says he found a
great spot in the ocean to
fish
catch _________________.
Cabot also claimed all the
land he explored for
England
______________________.
fo
New Maps of the

World Released
Girolamo da Verrazano,
who traveled to the New
World with his brother
Giovanni
________________________,
published a new map of the
world. This map is based on
the voyage the brothers
made in 1524 for the counFrance

try of ____________.
Sadly the famous navigator brother is no longer with
us. On a later trip to the
New World, he was killed by
a group of natives in the
Caribbean.
Hudson Looks for a

Northwest Passage
Again
Sea captain Henry Hudson has had problems with

weather. On his first two
trips in search of the Northwest Passage, he turned
back because of dangerous
ice.
On his most recent trip,
his crew rebelled because
cold
of ____________
weather.
Quick-thinking Hudson decided to turn south.
He sailed along the shore

of the New World where
John Cabot and Giovanni da
Verrazano had sailed before
him. Hudson sailed up a
river that he claimed for the
Dutch East India
________________________
Company.
Hudson thought the river
might be part of the Northwest Passage, but it was too
shallow
__________________
for his
ship.
Routes will vary. Students may describe traveling through the
Trace Routes
Have students draw the
route of an explorer on
an Activity Map. Then
have other students try
to guess the explorer.
NYSTROM
Hudson Straits and around Baffin Island, Victoria Island, and

Alaska.

50
Name ____________________________________________
12a
Northwest Passage
Use The Nystrom Atlas of Our Countrys History to help map the search for
the Northwest Passage.
Atlas
Activity Globe
Activity Map
Map Marker
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1. In the late 1400s, Europeans

were anxious to find a route to
the Indies.
a. Give the Activity Map or Globe a title. Across the
top of the World map, or near the North Pole on
the Globe, write NORTHWEST PASSAGE.
b. On the Activity Map or Globe, draw a dot at the
following locations:
40N, 60E
40N, 140E
10S, 140E
10S, 60E
c. In the same order, draw lines to connect those
dots.
d. Above the box you just drew, write INDIES.
fo
SA
ot, 1497
John Cab
that he
h
c
n
u
h
a
d
the
Cabot ha
route to
w
e
n
a
th
d
Spain bo
could fin
d
n
a
l
a
g
u
ort
Indies. P fund his voyage.
o
refused t nd gave Cabot
gla
Finally En to sail.
n
permissio t England in May
n
Cabot lef w spotted land o
cre
1497. His 97. Historians
14
June 24,
ed what is
r
lo
p
x
e
t
bo
believe Ca ndland.
fou
t believed
o
b
now New
a
C
,
s
u
en
mb
Like Colu d the Indies. Wh
e
ach
he had re to England, he
ed
he return his success and
d
n
announce eward. From the
r
a
t
Grea
received
lled The
a
c
s
a
w
on, he
Admiral.
NYSTROM
2. Cabot sailed five years after Columbus first reached

the Americas. Like Columbus, Cabot felt he could
sail west and reach the Indies.
a. Turn to map B on page 14 of the Atlas. Use your
finger to trace Cabots route.
b. Cabot sailed for England. England is part of the
British Isles. On your Activity Map or Globe, find
the British Isles. Mark the the southern end of
the largest island with an E for England.
c. Cabot sailed west from England until he reached
land. Draw an arrow west across the Atlantic.
d. Label your arrow CABOT 1497.
e. Did Cabot reach the Indies? __________________
f. Cabot claimed this land for England. On
Newfoundland, write an E for England.
g. While exploring Newfoundland, Cabot noticed
that the fish were so plentiful he could catch
them with an empty basket. This became a major
fishing region for Europeans. Near
Newfoundland, draw a fish symbol
.
51
Name ____________________________________________
12b
3. In 1498 Portugal finally found a

sea route to the Indies. However,
the route was long and slow and
Atlas
Activity Globe
involved sailing around Africa.
Activity Map
Map Marker
a. Turn to map D on page 13 of
the Atlas. Use your finger to
trace da Gamas route.
b. On your Activity Map or Globe, draw da Gamas
route to the Indies.
c. Label the arrow DA GAMA 14971498.
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4. In 1521 Ferdinand Magellan discovered another sea

route to the Indies. However, his route involved
sailing around the southern tip of South America.
His route was even longer and more dangerous than
da Gamas.
a. Magellan sailed for Spain. Spain is on the Iberian
Peninsula. Label the peninsula S for Spain.
b. Draw an arrow from Spain to the southern tip of
South America.
c. Continue your arrow northwest to the Philippine
Islands. (If you are using an Activity Map, draw
your arrow to the Equator on the west side of the
map. Then, on the east side of the map, start at
the Equator and draw an arrow northwest to the
Philippine Islands.)
d. What region did Magellan reach? ______________
e. Label the line MAGELLAN 1521.
fo
SA
24
azano, 15
r
r
e
V
a
d
i
Giovann
thought
o
n
a
z
a
r
r
he
da Ve
Giovanni d a shortcut to t
fin
iled
he could
24 he sa
5
1
In
.
n
ea
Pacific Oc
e.
for Franc d out with four
,
e
He start er, early in the trip
v
owe
one
ships. H ere wrecked and
w
of
two ships me. So only one
ho
ic
was sent ossed the Atlant
cr
his ships
he
Ocean.
d along t
e
il
a
s
o
n
Verraza
th
st of Nor s far
a
o
c
n
r
e
t
da
eas
He travele the
.
a
ic
r
e
m
A
ow
what is n
s
south as nd as far north a
a
ni
Carolinas nd. While Giovan
la
Newfound al, his brother
urn
kept a jo rew maps of the
d
Girolamo
journey.
NYSTROM
5. By the 1500s many Europeans, including Verrazano,

were certain that there must be a shorter route to
the Indies by sailing across or around North America.
They called this route the Northwest Passage.
finger to trace Verrazanos route.
b. Verrazano sailed for France. Look at map A on
page 10 to find France.
c. On your Activity Map or Globe, label France with
an F.
d. Verrazano sailed to the Madeira Islands. Draw an
arrow from France southwest to the Madeira
Islands.
52
Name ____________________________________________
12c
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e. From the Madeira Islands,

continue your arrow west
until you reach North
Atlas
Activity Globe
America.
Activity Map
Map Marker
f. Draw your arrow slightly
south, and then north along
the coast to Newfoundland.
g. Label your arrow VERRAZANO 1524.
h. Did Verrazano find a Northwest Passage? ______
i. Verrazano claimed this land for France. On the
east coast of North America, write F for France.
j. The descriptions and maps that the Verrazanos
kept helped future explorers. Near the F, draw a
map symbol
.
fo
SA
9
son, 160
d
u
H
6. During each of Hudsons four trips, he searched for
y
r
n
He
English
n
a
s
a
w
the Northwest Passage to the Indies.
dson
He
.
in
a
t
Henry Hu
p
a
nd sea c
explorer a rips to North
finger to trace Hudsons route in 1609.
t
r
made fou
e
b. In 1609 Hudson sailed for the Dutch East India
America. e was hired by th
h
Company in the Netherlands. Look at map A on
o
9
In 160
mpany t
o
C
ia
d
In
page 10 to find the Netherlands.
st
Dutch Ea rthwest Passage.
o
a
c. On your Activity Map or Globe, mark the
find the N ompany gave him
c
h
Netherlands with a D for Dutch.
n.
The Dutc
Half Moo f 20
e
h
t
d
e
m
wo
d. Hudson sailed north around the British Isles.
ship na
him a cre
e
v
a
g
o
ls
From the Netherlands to the northern tip of the
They a
t
s
British Isles, draw a dashed line.
e
.
men
northw
d
e
il
a
s
w
e
n
r
the c
Hudso
e. When the crew became cold, he headed
However
.
e
p
o
r
u
E
r
e
h
m
southwest. Continue your dashed line to the
t
o
fr
the wea
n
e
h
w
d
e
southern coast of Newfoundland.
son
rebell
. So Hud would be
ld
o
c
e
m
a
bec
e it
f. Continue your dashed line south to 41N, 74W.
uth, wher arts of
o
s
d
e
d
a
he
ed p
g. Label your dashed line HUDSON 1609.
He explor orth
.
r
e
m
r
a
w
N
f
o
h. Did Hudson find a Northwest Passage? ________
coast
the east
i. Hudson claimed the land he explored for the
America. raveled up what is t
t
A
n
.
r
o
Dutch East India Company. In North America,
e
Huds
dson Riv e
u
H
e
h
t
d
near his route, write D.E.I.C. for Dutch East India
now calle ught this might b s
o
a
Company.
h
first he t est Passage. But
me
hw
j. Three bodies of water that Hudson explored are
r, it beca
the Nort
e
iv
r
e
h
t
p
u
d
named after him: the Hudson River, the Hudson
e
o
he sail
e ship t
h
t
r
o
f
w
o
Strait, and Hudson Bay. On your map or globe,
too shall
circle the words Hudson Bay.
.
continue
NYSTROM

53
Name ____________________________________________
12d
Northwest Passage
Atlas
Activity Globe
Activity Map
Map Marker
Pulling It Together
Use the Atlas, your Activity Map or Globe, and Activity Sheets 12a12c
to fill in the missing words in the newspaper articles below.
New World, 1609
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Explorers Digest
Cabot Returns
SA
The explorer John Cabot

returned from his search
for the Northwest Passage.
Although Cabot did not
bring back silk or spices, he
claims he reached the
___________.
Cabot says he found a
great spot in the ocean to
catch _________________.
Cabot also claimed all the
land he explored for
______________________.
New Maps of the

World Released
fo
Girolamo da Verrazano,
who traveled to the New
World with his brother
________________________,
published a new map of the
world. This map is based on
the voyage the brothers
made in 1524 for the country of ____________.

Sadly the famous navigator brother is no longer with
us. On a later trip to the
New World, he was killed by
a group of natives in the
Caribbean.
Hudson Looks for a

Northwest Passage
Again
Sea captain Henry Hudson has had problems with

weather. On his first two
trips in search of the Northwest Passage, he turned
back because of dangerous
ice.
On his most recent trip,
his crew rebelled because
of ____________ weather.
Quick-thinking Hudson decided to turn south.
He sailed along the shore

of the New World where
John Cabot and Giovanni da
Verrazano had sailed before
him. Hudson sailed up a
river that he claimed for the
________________________
Company.
Hudson thought the river
might be part of the Northwest Passage, but it was too
__________________ for his
ship.
On the Activity Map or Globe, find a Northwest Passage to the Indies. The
passage should be a water route. Write instructions for the journey, so
someone else can make the trip.
NYSTROM

54
Lesson
A
Closer
Look
13
Coronado
Teaching
1. Set the stage by having students turn to pages 1415 of The Nystrom
Atlas of Our Countys History. Say to students:
Look at the map on page 14. Which areas of North
America did the English, French, and Dutch explore? (along
the Atlantic coast, Hudson River, St. Lawrence River,
Newfoundland)
Look at the map on page 15. Which areas of the Americas

did the Spanish explore? (south, southwest, Mexico, Cuba,
New Spain, New Castile, South America)

Trace the route taken
by the Coronado
expedition.
Identify natural
features the expedition
encountered.
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Objectives
Trace the route taken by the Coronado expedition.
2. On map C on page 15 of the Atlas, ask students to use their finger

to circle the area marked as New Spain. Explain:
When the Spanish first arrived in the New World, they took
gold and silver from the Native Americans who lived in
Central and South America.
The Spanish were eager to find more riches. So they sent

explorers north to search for more treasure.
Which Spanish explorers explored this area? (Ponce de

Len, Narvez and Cabeza de Vaca, de Soto, Coronado)

Activity Sheets
13a13d,
Coronado
Raised Relief Maps
Activity Maps
Map Markers
SA
Materials
Today were going to focus on Coronados exploration.
4. Help students begin mapping the exploration.
a. On Activity Sheet 13a, have students read the first two story
boxes aloud.
b. Then, as a class, map steps 12.
c. Ask students to hold up their maps when they are finished, so

you can check the location of their dashed lines.
fo
5. Give the groups time to complete steps 36.
Identify natural features the expedition encountered.

6. When students have finished, discuss the natural features that
Coronado and other members of his expedition saw.
What are some of the difficulties Coronado might have had

traveling through a desert? (difficult to find water and food,
hot, not many places to find shelter in bad weather)
Have any of you ever visited the Grand Canyon or seen

pictures of Grand Canyon? What is it like?
NYSTROM

55
Lesson
When Cardenas and his men reached the Grand Canyon,

they must have been very frustrated. They could see a lot of
water, but they couldnt get to it.
What mountains did Coronado cross? (Sangre de Cristo,

Rocky Mountains)
What is east of the Rocky Mountains? (Great Plains)
In 1540 the Great Plains area was filled with grasses and
buffalo, not gold.
It wasnt as dry as a desert or as physically difficult to cross

as a mountain.
However, because the land is so flat and because there were

no trails at that time, it was easy to get lost on the plains.
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13
a. Explain to students that an obituary is a notice about someone

who has died. That notice usually is published in a newspaper
or magazine.
b. Give students time to complete the activity sheet.

Answers
Have students investigate the formation of

the Grand Canyon
and/or research interesting facts about this
natural wonder.
Explorers Digest
3d. shrub or desert
SA
Explore the
Grand Canyon
New Spain, Summer 1542
Coronado Returns
Empty Handed
fo
After two years of exploring

land to the north, Coronado
returned to Mexico. Like
Spanish explorers Ponce de
Len
_____________,
de Soto, and
Vaca
Cabeza de _______________,
Coronado returned with no
gold
silver or ___________.
Trace Other
Routes
Have students draw the
route of another
explorer on an Activity
Map. Then have other
students try to guess the
explorer.
NYSTROM
6d. Rocky Mountains
However, Coronado did

bring back reports of unusual natural features in the
land to the north. His men
claim to have seen a
canyon
_______________
so grand it
was 5 miles or more across
from cliff to cliff.
Coronado personally traveled across the Rocky
Mountains
__________________.
From
there, he crossed the Great

Plains
___________________.
The
plains were so flat, Coronado
described them as land as
level as the sea.
Coronado also brought
back reports of an unusual

new animal. This beast was
huge, brown in color, and
shaggy like a sheep. Coronado called the animal a
buffalo
_________________.
Obituary
Esteban (?1539)
Slave and explorer. Born in Africa, this slave was brought

Cabeza de Vaca
along on the eight-year Narvez and ____________
expedition. He was one of four survivors of the expedition.
Esteban later headed back to northern New Spain. He
was killed shortly after sending back a report of seven cities
Cibola
known as ________________.
Hearing of Estebans death, Cabeza de Vaca was quite
upset. The two men had gone through so much together
1536 expedition.
on their 1528________
Answers will vary. Students may feel the expedition was a waste of
time and money, because no gold was found. Or students may feel
the expedition was worthwhile because the Rocky Mountains,
Grand Canyon, and Great Plains were explored.
56
Name ____________________________________________
13a

A
Closer
Look
Coronado
Use The Nystrom Atlas of Our Countrys History to help you map Coronados
expedition across Americas southwest.
Rumors o
f Gold
1. When the survivors of the Narvez and Cabeza de

Vaca expedition returned to Mexico in 1536, they
brought back rumors of gold and silver in the land
to the north. Four years later, Coronado was sent to
find that treasure.
a. Give the map a title. Across the top of the
United States Activity Map or Raised Relief Map,
write CORONADO.
b. Turn to map C on page 15 of the Atlas. Use your
finger to trace the Narvez and Cabeza de Vaca
route.
c. The gold and silver were supposed to be in
northern New Spain. On your Activity Map or
Raised Relief Map, on the Colorado Plateau, write
GOLD and SILVER.
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For years
the peop
le
Spain he
ard rumo of New
r
s
to the ru
. Accord
ing
mo
wealth in rs, there was gre
at
th
There wa e land to the nor
sg
th
There wer old. There was s .
ilver.
e preciou
s stones
.
Atlas
Raised Relief Map
Activity Map
Map Marker
fo
SA
s
lden Citie
o
G
n
e
v
e
of S
Reports
w
roy of Ne
e
ic
V
e
h
t
iar
In 1539,
priest, Fr eban, to
a
t
n
e
s
st
Spain
a slave, E steban
d
2.
n
a
,
s
o
. E
s
Marc
r
o
m
u
r
ys
t the
check ou ahead. A few da
the
on
traveled
ssage to h
e
m
a
t
n
se
arc
later, he
30-day m
a
e
r
a
e
priest: W pital of another
ca
from the e name of the
Th
s
country.
Cibola ha
.
la
o
ib
C
country is wealthy cities.
ge
seven lar cos soon learned
Friar Mar had been killed.
eban
w
that Est s returned to Ne
o
c
Friar Mar old the Viceroy
et
s of
Spain. H even golden citie
es
about th said these cities
e
Cibola. H ith gold, valuable
w
d
. He
were fille
e clothes
in
f
d
n
a
,
an
stones
bigger th
e
r
e
w
y
e
h
said t
r Marcos ver
ia
r
F
.
y
it
Mexico C ention that he ne
m
o
forgot t
self.
ities him
c
e
h
t
w
a
s
NYSTROM
Esteban was one of the four survivors of the Narvez

and Cabeza de Vaca expedition. He and Friar
Marcos began their journey to Cibola in Mexico.
a. On your map, find the place where the 105W
line meets the bottom of the map. Mark it with a
dot .
b. The Seven Cities of Cibola were near 35N and
the modern-day ArizonaNew Mexico boundary.
Find and label that spot CIBOLA.
c. Esteban traveled north from Mexico to one of the
cities of Cibola. From your first dot to Cibola,
draw a dashed line.
d. Esteban was killed by Indians. Look at map D on
page 9 of the Atlas. Find the Indian nations that
lived in the region.
e. West of your dashed line, write PUEBLO INDIANS
and draw a conflict symbol
.

57
Name ____________________________________________
13b
The Jour
ney to Cib
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ola
The Vicer
oy was ve
ry e
about Fria
r Marcos xcited
s
asked Fra
ncisco V report. He
sq
Coronado
to find C uez de
ib
ola.
In Februa
and over ry of 1540, Coron
ad
1,0
servants 00 soldiers and o
bega
When Cor n marching north
.
Cibola, he onado arrived at
was disa
p
The Seve
n Cities o pointed.
f
Cibola
werent c
itie
full of ric s and they weren
he
t
little villa s. They were crow
ges.
ded
The only
t
Coronado hing Cibola had t
hat
needed w
as food.
3. While Coronado and his

expedition did find Cibola, they
did not find treasure.
Atlas
Raised Relief Map
a. On map C on page 15 of the
Activity Map
Map Marker
Atlas, use your finger to trace
Coronados route.
b. Coronado followed a route similar to Estebans to
Cibola. On your map, trace your dashed line to
Cibola with a solid line.
c. Look at the map key on your map. Find the four
natural regions.
d. Now look at the map. What natural region did
Coronado cross? ____________________________
e. Along his route, draw two desert symbols
.
f. The villages of Cibola were made up of pueblo
homes. On map D on page 9 of the Atlas, find
the illustration of a pueblo.
g. On your map, next to Cibola, draw a pueblo
symbol
.
h. There was no gold or silver in Cibola. Cross out
the words GOLD and SILVER.
4. Cardenas and his men were the first Europeans to

see the Grand Canyon.
a. On your map, underline the words Grand
Canyon.
b. Find the river just north of Cibola. Trace the
river from Cibola west to the Grand Canyon with
a dashed line.
c. On the Raised Relief Map, feel the Grand Canyon.
fo
SA
ic
the Pacif
Route to
e up. He
iv
g
t
n
id
d
Coronado lans. He sent
p
ecmade new en in different dir
fm
groups o e what they could
se
tions to nt Lopez de
a
se
find. He est to search for .
n
w
a
Cardenas o the Pacific Oce
et
d
river rout days, Cardenas an
After 20 to the edge of a
ame
d
his men c . When they looke o
n
o
st
y
e
deep can
n five mil
a
h
t
e
r
o
sm
ked
out, it wa
n they loo
e
h
W
.
e
id
s
s
the other aw a river. This wa
s
e
y
k
down, the er the Indians spo
riv
the great nish tried to climb
ut
pa
of. The S ll of the canyon, b
a
w
down the ch the river. They
ea
couldnt r farther, so they
o
could go n Cibola.
to
returned
NYSTROM

58
Name ____________________________________________
13c
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ibola
East of C
Hernando
t
n
e
s
o
als
nd
Coronado to search the la is
h
do
de Alvara la. Alvarado and
o
ib
east of C ed with a Plains
rn
men retu called the Turk.
ey
Indian th told the Spanish ,
ivira
The Turk
about Qu
s
ie
r
o
t
s
explorers city. Everyone in
nd
s
a fabulou off silver plates a
te
Quivira a f golden cups.
r
to
drank ou re was a huge rive
e
h
Nearby, t e size of horses.
th
with fish
5. Alvarado explored two major

rivers east of Cibolathe Rio
Grande and the Canadian River.
Atlas
Raised Relief Map
a. East of Cibola on the Rio
Activity Map
Map Marker
Grande, draw a dot .
b. From Cibola, draw a dashed
line to the dot.
c. From that dot to the modern-day ColoradoNew
Mexico boundary, draw a dashed line north along
the Rio Grande.
d. From the dot, also draw a dashed line east to the
Canadian River.
fo
SA
6. No one knows exactly what route Coronado traveled

to Quivira.
a. Quivira was in what is now Kansas. In Kansas,
find the place where the Republican River meets
The Sear
ch for Qu
the Kansas River. Label it QUIVIRA.
ivira
Coronado
w
b. Above it, write SILVER and GOLD.
group of ent with a small
so
c. Coronado headed east. From Cibola, draw an
search of ldiers and the Tu
rk in
Quivira.
arrow east across the Sangre de Cristo Mountains.
When the
reached t
y
he Great
Plains, th
d. The Sangre de Cristo Mountains are part of what
became lo
ey
st. That
major mountain range?
s
the land
is flat an because
__________________________________________
dt
trails wer
e trails m he only
ade by
buffalo.
e. On the Rocky Mountains, draw mountain symbols
.
Finally th
However, ey found Quivira.
f. East of the mountains, Coronado found flat
th
again. Q ey were disappoin
plains. Underline the name of those plains.
uiv
ted
village. T ira was a poor
g. On the plains, Coronado and his men were the
he
mud huts Indians there live
first Europeans to see buffalo (American bison).
d
.
There wa There was no gold in
On the plains, draw a few buffalo symbols
.
sn
.
no riches o silver. There we
h. Coronado became lost on the plains. But he
re
of any kin
d.
eventually reached Quivira. East of the
mountains, draw an arrow to Quivira.
i. There was no gold or silver in Quivira. On the
map, cross out the words SILVER and GOLD.
NYSTROM

59
Name ____________________________________________
13d
Coronado
Pulling It Together
Use the Atlas, your Activity Map or Raised Relief Map, and Activity Sheets
13a13c to fill in the missing words in the newspaper articles below.
Atlas
Raised Relief Map
Activity Map
Map Marker
New Spain, Summer 1542
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Explorers Digest
Coronado Returns
Empty Handed
back reports of an unusual

new animal. This beast was
huge, brown in color, and
shaggy like a sheep. Coronado called the animal a
_________________.
Obituary
Esteban (?1539)
Slave and explorer. Born in Africa, this slave was brought

along on the eight-year Narvez and ____________ de Vaca
expedition. He was one of four survivors of the expedition.
Esteban later headed back to northern New Spain. He
was killed shortly after sending back a report of seven cities
known as ________________.
Hearing of Estebans death, Cabeza de Vaca was quite
upset. The two men had gone through so much together
on their 1528________ expedition.
fo
SA
After two years of exploring

land to the north, Coronado
returned to Mexico. Like
Spanish explorers Ponce de
_____________, de Soto, and
Cabeza de _______________,
Coronado returned with no
silver or ___________.
However, Coronado did
bring back reports of unusual natural features in the
land to the north. His men
claim to have seen a
_______________ so grand it
was 5 miles or more across
from cliff to cliff.
Coronado personally traveled across the Rocky
__________________. From
there, he crossed the Great

___________________. The
plains were so flat, Coronado
described them as land as
level as the sea.
Coronado also brought
After two years of exploration, Coronado returned to Mexico with no riches. A

reporter from Explorers Digest asks you, Was it worth the money to send Coronado
on this exploration? Write a paragraph at least two sentences long answering
this question.
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60
Lesson
A
Closer
Look
14
Jamestown
Teaching
Locate English, French, Dutch, and Swedish settlements.
Objectives
1. Ask students to turn to page 20 of The Nystrom Atlas of Our Countrys
History. Have one or more students read the information at the
top of the page aloud. Then say:
On map A on page 20, what color is used to show areas
settled by the French? (pink)
Use your finger to trace an area where the French settled in

North America.
On the map, what color is used to show Dutch settlements?

(green)
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Locate English, French,
Dutch, and Swedish
settlements.
Label natural and
cultural features on a
map.
Trace the area where the Dutch settled.
Trace the area where the Swedish settled.
There are three areas of English settlement. Trace around

each one.
Materials

Activity Sheets
14a14b,
Jamestown
colored pencils
2. Continue using the map on page 20. Ask students:
Look again at map A on page 20. In the Dutch area, which

settlement was founded in 1624? (New Amsterdam)
In the French area, which settlement was founded in 1608?

(Quebec)
In the Swedish area, find Fort Christina. When was it

founded? (1638)
In the English area, which settlement was founded in 1607?

(Jamestown)
What is unique about Jamestown? (It was the first

permanent English colony.)
There were many settlements in the Americas.
Today were going to take a closer look at one of them

Jamestown.
SA
fo
Label natural and cultural features on a map.

3. Have students look at page 21 of the Atlas.
a. Ask a student to read the caption for picture B aloud.

b. Then ask the class to look closely at the picture of Jamestown.
c. Explain to students:
In May of 1607, 104 men and boys arrived in America.
These English settlers looked for a safe place to live.
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61
Lesson
14
They chose a spot on the banks of the James River where

they could anchor their ships close to shore.
They built a settlement known as Jamestown.
4. Hand out Activity Sheets 14a14b.

a. Point out that the map on Activity Sheet 14b is of Jamestown.
Say to the class:
Place the map of Jamestown next to the picture of
Jamestown in the Atlas.
Can you find the river on the map?
Use your finger to trace the fort on both the picture and the
map. What shape are they? (triangles)
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b. Give students time to complete their activity sheets.
5. Collect and review Activity Sheets 14a14b.
Answers
5a. 14
5b. 7 or 8
SA
Jamestown Map:
Check to make sure that the homes and public buildings are
colored correctly. Also make sure the James River is labeled.
Maps will vary. Students should add tobacco to the map key and
fo
draw one or more fields of tobacco on the map. Make sure the
fields are not drawn in the river.
Build a Model
Have students make
dioramas of Jamestown
and other colonial settlements.
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62
Name ____________________________________________
14a

A
Closer
Look
Jamestown
Use The Nystrom Atlas of Our Countrys History to help you complete
the map of Jamestown on Activity Sheet 14b.
Atlas
colored pencils
1. The first thing the English settlers built in Jamestown was a fort. The
fort would protect them from Indians, wild animals, and the Spanish.
a. In the map key on Activity Sheet 14b, color the box for Defense
Structure gray.
b. On the map, outline the fort in gray.
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2. The settlers used trees from the surrounding woods to build the fort.
a. In the map key, color the box for Forest green.
b. On the map, look for forest symbols
. Color the forest green.
3. The main gate of the fort faced the James River.
a. In the map key, color the box for River and swamp blue.
b. On the map, color the river blue. Also label it JAMES RIVER.
c. On the map, look for swamp symbols
. Outline them in blue.
SA
4. In Jamestown, colonists went to church twice a day.

a. In the map key on Activity Sheet 14b, color the box for Public
Building purple.
b. In picture B on page 21 of the Atlas, find the three public buildings:
the church, the storehouse, and the courthouse.
c. On the map on Activity Sheet 14b, color these buildings purple.
5. The early settlers in Jamestown had to share houses.

a. In picture B on page 21 of the Atlas, how many houses were there in
Jamestown in 1607? ________
fo
b. If there were 104 men and boys in the settlement, about how many
lived in each house? ________
c. In the map key, color the box for Home brown.
d. On the map, color the houses brown.
6. In less than seven months, 66 of the original 104 settlers had died.
a. On graph C on page 21 of the Atlas, use your finger to trace the
population of Jamestown from 1607 to 1610.
b. A few settlers died from Indian attacks. On the map on Activity
Sheet 14b, outside the fort, draw a conflict symbol
.
c. Many settlers died from unsafe drinking water. On the swamps and
the river, draw this symbol
.
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63
Name ____________________________________________
14b
Jamestown
See Activity Sheet 14a for instructions on coloring the map.
SA
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Atlas
colored pencils
Jamestown 1607
Defense structure
fo
Forest
River and swamp

Public building
Home
A few years after the first settlers arrived in Jamestown, the settlers began
clearing fields and growing tobacco. Add a tobacco symbol
to the map
key. Then draw tobacco fields on the map.
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64
Lesson
15

Teaching
Make a timeline.
Objectives
1. Have students take out The Nystrom Atlas of Our Countrys History.
Say to the class:
Turn to pages 1011. Whats the earliest date you find on
these two pages? (1400s) Write 1400 at the far left side of
the board.
Now turn to pages 7273. Whats the latest date you find?
(2001) Write 2000 at the far right side of the board.
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Make a timeline.
Plot key events on a
timeline.
Assemble a Timeline
Booklet.
a. Now draw a line to connect the two dates.
Materials
b. Divide the timeline into centuries and then decades.

Activity Sheets
15a15d,
Timeline / Three
Worlds Meet
scissors
glue
construction paper cut
into 5 x 9 pieces
c. Explain to the class:
This is a timeline. A timeline can show when events happen.
The unit we just finished in the Atlas is called Three Worlds

Meet. This unit covers the years 1400 to 1682.
d. Then ask two students to come to the board. Have one point
to 1400 and the other to the approximate location of 1682 on
the timeline.
SA
2. Tell students:
Today youll begin making your own timeline.
At the end of each unit, youll add events to the timeline.
By the end of the year, you will have a timeline of United

States history.
Heres a Tip!
Assemble a Timeline
Booklet as a model to
show the class.
Heres Another
Tip!
3. Hand out copies of Activity Sheets 15a15d to students.
a. Have students cut apart the activity sheets along the dashed
lines.
Instead of drawing a
timeline on the board,
enlarge the timeline on
Activity Sheets 15a15d
and display on the
board.
fo
b. Then show students how to line up the strips by date. Have

them place each glue here tab under the previous strip.
Then have them glue the tabs in place.
Plot key events on a timeline.
4. Show students how to add an event to their timelines.
1400
b. Show students how to find that same date. In the space below
the timeline, between 1490 and 1500, write 1492.
c. In the Atlas, ask a student to read the description below the
key date.
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1410
1420
1430
1440
1450
1460
1470
1480
1490
1500
Glue here
a. Have students look at pages 1213 of the Atlas. Ask them to

find the key date (key dates have a gold key). (1492)
Glue here

65
1510
Lesson
15
1490
1480
d. Have students then try to shorten that description to just a few

key words.
e. On the timeline on the board, below 1492, model how to write
one of those descriptions. Have students do the same on their
timelines. Tell them to write small because they will add more
dates and events to their timelines.
1500
f. Then show students how to draw a line from 1492 up to the

timeline.
5. Help students add other dates to their timelines. Explain that:
There are five more key dates on pages 1021 of the Atlas.
After you find a key date, mark that same date on your
timeline.
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1492
Columbus
reaches the
Americas
Below that date, write a few words about the event.
Give students time to work on their timelines.
6. Optional: have students look over the maps, graphs, and text on
pages 821 and find three more dates. Have them add those
events to their timelines.
Fold cover.
SA
Assemble a Timeline Booklet
Fold flap under and

glue to right of fold.
7. Model how to make a cover for the timeline. Hand out a 5 x 9

piece of construction paper to each student. Fold the construction
paper in half lengthwise. Ask students to do the same.
8. Have students fold under the remaining glue here tab on their
timelines. Show them where to glue the tab inside the cover, just
to the right of the fold.
9. Now model how to fold the timeline back and forth, like an
accordion. Each strip is folded in half so the timeline fits inside
the cover.
fo
10. Collect and review the booklets. Then have students keep their
Timeline Booklets in their social studies folders to use for
reference and review. Remind them that they will add more dates
and descriptions to their timelines after each unit.
Decorating Covers
Have students give their

Timeline Booklets a title.
Then have them begin to
decorate the cover with
symbols of the United
States or illustrations
depicting key events in
our countrys history
NYSTROM
Answers
Answers will vary. However, students timelines should include the

following events:
1444
Portuguese buy West Africans as slaves.
1492
Columbus reaches the Americas.
1513
Ponce de Len reaches what is now the United States.
1550
Taino die out.
1565
Spain establishes St. Augustine.
1585
England builds colony on Roanoke Island.

66
Name ____________________________________________
15a

Cut Activity Sheets 15a15d along the dashed lines. Line up the strips in
order. Glue them together. Then use the key dates
from The
Nystrom Atlas of Our Countrys History to help you fill in the timeline.
1540
1510
Look for Key dates in

1520
1530
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1480
1400
1410
1490
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1420
1430
SA
1440
1450
1460
1470
1550
Atlas
scissors
glue
construction paper
Glue here
Glue here
Name ____________________________________________
15b
1680
1690
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1670
1660
1560
1640
1570
1650
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1580
1590
SA
1600
1610
1620
1630
Atlas
scissors
glue
construction paper
Glue here
Glue here
Name ____________________________________________
15c
Atlas
scissors
glue
construction paper
1830
1840
1850
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1820
1810
1790
1710
1720
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1730
1740
1750
SA
1760
1770
1780
1860
Glue here
Glue here
Name ____________________________________________
15d
Atlas
scissors
glue
construction paper
2010
1990
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1980
1970
1870
1950
1880
1960
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1890
1900
SA
1910
1920
1930
1940
2020
Glue here
Glue here
Lesson
Reviewing Three Worlds Meet
16
Teaching
Objective
1. Before distributing the quiz, remind students of the activities they

completed in this unit. Also point to any related student work or
bulletin boards around the classroom.
2. Let students ask any remaining questions they may have about
Native Americans and European explorers and settlers.
Materials
Activity Sheets
16a16b,
Reviewing / Three
Worlds Meet
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3. Hand out Activity Sheets 16a16b to students. Read the instructions to the class. Then give students time to complete the activity
sheets.

Review what was
learned in this unit.
Answers
1. b
2. a
3. b
5. b
9. d
6. c
10. a
7. d
11. c
8. a
12. d

Timeline Booklets and
guides for this review.
SA
4. c
Heres a Tip!
Answers will vary. Students may mention Native Americans or
fo
specific Indian nations, European explorers, European settlements, searching for gold and a Northwest Passage, death, slavery,
or exchange of goods.
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71
Name ____________________________________________
Reviewing Three Worlds Meet
16a
In the last seven lessons, you have learned about our countrys early
historyfrom Native Americans to European explorers and settlers.
How much do you remember?

1.

a. Columbus and his crew
c. English fishermen
b. Native Americans
d. Spanish settlers
??
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2. Why did Europeans want to go to the Indies?

a. to get spices, silks, and other goods they couldnt get
anywhere else
b. because fish were plentiful
c. to make friends with the Indians
d. to conquer the Ottomans
SA
3. Why didnt Columbus reach the Indies?

a. His ships ran out of fuel.
b. The Americas were between Europe and the Indies.
c. He was attacked by Indians.
d. The Portuguese got there first.
4. What was the Northwest Passage?

a. a road to Oregon
b. a section from a book
c. a water route to the Indies through or around North America
d. a pass through the mountains
fo
5. What was Coronado looking for in the Americas?

a. the Indies
c. Indians
b. gold
d. buffalo
6. Which of these men did not explore the Americas?

a. Hudson
c. Dias
b. Cabot
d. Verrazano
7. Who built Jamestown?

a. Native Americans
b. Dutch farmers
NYSTROM
c. French fur traders

d. English settlers

73
Name ____________________________________________
Population in Millions
8. Look at the graph. When was the Taino population the greatest?
3
3,000,000
a. 1492
in 1492
b. 1510
c. 1530
d. 1550
Taino Indians
2
9. What happened to the Taino
Indians?
a. Their population grew.
b. Their population dropped
slightly.
c. Their population stayed the
same.
d. Their population died out.
1
0
in 1550
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60,000
in 1508
0
1510
1490
(Br.)
(Fr.)
SA
Santa Elena 1566
Pensacola
1698
a town
a mission
a fort
an Indian village
San Luis
16 5 6
San Pedro
1587
San Mateo 1565
San Carlos
1698
San Marcos 1565
St. Augustine 1565
AT L A N T I C
OCEAN
Tocobaga 1567
fo
1550
English Colonies
Louisiana
11. What was San Mateo?
12. Which of the following

was a mission?
a. Pensacola
b. San Marcos
c. San Carlos
d. San Antonio
1530
Year
10. Look at the map. Which

Europeans claimed
Florida?
a. the Spanish
b. the French
c. the Dutch
d. the Swedish
a.
b.
c.
d.
16b
Florida
(New Spain)
Gulf of Mexico
Spain in the Southeast

15651711
Pueblo (Spanish town)
Ta m p a
Bay
Santa Lucia 1568
San Antonio 1567
Mission at Indian settlement

Presidio (fort)
1566 Date founded
Land claim boundary, 1682
0
0
100
100
Teguesta 1567
200 miles
200 kilometers
What was life like in the United States between 1400 and 1682? List ten
words or phrases that describe our country during this time period.
NYSTROM

74
Lesson
Colonial America, 1600 to 1776
17
Teaching
Preview the unit.
Objectives


Preview the unit.
maps, graphs, and
pictures.
b. Also write Which colonies became the United States? on the

board.
Look at map A. What are the names of the 13 colonies that

became the United States? List correct student responses on
the board below the title question.
SA
Materials
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Activity Sheets
17a17b,
Introducing / Colonial
America
Heres a Tip!
review.
These sheets list the questions from pages 2231 of the

Atlas. Your job is to find the answers.

fo
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75
Lesson
17
Answers
Name ____________________________________________
Name ____________________________________________
17a

17b
Atlas
Atlas
Atlas pages 2829
Which were the Southern Colonies?
Atlas pages 2223
Which colonies became the United States?

There were five Southern Colonies:
These 13 colonies became the United States:
Delaware
________________________________
New Hampshire
______________________________
Maryland
________________________________
Virginia
________________________________
North Carolina
________________________________
South Carolina
________________________________
Georgia
________________________________
A Map
Maryland
______________________________
South Carolina
________________________________
Virginia
______________________________
Georgia
________________________________
A Map
North Carolina
______________________________
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Massachusetts
______________________________
Rhode Island
______________________________
Connecticut
______________________________
New York
______________________________
New Jersey
______________________________
Pennsylvania
______________________________
The Southern Colonies were the largest colonial region. This region was
south
located _______________________
of the New England Colonies and the
Middle
_________________________
Colonies.
Atlas pages 3031
Where did slaves work in the Thirteen Colonies?
Atlas pages 2425
Which were the New England Colonies?
Slaves worked in all 13 colonies.
There were four New England colonies:
Rhode Island
________________________________
New Hampshire
______________________________
Connecticut
________________________________
Slaves in the New England and the Middle Colonies often worked in the
A Map
Middle
The New England Colonies were located north of the ____________________
Southern
Colonies and the _____________________________
Colonies.
There were four Middle Colonies:
Pennsylvania
________________________________
New Jersey
______________________________
Delaware
________________________________
SA
New York
______________________________
households
____________________________
merchant ships
________________________________
workshops
____________________________
wheat farms
________________________________
Slaves in the Southern Colonies often worked in the following places:
Atlas pages 2627
Which were the Middle Colonies?
A Map
following places:
indigo
__________________
plantations
wheat
__________________________
farms
rice
__________________
plantations
households
________________________________
tobacco
__________________
plantations
workshops
________________________________
Slaves worked on both small farms and large
A Map
Massachusetts
______________________________
plantations
______________________.
D Picture
Look at graph C on page 31 of the Atlas. Write a sentence comparing the

exports of the three colonial regions.
New England
The Middle Colonies were located south of the __________________________
north
Colonies and __________________
of the Southern Colonies.
NYSTROM
77
NYSTROM
78
Answers will vary. Students should mention that the Southern
Colonies exported far more to Great Britain than the New

England or Middle Colonies did.
fo
Read More
About the Unit

stories about colonial
America in your class
library. Your students
might enjoy reading the
books listed on the
tabbed divider.
NYSTROM

76
Name ____________________________________________
17a

Atlas
Atlas pages 2223
Which colonies became the United States?

These 13 colonies became the United States:
________________________________
______________________________
________________________________
A Map
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______________________________
______________________________
________________________________
______________________________
________________________________
______________________________
________________________________
______________________________
________________________________
______________________________
Atlas pages 2425
Which were the New England Colonies?
SA
There were four New England colonies:

______________________________
________________________________
______________________________
______________________________
A Map
The New England Colonies were located north of the ____________________

Colonies and the _____________________________ Colonies.
Atlas pages 2627
Which were the Middle Colonies?
There were four Middle Colonies:
________________________________
______________________________
________________________________
fo
______________________________
A Map
The Middle Colonies were located south of the __________________________

Colonies and __________________ of the Southern Colonies.
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77
Name ____________________________________________
17b
Atlas
Atlas pages 2829
Which were the Southern Colonies?

There were five Southern Colonies:
______________________________
________________________________
______________________________
________________________________
A Map
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______________________________
The Southern Colonies were the largest colonial region. This region was
located _______________________ of the New England Colonies and the
_________________________ Colonies.
Atlas pages 3031
Where did slaves work in the Thirteen Colonies?

Slaves worked in all 13 colonies.
SA
Slaves in the New England and the Middle Colonies often worked in the
A Map
following places:
____________________________
________________________________
____________________________
________________________________
Slaves in the Southern Colonies often worked in the following places:

__________________ plantations
__________________________ farms
__________________ plantations
________________________________
__________________ plantations
________________________________
fo
Slaves worked on both small farms and large
______________________.
D Picture
Look at graph C on page 31 of the Atlas. Write a sentence comparing the

exports of the three colonial regions.
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78
Lesson
18
Teaching
Make a model showing colonial settlement patterns.
Objectives
1. Introduce the topic of colonial settlements. Say:
When colonists first arrived in the Americas, they had to
decide where to build their town.
Lets say it is the 1600s and youre colonists. What are some
things youd look for when choosing a place to build your
town? (easy to defend, near the coast, on a river, close to
other towns, friendly Indians, trees nearby)
Natural features, such as oceans, rivers, waterfalls, and

mountains, all influenced where colonists settled.

Make a model
showing colonial
settlement patterns.
Identify ways natural
features affected
settlement.
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Materials

Activity Sheets
18a18d,
Raised Relief Maps
Map Markers
scissors
glue
crayons or markers
(optional)
2. Hand out Activity Sheets 18a18b. Explain that these will become
a model of colonial settlements.
3. Demonstrate how to assemble the model, as students follow along.

a. On Activity Sheet 18a, have students fold the bottom up and
then under.
b. Have students cut out the strip from Activity Sheet 18b.
c. Have them glue the strip to the bottom of 18a.
SA
d. Have students label the body of water that flows into the ocean
RIVER.
e. Optional: have students color the model, following the directions on Activity Sheet 18a.
Heres a Tip!
f. On Activity Sheet 18a, have students cut along the dashed line.
Assemble a sample
settlement model to
show the class.
g. Then have them fold along each solid line.
Have students cut out the ships and towns on Activity Sheet
18b.
fo
4. Describe a colonial settlement pattern, as students follow along

on their models.
Colonists sailed across the Atlantic Ocean from Europe.
Sail your large ship across the ocean.
Colonists looked for a place to build their town. That

place had to be near the coast so ships could bring
supplies from Europe. It had to be near a river so colonists
could get fresh water. And it needed to have trees nearby so
colonists could build their homes out of wood.
Find a spot for your first town. Remember, it needs to be

along the ocean, but near a river and trees. Glue your town
in place.
NYSTROM
i.
h. Have them tuck the title section under the section to the
right and glue in place.
Step 1
Step 2
Step 3

79
Lesson
18
Soon other towns were built along the coast. Glue another
town in place.
When land near the coast was filled with towns and farms,
colonists looked for land inland along a river. Sail the
smaller boat up the river.
Halfway between the coast and the mountains, there was

often a waterfall on the river. The waterfall prevented boats
from sailing any farther inland. So that was where settlers
built a town.
These settlements were called fall line settlements.
Next to the waterfall, glue another town in place.
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Identify ways natural features affected settlement.
5. Divide the class into six groups. Hand out Activity Sheets 18c18d,
Raised Relief Maps, and Map Markers to the groups.
When they are finished, have them hold up their maps so you can
check on the location of some of the towns.
7. Then give the groups time to complete their activity sheets.
SA
8. Discuss how natural features affected colonial settlement. Ask:
Rivers are natural features. Did rivers help or limit

settlement? (help) Why? (They provided fresh water. They
were used for transportation.)
Did mountains help or limit settlement? (limit) Why?

(They were difficult to cross.)
Did oceans help or limit settlement? (help) Why? (They

were used for transportation.)
Did waterfalls help or limit settlement? (limit) Why? (They

prevented movement farther upstream.)
fo
9. Collect and review Activity Sheets 18c18d. Clean and collect

Model Colonies
Have students line up

their settlement models,
forming a coastline and
mountain range. Group
several settlements into
a colony. Then have
students give the towns
and rivers names.
NYSTROM
Answers
2c. Baltimore, Annapolis, St. Marys, Norfolk

4e. river or Delaware River, waterfall
5d. mountains
Locations will vary. Students may mention the nearness of the
coast, a specific bay or river, waterfalls, or an abundance of trees.

80
18a
Atlas
Raised Relief Map
Map Marker
scissors
glue
crayons or markers
SA
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Optional: color the river blue. On

Activity Sheet 18b, also color the river
and ocean blue. You also may want to
color the land, trees, towns, and ships.
fo
Name ____________________________________________
Fold under.
Fold up. Glue strip from Activity Sheet 18b here.
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81
Name ____________________________________________
18b
Atlas
Raised Relief Map
Map Marker
scissors
glue
crayons or markers
SA
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Atlantic Ocean
Fold under
Fold under
Fold under
Town
Town
Town
NYSTROM
Fold under
Fold under

82
Name ____________________________________________
18c
Use The Nystrom Atlas of Our Countrys History to help you map colonial
towns.
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1. In the 1600s and 1700s, colonists sailed across the Atlantic Ocean
from Europe to the Americas. They depended on Europe for
many of their supplies. So they settled near the coast.
a. Give the Raised Relief Map a title. Across the top of the map, write
COLONIAL SETTLEMENTS.
b. Underline the words ATLANTIC OCEAN with wave symbols
.
c. Look at map A on page 24 of the Atlas. Locate Boston and any
other towns along the coast.
d. Boston is in Massachusetts. On your Raised Relief Map, use your
Atlas to help you locate Boston. Label it BOSTON.
e. In the Atlas, on pages 26 and 28, locate any towns along the coast.
f. New York City is along the coast. On your map, at the mouth of the
Hudson River, write NEW YORK CITY.
g. Charles Town (now Charleston) is also along the coast. Mark the place
where 80W meets the South Carolina coast with CHARLES TOWN.
Atlas
Raised Relief Map
Map Marker
scissors
glue
crayons or markers
SA
2. Other colonists built their towns along bays. These bays were partly
surrounded by land and partly open to the ocean.
a. Look at page 26 of the Atlas. Locate Dover and any other towns
built along bays.
b. Dover is along Delaware Bay. On your Raised Relief Map, on the
Delaware side of the bay, write DOVER.
c. Look at page 28 of the Atlas. Find Chesapeake Bay. This bay
extends into Maryland. What towns are built along that bay?
________________________________
________________________________
________________________________
________________________________
fo
3. Colonists also built towns farther inland. These towns were along rivers
that flowed into the Atlantic Ocean.
a. Look at pages 24, 26, and 28 of the Atlas. Locate Hartford and any
other towns built inland along rivers.
b. Hartford is along the Connecticut River. On your Raised Relief
Map, in northern Connecticut, along the river, write HARTFORD.
NYSTROM

83
Name ____________________________________________
18d
4. Colonists settled farther and farther inland along riversuntil

they reached a waterfall. Waterfalls prevented them from sailing
any farther upstream. They built towns near the bottom of the
waterfalls. These towns were called fall line settlements.
a. Augusta, Georgia, was built below a waterfall. On your Raised
c.
d.
e.
Relief Map, on the Savannah River, find the waterfall symbol

.
South of the falls, write AUGUSTA.
Richmond, Virginia, was also built below a waterfall. On the James
River, find the waterfall symbol
. East of the falls, write
RICHMOND.
On map A on page 26 of the Atlas, find Trenton, New Jersey.
Now find that same spot on the Raised Relief Map. Label it
TRENTON.
What two natural features is Trenton built near?
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b.
Atlas
Raised Relief Map
Map Marker
scissors
glue
crayons or markers
________________________________
________________________________
f. On the Raised Relief Map, circle two more places where fall line
settlements might be built.
SA
5. Another natural feature prevented settlers from moving farther west.

a. Turn to map B on page 25 of your Atlas. Use your finger to trace
the northern and western edge of land settled by the New England
colonists.
b. Turn to map B on page 27 of your Atlas. Use your finger to trace
the western edge of the land settled by the Middle colonists.
c. Turn to map B on page 29 of your Atlas. Use your finger to trace
the land settled by the Southern colonists.
d. What prevented the colonists from settling any farther west?
fo
__________________________________________________________
e. On your Raised Relief Map, on the Appalachian Mountains, draw
mountain symbols
.
The year is 1607. Youre English. You want to settle in the Americas.
Jamestown is the only English town along the Atlantic Coast. Where would
you build your town? Write at least three sentences describing the location
you chose and the natural features in the area.
NYSTROM

84
Lesson
19

Teaching
Locate colonies and colonial regions.
Objectives
1. Introduce the lesson by writing the numbers 113 down the board.
Say to the class:
By 1732 there were 13 European colonies in the Americas.
How many of them can you name?
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As each colony is named, list it on the board beside one of the

numbers. (List any incorrect answers too. These will be deleted in
the next step.)
2. Have students turn to map A on page 22 of The Nystrom Atlas of
a. Ask the class:

Locate colonies and
colonial regions.
Identify characteristics
of each colonial
region.
Contrast the three
colonial regions.
Lets see how many colonies you named correctly. What are
the names of the 13 colonies? (Massachusetts, New
Hampshire, Rhode Island, Connecticut, New York, New
Jersey, Pennsylvania, Maryland, Delaware, Virginia, North
Carolina, South Carolina, Georgia)
Materials

Activity Sheets
19a19d,
Activity Maps
Map Markers
As each colony is named, circle it on the board.
SA
b. If any names on the board are uncircled, have students check

map A on page 22. Cross out any incorrect names and add any
missing ones.
c. Explain that today students will learn more about these 13
colonies.
3. Have students work in pairs. Hand out Activity Sheets 19a19c,

Activity Maps, and Map Markers to each pair.
4. Give students time to complete steps 12 on Activity Sheet 19a.
5. Have students look again at the map on page 22 of the Atlas.
Then ask:
What were the three colonial regions? (New England
Colonies, Middle Colonies, Southern Colonies)
fo
Which colonies were New England Colonies?

(Massachusetts, New Hampshire, Rhode Island,
Connecticut) As each is named, put an NE for New England
next to it on the board.
Which colonies were Middle Colonies? (New York, New

Jersey, Pennsylvania, Delaware) As each is named, put an M
next to it on the board.
Which colonies were Southern Colonies? (Maryland,

Virginia, North Carolina, South Carolina, Georgia) As each
is named, put an S next to it on the board.
NYSTROM

85
Lesson
19
Identify characteristics of each colonial region.

6. Give students time to complete steps 311 on their activity sheets.
Give students time to complete the chart.
Contrast the three colonial regions.
8. Assign each student a colonial region. Have students answer the
starred question on Activity Sheet 19d for their region.
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Answers
1d. Atlantic Ocean
2. New England Colonies, Middle Colonies, Southern Colonies
4a. Puritan
7a. Presbyterian, Quaker, Anglican, Dutch Reformed, German

Reformed, Lutheran, Baptist
SA
10a. Anglican, Baptist, Presbyterian, Quaker

Colonial Regions
Colonial Quarters
Collect state quarters.

Have students arrange
the quarters by the year
the colony ratified the
Constitution and became
a state.
New England
Massachusetts
New Hampshire
Rhode Island
Connecticut
New York
New Jersey
Pennsylvania
Delaware
Maryland
Virginia
North Carolina
South Carolina
Georgia
Main Religions
Puritan
Presbyterian
Quaker
Anglican
Dutch Reformed
German Reformed
Lutheran
Baptist
Anglican
Baptist
Presbyterian
Quaker
Main Land Uses
fishing
whaling
ship building
iron making
wheat farming
tobacco
rice
indigo
fo
Map a Region
NYSTROM
Southern
(Color the region.)
Colonies
Have students use

building blocks, toothpicks, or sugar cubes to
make a 3-dimensional
outline map of one of
the colonial regions.
Middle
Location
Answers will vary depending on region. Students may mention
specific religious differences or land use differences.

86
Name ____________________________________________
19a

Use The Nystrom Atlas of Our Countrys History to learn about the characteristics of the three colonial regions.
Atlas
Activity Map
Map Marker
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1. The United States began as European colonies. By 1732 there

were 13 of them.
a. Look at map A on page 22 of the Atlas. Count the 13 colonies.
b. Fold your Activity Map in half so that only the eastern half of the
United States is shown.
c. Give your Activity Map a title. Across the top of the map, write THE
THIRTEEN COLONIES.
d. Along which ocean were the 13 colonies located?
________________________________
e. On your Activity Map, underline the name of the ocean with wave
symbols
.
f. The Appalachian Mountains prevented many colonies from
expanding farther westward. Along the Appalachian Mountains,
draw mountain symbols
.
SA
2. The 13 colonies were divided into three colonial

regions. What were the names of those regions?
___________________________________
___________________________________
___________________________________
fo
3. The New England Colonies were the northernmost of the colonies.

a. Look at map A on page 24 of the Atlas. Use
your finger to outline the New England
Colonies.
b. On your Activity Map, outline the New
England Colonies.
c. In the upper right corner of the
map, write and underline NEW
ENGLAND.
NYSTROM

87
Name ____________________________________________
19b
4. Many New England colonists, like the Pilgrims, came to the

Americas looking for freedom to practice their own religion.
However, they often did not allow other colonists to practice their
religions.
a. Look at graph C on page 25 of the Atlas. What was the most
common religion in the New England Colonies?
Atlas
Activity Map
Map Marker
________________________________
b. On your Activity Map, below the regional name, write the name of
that religion.
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5. In New England, farms were small and the soil was often rocky. Most
farmers only were able to grow enough food to feed their families.
a. Look at map B on page 25 of the Atlas. Identify the land uses in the
New England Colonies.
b. Colonists in all three colonial regions farmed, made and sold goods,
and used natural resources. What was unique about the New
England Colonies was the amount of fishing and whaling that was
done. On your Activity Map, below the regional name, draw a
fishing symbol
and a whaling symbol
.
c. Ship building was also a big industry in New England. On your map,
add a shipbuilding symbol
.
SA
6. The Middle Colonies were located between the New England and
Southern Colonies.
a. Look at map A on page 26 of the Atlas. Use your finger to outline
the Middle Colonies.
b. On your Activity Map, outline the Middle Colonies.
c. West of the region, write and underline MIDDLE.
fo
7. Most of the Middle colonists were allowed to practice their own religion.
This religious freedom attracted settlers from the other colonies and
from Europe.
a. Look at graph C on page 27 of the Atlas. What were the seven most
common religions in the Middle Colonies?
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
b. On your Activity Map, below the regional name, write RELIGIOUS
FREEDOM.
NYSTROM

88
Name ____________________________________________
8. Farms were larger in the Middle Colonies than in New England.

Trade was active in the Middle Colonies. Iron making was also a
large industry in this region.
a. Look at map B on page 27 of the Atlas. Identify the land uses
in the Middle Colonies.
b. On your Activity Map, below the regional name, draw an iron
making symbol
.
c. Wheat farming was also common in the Middle Colonies. Below the
regional name, add a wheat farm symbol
.
19c
Atlas
Activity Map
Map Marker
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9. The Southern Colonies were the most populated of the 13 colonies.

They were located south of the New England and Middle Colonies.
a. Look at map A on page 28 of the Atlas. Use your finger to outline
the Southern Colonies.
b. On your Activity Map, outline the Southern Colonies.
c. West of the region, write and underline SOUTHERN.
10. Most of the Southern Colonies were officially Anglican. But other
religions were also practiced.
a. Look at graph C on page 29 of the Atlas. What were the four most
common religions in the Southern Colonies?
________________________________
SA
________________________________
________________________________
________________________________
b. On your Activity Map, below the regional name, write OFFICIALLY
ANGLICAN.
fo
11. Farming was the largest industry in the South. Most Southern farmers
grew at least one cash crop. These were crops that were sold for cash.
a. Look at map B on page 29 of the Atlas. Identify the land uses in the
Southern Colonies.
b. Tobacco, rice, and indigo were the major cash crops in the South.
Indigo is a plant used to make a blue dye. On your Activity Map,
below the regional name, draw a tobacco symbol
, a rice symbol
, and an indigo symbol
.
NYSTROM

89
Name ____________________________________________
19d
Atlas
Activity Map
Activity Sheets
Pulling It Together
Use the information from the Atlas, your Activity Map, and Activity
Sheets 19a19c to fill in the chart below.
Colonial Regions
New England
Middle
Southern
(Color the region.)
SA
Colonies
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Location
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Main Religions
Main Land Uses
Colonial Region _______________________________________________

What makes your colonial region different from the other two colonial
regions? Write a short paragraph describing at least two differences.
NYSTROM

90
Lesson
A
Closer
Look
20
Plantation Life
Teaching
Identify characteristics of a plantation.
Objectives
1. Introduce the lesson on plantations.
a. Write plantation on the board. Have students look up its
definition.
b. Ask students to look at page 29 of The Nystrom Atlas of Our

Countrys History. Say:
Look at picture D. This is a picture of a plantation.
What do you see in this picture? (large house, trees, water,

boats, white people)
Plantations were large farms owned by wealthy white

Southerners.
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Identify characteristics
of a plantation.
Use a map key to
color a map of a
plantation.
c. Ask a student to read the caption for picture D aloud.

d. Explain to students:
Most white Southerners did not live on plantations. Many of

them lived on small farms.
These farmers did their own farming. They did not own
slaves.
Only the wealthiest Southerners lived on plantations.
However, most slaves in the South worked on plantations.

Activity Sheets
20a20b,
Plantation Life
colored pencils
SA
Materials
2. Then have students look at page 31 of the Atlas.

a. Say to the class:
Look at picture D. This is a picture of a plantation too.
What do you see in this picture? (a slave, slave cabin,

vegetable garden)
The house in the back of the picture represents slave

quarters.
On the plantation, slaves lived in slave quarters.
Slave quarters were very different from the houses of

plantation owners.
fo
b. Have students compare picture D on page 31 of the Atlas with

picture D on page 29.
c. Have students identify differences between the two buildings.
NYSTROM

91
Lesson
20
Use a map key to color a map of a plantation.

3. Hand out Activity Sheets 20a20b to the class.
a. Point out that the map on Activity Sheet 20b represents a rice
plantation.
b. Tell students that they will be using Activity Sheet 20a and the
Atlas to color the map of a Southern rice plantation.
c. Give students time to complete Activity Sheets 20a20b.
4. When students are finished with their maps, explain that:
This map shows only a small section of the plantation.
This plantation had over 27,000 acres. Some plantations in

the South were even larger.
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Roughly 90 percent of this plantation is not shown on this

map.
The 250 slaves on this plantation did not all live in the slave
quarters shown on the map. Some slaves lived in other slave
quarters closer to the fields they worked in.
Answers
SA
2a. North Carolina, South Carolina, Georgia.
Answers will vary. Students maps should show more fields, river,
slave quarters.
Build a Model
fo
Have students make a

model of a plantation.
Have them include the
main house, slave
quarters, other buildings,
fields, and a river.
Read More
About It
Your students might

enjoy reading Christmas
in the Big House,
Christmas in the
Quarters by Patricia and
Fredrick McKissack.
NYSTROM

92
Name ____________________________________________
20a

A
Closer
Look
Plantation Life
Use The Nystrom Atlas of Our Countrys History to help you complete a
map of a Southern rice plantation.
Atlas
colored pencils
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1. A plantation was a homesometimes to hundreds of people.

a. In the map key on Activity Sheet 20b, color the box for House brown.
b. The plantation owner and his family lived in the main house. This
house was often a mansion with many rooms. On the map, color
the main house brown.
c. This plantation had about 250 slaves. Slaves lived in slave quarters.
Their houses were often small, one-room cabins. This map shows
the slave quarters near the main house. Color them brown.
d. Some slaves worked in the main house. They cleaned the house,
served meals, and cared for the plantation owners children. To
show that slaves worked there, write SW on the plantation house.
SA
2. A plantation was also a farm. This plantation grew rice as its basic cash
crop. It also grew fruits, vegetables, herbs, and grains. Horses, cows,
chickens, sheep, and pigs were raised too.
a. Look at map A on page 30 of the Atlas. Which colonies had rice
plantations?
________________________________
____________________________________
________________________________
b. In the map key on Activity Sheet 20b, color the box for Field green.
c. On the map, color the rice fields and the garden green.
d. Most slaves on a plantation were field hands. They worked in the
rice fields and the gardens. Label each of these places SW.
fo
3. A plantation was a small community with its own chapel and workshops.
a. In the map key, color the box for Public building purple and the
box for Workshop gray.
b. On the map, color the chapel purple.
c. Color the blacksmith shop, smokehouse, and rice mill gray.
d. Slaves worked in these workshops. Label all gray buildings SW.
4. Plantations were often located along rivers. Rivers were important
transportation routes. They transported people and supplies to the
plantation and took cash crops to market. Rivers were also needed to
flood rice fields and power rice mills.
a. In the map key, color the box for River and Pond blue.
b. On the map, color the river and pond blue.
NYSTROM

93
Name ____________________________________________
20b
Plantation Life
Atlas
colored pencils
See Activity Sheet 20a for instructions for coloring the map.
Do
ck
ill
ice
Po
nd
er
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Ri
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a
Ch
us
ai
Ho
av
Sl
ac
ith
ks
SA
er
rt
ua
Bl
ns
de
r
Ga
o
eh
ok
Sm
ds
ce
Ri
e
us
el
Fi
Plantation
House
fo
Field
Public building
1/4 mile
Workshop
River and Pond
SW
Places where
slaves worked
This map only shows a small part of the plantation. Work with a partner or a group to
map the rest of the plantation. Cut out this map. Paste it on a 22" x 25" sheet of paper.
Add fields, pastures for animals, and slave quarters. Extend the river and the roads.
NYSTROM

94
Lesson
21
Teaching
Describe ways Europeans became indentured servants.
Objectives
1. Pose the following situation to the class:
Lets say you live in Europe. Youve heard wonderful stories
about the new colonies in the Americas.
You really want to go there, but you have no money.
How would you get to the Americas? (work hard, save up

money, work on a boat)
Would you consider selling yourself as a temporary slave?
2. Write indentured servant on the board. Then explain:
In the 1600s and 1700s, thousands of people did just that.

They became indentured servants.
In fact, over half of all European immigrants at that time

came to the Americas as indentured servants.
In exchange for transportation to the colonies, these people

signed contracts agreeing to work for a master.
While they were indentured servants, they werent allowed to

marry or have children.
SA

Describe ways
Europeans became
indentured servants.
Describe how Africans
became slaves.
Compare indentured
servants and slaves.
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Materials

Activity Sheets
21a21d,
Indentured Servants
and Slaves
Activity Globes
Activity Maps
Map Markers
But their contracts usually lasted just 47 years. When the

contracts were up, they were set free.
Heres a Tip!
Globes, Activity Maps, and Map Markers to the groups. Have
students turn their Activity Maps to the World side.
Draw the Venn diagram

from Activity Sheet 21d
on the board.
Heres an
Interesting Fact
Describe how Africans became slaves.

5. Write slave on the board.
a. Then explain:
In the 1600s and 1700s, hundreds of thousands of Africans

were brought to the colonies as slaves.
fo
They didnt sign contracts. They were forced into slavery.
Slaves werent allowed to marry. However, they did have

children.
Like indentured servants, slaves were bought and sold.
Slaves were slaves forever. Only a few were set free.
The first Africans

brought to our country
were sold as indentured
servants, not slaves.
In 1619 a Dutch ship
brought about 20
Africans to Jamestown.
These African indentured
servants were eventually
freed. Some even went
on to own land and buy
slaves.
b. Have students look at picture D on page 31 of the Atlas. Ask a

student to read the caption aloud.
NYSTROM

95
Lesson
21
Compare indentured servants and slaves.

a. Point out the three sections of the Venn diagram.
b. Show students how to write a word or phrase from the Word
Bank on Activity Sheet 21c in the appropriate section of the
Venn diagram.
8. Give students time to complete Activity Sheet 21d.
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Answers
4a. Africa
6a. households, indigo plantations, rice plantations, tobacco

plantations, wheat farms, workshops, merchant ships
SA
Indentured Servants
convicts
kidnapped
women
Europeans
men
contract
all 13 colonies
free in 47 years
Read More
About It
never free
households
trades
farms
plantations
prisoners of war
hard labor
no pay
poorly treated
escaped
fo
children
came by boat
Africans
Slaves
Answers will vary. Students may give the following reasons: to get
something they really want and cant afford, because 47 years is

not that long, to find a better lifeespecially if the person is poor.
Your students might

enjoy reading Molly
Bannaky by Alice McGill.
NYSTROM

96
Name ____________________________________________
21a

Use The Nystrom Atlas of Our Countrys History to help you learn more
about indentured servants and slaves.
Atlas
Activity Globe
Activity Map
Map Marker
1. In the 1600s and 1700s, thousands of Europeans and Africans

came to the British colonies as indentured servants and slaves.
a. Give the World Activity Map or Globe a title. Across the top of the
map or near the North Pole on the Globe, write INDENTURED
SERVANTS AND SLAVES.
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b. Look at map B on page 31 of the Atlas. Find Europe, Africa, and

the British Colonies.
c. On your Activity Map or Globe, outline Europe.
d. Also outline Africa.
e. Now outline the British Colonies.
f. West of the colonies, write 13 COLONIES.
SA
2. Indentured servants agreed to work for 47 years in

exchange for transportation to the colonies.
a. Some indentured servants came from Africa, but
most came from Europe. On your Activity Map or
Globe, from Europe to the colonies, draw an arrow.
b. Label the arrow INDENTURED SERVANTS.
c. Indentured servants traveled to America in dirty,
crowded boats. Some died on these boats. On the
arrow, draw a boat symbol
.
fo
3. Many different types of people

became indentured servants.
a. About 30,000 male and
female criminals and
people who could not
pay their debts were sent
to the colonies from England.
They were forced to work as indentured
servants. On your Activity Map or Globe, in
Europe, write CONVICTS.
b. Jobless, homeless, hungry women also came to
America as indentured servants. In Europe, add
POOR WOMEN.
c. Twelve- to 18-year-olds were also kidnapped and sold as indentured
servants in America. In Europe, add KIDNAPPED CHILDREN.
NYSTROM

97
Name ____________________________________________
21b
4. Slaves were brought to America against their will.

a. Look at map B on page 31 of the Atlas. On which continent
were the homelands of slaves? ____________________________
b. On your Activity Map or Globe, draw an arrow from western
Africa to the colonies.
c. Label the arrow SLAVES.
d. Slaves traveled to America in extremely dirty,
crowded boats. Many died on these boats.
On the arrow, draw a boat symbol
.
Atlas
Activity Globe
Activity Map
Map Marker
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5. Many different types of people were forced

into slavery.
a. Many men, women, and children
were kidnapped. They were taken
from their families and villages. On
your Activity Map or Globe, in Africa,
write KIDNAPPED PEOPLE.
b. Some were prisoners of war. They were captured by their enemies
and sold as slaves. In Africa, add PRISONERS OF WAR.
c. Some were criminals or people who could not pay their debts. In
Africa, add CONVICTS.
SA
6. There were slaves and indentured servants in all 13 colonies. Slaves and
indentured servants both worked at the same types of jobs. Most
worked without pay.
a. Look at map A on page 30 of the Atlas. Where did slaves work?
________________________________
____________________________________
________________________________
____________________________________
________________________________
____________________________________
fo
________________________________
b. Some female slaves and indentured servants worked in the homes of
their masters. They cooked, cleaned, and mended clothing. West of
the colonies, draw a household symbol
.
c. Some female and most male slaves and indentured servants worked
on farms and plantations. West of the colonies, draw a farm symbol
and a plantation symbol
.
d. Some slaves and indentured servants worked in workshops. They
built furniture, worked as blacksmiths, or laid bricks. In fact, some
children worked as apprentices. Apprentices were taught a trade by
a master. West of the colonies, draw a workshop symbol
.
NYSTROM

98
Name ____________________________________________
7. Life was difficult for slaves and indentured servants. Hours were
long. Work was hard. And some masters were cruel. Some slaves
and indentured servants were sold to new mastersaway from
their friends and family.
a. Some slaves and indentured servants tried to escape. On your
Activity Map or Globe, draw an arrow north from the colonies.
b. If they were caught, they were returned to their masters. As
punishment, slaves might be whipped or kept in chains. Indentured
servants might be expected to work for extra years. Draw an arrow
back to the colonies.
21c
Atlas
Activity Globe
Activity Map
Map Marker
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8. While indentured servants were eventually freed, most slaves were not.
a. After roughly 4 to 7 years, indentured servants earned their freedom.
They were free to work for themselves. On your Activity Map or
Globe, below INDENTURED SERVANTS, write FREE IN 47 YRS.
b. A few slaves were freed by their masters. But most slaves were slaves
for the rest of their lives. Below SLAVES, write NEVER FREE.
SA
9. Use the words and phrases from the word bank below in the diagram on
Activity Sheet 21d.
a. If the word or phrase describes
Indentured
only indentured servants,
Servants
write it in the Indentured Servants
men
circle.
a.
b. If the word or phrase describes
Slaves
Indentured
Servants
only slaves, write it in the Slaves circle.
c. If the word or phrase describes both
indentured servants and slaves, write
Indentured
b.
it in the space where the
Servants
two circles overlap.
men
fo
c.
Europeans
Africans
contract
convicts
prisoners of war
kidnapped
men
NYSTROM
men
Slaves
Slaves
Word Bank
women
children
came by boat
all 13 colonies
households
farms
trades
plantations
hard labor
no pay
poorly treated
escaped
free in 47 years
never free

99
Name ____________________________________________
21d
Atlas
Activity Globe
Activity Map
Map Marker
Pulling It Together
Use the information from the Atlas, your Activity Map or Globe, and
Activity Sheets 21a21c to complete the diagram below. See Activity
Sheet 21c for directions.
fo
SA
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Indentured Servants
Slaves
Why do you think a person might have considered becoming an indentured
servant? Write a paragraph giving at least two reasons.
NYSTROM

100
Lesson
22
Triangles of Trade
Teaching
Identify the main exports of each region.
Objectives
1. Describe trade in the colonial era.
By 1750 Western Europe was industrialized. It produced
manufactured, or finished, goods.
These goods were exported to other regions that could not

manufacture the goods themselves.
The 13 colonies and the West Indies produced raw materials,

foodstuffs, and cash crops that other regions were unable to
grow.
West Africa exported slaves and gold.

Identify the main
exports of each
region.
Describe the trade
relationship between
regions.
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Materials
2. Divide the class into six groups. Hand out Activity Sheets 22a22b,
students turn to the World side of the Activity Map.
3. As a class, complete step 1 on Activity Sheet 22a.
Check to make sure that the groups have labeled the four regions
correctly.
SA
4. Then give the groups time to complete steps 25 on their activity

sheets.
Describe the trade relationship between regions.
5. Explain the trade relationships that developed between regions.

a. Say to the class:
Africa, Europe, the 13 colonies, and the West Indies became

dependent on goods from each other.
Trade helped their economies grow.
b. Give the groups time to complete their activity sheets.

Activity Sheets
22a22d,
Triangles of Trade
Activity Globes
Activity Maps
Map Markers
ball of string
scissors
Heres a Tip!
Duplicate and cut apart
the Trading Cards on
Activity Sheets 22c22d.
If you have a large class,
you may want to have
two separate groups of
students do the string
activity.
6. Have students complete the Trading Cards.
fo
a. Give each student a Trading Card from Activity Sheets 22c22d.

b. Explain how to fill in the Trading Card.
First you need to write down the name of the region that
exports your product. (On the slave cards, that information
has been filled in.)
Then list the people or goods that your region wants.
c. Give students time to complete their cards.

7. In an open area of the room, have students sit on the floor in four
geographic groupsbased on the region their products or slaves
come from.
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101
Lesson
22
One student offers the product or slaves on his or her

Trading Card by saying, I have _____ to trade.
Another student from a different region calls out, We want

your product. This should be based on your Trading Card.
The first student holds on to the end of the ball of string

and rolls the ball to that region.
That region grabs the string and offers to sell one of its
products.
The group then rolls the string to the region that wants it.
Trading continues until there is a complex network of string.
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Trading Card
Concentration
8. Describe how to play the Triangles of Trade game.
9. Collect and review Activity Sheets 22a22b and the Trading Cards.
Clean and collect materials using your own procedure or one
suggested on page xi.
Have students place a

set of completed Trading
Cards facedown on a
desk. Have them turn
over two cards. If the
product on one card is
something the region on
the other card wants,
the cards are a match.
Answers
2b. Tobacco, indigo, rice, rum, grain

3b. Cloth, iron, tools, weapons
4a. Slaves, gold
SA
5a. Sugar, slaves
Trading Card
Cloth
Region:
Trading Card
Iron
Region:
Western Europe
___________________________
Your region wants:
Trading Card
Tools
Region:
Western Europe
__________________________
Your region wants:
Western Europe
__________________________
Your region wants:
tobacco
__________________________
tobacco
__________________________
indigo
___________________________
indigo
__________________________
indigo
__________________________
rice
___________________________
rice
__________________________
rice
__________________________
rum
___________________________
grain
___________________________
sugar
___________________________
rum
__________________________
grain
__________________________
sugar
__________________________
rum
__________________________
grain
__________________________
sugar
__________________________
Trading Card
Trading Card
Trading Card
Gold
fo
Slaves
West Africa
__________________________
Your region wants:
Region:
West Africa
__________________________
Your region wants:
13 Colonies
__________________________
Your region wants:
cloth
___________________________
cloth
__________________________
slaves
__________________________
iron
___________________________
iron
__________________________
gold
__________________________
tools
___________________________
tools
__________________________
weapons
___________________________
rum
___________________________
weapons
__________________________
rum
__________________________
Trading Card
Rum
Grain
Region:
13 Colonies
___________________________
Your region wants:
Region:
13 Colonies
__________________________
Your region wants:
13 Colonies
__________________________
Your region wants:
slaves
___________________________
slaves
__________________________
slaves
__________________________
gold
___________________________
gold
__________________________
gold
__________________________
sugar
___________________________
sugar
__________________________
sugar
__________________________
manufactured goods
__________________________
manufactured goods
__________________________
manufactured goods
__________________________
Trading Card
Trading Card
Trading Card
Indigo
Region:
Trading Card
Rice
Region:
tobacco
___________________________
Region:
Trading Card
Tobacco
Region:
13 Colonies
___________________________
Your region wants:
Slaves
Sugar
Region:
Region:
West Indies
__________________________
Your region wants:
West Indies
__________________________
Your region wants:
slaves
___________________________
slaves
__________________________
slaves
__________________________
sugar
__________________________
gold
___________________________
gold
__________________________
gold
__________________________
manufactured goods
__________________________
sugar
___________________________
grain
__________________________
grain
__________________________
manufactured goods
__________________________
Ads will vary. Students should describe the benefits of their
NYSTROM
products and appeal to the needs of their buyers.

102
Name ____________________________________________
22a
Triangles of Trade
Use The Nystrom Atlas of Our Countrys History to help you trace colonial
trade routes.
1. The 13 colonies (the British colonies), Western Europe, West
Africa, and the West Indies formed a Triangle of Trade.
a. Give your World Activity Map or Globe a title. Across the top of the
map, or near the North Pole on the Globe, write TRIANGLES OF
Atlas
Activity Globe
Activity Map
Map Marker
scissors
string
TRADE.
SA
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b. On map B on page 31 of the Atlas, locate the 13 colonies and the

West Indies.
c. On your Activity Map or Globe, outline the 13 colonies.
West of the colonies, write and underline
13 COLONIES.
d. Circle the islands in the Caribbean Sea.
South of them, write and underline
WEST INDIES.
e. Outline the continent of Europe. East
of Europe, write and underline
WESTERN EUROPE.
f. Outline Africa. In Africa,
write and underline
WEST AFRICA.
2. The 13 colonies produced and traded raw materials and food.

a. On your Activity Map or Globe, below the 13 COLONIES label,
write RAW MATERIALS and FOOD.
b. Look at map B on page 31 of the Atlas. Find the arrows starting at
the colonies. What raw materials and foods did Americans trade?
________________________________
________________________________
________________________________
________________________________
fo
________________________________
c. On your Activity Map or Globe, below 13 COLONIES, draw these
symbols: tobacco
, indigo
, rice
, rum
, and
grain
.
3. Western Europe produced and traded finished goods.

a. On your Map or Globe, below the WESTERN EUROPE label, write
MANUFACTURED GOODS.
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103
Name ____________________________________________
22b
b. Look at map B on page 31 of the Atlas. What finished goods

did Europeans trade?
________________________________
____________________
Atlas
Activity Globe
Activity Map
Map Marker
scissors
string
________________________________
____________________
c. On your Activity Map or Globe, below WESTERN EUROPE,
draw these symbols: cloth
, iron
, and tools
.
4. West Africa had two major exports.
a. Look at map B on page 31 of the Atlas. What did Africans trade?
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________________________________
________________________________
b. On your Activity Map or Globe, below WEST AFRICA, draw these
symbols: gold
and slaves .
5. The West Indies also had two major exports.
a. Look at map B on page 31 of the Atlas. What did the West Indies
trade?
________________________________
________________________________
b. On your Activity Map or Globe, below WEST INDIES, draw these
symbols: sugar
and slaves .
SA
6. All four regions played important roles in the Triangles of Trade.

a. The 13 colonies exported raw materials and food to Europe.
On your Activity Map or Globe, from the colonies to
Europe, draw an arrow.
fo
b. They also exported rum to Africa. From the

colonies to Africa, draw an arrow.
c. Europe exported finished goods to Africa.
From Europe to Africa, draw an arrow.
d. Both the 13 colonies and the West Indies
wanted African slaves and gold. Draw
arrows from Africa to both the 13 colonies
and the West Indies.
e. The West Indies exported sugar and slaves to the 13
colonies. From the West Indies to the colonies, draw an
arrow.
f. Each region depended on exports from the other regions. On your
Activity Map or Globe, trace a triangle of trade between three of the
regions.
Draw an ad for one of the exports traded in the Triangles of Trade. Try to
appeal to countries that are likely to buy your export.
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104
Name ____________________________________________
22c
Triangles of Trade
Use the Atlas, your Activity Map or Globe, and Activity Sheets 22a22b
to complete the Trading Cards below.
Atlas
Activity Globe
Activity Map
scissors
string
Trading Card
Trading Card
Trading Card
Cloth
Iron
Tools
Region:
Region:
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Region:
___________________________
Your region wants:
__________________________
Your region wants:
__________________________
Your region wants:
__________________________
__________________________
___________________________
__________________________
__________________________
___________________________
__________________________
__________________________
___________________________
__________________________
__________________________
___________________________
__________________________
__________________________
___________________________
__________________________
__________________________
Trading Card
Trading Card
Trading Card
Slaves
Gold
Indigo
SA
___________________________
Region:
West Africa
__________________________
fo
Your region wants:
Region:
Region:
__________________________
Your region wants:
__________________________
Your region wants:
___________________________
__________________________
__________________________
___________________________
__________________________
__________________________
___________________________
__________________________
__________________________
___________________________
__________________________
__________________________
___________________________
__________________________
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105
Name ____________________________________________
22d
Triangles of Trade
Use the Atlas, your Activity Map or Globe, and Activity Sheets 22a22b
to complete the Trading Cards below.
Atlas
Activity Globe
Activity Map
scissors
string
Trading Card
Trading Card
Trading Card
Rice
Rum
Grain
Region:
Region:
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Region:
___________________________
Your region wants:
__________________________
Your region wants:
__________________________
Your region wants:
__________________________
__________________________
___________________________
__________________________
__________________________
___________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Trading Card
Trading Card
Trading Card
Tobacco
Slaves
Sugar
SA
___________________________
Region:
Region:
___________________________
fo
Your region wants:
Region:
West Indies
__________________________
Your region wants:
__________________________
Your region wants:
___________________________
__________________________
__________________________
___________________________
__________________________
__________________________
___________________________
__________________________
__________________________
__________________________
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106
Lesson
23

Teaching
Make a timeline.
Objectives
1. Have students open The Nystrom Atlas of Our Countrys History to the
table of contents. Say to students:
Find the unit on Colonial America.
What years does it cover? (1600 to 1776)
Materials
Timeline Booklet
(from Lesson 15)
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a. Write 1600 at the far left side of the board and 1776 at the far
right.

Make a timeline.
timeline.
b. Now draw a line to connect the two dates.
c. Divide the timeline into centuries and decades.

d. Explain to the class:
This is a timeline. A timeline shows when events happen.
Heres a Tip!
The unit we just finished covers the years 1600 to 1776.
If students have not

made a Timeline Booklet
or have lost theirs, see
Lesson 15 for instructions and activity sheets.
SA
2. Let students know that they will add key events to the Timeline
Booklet they started in the first unit. Have students take out their
Timeline Booklets.
3. Have students open their timelines. Ask a few students to read key
events from their timeline that happened before 1600.
4. Review how to add an event to the timeline.

b. Show students how to find that same date. On the timeline on

the board, below and between 1600 and 1610, write 1607.
key date.
fo

key words.
e. On a timeline on the board, below 1607, model how to write

1590
1600
1610
1607
English
found
Virginia.

timeline.
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107
Lesson
23
There are four more key dates on pages 2431 of the Atlas.
timeline.

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Answers
SA

following events:
1607
English found Virginia.
1620
Pilgrims found Plymouth, Massachusetts.
1681
Penn founds Pennsylvania.
1732
Georgia becomes 13th colony.
1750
Slavery legal in all 13 colonies.
fo
Calculating Time
Use the dates on the

timeline in your math
lessons. For example,
have students determine
how many years passed
between the founding of
the first colony and the
thirteenth. Or have
them determine how
long New Netherland
was under Dutch control.
NYSTROM

108
Lesson
24
Teaching
Objective

colonial America.
Answers
1. a
2. b
5. d
8. c
6. a
9. c
New England
Colonies
Middle Colonies
al
ac
hi
an
ou
nt
SA
10. See map

review.
ns
7. b
4. a
Activity Sheets
24a24b,
Reviewing / Colonial
America
Heres a Tip!
ai
3. c
Materials
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3. Hand out Activity Sheets 24a24b to students. Read the instructions

to the class. Then give students time to complete the activity sheets.

Review what was
fo
Ap
Southern Colonies
At l a n ti c
Oce a n
Answers will vary. Students may mention slavery, indentured
servants, settlements, religions, plantations, specific colonies,

or land uses.
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109
Name ____________________________________________
24a

In the last seven lessons, you have learned about colonial America.
How much do you remember?
1. Colonists built settlements
a. along the Atlantic Ocean, bays, and rivers.
b. along mountain ridges.
c. in swamps.
d. in deserts.
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??
2. Which of the following was not one of the original 13 colonies?

a. North Carolina
c. New York
b. North Dakota
d. New Jersey
SA
3. Indentured servants
a. all came from Africa.
b. owned plantations.
c. worked until their contracts expired.
d. were all women.
4. In which colonial region were you most likely to find whaling?

a. New England Colonies
c. Southern Colonies
b. Middle Colonies
d. Western Colonies
fo
5. Which of the following was not true about Southern plantations?

a. They had slaves.
b. They were large farms.
c. They grew cash crops.
d. Most white Southerners lived on them.
6. In colonial America slaves
a. lived in all 13 colonies.
b. were always free after seven years.
c. only worked on plantations.
d. only lived in the Southern Colonies.
NYSTROM
111
Name ____________________________________________
7. The trading pattern of goods between the 13 colonies, Western

Europe, West Africa, and the West Indies was called
a. the Triple Alliance.
b. the Triangles of Trade.
c. the Four Step Plan.
Southern Colonies
d. the Board of Trade.
Presbyterian
227
Quaker
105
Other
186
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8. Look at the graph. Which religion

had the most houses of worship in
the Southern Colonies?
a. Baptist
b. Quaker
24b
c. Anglican
d. Presbyterian
Baptist
265
Anglican
336
Total Houses of Worship: 1,119
SA
9. How many Presbyterian houses of

worship were there in the Southern
Colonies?
a. 105
b. 1,119
c. 227
d. 336
fo
10. Add the following labels to

this map of Colonial America.
Appalachian Mountains
Atlantic Ocean
Middle Colonies
New England Colonies
Southern Colonies
What was life like in Colonial America?

List 10 words or phrases that describe
our country during this time period.
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112
Lesson
A New Nation, 1763 to 1810
25

Teaching
Preview the unit.
Objectives


Preview the unit.
maps, graphs, and
pictures.
a. Have students turn to pages 3233 of the Atlas. Ask a student

to read the title question aloud.
b. Also write What led to the Revolutionary War? on the
board.

Look at graph B. What goods did Great Britain tax to pay

for its war debts? List correct student responses on the
board, below the title question.
SA
Materials
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Activity Sheets
25a25b,
Introducing / A New
Nation
Heres a Tip!
review.
Look at picture C. What did the colonists do when the

British increased their control over the colonies? What was
the protest in the picture known as? List correct student
responses on the board, below the title question.

Atlas. Your job is to find answers to them.
Weve already answered the first question as a class. Add the

information to Activity Sheet 25a.
fo
NYSTROM

113
Lesson
25
Answers
Name ____________________________________________
Name ____________________________________________
25a

Atlas
Atlas
Atlas pages 3637
How did the United States get its start?

Although the colonies became the United States of America in 1776, the new
Atlas pages 3233
What led to the Revolutionary War?
25b
country did not have a government.

After the French and Indian War, Great Britain increased its control over the
colonies.
D Map
In 1788 the Constitution of the United States went into effecteven

B Graph
ratified
though not all the states approved, or ______________________________
it.
Great Britain taxed many goods that colonists depended on.
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The following states did not approve the Constitution until the Bill of
lead
________________________________
dice
____________________________
glass
________________________________
playing cards
____________________________
legal documents
____________________________
paper
________________________________
tea
________________________________
Rights was added to protect the rights of the people.
Colonists began to protest British actions. Some of those protests, such as
New York
____________________________
North Carolina
________________________________
Virginia
____________________________
Rhode Island
________________________________
imported paint
________________________________
newspapers
____________________________
molasses
____________________________
George Washington
In 1789 ___________________________________________
became the first
C Picture
President of the United States.
C Picture
Boston Massacre
the 1770 ____________________________________________,
turned violent.
Atlas pages 3839
How did settlers move west in the late 1700s?
In the late 1700s, Americans began settling west of the Appalachian
Atlas pages 3435
Where was the Revolutionary War fought?
Mountains.
All the colonies were involved in the Revolutionary War.
B Map
Most of the early battles of the Revolutionary War took place in the
B Map
Wilderness
Daniel Boone cleared the __________________________________
Road.
Appalachian
This was the first wagon trail across the _________________________
New England
__________________________________________
Colonies and the
Mountains.
Middle
________________________
Colonies.
rivers
Overland routes west were sometimes linked with ______________________.
C Map
Most of the later battles of the the Revolutionary War shifted to the
Southern
__________________________
Colonies.
Write a new caption for map A on page 36 of the Atlas.
SA
Yorktown
The last battle of the war was fought at ______________________________
in 1781, when the British surrendered.
NYSTROM
115
NYSTROM
116
Answers will vary. Students should mention the lands held by
Indians and the lands lost by Indians in their captions.
fo
Read More
About the Unit

stories about the
Revolutionary War and
pioneer life in your class
books listed on the tab
divider.
NYSTROM

114
Name ____________________________________________
25a

Atlas
Atlas pages 3233
What led to the Revolutionary War?

After the French and Indian War, Great Britain increased its control over the
colonies.
B Graph
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Great Britain taxed many goods that colonists depended on.

________________________________
____________________________
________________________________
____________________________
________________________________
____________________________
________________________________
____________________________
________________________________
____________________________
Colonists began to protest British actions. Some of those protests, such as
C Picture
SA
the 1770 ____________________________________________, turned violent.
Atlas pages 3435
Where was the Revolutionary War fought?
All the colonies were involved in the Revolutionary War.
B Map
Most of the early battles of the Revolutionary War took place in the
__________________________________________ Colonies and the
________________________ Colonies.
C Map
fo
Most of the later battles of the the Revolutionary War shifted to the
__________________________ Colonies.
The last battle of the war was fought at ______________________________

in 1781, when the British surrendered.
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115
Name ____________________________________________
25b
Atlas
Atlas pages 3637
How did the United States get its start?

Although the colonies became the United States of America in 1776, the new
country did not have a government.
D Map
In 1788 the Constitution of the United States went into effecteven

though not all the states approved, or ______________________________ it.
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The following states did not approve the Constitution until the Bill of
Rights was added to protect the rights of the people.
____________________________
________________________________
____________________________
________________________________
In 1789 ___________________________________________ became the first
C Picture
President of the United States.
Atlas pages 3839
SA
How did settlers move west in the late 1700s?
In the late 1700s, Americans began settling west of the Appalachian

Mountains.
B Map
Daniel Boone cleared the __________________________________ Road.

This was the first wagon trail across the _________________________
Mountains.
fo
Overland routes west were sometimes linked with ______________________.
Write a new caption for map A on page 36 of the Atlas.
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116
Lesson
26
Teaching
Identify causes and effects that led to the Revolutionary War.
Objectives
1. Have students turn to pages 3233 of The Nystrom Atlas of Our
Countrys History.
For many years, each British colony made its own rules and
laws.

Identify causes and
effects that led to the
Revolutionary War.
Make a protest poster.
After the French and Indian War, Great Britain increased its
control over the colonies.
Materials
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a. Explain that:
The British government began to tax goods that the

colonists needed from Great Britain. British troops were
also sent to occupy the colonies.
b. Point out chart B. Ask several students to read the chart and
its caption aloud. Then say to the class:
Whats something that you buy all the time?
How would you feel if you had to pay an extra dollar or two
every time you bought that item?
Colonists felt it was unfair that the British government taxed

items they depended on.
SA
Colonists protested and spoke out against British rule.
Many colonists refused to buy British goods and some even

attacked British officials.
2. Use the Atlas to show examples of colonial protest.
a. Have a student read aloud the caption for picture C.
b. Have another student read aloud the caption and the Boston
and Williamsburg call-outs for map D.
c. Explain that those were some of the British actions and the
ways colonists protested against British actions.

Activity Sheets
26a26b,
crayons or markers
Heres a Tip!
Project Activity Sheet
26a on an overhead
projector. Use it to lead
students through a
sample cause and effect.
Heres Another
Tip!
Find a poster from the
Revolutionary War to
show the class. Check
books, textbooks, and
Web sites.
fo
3. Have students work in pairs. Hand out Activity Sheet 26a to each
pair.
a. Explain the idea of cause and effect.
Many events cause other events to happen. British actions

caused colonists to protest.
Eventually these events led to the Revolutionary War.
b. Do the first cause and effect from Activity Sheet 26a on the
board. Have students follow along on their activity sheet.
c. Have students use the Atlas to complete the rest of Activity
Sheet 26a with their partner.
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117
Lesson
26
Make a protest poster.

4. Optional: show students a poster from the Revolutionary War.
Then ask:
What is this poster protesting?
What is the poster asking colonists to do?
5. Hand out Activity Sheet 26b to your students.

a. Have students use their Atlas and Activity Sheet 26a to decide
which British action they want to protest against.
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b. Then give students time to create their posters using crayons or

markers.
Answers
CAUSE
EFFECT
Patrick Henry speaks out

Patrickthe
Henry
leads
against
Stamp
Act.
opposition to
the Stamp Act.
Stamp Act
The British government taxes

newspapers, dice, playing
cards, and legal documents.
page 33 map D
SA
Great Britain sends troops

to occupy the colonies.
British troops
are present
in Boston.
page 32 picture C
Boston Massacre
Colonists protest British

occupation of the colonies.
British troops kill five
colonists during the protest.
Tea Act
Boston Tea Party

protests
the Tea Act.
The British government gives

special advantages to the
British East India Company
in selling tea.
page 33 map D
Townshend Act taxes

imported paint, lead,
glass, paper, and tea.
Boycotts
Colonists refuse to buy

British products that are
taxed, such as paint, lead,
and glass.
page 32 chart B
fo
Activity Sheet 26b
Posters will vary. Each poster should have a protest and a call to
action.
Answers will vary. Students should mention a specific British
action and at least one type of protest.
Make a Quote
Poster
Have students find

famous quotes from this
time period. Have them
create additional protest
posters using the quotes
as slogans for the Patriot
cause.
NYSTROM

118
Name ____________________________________________
26a
A New Nation, 1763 1o 1810
Use The Nystrom Atlas of Our Countrys History to learn about the events
that led up to the Revolutionary War.
CAUSE
Atlas
crayons or markers
EFFECT
Patrick Henry speaks out

against the Stamp Act.
Stamp Act
The British government taxes
newspapers, dice, playing
cards, and legal documents.
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page 33 map D
Great Britain sends troops

to occupy the colonies.
Boston Massacre
Colonists protest British

occupation of the colonies.
British troops kill five
colonists during the protest.
SA
page 32 picture C
Tea Act
The British government gives

special advantages to the
British East India Company
in selling tea.
page 33 map D
fo
Boycotts
Colonists refuse to buy

British products that are
taxed, such as paint, lead,
and glass.
page 32 chart B
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119
Name ____________________________________________
26b
Use the information from the Atlas and Activity Sheet 26a. Choose a
British action to protest. (See the causes on Activity Sheet 26a.) Then
draw a protest poster below. Your poster should protest the British
action and ask the colonists to do something about it.
fo
SA
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Atlas
crayons or markers
Choose another British action from the Atlas. Write a short paragraph about
why you think it would cause the colonists to protest. Include at least one
way colonists might have protested that action.
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120
Lesson
27
Teaching
Define Patriots and Loyalists.
Objectives
1. Introduce the lesson by talking about the Declaration of
Independence.
a. Ask students to find and read the key date on page 33 of The
Nystrom Atlas of Our Countrys History.
b. Then ask the class:
What happened in 1776? (The Declaration of
Independence, colonists proclaimed they were no longer
under British rule.)
Do you think all colonists wanted to be independent?
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c. Explain to students:
The Declaration of Independence was adopted by the

Second Continental Congress.
But some members of the congress didnt want

independence. These members were replaced.
Even with new members, the Declaration of Independence

wasnt approved by everyone. A few members of the
congress refused to sign it.
SA
2. Have students look at graph A on page 34 of the Atlas. Then ask:

Define Patriots and
Loyalists.
Locate areas of
colonist loyalties.
Compare Patriots,
Loyalists, and neutral
colonists.
Patriots wanted independence. What percent of the

colonists were Patriots? (40%)
Loyalists did not want independence. What percent of the

colonists were Loyalists? (20%)
What percent were neutralthey didnt take a side? (40%)

Activity Maps, and Map Markers to the pairs.

Activity Sheets
27a27d,
Declaring
Independence
Activity Maps
Map Markers
Heres an
Interesting Fact
Not all Loyalists were
European colonists.
Many were slaves, free
blacks, and Native
Americans.
Loyalists living in the
colonies during the
Revolutionary War were
often harassed. Many
lost their property and
some were even tarred
and feathered.
fo
Have students hold up their maps when they are finished. Check
to make sure they have marked the colonial regions correctly.
Materials
Locate areas of colonist loyalties.

5. Give students time to complete steps 312.
6. Then say to the class:
Which colonial region seemed like it would have the largest

Loyalist population? (Southern)
Did any colony outside the South seem like it might have a
large Loyalist population? (New York)
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121
Lesson
27
New York had more Loyalists than any other colony. Some
estimate that half its population supported the king.
Compare Patriots, Loyalists, and neutral colonists.

Give students time to complete the activity sheet.
Answers
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1e. Loyalists
1f. Neutral
1g. Patriots
3a. Falmouth, Portsmouth, Newport, New York City, Annapolis,

Baltimore, Wilmington, Charles Town, or Savannah
6b. New York, Maryland, North Carolina, South Carolina, Georgia
10b. Massachusetts, Pennsylvania, Virginia
SA
11b. New Hampshire, Pennsylvania, New Jersey, North Carolina
Patriots
Who were they?
colonists who wanted

independence from
Great Britain
Loyalists
Which colonies had

more Patriots?
Who were they?
Massachusetts,
Pennsylvania, Virginia
What percent of the

40
population were they? __________%
colonists who supported

the British government and
did not want independence
Which colonies had

more Loyalists?
New York, Maryland, North Carolina,

South Carolina, Georgia
What percent of the

20
Neutral
Who were they?
colonists who did not take a side
fo
Which colonies had more

neutral colonists?
New Hampshire, Pennsylvania,

New Jersey, North Carolina
What percent of the
40
Research Famous
Patriots
Assign students famous

Patriots. Have them
each write a 1-page
report on their person.
Then assemble the
reports into a class book
of Patriots.
NYSTROM
Answers will vary. Students may mention that merchant Loyalists
depended on trade with Great Britain. Anglican Loyalists had a

religious connection to Great Britain. Other Loyalists may have
liked their country the way it was and didnt want change.

122
Name ____________________________________________
27a
Use The Nystrom Atlas of Our Countrys History to learn how colonists felt
about seeking independence from Great Britain.
During the Revolutionary War, not all colonists wanted
independence from Great Britain.
a. Fold your Activity Map in half, so that only the eastern half of the
United States is showing.
b. Give your Activity Map a title. Across the top of the map, write
DECLARING INDEPENDENCE.
c. Add a map key to the Activity Map. In the Gulf of Mexico, draw a
large box.
d. At the top of the box, write MAP KEY.
e. Look at graph A on page 34 of the Atlas. Which colonists supported
the British government and did not want independence?
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1.
Atlas
Activity Map
Map Marker
________________________________
f. Which colonists did not take sides?
________________________________
g. Which colonists wanted independence?
SA
________________________________
fo
2. Patriots, Loyalists, and neutral colonists lived throughout the colonies.

a. The Proclamation Line of 1763 was the western boundary for many
of the colonies. Turn to map D on page 33 of the Atlas. Use your
finger to trace the Proclamation Line of 1763.
b. On your Activity Map, draw the Proclamation Line of 1763 with a
dashed line.
c. Along the eastern boundary of New York, draw a solid line.
d. East of the solid line and along the Proclamation Line, write
NEW ENGLAND.
e. Along the northern and eastern boundaries of Maryland, draw
another solid line.
f. Between the two solid lines and along the Proclamation Line, write
MIDDLE COLONIES.
g. South of the Middle Colonies and along the Proclamation Line,
write SOUTHERN COLONIES.
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123
Name ____________________________________________
27b
3. Loyalists were devoted to Great Britain and the king. They felt the
colonies could work out their problems with Great Britain.
a. People who lived in large cities were often Loyalists. Look at
map D on page 33 of the Atlas. Name two cities that were
Loyalist cities.
Atlas
Activity Map
Map Marker
________________________________
________________________________
b. Use map D to locate the Loyalist cities. Then, on the Activity Map,
mark all 12 Loyalist cities with a L.
c. On your Activity Map, in the map key, write L = LOYALIST.
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4. Many Loyalists in these cities were wealthy merchants or shop owners.

a. On map B on pages 25, 27, and 29 of the Atlas, look for crafts and
shops symbols near Loyalist cities.
b. On your Activity Map, label each of these cities with another L.
SA
5. Loyalists often were members of the Anglican church. Another name

for Anglican was the Church of England.
a. Turn to map D on page 23 of the Atlas. Identify any colonies in
which Anglican was the official religion.
b. On your Activity Map, label any colonies in which Anglican was the
official religion with another L.
6. While there were Loyalists in every colony, some colonies had more
Loyalists than others.
a. Count the number of Loyalist symbols L in each colony.
b. Which colonies had three or more Loyalist symbols L?
________________________________
________________________________
________________________________
________________________________
________________________________
fo
7. Patriots wanted to break away from Great Britain and form their own
country.
a. Look at map D on page 33 of the Atlas. Use your finger to trace the
Patriot areas.
b. Every colony had Patriots. On your Activity Map, mark every colony
with P for Patriot
c. In your map key, write P = PATRIOT.
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124
Name ____________________________________________
27c
8. Patriots protested against the British government and its taxes.

a. Look again at map D on page 33. Find the three cities that
had major Patriot actions. Read the callouts.
b. On your Activity Map, label each of these Patriot actions with
another P.
c. Look at picture C on page 32. Identify the city where this
Patriot protest took place.
d. Then, on your Activity Map, label this city with another P.
Atlas
Activity Map
Map Marker
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9. The Scots-Irish tended to be Patriots. The Scots-Irish usually lived in

rural areas. Many of them were members of the Presbyterian church.
a. Look at map C on page 23. Find colonies settled by the Scots-Irish.
b. On your Activity Map, label each of these colonies with another P.
10. While there were Patriots in every colony, some colonies had more
Patriots than others.
a. Count the number of Patriot symbols P in each colony.
b. Which colonies had three or more Patriot symbols P?
________________________________
________________________________
SA
________________________________
11. Many colonists refused to take a side in the revolution. They didnt
support the Patriots or the Loyalists. They were neutral.
a. Look at map D on page 33. Point to colonies that had neutral areas.
b. Which colonies had neutral areas?
________________________________
________________________________
________________________________
________________________________
c. On your Activity Map, mark these colonies with an N.
d. In your map key, write N = NEUTRAL.
fo
12. The Patriots won the Revolutionary War. At the end of the war, more
than 70,000 Loyalists left the new United States and moved to British
North America.
a. North of the United States, write BRITISH NORTH AMERICA.
b. Look at your list of Loyalist colonies in step 6. From each of these
colonies to British North America, draw an arrow. Label each arrow L.
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125
Name ____________________________________________
27d
Atlas
Activity Map
Map Marker
Pulling It Together
Use the information from the Atlas, your Activity Map, and Activity
Sheets 27a27c to fill in the shapes below.
Patriots
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Who were they?
Loyalists
Which colonies had

more Patriots?
Who were they?
What percent of the

SA
Which colonies had

more Loyalists?
What percent of the

Neutral
Who were they?
fo
Which colonies had more

neutral colonists?
What percent of the

Why do you think the Loyalists did not want independence from Great Britain?
Write a short paragraph explaining your answer.
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126
Lesson
28

Teaching
Identify patterns in the Revolutionary War.
Objectives
1. Explain to the class:
During the Revolutionary War, the Patriots faced many
disadvantages.
Great Britain had well-trained and well-equipped soldiers.

The Patriots did not have an army or a navy, only
militiamen. (Militiamen were citizens who were trained to
fight in an emergency.)
Twenty percent of the colonists were loyal to Great Britain.

These American Loyalists fought on the side of the British.

Identify patterns in
the Revolutionary
War.
Write a list poem
about the war.
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Some Native Americans and slaves also fought for the

British. (The British promised slaves their freedom and
Native Americans their land.)
Great Britain also hired professional German soldiers, called

Hessians, to help fight the Patriots.

SA
3. Have students complete steps 12 on Activity Sheet 28a.
When they are finished, have students hold up their maps. Check
on the locations of the three colonial regions.
4. Then give students time to complete steps 39 on their activity
sheets.
Materials

Activity Sheets
28a28d,
Revolutionary War
Battles
Activity Maps
Map Markers
Heres a Tip!
Write the list poem
below on the board or
on a transparency.
Beside it, write the
instructions for the
poem.
5. When they are finished, explain that:
Later in the war, the Patriots gained the upper hand.
France and Spain joined the Patriots in fighting the British.
Patriot soldiers had the advantage of fighting on familiar

land and could retreat out of reach from the British.
The Patriots did not have to supply an army across an ocean.
fo
Write a list poem about the war.

6. Hand out Activity Sheet 28d. Tell students they will create their
own poem about the Revolutionary War.
7. Give students information on the poem.
a. First read the sample poem aloud.
NYSTROM
Soldiers
Patriot and British
Shoot, fight, attack
In rain and snow
Soldiers
127
Lesson
28
b. Then explain the poem format. As you describe each line,

point to the appropriate line in the sample poem.
Line 1: One noun (a person, place or thing) related to the
Revolutionary War
Line 2: Two adjectives (words that describe the noun)
Line 3: Three verbs or action words associated with the
noun
Line 4: A prepositional phrase about the noun
Line 5: One noun (same as Line 1)
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8. As a class, brainstorm words about the American Revolution. List

them on the board, under the headings Nouns, Adjectives,
Verbs, and Prepositions. Some nouns include: war, soldiers,
British, Patriots, colonists, battles (or specific battles), revolution,
slaves, Native Americans, George Washington.
9. Give students time to complete Activity Sheet 28d.
Sing About It
Answers
3b. British
3c. Patriots
SA
Research Revolutionary
War songs. Find songs
from both the British
and the Patriots. For
example, a British army
band reportedly played
the song The World
Turned Upside Down
during the surrender at
Yorktown. Learn the
songs as a class.
5. New England Colonies, Middle Colonies

7. Southern Colonies
8d. Patriots
9a. 10,000
9b. 25,700
Activity Sheet 28d
Uniform Pros and

Cons
fo
Have students research

the uniforms worn by
the British soldiers and
the Patriot militiamen.
For example, the British
wore red wool jackets
while the militiamen
wore clothes they used
everyday. Have them
draw the soldiers in their
uniforms. Then have
them discuss the pros
and cons of both
uniforms.
NYSTROM
Poem: Poems will vary. Students should describe some aspect of

the Revolutionary War and follow the basic poem format.
Answers will vary. Students may mention that the Patriot soldier
felt happy, while the British soldier was disappointed. Both

soldiers might be glad the war is over and happy to go home.

128
Name ____________________________________________
28a

Use The Nystrom Atlas of Our Countrys History to learn about the battles
of the Revolutionary War.
Atlas
Activity Map
Map Marker
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1. The search for independence led to a full-scale war between

American Patriots and Great Britain.
a. Fold your Activity Map in half, so that only the eastern half of the
b. Give your Activity Map a title. Across the top of the map, write
REVOLUTIONARY WAR BATTLES.
c. Give your Activity Map a map key. In the Gulf of Mexico, draw a
large box.
d. Across the top of the box, write MAP KEY.
SA
2. During the Revolutionary War, battles were fought throughout the

colonies.
a. Look at map B on page 34 of your Atlas. Use your finger to outline
the 13 colonies.
b. Then, on your Activity Map, use your Map Marker to outline the 13
colonies.
c. Along the eastern boundary of New York, draw a dotted line.
d. Along the northern and eastern boundaries of Maryland, draw
another dotted line.
e. West of the colonies, from north to south, label the three regions
NEW ENGLAND COLONIES, MIDDLE COLONIES, and SOUTHERN
COLONIES. (If you need help, see pages 2429 of the Atlas.)
fo
3. The first battles of the war took place near Boston, Massachusetts.
a. In April of 1775, British troops and Patriot militiamen fought battles
at Lexington and at Concord. On map E on page 33 of the Atlas,
locate these two battles.
b. Who won the battle at Lexington? __________________________
c. Who won the battle at Concord? ____________________________
d. On your Activity Map, off the coast of Massachusetts, write
LEXINGTON and CONCORD.
e. The next battle occurred in the hills overlooking Boston. In June of
1775, the British and Patriots fought the Battle of Bunker Hill. This
was the bloodiest battle of the entire war. Roughly 1,400 were killed
or wounded. On map B on page 34 of the Atlas, find this battle.
f. On your Activity Map, below LEXINGTON and CONCORD, write
BUNKER HILL.
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129
Name ____________________________________________
28b
Atlas
Activity Map
Map Marker
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4. Great Britain hoped that the rebellion would end if the Patriots in
the North were defeated.
a. On your Activity Map, in the map key, write and underline
17751777.
b. Below that, write
P = PATRIOT VICTORY.
c. Look at map B on page 34 of your Atlas. In the map key, find
the symbol for Patriot victory.
d. On map B, point to the Patriot victories.
P symbol.
e. On your Activity Map, mark each Patriot victory with a
f. In the map key, write
B = BRITISH VICTORY.
g. In the Atlas, on map B, in the map key, find both symbols for British
victory.
h. On map B, point to the British victories.
B
i. Then, on your Activity Map, mark each British victory with a
symbol.
5. Look at your Activity Map. Most of the early battles of the
Revolutionary War were fought in two regions. Which regions?
___________________________________
________________________________
fo
SA
6. The British were unsuccessful in ending the Patriot rebellion. In 1778

Great Britain concentrated on winning the South. British leaders
believed that most southern colonists were loyal to the king.
a. On your Activity Map, in the map key, write and underline
17781781.
b. Below that, write
LP = LATER PATRIOT VICTORY.
c. Look at map C on page 35 of your Atlas. In the map key, find both
symbols for Patriot victory.
d. On map C, point to the Patriot victories.
LP symbol.
e. On your Activity Map, mark each Patriot victory with a
f. In the map key, write
LB = LATER BRITISH VICTORY.
g. In the Atlas, on map C, in the map key, find both symbols for British
victory.
h. On map C, point to the British victories.
LB
i. Then, on your Activity Map, mark each British victory with a
symbol.
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130
Name ____________________________________________
28c
7. In which colonial region were most of the later battles of the

Revolutionary War fought?
___________________________________
Atlas
Activity Map
Map Marker
8. The Battle of Yorktown marked the end of the war.

a. Look at picture D on page 35 of the Atlas. Read the caption.
b. Then, on map C, find the Battle of Yorktown.
c. On the Activity Map, next to the battle symbol, write YORKTOWN.
d. Who won the Revolutionary War? __________________________
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9. By the time the war was over, thousands of soldiers from both sides were
dead. Some died in battle. More died in their own military camps from
disease or the cold weather, or in British prisons.
a. Look at graph E on page 35 of the Atlas.
How many British lost their lives in the war? __________________
b. How many Patriots lost their lives in the war? ________________
fo
SA
10. Use the information from the Atlas, your Activity Map, and Activity
Sheets 28a28c to write a poem about the Revolutionary War. Write
your poem on Activity Sheet 28d, following the directions below.
NYSTROM
Line 1: Write one noun (a person,

place, or thing) related to the
Revolutionary War.
Line 2: Write two adjectives (words
that describe the noun).
Line 3: Write three verbs or action
words associated with the noun.
Line 4: Write a prepositional phrase
about the noun.
Line 5: Write the same noun you used
on Line 1.

131
Name ____________________________________________
28d
Atlas
Activity Map
Map Marker
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Pulling It Together
_____________________________________________
__________________________________
and
__________________________________
SA
___________________________ , ___________________________ , ___________________________
__________________________________________________________________
fo
_____________________________________________
Imagine you are a Patriot soldier. Write two sentences describing how you
felt at the end of the Revolutionary War. Then imagine you are a British
soldier. Write two sentences describing how you felt at the end of the war.
NYSTROM

132
Lesson
29
The New Frontier

Teaching
Identify the new frontier in the late 1700s.
Objectives
1. Discuss the West in the late 1700s.
a. Have students look at map A on page 38 of The Nystrom Atlas of
Our Countrys History. Ask them to use their fingers to outline
land viewed as part of the West by most Americans in the late
1700s.
b. Explain that:

Identify the new
frontier in the late
1700s.
Map the Wilderness
Road.
Describe events that
changed the new
frontier.
This area was considered the new West or new frontier.
During the late 1700s, the population in the colonies

increased while the amount of available farmland decreased.
Both investors and colonists wanted more land.
Materials
They became interested in land west of the Appalachian

Mountains.

Activity Sheets
29a29d,
The New Frontier
Raised Relief Maps
Activity Maps
Map Markers
United States wall
map (optional)
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SA
Map the Wilderness Road.
4. Discuss the origin of the Wilderness Road.
In 1775 Richard Henderson, a judge from North Carolina,

bought land in Kentucky to start a new settlement.
But there wasnt an easy way to get to his land.
How would you get from the colonies east of the

Appalachians to Kentucky? (over the mountains, across
Pennsylvania and down the Ohio River, along the Atlantic
and gulf coast to the Mississippi River and then up the
Mississippi to the Ohio River) Optional: map each of these
routes on a United States wall map.
Whats wrong with these routes? (theyre long, theyre out of

the way, theyre hard to travel on)
fo
Henderson decided to build a road to his land.
It became known as the Wilderness Road.
Heres a Tip!
Have students take turns
using their fingers to
feel the Appalachian
Mountains on the Raised
Relief Map.
Heres Another
Tip!
Bring in examples of real
estate or travel ads and
billboards. Show them
to the class as they
begin Activity Sheet 29d.
5. Give the groups time to complete their activity sheets.

When they are finished, have them hold up their maps, so you can
check the location of the Wilderness Road.
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133
Lesson
29
Describe events that changed the new frontier.

6. Hand out Activity Sheet 29d to students.
Give students time to complete their activity sheet.
7. Ask several students to read their answers to the starred question.
List each of their reasons on the board.
Answers
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4c. Chickasaw, Choctaw, Iroquois, Kickapoo, Lenape, Miami,

Ojibwa (Chippewa), Ottawa, Potawatomi, Sauk, Shawnee,
Winnebago, Wyandot
10a. over 5
10b. Kentucky
Activity Sheet 29d
Billboards will vary. Students should describe Kentucky, a place in

Kentucky, or a reason settlers should move there.
Revolutionary War, because it opened up the land west of the
Appalachians to settlers. Or they may mention the construction of
the Wilderness Road, because it made travel easier. Or they might
mention the purchase of Kentucky from the Cherokee, because it
probably reduced the number of Indian attacks.
fo
SA
Answers will vary. Students may mention winning the
Follow Frontier
Trails
Have your students use

their Atlases and Activity
Maps to trace the Great
Genesee Road, the
Natchez Trace, and other
routes to the new
frontier.
NYSTROM

134
Name ____________________________________________
29a
The New Frontier

Use The Nystrom Atlas of Our Countrys History to learn about the settlement of
the new western frontier.
Atlas
Raised Relief Map
Activity Map
Map Marker
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1. In the late 1700s, colonists thought of the land west of the Appalachian
Mountains as the West. It was a new frontier.
a. Fold the Activity Map in half, so that only the eastern half of the
b. Give your Activity Map or Raised Relief Map a title. Across the top
of the map, write THE NEW FRONTIER.
c. Add a map key to your map. In the Gulf of Mexico, draw a large
box.
SA
2. The Appalachian Mountains were considered a barrier to settlement.

a. Look at map A on page 38 of the Atlas. Use your finger to trace the
Appalachian Mountains.
b. On your Activity Map or Raised Relief Map, in the map key, write
= MOUNTAINS.
c. On your map, along the Appalachian Mountains, draw mountain
symbols
.
d. The 13 British colonies were located east of the Appalachian
Mountains. On your map, along the Atlantic coast, write 13
COLONIES.
fo
3. In 1755, during the French and Indian War, Daniel Boone met John
Findley, a trader. Findley told Boone tales of Kentucky.
a. On your map, find and outline Kentucky.
b. Findley described Kentucky as paradise for hunters. There was
plenty of wild game, including buffalo and wild turkey. On your
map, in Kentucky, draw a buffalo symbol
and a turkey symbol
.
c. Findley also said Kentucky had plenty of thick forests and rich soil.
On your map, in Kentucky, draw this symbol
.
NYSTROM

135
Name ____________________________________________
4. After Great Britain won the French and Indian War, the British set
aside land west of the Appalachian Mountains for the Indians.
a. On your Activity Map or Raised Relief Map, from the
Appalachian Mountains west to the Mississippi River, across
Wisconsin and Michigan, draw an arrow.
b. Label the arrow INDIAN LAND.
c. Look at map B on page 38 of the Atlas. Which Indian nations lived
west of the Appalachian Mountains?
29b
Atlas
Raised Relief Map
Activity Map
Map Marker
________________________________
________________________________
________________________________
________________________________
________________________________
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________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
SA
5. After the French and Indian War, Daniel Boone decided to explore and
settle Kentucky. (Remember, this land had been set aside for the
Indians.)
a. In 1769 Boone and Findley explored Kentucky together. But Boone
was captured by Indians. After a week, Boone managed to escape.
On your Activity Map or Raised Relief Map, in Kentucky, draw a
conflict symbol
.
b. In 1773 Boone tried to lead settlers to Kentucky. But a band of
Cherokee attacked them. Several settlers were killed, including one
of Boones sons. The settlers turned back. In the Appalachian
Mountains, draw another conflict symbol
.
= CONFLICT.
c. In your map key, write
fo
6. In 1775 Richard Henderson bought much of Kentucky from the

Cherokee. He called the land Transylvania. On your map, above
Kentucky, write TRANSYLVANIA.
7. There wasnt an easy way to get to Transylvania. So, in 1775, Henderson

hired Daniel Boone and 30 woodsmen to clear and mark a road
through the Cumberland Gap. The road ran along old Indian
footpaths and buffalo trails. The 200-mile road, finished in just one
month, became known as the Wilderness Road.
a. Look at map B on page 38 of the Atlas. Find the Wilderness Road
and use your finger to trace it.
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136
Name ____________________________________________
29c
Atlas
Raised Relief Map
Activity Map
Map Marker
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b. The road began near the spot where the present-day Virginia,
North Carolina, and Tennessee boundaries meet. On your
map, mark that spot with a .
c. The road traveled across the Cumberland Gap. The
Cumberland Gap is a natural pass or gap between the
mountains. On map B on page 38 of the Atlas, point to the
pass on the Wilderness Road.
d. This gap is located where the present-day boundaries of Kentucky,
Tennessee, and Virginia meet. On your Activity Map or Raised
Relief Map, mark that spot with a pass symbol
.
e. Then draw a dashed line from the , through the pass, and into
Transylvania.
f. East of your dashed line, write WILDERNESS ROAD.
= PASS and - - - - = ROAD
g. In your map key, add
8. Thousands of settlers crossed the Wilderness Road into Transylvania.

a. On your map, in the map key, write
= PIONEERS.
b. About 200,000 pioneers used the road between 1775 and 1800. On
your map, in Transylvania, draw a pioneer symbol .
SA
9. In 1783, after the Revolutionary War, the United States gained its
freedom, as well as some of Great Britains land.
a. The 13 colonies became known as the United States. On your map,
cross out 13 COLONIES and write UNITED STATES.
b. The United States gained territory west of the Appalachian
Mountains to the Mississippi River. On map B on page 38 of the
Atlas, use your finger to outline the new U.S. Territory.
c. This new territory was land the British had set aside for the Indians.
On your Activity Map or Raised Relief Map, cross out INDIAN
LAND. Below it, write U.S. TERRITORY.
fo
10. By 1800 enough people lived in the territory west of the Appalachian
Mountains to create two new states.
a. Look at graph E on page 39 of the Atlas. In just 20 years, the
population in the United States nearly doubled. How many people
lived in the United States in 1800? ____________________ million
b. Then look at the key date on page 39. What was the first U.S. state
west of the Appalachians Mountains? ________________________
c. On your map, cross out TRANSYLVANIA. Above it, write KENTUCKY,
1792.
d. Four years later, Tennessee became a state. Outline Tennessee.
e. Inside Tennessees boundaries, write 1796.
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137
Name ____________________________________________
29d
The New Frontier
Atlas
Raised Relief Map
Activity Map
Map Marker
Pulling It Together
fo
SA
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Use the Atlas, your Activity Map or Raised Relief Map, and Activity
Sheets 29a29c to help you create a billboard. The billboard will be set
up along the Wilderness Road. The billboard should try to attract new
settlers to Kentucky.
In the late 1700s, which event changed the new frontier the most? Write a
paragraph explaining your answer. Include two reasons.
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138
Lesson
30
Teaching
Locate the Northwest Territory.
Objectives
1. Describe the Northwest Territory.
The Northwest Territory was a large expanse of land west of
Pennsylvania, north of the Ohio River, and east of the
Mississippi River. Optional: point out the territory on a
United States wall map.
This region had been home to Native Americans for

thousands of years.
In the late 1600s, France became the first European country

to claim the area.

Locate the Northwest
Territory.
Compare the lives of
Indians with the lives
of pioneers.
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France lost the land to Great Britain after the French and
Indian War.
Great Britain lost the land to the United States after the
Revolutionary War.
By 1785 the territory was opened to American settlers.

Materials

Activity Sheets
30a30d,
Life in the Northwest
Territory
Activity Maps
Map Markers
U.S. wall map
(optional)
SA
Have students hold up their maps so you can check on the

location of the Northwest Territory.
Compare the lives of Indians with the lives of pioneers.

4. Explain the story format to the class.
There are two stories in this lesson: one from a Miami

Indian child living in what would become Ohio and the other
from a pioneer child whose family just purchased land in
that same area of Ohio.
The Indian childs stories are marked with a wigwam.

(A wigwam is a round house made from bark.) Draw this
symbol
on the board.
fo
The pioneer childs stories are marked with a log cabin.

Draw this symbol
on the board.
5. Ask a student to read the first story box on Activity Sheet 30a
aloud.
a. Then ask the class:
What type of home did the Miami build? (wigwam)
What did the Miami trade with the British? (beaver pelts)
b. Help students complete step 3 on their Activity Maps.
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139
Lesson
30
6. Have students continue reading the story boxes and marking their
Activity Maps.
7. When students have finished their activity sheets, hand out Activity
Sheet 30d.
Give them time to complete the activity sheet.
8. Collect and review Activity Sheets 30a30d. Clean and collect the
Answers
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2c. Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota (partial)
Miami Indians
Why did they live in the

Northwest Territory?
SA
good hunting
good soil
Who lived in the territory

before they did?
possibly other Native Americans
Pioneers
Why did they move to the

to get their own farm

cheap land

before they did?
Native Americans
French fur traders
British fur traders
What were their homes called?
wigwams
log cabins
What were they made of?
bark/trees
fo
How did they get along

with the pioneers?
Building Homes
Have students research
the materials used to
make a wigwam and a
log cabin. Then have
students construct
models of both structures.
NYSTROM
they attacked settlers
logs/trees

with the Indians?
they were afraid of the Indians

they fought Indians
they broke promises
Answers will vary. Students may mention the Indians were on the
land first and were told it would be theirs forever. Or they

mention the pioneers paid for the land and won a battle over it.

140
Name ____________________________________________
30a
Use The Nystrom Atlas of Our Countrys History to help you learn about
Indian and pioneer life in the Northwest Territory.
Atlas
Activity Map
Map Marker
SA
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1. In the late 1700s, the West meant west of the

Appalachian Mountains.
a. Fold the Activity Map in half, so that only the
eastern half of the United States is showing.
b. Give the Activity Map a title. Across the top of
the map, write LIFE IN NORTHWEST TERRITORY.
c. Add a map key to your Activity Map. In the Gulf
of Mexico, draw a large box.
fo
n village,
ia
d
In
i
m
Mia
1794
new
ding our
il
u
b
d
e
h
inis
bark
We just f e thick layers of
Th
ld
wigwam.
in the co
m
r
a
w
s
u
will keep
our
winters.
rriors in
a
w
e
h
t
.
Tomorrow g to trap beaver
in
o
g
e
village ar e beaver pelts to s,
xe
th
They sell traders and buy a
I
r
British fu , and gun powder.
h
ns
cloth, gu ntil Im old enoug
u
I
cant wait hem. Until then,
ht
to go wit the corn fields
in
help out
.
ur village
around o
NYSTROM
2. After the Revolutionary War, the United States

divided up its land west of the Appalachian
Mountains. One area was the Northwest Territory.
a. Look at map B on page 38 of the Atlas. Use your
finger to outline the Northwest Territory.
b. The Northwest Territory was west of
Pennsylvania, north of the Ohio River, and east
of the Mississippi. On your Activity Map, use the
Atlas to help you outline the territory.
c. What modern-day states were part of the
____________________ ____________________
____________________ ____________________
____________________ ____________________
3. The Miami were one of several Indian nations living

in the Northwest Territory.
a. On map D on page 9 of the Atlas, find the Miami
Indian nation.
b. On your Activity Map, in the map key, write
= MIAMI VILLAGE.
c. On the map, north of the Ohio River and west of
the Scioto River, mark the location of a Miami
village with a
.
d. The natural region in that area was forest. North
of the village, draw 23 forest symbols
.
141
Name ____________________________________________
30b
Pennsylva
n
4. The Northwest Territory was

divided into sections. The land
My paren
ts just b
in each section sold for $1 an
ought so
Atlas
in the No
me land
rthwest
Activity Map
acre
or
more.
Terr
spent alm
Map Marker
ost every itory. They
a. Before moving west, this
thing we
$40on
had
40 acres
pioneer family lived near Philadelphia. On map
of land.
land is ne
Our
ar a town
B on page 38 of the Atlas, find Philadelphia.
Cincinnat
called
i.
b. On your Activity Map, in the map key, write =
I am excit
e
d
about
AMERICAN TOWN.
getting o
ur own fa finally
rm
scared to
c. On the map, find and mark PHILADELPHIA.
o. We kee . But Im
p hearing
rumors a
d. In 1794 Cincinnati was only a few years old. In
bout att
a
cks and k
pings. It
the southwest corner of what is now Ohio, write
idn
se
in the are ems that the Ind apCINCINNATI.
ia
a
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ia, 1794
dont like
ns
rs.
us settle
SA
e,
ian villag
d
In
i
m
ia
M
1794
rriors talk y
a
w
e
h
t
d
ar
sa
I have he
an. They
m
e
it
h
w
e
ises and
m
about th
o
r
p
e
k
n ma
white me them. The British
k
then brea s this land for as
u
promised woods grow and
he
till grow. e
long as t
s
s
e
e
r
T
n.
hit
waters ru run. So why are w
ill
Rivers st
our land?
o
t
n
o
g
in
men mov
Northwes
t
fo
Territory,
1794
Weve bee
n travelin
gf
first by w
agon, the or weeks
nb
We finally
reached C y boat.
have neve
in
r seen so cinnati. I
many tre
Now my f
es!
a
t
h
e
r
is
down tre
b
u
s
y
cuttin
es
for us. M to make a log ca g
bin
ay
him clear be hell let me he
lp
land for o
ur fields.
NYSTROM
5. The British government established the

Proclamation Line of 1763.
finger to trace the Proclamation Line.
b. Before the Revolution, land west of the
Proclamation line was reserved for the Indians.
On your Activity Map, south of West Virginia,
along the western edge of the Appalachian
Mountains, write INDIAN LAND.
c. After the Revolutionary War, this land became
part of the United States. Cross out INDIAN
LAND and write U.S. TERRITORY.
6. Only a few bumpy, muddy roads led to the

Northwest Territory.
finger to trace the road from Philadelphia to
Pittsburgh.
b. On your Activity Map, in western Pennsylvania, at
the Ohio River, draw a for Pittsburgh.
c. Between Philadelphia and Pittsburgh, draw an arrow.
d. Along the road, draw a covered wagon symbol
.
e. Back then, it often was easier to travel by water
than by land. From Pittsburgh to Cincinnati,
trace the Ohio River with an arrow.
f. Along the river, draw a boat symbol
.

142
Name ____________________________________________
30c
Northwes
t
Atlas
Activity Map
Map Marker
8. Fort Washington was built near Cincinnatito

protect the settlers and to launch army attacks on
the Indians.
a. On your Activity Map, in the map key, write
= FORT.
b. On the map, near Cincinnati, add a fort symbol
.
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7. At first, pioneers came slowly to

94
village, 17
n
ia
d
In
the Ohio River Valley. They were
i
Miam
r
u
o
afraid of Indian attacks.
om
arriors fr m a raid
w
e
h
t
f
o
o
All
d fr
a. On your Activity Map, in the
t returne ge. I heard
s
ju
e
g
la
il
v
=
map key, write
illa
e mans v
CONFLICTS.
on a whit hat they need to
ing
t
them say ite man from com re
b. On the map, near the Miami village and
a
wh
stop the a. The white men
Cincinnati, draw a conflict symbol
.
are
e
h
t
o
d
t
n
in
trees a
unds.
ing down
t
t
g gro
u
in
c
t
n
u
h

r
g ou
destroyin
SA
Territory,
1794
I overhea
rd my pa
ren
about th
e poor M ts talking
ille
Indians a
ttacked t r family. The
h
burned d
own their em and
c
ab
Mama in
sists tha in.
the fort
until thin t we move to
gs sett

le down.
5
illage, 179
v
n
ia
d
In
Miami
o
ove. Im s
m
o
t
e
v
le ha
.
Our peop ed here all my life
liv
.
sad. Ive
, my river ve
s
e
e
r
t
y
m
ha
These are ite man says we
h
w
Now the
to go.
9. In 1794 Indians in the area were defeated by the

U.S. Army at the Battle of Fallen Timbers. As a
result, Indians were forced to move to the northwest
corner of Ohio. The Miami had to move out of the
Cincinnati area.
a. On your Activity Map, put a slash through the
wigwam symbol.
b. From the old wigwam symbol, draw an arrow
north to todays Ohio-Michigan boundary.
Northwes
t
fo
Territory,
1795
More and
more fam
ilies arriv
Cincinnat
e in
ie
cabin, we very week. From
ou
ca
to the we n see the Wilkes r
fa
st
to the no and the Carson rm
farm
rth.
If people
Cincinnat keep coming,
i is going
to becom
big as Ph
e as
iladelphia
!
NYSTROM
10. After the Indians were no longer a threat to settlers,

pioneers poured into the Northwest Territory. Soon
enough people lived in this section of the Northwest
Territory to make it a state.
a. On your Activity Map, in Ohio, draw several more
American town symbols .
b. Ohio was the first section of the Northwest
Territory to be granted statehood. Above the
state, write OHIO 1803.

143
Name ____________________________________________
30d
Atlas
Activity Map
Map Marker
Pulling It Together
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Use the Atlas, your Activity Map, and Activity Sheets 30a30c to compare the lives
of the Miami Indians with the lives of the pioneers in the Northwest Territory.
Pioneers
Miami Indians
Why did they move to the


before they did?

before they did?
SA
Why did they live in the


with the Indians?
fo

with the pioneers?
Who do you think had a right to the land in the Cincinnati area? Write
down one reason why the Indians had a right to the land. Then write one
reason why the pioneers had a right to the land.
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144
Lesson
31
Timeline A New Nation

Teaching
Make a timeline.
Objectives

the table of contents. Say to students:
Find the unit called A New Nation.
Materials
Timeline Booklet
(from Lesson 15)
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right.

Make a timeline.
timeline.

The unit we just finished covers the years 1763 to 1810.

SA
Timeline Booklets.
Heres a Tip!


1760
1770
1780

key date.
fo

key words.
e. On a timeline on the board, below 1776, model how to write

1776
Colonists
declare
independence

timeline.
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145
Lesson
31
There are three more key dates on pages 3439 of the Atlas.
timeline.

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Answers

following events:
Colonists declare independence.
1783
Britain recognizes U.S. independence.
1787
State representatives sign Constitution.
1792
Kentucky becomes first state west of Appalachians.
fo
SA
1776
Calculating Time

between the time the 13
colonies declared their
independence and when
their independence was
officially recognized.
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146
Lesson
32
Reviewing A New Nation

Teaching
Objective

Revolutionary War and the new frontier.
Materials
Activity Sheets
32a32b,
Reviewing / A New
Nation
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sheets.

Review what was
Answers
1. b
2. b
3. a
5. b
9. a
6. c
10. d
7. a
11. b
8. b
12. a

review.
SA
4. d
Heres a Tip!
Answers will vary. Students may mention taxes, protests, Patriots,
fo
British, independence, Revolutionary War, new nation, expansion,

new frontier, West, pioneers, or Indians.
NYSTROM

147
Name ____________________________________________
32a
Reviewing A New Nation

In the last seven lessons, you have learned about the Revolutionary War
and the new frontier. How much do you remember?
1. Which of the following was a tax that Great Britain imposed on the
colonies?
a. Income Tax
c. Paper Act
b. Stamp Act
d. Stomp Act
??
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2. What was the Constitution?

a. a tax on newspapers, dice, playing cards, and legal documents
b. a document that defined our government and laws
c. the treaty that ended the Revolutionary War
d. a line that separated Indian lands from the colonies
SA
3. Patriots were
a. colonists who wanted independence.
b. colonists loyal to Great Britain.
c. colonists who didnt take either side.
d. a colonial football team.
4. In which colonial region were most of the later battles of the

Revolutionary War fought?
a. New England
c. Middle Colonies
b. Western Colonies
d. Southern Colonies
5. Who won the Revolutionary War?
a. Indians
c. Great Britain
b. Patriots
d. Germany
fo
6. What was considered the West in the late 1700s?

a. land east of the Appalachian Mountains
b. land across the Atlantic Ocean
c. land west of the Appalachian Mountains
d. land along the Atlantic Coast
7. What was the name of the road Daniel Boone helped build?
a. Wilderness Road
c. Rocky Road
b. Route 66
d. Cumberland Gap
NYSTROM
149
Name ____________________________________________
32b
8. Look at the graph. What was the U.S. population in 1790?

a. 5,308,483
2,780,369
b. 3,929,214
1780
c. 2,780,369
d. 3,780,912
= 1 million
people
3,929,214
9. How did the population of the

United States change between
1780 and 1800?
a. It nearly doubled.
b. It dropped.
c. It grew four times its size.
d. It stayed the same.
1790
5,308,483
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1800
U.S. Population
10. Look at the map. Why did the British march toward Concord?
a. to warn the Patriots
b. to protect Boston
c. to escape from the Patriots
d. to capture Patriot
weapons
SA
4 The British defeat Patriots

waiting at Lexington.
Concord
Pres
cott
Patriot messengers
race west to warn
of British troops.
Lexington
5 Patriots defeat British,

forcing them back to Boston.
v
Re
1 Patriot guns and

gunpowder are
stored at Concord.
re
11. Which of the

following men did not
warn the colonists
about the British?
a. Prescott
b. Henry
c. Dawes
d. Revere
Charlestown
Boston
MASSACHUSETTS
fo
Boston
es
Ha
r
Patriot messengers (Revere,

Dawes, and Prescott)
bo
Lexington and Concord

April 1819, 1775
Da
12. Who won the battle of

Concord?
a. Patriots
b. French
c. British
d. Russians
2 British troops march toward

Concord to capture Patriot
weapons.
British troops
Patriot victory
British victory
0
0
4
4
8 miles
8 kilometers
NYSTROM

150
Lesson
Introducing The United States Expands
33
Teaching
Preview the unit.
Objectives


Preview the unit.
maps, graphs, and
pictures.
a. Have students turn to pages 4041 of the Atlas. Ask a student

to read the title question aloud.
b. Also write How did growth change the United States? on
the board.
Look at Map D. In the 1830s, what were the three main

regions in the United States? List correct student responses
on the board below the title question.
SA
Materials
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Activity Sheets
33a33b,
Introducing / The
United States Expands
Heres a Tip!
review.
Look at Map E. What land uses were found in the North?

Again list correct responses on the board.
3. Distribute Activity Sheets 33a33b to students. Explain:

Atlas. Your job is to find answers to them.
Weve already answered part of the first question as a class.

Add the information to Activity Sheet 33a.
fo
NYSTROM

151
Lesson
33
Answers
Name ____________________________________________
Name ____________________________________________
33a

Atlas
Atlas
Atlas pages 4445
Railroad construction grew between 1840 and 1860. By 1860 there were
Atlas pages 4041
How did growth change the United States?
33b
30,626
______________________
miles of track linking the United States.
North
Three regions developed in the United States: ______________________,
D Graph
D Map
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Old Northwest
South
______________________________,
and ____________________________.
These regions began to depend on each other for goods.
Atlas pages 4647
How did the United States grow in the mid-1800s?
In the North, four land uses included:
E Map
potatoes/wool
____________________________
hay/wheat
________________________________
The United States grew in size, as well as in population.
manufacturing
____________________________
dairy
________________________________
Between 1845 and 1853, the size of the United States grew by two-thirds.
cotton/rice
____________________________
tobacco/sugar
________________________________
manufacturing
____________________________
pork/corn
________________________________
manufacturing
____________________________
beef
________________________________
corn
____________________________
pork
________________________________
Texas Annexation
________________________________
Mexican Cession
____________________________
Gadsden Purchase
________________________________
1860, the largest groups of immigrants to the United States were:
Irish
____________________________
British
________________________________
A Graph
German
____________________________
Atlas pages 4243
Who explored the Far West?
Two of the first Americans to explore the Far West were
Lewis
______________
Clark
and _____________________________.
People moved to the Far West for several different reasons.
Territory
Pioneer families moved to Oregon ___________________
looking for
Major Stephen H. Long

Military explorers, such as _________________________________________
D Map
Mormons
__________________________
moved to Utah Territory looking for
religious freedom.
Atlas pages 4445
How did ways of travel change?
D Map
farmland.
Jedediah Smith
Mountain men, such as ___________________________________________
SA
Atlas pages 4849
Why did Americans move to the Far West?
B Map
In the early 1800s, the Far West was also explored by:
Oregon Country
____________________________
Immigrants helped the country grow in population. Between 1830 and
In the Old Northwest, four land uses included:
merchants
Miners and _______________________
moved to California looking for
By 1860 three main methods of transportation were used:
steamboat
______________________________
D Map
Land gained by the United States included:
In the South, four land uses included:
railroad train
________________________________
gold.
E Map
canal boat
______________________________
NYSTROM
153
NYSTROM
154
Answers will vary. Students should mention the covered wagon
and settlers in their captions.
fo
Write a new caption for photo B on page 48 of the Atlas.
Read More
About the Unit

stories about the growth
and western expansion
of the United States in
your class library. Your
students might enjoy
reading the books listed
on the tabbed divider.
NYSTROM

152
Name ____________________________________________
33a

Atlas
Atlas pages 4041
How did growth change the United States?

Three regions developed in the United States: ______________________,
______________________________, and ____________________________.
D Map
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These regions began to depend on each other for goods.

In the North, four land uses included:
E Map
____________________________
________________________________
____________________________
________________________________
In the South, four land uses included:

____________________________
________________________________
____________________________
________________________________
In the Old Northwest, four land uses included:
SA
____________________________
____________________________
________________________________
________________________________
Atlas pages 4243
Who explored the Far West?
Two of the first Americans to explore the Far West were
______________
and _____________________________.
B Map
In the early 1800s, the Far West was also explored by:
Military explorers, such as _________________________________________
D Map
fo
Mountain men, such as ___________________________________________
Atlas pages 4445
How did ways of travel change?

By 1860 three main methods of transportation were used:
______________________________
________________________________
E Map
______________________________
NYSTROM

153
Name ____________________________________________
33b
Atlas
Atlas pages 4445
Railroad construction grew between 1840 and 1860. By 1860 there were
______________________ miles of track linking the United States.
D Graph
Atlas pages 4647
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How did the United States grow in the mid-1800s?

The United States grew in size, as well as in population.
Between 1845 and 1853, the size of the United States grew by two-thirds.
D Map
Land gained by the United States included:

____________________________
________________________________
____________________________
________________________________
Immigrants helped the country grow in population. Between 1830 and
SA
1860, the largest groups of immigrants to the United States were:

____________________________
________________________________
A Graph
____________________________
Atlas pages 4849
Why did Americans move to the Far West?
People moved to the Far West for several different reasons.
Pioneer families moved to Oregon ___________________ looking for
D Map
farmland.
fo
__________________________ moved to Utah Territory looking for

religious freedom.
Miners and _______________________ moved to California looking for

gold.
Write a new caption for photo B on page 48 of the Atlas.
NYSTROM

154
Lesson
34

Teaching
Trace the route traveled by Lewis and Clark.
Objectives
1. Begin this lesson by saying to the class:
Have you ever ordered something from a catalog without
knowing exactly what you were getting?
When the United States bought the Louisiana Territory from

France, the government didnt know much about the area.
Thats why President Jefferson asked his personal secretary,

Meriwether Lewis, to explore the Louisiana Territory.

Trace the route
traveled by Lewis and
Clark.
Identify natural
features that the
expedition encountered.
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3. Help students outline the Louisiana Purchase.
a. Have students find map A on page 42 of The Nystrom Atlas of

b. Have students use their fingers to outline the Louisiana
Purchase.
c. Now, on the Raised Relief Map or Activity Map, help students

outline the Louisiana Purchase. Explain to the class:
Notice that the eastern boundary of the purchase was the

Mississippi River. Trace the Mississippi River with a dashed
line.
The western boundary of the purchase was the Rocky

Mountains. Put your marker at the Canadian River and the
Rocky Mountains.
Now draw a dashed line north along the Rocky Mountains.
On your map, using map A in the Atlas as your guide, draw

the remaining boundaries of the Louisiana Purchase with a
dashed line.

Activity Sheets
34a34d,
Lewis and Clark
Expedition
Raised Relief Maps
Activity Maps
Map Markers
SA
Materials
4. Ask a student to read the first story box on Activity Sheet 34a.
fo
a. Then ask:
Who else, besides you, is going on this trip? (Lewis, Clark,

and 35 men)
When is the expedition leaving? (May 14, 1804)
b. As a class, complete steps 13 on Activity Sheet 34a.

c. Have students hold up their maps so you can check on the
location of their label for St. Louis.
5. Simulate travel on a keelboat.
a. Have students find the symbol of a keelboat on map B on page
38 of the Atlas. Ask students to describe the boat.
NYSTROM

155
Lesson
34
b. Have several students stand together in an imaginary keelboat,

using poles to pull the boat in one direction.
c. Have the rest of the class play the part of the fast-moving
Missouri River. Have them walk past the keelboat, in the
opposite direction.
d. Discuss how difficult it is to travel upstream, moving against the
current of a river.
6. Give the groups time to complete steps 411 on their sheets.
7. Have students compare their completed maps with map B on
page 42 of the Atlas.
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Identify natural features that the expedition encountered.
9. Give students time to complete their activity sheets.
Answers
4b. upstream
8d. mountains
SA
4c. V points downstream
11d. downstream
Rivers Traveled
Missouri River
Snake River
Columbia River
Lewis and Clark

Expedition
fo
Mark Off a
Keelboat
The keelboat used on

the Lewis and Clark
expedition was 8 feet
wide and 55 feet long.
On the playground, have
students measure a
rectangle that size.
Outline the rectangle
with chalk. See if 40
students can fit
comfortably into the
boat.
NYSTROM
Rocky Mountains
Bitteroot Range
Cascade Range
Coast Ranges

Great Plains
Great Falls
rain forest
Pacific Ocean
Activity Sheet 34d

Answers will vary. Students may mention dreading the Rocky
Mountains, Bitteroot Range, or rapids on the Columbia and Snake

Rivers. They also may mention looking forward to seeing the
beautiful Great Falls or traveling downstream on the Missouri.
156
Name ____________________________________________

Use The Nystrom Atlas of Our Countrys History to help you map the Lewis
and Clark Expedition.
Atlas
Raised Relief Map
Activity Map
Map Marker
1. The United States didnt know

much about the Louisiana Territory. Our country
didnt know what the land was like or what its exact
boundaries were.
a. Give the United States Activity Map or Raised
Relief Map a title. Across the top of the map,
write LEWIS AND CLARK EXPEDITION.
b. The Louisiana Territory was unknown. Near the
Rocky Mountains, draw a large question mark ?.
SA
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804
May 14, 1
,
is
u
o
L
t
S
go on the tain
o
t
t
u
o
b
e. Cap
Youre a
im
t
e
f
li
a
f
5
eo
adventur ain Clark, about 3
t
g
p
Lewis, Ca and you are leavin
a
n,
other me plore the Louisian
ex
today to he United States
T
and your
,
d
Territory.
n
la
is
ht th
t
just boug d out what we go
fin
job is to
oney.
ge
for our m ip you are in char
r
t
flatOn the
ns huge,
io
it
d
d
e
p
x
Its loade
of the e
.
t
a
o
lb
e
e
dk
bottome ools, gif ts for
,t
.
with food
r supplies
e
h
t
o
d
n
Indians, a
34a
fo
Louisiana
T
June 17, 1 erritory,
804
Travel o
has been n the Missouri R
ive
slow. You
re lucky if r
you trave
l1
days, you 4 miles a day. So
m
c
keelboat. an sail or row the e
O
to push lo ther days, you ha
ve
ng poles
into the
riverbed t
o
ahead. T move the boat
his river is
its stron
t
g current ricky, with
and shif t
sandbars
ing
.
about th But the worst pa
et
rt
mosquito rip so far are the
es and tic
ks!
NYSTROM
2. The Lewis and Clark Expedition began in St. Louis.

At that time, St. Louis was a French community that
grew up around a trading post.
a. On map B on page 42 of the Atlas, locate St. Louis.
b. St. Louis is near the spot where the Missouri River
joins the Mississippi River. On your Activity
Map or Raised Relief Map, label St. Louis with
ST. LOUIS.
c. Also label it MAY 1804.
3. The expedition headed west from St. Louis on the

Missouri River. Lewis and Clark hoped to travel on
the Missouri for most of the journey.
a. On your map, mark the place where the Kansas
River flows into the Missouri River with a .
b. Beginning in St. Louis, trace the Missouri River
until it meets the Kansas River.
4. Rivers form a V when they meet. The V points
downstream.
a. At the point where the Missouri River joins the
Kansas River, trace the V.
b. From St. Louis, was the expedition traveling on
the Missouri River upstream or downstream?
__________________________________________
c. How can you tell? __________________________
__________________________________________
157
Name ____________________________________________
34b
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dan,
Fort Man 4, 1804
r2
d
Novembe
you arrive
,
o
g
a
h
t
mon
the
About a
lages of
il
v
e
g
r
ns.
la
at the
tsa India
a
id
H
d
rk
n
a
ptain Cla
a
Mandan
C
d
n
a
ewis
ere.
Captain L pend the winter h
s
ar
decide to g build a fort ne s
ain
lpin
Youre he illages. The capt r
v
n
nadian fu
a
C
the India
h
c
n
e
r
daF
g on the
have hire
n
lo
a
e
m
co
trader to s an Indian inter
a
n
expeditio Shoshone wife,
is
too.
preter. H , is coming along
ea
Sacagaw
5. The Mandan and Hidatsa villages

were huge. They were larger
than St. Louis at the time.
Atlas
Raised Relief Map
a. On map B on page 42 of the
Activity Map
Map Marker
Atlas, find the Mandan and
Hidatsa villages and Fort Mandan.
b. On your Activity Map or Raised Relief Map, find
48N, 102W. Mark it with a .
c. Trace the Missouri River to the dot.
d. Beside the Missouri River, draw a keelboat symbol
.
e. The dot marks Fort Mandan. East of the dot,
FT. MANDAN.
write
f. Label the fort NOV. 1804APR. 1805.
ululululululululululululululululuullulululululul
Great Falls, June 13, 1805
SA
In April the keelboat was sent

back to Washington, D.C., with
maps, plants, and animals.
Youve stayed with the
expedition to paddle one of the
new canoes. Youve been on the
river for two months now. Youve
already seen thousands of
buffalo and had a run-in with a
grizzly. Now youve reached the
incredible Great Falls.
fo
Headwat
ers
River, Aug of the Missouri
ust 12, 18
05
This has
been the
ha
months!
Cactus r rdest two
ip
your sho
ped holes
es
in
burned yo and the hot sun
ur neck, a
sy
struggled
to pull yo ou
around t
ur canoe
he Great
F
a
lls.
Today yo
u
headwate finally reach the
rs of the
M
River. Ca
ptain Lew issouri
is
once you
says tha
re
t
ahead, a ach the ridge up
lar
to the Pa ge river will take
you
cific Ocea
n.
NYSTROM
6. Captain Lewis called Great Falls the grandest sight I

ever beheld.
a. On your map, along the Missouri River at 47N,
111W, draw a waterfall symbol
.
b. From Fort Mandan, trace the Missouri River west
to the waterfall symbol.
c. Between Fort Mandan and Great Falls, draw
buffalo
and bear symbols
.
7. The captains thought it would take half a day to get

around the Great Falls. It took a month! They
hauled their heavy canoes 18 miles around the falls.
a. Next to the falls, draw this symbol
.
b. Above the falls, write JUNE 1805.
8. The Missouri River begins high in the Rocky

Mountains.
a. Trace the Missouri River from Great Falls to its
source at 45N, 114W.
b. Along the river, draw a canoe symbol
.
c. On a Raised Relief Map, feel the land between
the source of the Missouri River and the Pacific
Ocean.
d. What did Captain Lewis see when he reached the
ridge? ____________________________________
158
Name ____________________________________________
34c
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Range,
Bitteroot 18, 1805
er
Septemb
und
tting aro
e
g
t
h
g
was
u
You tho
ficult. It
if
d
s
a
w
lls
st
Great Fa
to the la
d
e
r
a
p
m
o
noe
nothing c trade in your ca
ou
month! Y and hike over the
oot
s
for horse reacherous Bitter
t
rocky and
.
s
ks
Mountain to snow. The roc
It starts y, some of the
pper
row
are so sli
f the nar ir
f
o
p
li
s
s
e
he
pack hors dge and fall to t
le
u
mountain d runs out and yo
es.
oo
death. F one of your hors
at
have to e
9. The expedition relied on a

Shoshone guide named Old
Toby to get them across the
Atlas
Raised Relief Map
mountains. But he lost the trail.
Activity Map
Map Marker
a. Mark 47N, 117W near the
Snake River with a .
b. From the headwaters of the Missouri River, across
the Bitteroot Range to the , draw a line.
c. Along this stretch of the journey, the expedition
traveled on horseback and on foot. Along the
trail, draw this symbol
.
d. The expedition was starving. Near the trail, draw
this no food symbol
.
SA
Snake Riv
er, Octob
er 7, 180
5
You barely
make it o
mountain
v
s alive. T er the
he
Indians h
ave pity o Nez Perce
n
serve the
y
expeditio ou and
n a fabulo
feast of
sa
us
Unfortun lmon and roots.
at
really, rea ely, all of you get
lly
weeks, yo sick. Af ter a few
ure finall
y healthy
again and
ready to
travel.
fo
ean,
Pacific Oc 8, 1805
r1
Novembe
rivers are ids.
e
h
t
,
s
e
rap
At tim
nd full of ss
a
s
u
o
r
e
reele
dang
hrough t orest.
t
l
e
v
a
r
t
in f
You
a lush ra ou
d
n
a
s
in
pla
s af ter y finally
h
t
n
o
m
y
ou
Twent
journey, y edition
r
u
o
y
d
e
t
star
. The exp ere.
n
a
e
c
o
e
reach th end the winter h
sp
votes to
NYSTROM
10. The Nez Perce welcomed the explorers and nursed

them back to health.
a. On map B on page 42 of the Atlas, find the Nez
Perce village.
b. On your map, near the , write NEZ PERCE.
c. The Nez Perce taught the explorers how to burn
out a log to make a canoe. Along the Snake
River, draw a canoe symbol
.
11. The expedition traveled on the Snake and Columbia

Rivers to the Pacific Ocean.
a. Trace the Snake River to the Columbia River.
b. Now trace the Columbia River to the Pacific
Ocean.
c. Trace the V where the Willamette River joins the
Columbia River.
d. Was the expedition traveling upstream or
downstream? ______________________________
e. The expedition built a fort near the Pacific
FT.
Ocean. Near the ocean, write
CLATSOP.
f. Below the fort, write NOV. 1805MAR. 1806.

159
Name ____________________________________________
34d
Atlas
Raised Relief Map
Activity Map
Map Marker
Pulling It Together
Use the Atlas, your Activity Map or Raised Relief Map, and Activity
Sheets 34a34c to complete the chart below.
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Rivers Traveled
SA
Lewis and Clark

Expedition
fo
Its March 23, 1806. The Lewis and Clark Expedition is leaving Fort Clatsop
and following the same route back to St. Louis. Write a journal entry for that
day. Name at least two natural features that you dread or look forward to
seeing on the return trip and explain why.
NYSTROM

160
Lesson
A
Closer
Look
35
Life in a Mill Town
Teaching
1. Introduce the topic of textile mills.
a. Ask students to find picture B on page 40 of The Nystrom Atlas
of Our Countrys History.
b. Have a student read the caption aloud. Then say:
What do you see in this picture? (big machines, workers)
This factory produces textiles or cloth.
Imagine a huge room the size of our gymnasium or cafeteria

filled with dozens of machines like this. What do you think
it would be like? (hot, noisy, stuffy, crowded)

Use a map key to
color a map of a
northern mill town.
Compare their own
schedule to a mill
girls schedule.
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Objectives
2. Describe mill girls to the class. Explain that:
Mill girls worked in factories like the one in the picture.
Most mill girls were 1625 years old.
However, children your age also worked in the mills.
Children worked as doffers. They took full bobbins off

the machines and replaced them with empty bobbins.
SA
Use a map key to color a map of a northern mill town.
3. Help students locate manufacturing centers. On map E on page

41 of the Atlas, in the map key, have students point to the symbol
for manufacturing centers. Then say:
On this map, what does the manufacturing center symbol
look like? (a big blue building)
In 1830 which region had the most manufacturing centers?

(North)
One large manufacturing center in the North was Lowell,

Massachusetts. Lowell is north of Boston.
Point to the manufacturing symbol north of Boston.
Many of the factories in Lowell were textile mills. They

turned cotton into cloth.

Activity Sheets
35a35b,
Life in a Mill Town
crayons, colored
pencils, or markers
Heres a Tip!
Begin the lesson by
reading The Bobbin Girl
by Emily Arnold McCully
or any other short story
about the life of a cotton
mill worker.
Heres Another
Tip!
If students dont have
gray crayons, have them
use their pencils to color
in the factories.
fo
Materials
Look at map E again. Which region produced the cotton

used in those mills? (South)
The mills in Lowell hired thousands of men, women, and

children to work in their factories.
Look at graph C on page 41 of the Atlas. In 1830 what

percent of the countrys workers worked in factories and
other jobs away from the farm? (29%)
Today youre going to learn more about the life of a mill girl
at one of the mills in Lowell.
NYSTROM

161
Lesson
35
4. Hand out Activity Sheets 35a35b to students. Explain that the

map on Activity Sheet 35a shows a tiny section of Lowell.
5. Give students the following directions for coloring their map keys.
In the map key, color the textile mill box gray.
Color the boarding house box brown.
Color the water blue.
Color the bridge purple.
6. Give students time to complete Activity Sheet 35a.
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Compare their own schedule to a mill girls schedule.

7. Discuss a mill girls schedule.
a. As a class, read through the daily schedule of a mill girl.
Heres an
Interesting Fact!
b. Help students calculate how many hours a mill girl spent at

work in a day. (12 hours, 45 minutes)
Of the $2 a week that

young mill girls earned,
roughly $1.25 went for
the room and meals at
the boarding house. In
the 1830s $2 was comparable to about $40 today.
c. Let students know that:
Mill girls worked six days a week.
They worked over 76 hours in a week.
For all that work, a mill girl your age only earned $2 a week.
SA
8. Focus students attention on the Your Schedule chart.
a. Ask students to complete the time column for a typical

school day.
b. Then help students calculate the amount of time they spend at

school each day.
c. Give students time to complete their activity sheets.
Answers
Map: Check to make sure the map is colored correctly.
fo
Activity Sheet 35b
Compare Time
Have students calculate

the amount of time they
spend at school each
week. Ask them to
compare that to the
amount of time a mill
girl works every week.
How many more hours a
week does a mill girl
work than a student
spends at school?
NYSTROM
2d. 6
Total hours of work: 12 hours, 45 minutes
Total hours of school: Answers will vary, depending on the school.
Answers will vary. Students may mention that they both eat three
meals a day and go to bed at 10. They may notice that mill girls
get up much earlier than they do and do not attend school.

162
Name ____________________________________________
35a

A
Closer
Look
Life in a Mill Town

Use The Nystrom Atlas of Our Countrys History to find out more about life in a
mill town.
Atlas
crayons, colored
pencils, or markers
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1. In the mid 1800s, there were ten textile mills in Lowell, Massachusetts.
One of them was the Boott Mills. These mills spun cotton into thread
and then wove the thread into cloth.
a. At the Boott Mills, the textile mills were large four- or five-story
factories. On the map, color all the textile mills gray.
b. Mill girls often lived and ate at boarding houses. At the Boott Mills,
the boarding houses were huge buildings that each housed dozens
of workers. Mill girls ate and slept in their boarding houses. Color
the boarding houses brown.
c. The Eastern Canal flowed between the boarding houses and the
mills. The canal provided the power to run the mills. Color the
canal blue.
d. Water from the mills then flowed into the Merrimac River. Color
the river blue.
e. There are two bridges on the map. Color the bridges purple.
SA
Merrimack River
Mill No 4
Mill No 3
Mill No 2
Mill No 1
fo
John Street
Kirk Street
Bridge Street
Eastern Canal
Boott Mills, 1830s

Textile Mill
Bridge
NYSTROM
Boarding House
Water

163
Name ____________________________________________
2. Pretend you work at the Boott Mills.

a. On the map on Activity Sheet 35a, choose a boarding house. Write
your name on it.
b. You work in Mill No. 4, on the fourth floor. Label it with an X.
c. Draw a route from your boarding house to your mill. You have to
use a bridge to cross the canal.
d. You eat all your meals at the boarding house. Look at the Mill Girls
Schedule below. How many times a day do you cross the bridge?
________________________________________________________
35b
Atlas
crayons, colored
pencils, or markers
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3. Mill girls at the Boott Mills worked very long hours at their jobs.
a. Look at the Mill Girls Schedule. Add up the number of hours she
worked in a day.
b. Now fill in the times on your schedule for a typical school day.
Your Schedule
Mill Girls Schedule

Time
Activity
Time
Activity
Wake up
5:00 a.m. Begin work
Breakfast
SA
4:30 a.m. Wake up bell
7:00 a.m. Breakfast
Begin school
7:30 a.m. Back to work
Lunch
12:30 p.m. Dinner (main meal of the day)
Back to class
School ends
7:00 p.m. Work ends
Homework
7:15 p.m. Supper (light meal)
Dinner
fo
1:15 p.m. Back to work
10:00 p.m. Curfew
Bed time
Total hours of work: __________________
Total hours of school: ________________
Write a short paragraph comparing your schedule to a mill girls schedule.

What things are the same? What things are very different?
NYSTROM

164
Lesson
36
The Erie Canal

Teaching
Identify trade routes in the early 1800s.
Objectives
1. Describe travel in the 1820s.
a. Have students find map A on page 44 in The Nystrom Atlas of
b. Explain to the class:
In 1820 roads were unpaved and muddy. It was very
difficult to carry heavy loads by wagonespecially over
mountains.
In 1820 what other ways could you transport goods? (by

navigable river, by steamboat)
Unfortunately, rivers didnt always flow in the direction

people needed to travel.
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Identify trade routes
in the early 1800s.
Determine ways the
Erie Canal affected
trade and settlement.
Make models of the
Erie Canal and a canal
boat.
2. Divide the class into six groups. Hand out Activity Sheets 36a36b,
SA
Check to make sure that students have marked New York City and
Ohio correctly.
4. Then give the groups time to complete steps 23 on their activity
sheets.
Materials

Activity Sheets
36a36d,
The Erie Canal
Raised Relief Maps
Activity Maps
Map Markers
crayons or markers
scissors
glue
Determine ways the Erie Canal affected trade and settlement.
Heres a Tip!
In the early 1800s, De Witt Clinton proposed building a

canal to link the Hudson River with Lake Erie.
A canal is an artificial river.
In 1817 work began on the Erie Canal. However, some

laughingly referred to it as Clintons Ditch.
The canal was dug almost entirely by hand.
fo
Most of the work was done by Irish immigrants.
The canal took 8 years to build.
The original canal was 40 feet wide, 4 feet deep, and 363
miles long.
The success of the Erie Canal led to the construction of

other canals.
Put together a sample

canal and canal boat to
show the class.
Heres Another
Tip!
To save class time, use
toy boats instead of the
model canal boats.
NYSTROM

165
Lesson
36
Make models of the Erie Canal and a canal boat.

7. Hand out Activity Sheets 36c36d. Tell students that they will be
constructing a model of the Erie Canal.
a. Give students the following instructions, as you demonstrate
how to make the canal model from Activity Sheet 36c.
First, color the water on the model blue.
Color the grass green.
Cut out the model along the dashed line
Fold all the heavy lines on the model.
Cut out the strip on Activity Sheet 36d. This will be the
bridge that allows pedestrians and wagons to cross the canal.
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Glue each end of the bridge to the sides of the canal.
b. Now explain and demonstrate how to assemble the canal boat.

Cut along all the dashed lines.
Fold all the heavy lines toward the inside.
Glue the four B tabs under the C flaps.
Glue the four D tabs under the E flaps.
Glue the bottom of the boat over section A.
Put your canal boat in your canal.
SA
Travel the Canal
fo
Line up all the canal

sections. Label one end
Buffalo, and the other
Albany. Have students
label their boats with
the goods they are
carrying. Have students
move their boats up and
down the canal.
Read More
About It
Your students might

enjoy reading The
Amazing Impossible Erie
Canal by Cheryl Harness.
NYSTROM
8. Collect and review Activity Sheets 36a36b. Clean and collect

Answers
1d. Appalachian Mountains
2d. in the middle of New York State
6a. manufacturing, potatoes, wool, dairy
7a. corn, beef, manufacturing, pork
Answers will vary. Students may mention that railroads increased
trade, especially to cities not located on bodies of water.

166
Name ____________________________________________
36a
The Erie Canal

Use The Nystrom Atlas of Our Countrys History to map trade routes
between New York City and Ohio.
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1. Its 1820. You sell hardware (shovels, axes, and hammers) in New
York City. Settlers in Ohio could use your tools. But you need to
find a way to get your goods from New York City to Ohio.
a. Give the United States Activity Map or Raised Relief Map a title.
Across the top of the map, write ERIE CANAL.
b. New York City is located on the Hudson River near Long Island.
Find and label NEW YORK CITY.
c. Now outline the state of Ohio (OH) with a dashed line.
d. What mountain range will you have to cross to get from New York
City to Ohio? ____________________________________________
Atlas
Raised Relief Map
Activity Map
Map Marker
crayons or markers
scissors
glue
SA
2. In 1820 navigable rivers were the fastest way to travel.

a. Turn to map A on page 44 of the Atlas. Find any navigable rivers
north of New York City.
b. On your Raised Relief Map or Activity Map, from New York City to
the Mohawk River, trace the Hudson River.
c. Now trace the Mohawk River as far west as you can go.
d. Where do you end up? _____________________________________
fo
3. The main water route between New York City and Ohio was very long.
a. On your map, from New York City to the Straits of Florida, along the
Atlantic Coast, draw a line.
b. From the Straits of Florida to the mouth of the Mississippi River,
continue your line.
c. From the mouth of the Mississippi River to the Ohio River, continue
your line.
d. Trace the Ohio River to the Scioto River.
e. Trace the Scioto River north into Ohio.
f. Along your line, draw a boat symbol
.
4. The Erie Canal was built to help people and products get from New
York to places farther west. It linked the Hudson River with Lake Erie.
a. On map C on page 45, use your finger to trace the Erie Canal.
b. The canal linked the cities of Albany and Buffalo. On your Raised
Relief Map or Activity Map, find the place where the Mohawk River
joins the Hudson River. Label it ALBANY.
c. Buffalo is at the eastern tip of Lake Erie. Find and label BUFFALO.
NYSTROM

167
Name ____________________________________________
d. Part of the canal was built along the Mohawk River. But it bypassed
the rivers waterfalls and rapids. On your map, on the Mohawk
River, change the line to a canal symbol
.
e. The canal continued across New York State. Continue your canal
symbol to Buffalo.
f. Find picture B on page 44 of the Atlas. Read the caption. Notice
that the boat was pulled by a horse that walked beside the canal.
g. On your map, along the canal, draw a canal boat symbol
.
36b
Atlas
Raised Relief Map
Activity Map
Map Marker
crayons or markers
scissors
glue
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5. The Erie Canal made New York City the busiest port in the country.
a. Draw an arrow from New York City north along the Hudson River.
b. Then draw an arrow from the Erie Canal across Lake Erie to Ohio.
6. You will be taking goods from New York to Ohio.
a. Look at map E on page 41 of the Atlas. What land uses are found
near New York City?
________________________________
________________________________
SA
________________________________
________________________________
b. On your Activity Map or Raised Relief Map, below New York City,
write and underline TO OHIO.
c. Below that, list four goods raised or made near New York City.
7. Once you get to Ohio you sell all of your goods. You now have room in
your boat to take goods back to New York.
a. Look at map E on page 41 of the Atlas. What land uses are found in
Ohio?
________________________________
________________________________
fo
________________________________
________________________________
b. On your Activity Map or Raised Relief map, below Ohio, write and
underline TO NYC.
c. Below that, list four goods that are raised or made in Ohio.
8. Towns sprang up along the canal and the Great Lakes.
a. Along the Erie Canal, draw 24 town symbols .
b. Also draw 24 town symbols along Ohios lakeshore.
In the 1840s railroad companies began laying track in the United States.
Write a paragraph describing how railroads affected trade between New York
City and other places in the South and West.
NYSTROM

168
Name ____________________________________________
36c
The Erie Canal

Color your model before cutting it
out. Color the water blue and the
grass green. Then construct your
own section of the Erie Canal.
fo
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Atlas
Raised Relief Map
Activity Map
Map Marker
crayons or markers
scissors
glue
NYSTROM

169
Name ____________________________________________
STEP 1: Cut along all dashed lines. Fold all the heavy lines toward the
inside.
STEP 2: Glue the four B tabs under the C flaps.
STEP 3: Glue the four D tabs under the E flaps.
STEP 4: Glue the bottom of the boat over section A.
36d
Atlas
Raised Relief Map
Activity Map
Map Marker
crayons or markers
scissors
glue
E
D
D
B
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Glue here
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NYSTROM
Canal Bridge

170
Lesson
37
Trail of Tears
Teaching
Locate the ancestral lands of several Indian nations.
Objectives
1. Have students turn to page 9 of The Nystrom Atlas of Our
Countrys History.
a. Ask the class to look at map D. Then explain:
Indians once lived throughout our continent.
As Europeans came to North America, they forced the

Indians west.
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b. Have students compare map D on page 9 of the Atlas with map

B on page 46. Then ask:
What differences do you notice between map D and map B?
(Few Indians are left east of the Mississippi. Some Indian
nations have moved.)
By 1820 were there any Indians living along the Atlantic
coast? (only in Florida)
c. Have students focus on map B on page 46. Ask them:
What are the names of some of the Indian nations that still
lived east of the Mississippi River? (Cherokee, Chickasaw,
Choctaw, Creek, Miami, Ojibwa [Chippewa], Ottawa,
Potawatomi, Seminole, Seneca)
SA

Locate the ancestral
lands of several Indian
nations.
Trace the route taken
by the Cherokee to
Indian Territory.
Describe the Trail of
Tears.
Where did the Cherokee live? (Georgia, South Carolina)

a. Ask a student to read the first story box on Activity Sheet 37a
aloud.
b. Then complete step 1 as a class.
Materials

Activity Sheets
37a37d,
Trail of Tears
Activity Maps
Map Markers
Heres a Tip!
When students have
finished Activity Sheet
37d, hang a clothesline
from one corner of the
room to the opposite
corner. Attach their
acrostics to the
clothesline with
clothespins.
Trace the route taken by the Cherokee to Indian Territory.

3. Describe the taking of Indian land. Explain to students:
White settlers wanted Indian land east of the Mississippi

River.
fo
The Indian Removal Act of 1830 forced Native Americans to

move west to Indian Territory.
Many tribes were forced to leave their homes.
4. Have students look at map B on page 46 of the Atlas. Then say:
Which Indian nations were forced to move to Indian

Territory? (Cherokee, Chickasaw, Choctaw, Creek, Miami,
Ottawa, Potawatomi, Seminole, Seneca, Sauk and Fox)
Today we will be studying the route one of those Indian

nations, the Cherokee, took west.
NYSTROM
Heres an
Interesting Fact!
On July 26, 1827, the
Cherokee Nation
declared independence
from the United States.
They sued Georgia
because they did not
want to leave their
lands. Even though they
won their lawsuit in the
Supreme Court,
President Andrew
Jackson forced them to
move to Indian Territory.
171
Lesson
37
5. Have students read the second and third story boxes on their
activity sheets and do the related mapping activities.
Have the pairs hold up their maps when they are finished, so you
can check the location of the Indian Territory.
6. Then give students time to complete Activity Sheets 37b37c with
their partner.
Describe the Trail of Tears.
Heres Another
Interesting Fact!

a. Explain how to complete the sheet.
You will be writing an acrostic describing the Trail of Tears.
SA
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The United States

government ordered
Major Ethan Allen
Hitchcock to investigate
the claim that the
Indians were not
receiving the goods
promised to them for
their march to Indian
Territory.
He found that the food
they were given was
spoiled, their blankets
carried disease, and they
were not receiving what
had been promised to
them. The government
decided to keep this
information a secret.
The first letter of each line is already written for you. They
spell out TRAIL OF TEARS.
The first word on each line should begin with the letter on
that line.
Each line can be one word, several words, or a complete

sentence.
Each line should tell something about the Cherokees

journey.
b. As a class, do a sample line of the acrostic. Have students

brainstorm words that begin with T. (the, trail, tears, travel,
trouble, terror, territory, terrible, torture, trip, they, took)
c. Give students time to complete their activity sheets.

Answers
1e. forest
3e. Oklahoma, Nebraska, Kansas

7c. 7501000 miles
fo
Activity Sheet 37d
Illustrate the
Acrostic
Acrostic: Answers will vary. Make sure that students describe the
Trail of Tears in their acrostics.
Answers will vary. Students may mention that they feel sad, lonely,
out-of-place, friendless.
Have students mount

their acrostics on a piece
of construction paper.
Have them draw illustrations of the Trail of Tears
on the construction
paper frame.
NYSTROM

172
Name ____________________________________________
37a
Trail of Tears
Use The Nystrom Atlas of Our Countrys History to help you map the Trail
of Tears.
SA
May 28,
1. The Cherokee farmed and hunted in the southern

Appalachian region. They began to adopt the ways
of the white settlers.
a. Give the United States Activity Map a title. Across
the top of the map, write TRAIL OF TEARS.
b. On map B on page 46 of the Atlas, point to the
Cherokee.
c. On your Activity Map, across northern Georgia
and western South Carolina, write CHEROKEE.
d. Find the Appalachian Mountains. Mark them
with mountain symbols
.
e. Look at the map key on your map. What was the
natural region for the Cherokee land?
___________________________________________
f. On your Activity Map, below the Cherokee land,
draw a forest symbol
.
g. The Cherokee were farmers. Below the
Cherokee land, draw a farming symbol .
h. Cherokee children lived in houses and went to
school. Below Cherokee land, also draw house
and school
symbols.
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1828
April 19,
You live in e
.
e
e
k
o
r
e
h
h
You are C the foothills of t
t
a
ins. Your
Georgia,
a
t
n
u
o
M
s,
ian
Appalach ls, valleys, stream
hil
eople
land has
s. Your p a
ld
ie
f
d
n
forests, a n these lands for
o
n you are
have lived
e
h
W
.
e
tim
very long on your parents
g
and
not helpin you go to school
n,
plantatio herokee written
eC
study th
.
language
Atlas
Activity Map
Map Marker
1830
fo
Gold has
be
your fam en discovered ne
ar
ily
President s plantation. The
o
says tha f the United Stat
t you, yo
ur family es
your neig
, and
hb
homes an ors must leave yo
ur
d
area. You move to a differe
nt
d
they can ont understand
how
take awa
y
that you
r people h the land
ave lived
for so lon
on
g.
NYSTROM
2. When gold was discovered in northern Georgia,

white miners wanted the land. White settlers also
wanted land west of the Appalachians.
a. Draw a mining symbol
in northern Georgia.
b. The United States government in Washington,
D.C., decided to move the Indians west. Turn to
pages 7677of the atlas. Find Washington, D.C.
c. The government passed a law to remove the
Indians from their land. On your Activity Map,
near Washington, D.C., write INDIAN REMOVAL
ACT.

173
Name ____________________________________________
37b
May 1, 18
38
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Today yo
uw
moving t ere told that you
o Indian
are
Ter
arent su
re where ritory. You
Ind
Territory
is or wha ian
t it
The white
man said is like.
would be
t
yours for his land
ever. Now
they are
takin
You see y g it away.
about lea our mother cry
vin
makes yo g your home. It
u scared
to go.
3. Indian Territory was west of the

Mississippi River on land an early
explorer called The Great
Atlas
Activity Map
American Desert.
Map Marker
Atlas, use your finger to trace
the Indian Territory.
b. On your Activity Map, use map B to help you
outline this same territory.
c. Label your outline INDIAN TERRITORY.
d. The Cherokee didnt know what to expect when
they reached their new reservation. Draw a
question mark in Indian Territory ?.
e. Look at your Activity Map. What modern-day
states include land that was once Indian Territory?
___________________________________________
___________________________________________
___________________________________________
fo
, 1838
August 6
You
for you.
d
r
a
h
s
a
o
Today w
ing for tw ople
lk
a
w
n
e
e
pe
have b
y of your you.
n
a
M
.
s
h
with
mont
the trail n
g
in
lk
a
w
dia
are
ded for In gry and
a
e
h
e
r
u
Yo
un
You are h
nd
Territory. mother is sick, a e
r
th
u
tired. Yo hink she can walk
t
you dont
y
y.
whole wa r brother ran awa
e
would
Your old
e said he .
H
.
o
g
a
ory
months
ian Territ , and
d
In
in
e
v
him
never li
ay to find ver see
w
o
n
is
will e
There
hink you
t
t
n
o
d
you
.
him again
NYSTROM
4. Between 13,000 and 17,000 Cherokee were forced to

move from their native homelands in Georgia to
Indian Territory. Some traveled by steamboat, some
rode on horseback, but most Cherokee walked the
entire journey.
a. On your Activity Map, mark the place where the
Tennessee River crosses Tennessees northern
boundary with a dot .
b. Now draw a dashed line from Cherokee land
northwest to the dot.
c. This was the first leg of the Cherokee journey.
Draw footprints
along the trail.
d. About 1,000 Cherokee escaped and hid in the
Appalachian Mountains. From Cherokee land in
Georgia northeast to the Appalachian Mountains
in North Carolina, draw an arrow.

174
Name ____________________________________________
37c
Decembe
r
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1, 1838
You and
you
cold. You r family are very
h
Territory ope you reach Ind
ian
so
think you on because you d
ont
can walk
much far
Your mot
t
h
e
r
is
so weak, her.
had to pu
t
hey
t
Other pe her on horseback
ople are s
.
ick too. T
white ma
he
ns
make peo blankets seem t
o
ple e
You are w ven worse.
heard tha orried because yo
u
t
to cross today you will hav
a very big
e
river.
SA
5, 1839
ow
February
here is sn g
t
d
n
a
,
g
in
in
It is freez nd. People are dy
u
o
on the gr our mother died
. Y
every day ut the bluecoats e
y, b
e whit
yesterda
ou call th bury
y
t
a
h
w
u
(which is
not let yo
ld
u
o
w
)
soldiers aid there was no
s
to
her. They urial, so you had il.
b
a
f the tra
o
time for
e
id
s
e
on th
leave her
March 1,
fo
1839
Today yo
uf
Territory. inally reach Indian
It
imagined s nothing like yo
u
. The lan
d is so fla
and there
t,
is grass
as far as
can see.
yo
Yo
know if yo ur father doesnt u
ur people
w
to farm t
his land. ill be able
It
look like a
nything b doesnt
ut grass
grow here
can
.
plantatio You miss your
n. You ju
st want t
home.
o go
NYSTROM
5. The government agreed to

provide the Indians with supplies
on their march. However, the
Atlas
Activity Map
food the government supplied
Map Marker
was spoiled, and the blankets
carried a disease called smallpox.
a. From Tennessee, continue your dashed line
across western Kentucky and southern Illinois.
b. Rivers were major obstacles for the Cherokee
moving West. The Mississippi was the largest river
that the Cherokee had to cross. On your Activity
Map, trace the Mississippi River.
c. Rivers had to be crossed by boat. On the
Mississippi River, draw a boat symbol
.
6. About 4,000 Cherokee Indians died on the march to

Indian Territory.
a. Continue extending your dashed line southwest
until you reach the letters AR in Arkansas.
b. Because so many Cherokee died, their journey
west became known as the Trail of Tears. Below
your dashed line, write TRAIL OF TEARS.
c. Below that, write 4,000 DIE.
7. Indian Territory was located on the Great Plains.

The land in the Plains is very different from the land
that the Cherokee left in northern Georgia.
a. On your Activity Map, continue your dashed line
west into Indian Territory.
b. Measure the distance from the Cherokee
ancestral land in Georgia to the Indian Territory
with the edge of this paper.
c. Now use the map scale in the map key to measure
the distance. How far did the Cherokee walk?
__________________________ miles
d. On your Activity Map, underline the words Great
Plains.
e. Look at the map key. Outline the natural region
found in most of the Indian Territory.
f. In Indian Territory, add a grass symbol
.

175
Name ____________________________________________
37d
Trail of Tears
Atlas
Activity Map
Map Marker
Pulling It Together
Use the information from the Atlas, your Activity Map, and Activity Sheets
37a37c to describe the Trail of Tears. The first letter of each line should
match the letters already written below.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
fo
T
E
A
R
S
_____________________________________________________________________________________
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O
F
_____________________________________________________________________________________
SA
T
R
A
I
L
_____________________________________________________________________________________
_____________________________________________________________________________________
Write a short paragraph describing how you would feel if your family
was forced to move to a new place that you had never been to before.
NYSTROM

176
Lesson
A
Closer
Look
38
Teaching
Trace routes to California by land and by sea.
Objectives
1. Hand out Activity Sheet 38a to students.
a. Ask a student to read aloud the newspaper article about the
discovery of gold at Sutters Fort.
After reading this article, you decide to search for gold in
California.
You are from New York City and you need to get to
California. There are two ways to get to California. One
way is by land. The other way is by sea.
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Trace routes to
California by land and
by sea.
Compare the two
routes to California.
You will race to see which route reaches California first.
2. Divide the class into 12 groups.
a. Explain that six groups will be traveling by land.
b. Hand out Activity Sheet 38b, Raised Relief Maps, and Map
Markers to these six groups.
Materials

Activity Sheets
38a38d,
Activity Globes
Raised Relief Maps
Map Markers
c. Explain that the other six groups will be traveling by sea.
SA
d. Hand out Activity Sheet 38c, Globes, and Map Markers to these
six groups.
3. After completing step 1 on Activity Sheet 38a, ask students to
predict who will arrive in California first: those traveling by land
or those traveling by sea. Record their votes on the board.

Check maps and globes periodically to make sure that the groups
are marking the California Trail or the sea route correctly.
Heres a Tip!
In each group, have
students choose tasks.
For example, one
student can be in charge
of mapping, while others
can be in charge of
reading the diary entries
or reading the instructions.
Compare the two routes to California.
fo
5. When the groups have finished their maps or globes, discuss the
routes.
a. Have students describe the most difficult aspects of their
routes. Ask:
What were some of the obstacles that you faced?
Were you surprised to see how long it took to reach

California?
b. Discuss some of the positive aspects of the journey.
What natural features did you encounter on the journey by land?
By sea, what new places were you able to visit?
NYSTROM

177
Lesson
38

a. Match each group of land travelers with a group of sea
travelers.
b. Have students present their journeys to the other group.
c. Ask students to work together to complete the chart on Activity
Sheet 38d.
Answers
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1a. Answers will vary.

1b. Answers will vary.
By Land
By Sea
NORTH
AMERICA
Route
SOUTH
SA
AMERICA
fo
Read More
About It
Transportation
3,000
______________
miles
Distance
15,000 miles
______________
7
____________
months
Travel Time
6
____________
months
Problems
expensive
seasickness
heat
cold
spoiled food
boredom
expensive
long walk
bumpy ride
cholera
desert
mountains
Answers will vary. Students should write an ad for either a
steamboat line or a wagon train. They should mention some of

the positive aspects of traveling that way.
Your students may enjoy

reading The Ballad of
Lucy Whipple by Karen
Cushman.
NYSTROM

178
Name ____________________________________________
38a

A
Closer
Look

After reading the article below, use The Nystrom Atlas of Our Countrys History
to help you map the journey to California.
March 15, 1848
Atlas
Activity Globe
Raised Relief Map
Map Marker
Gold Discovered in California
Gold has been found in California.

James Marshall, a carpenter, recently
discovered gold while building a sawmill.
The mill, owned by John Sutter, is on the
American River.
I reached my hand down and picked it
up. It made my heart thump, for I was certain it was gold. The piece was about half
the size and shape of a pea. Then I saw
another, said James Marshall.
Sutter no longer has workers building a
sawmill for his ranch. They have all fled to
the American River to begin mining.
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As news spreads about the fortunes waiting to be made, gold hunters are packing
their wagons or buying ship tickets to join in
the mining adventure
out West.
I uprooted a
dead tree, and
found a gold
nugget worth
$5,000! claimed a
miner in California.
Hows that for
luck!
1. There were two ways to get to Californiaby land and by sea. By land
you travel 3,000 miles by steamboat and covered wagon across the
United States. By sea you travel 15,000 miles by steamboat around
South America.
a. Which way do you think will be faster?________________________
Why? ____________________________________________________
b. Which way is your group traveling? __________________________
fo
2. By 1849 people from all over the world were rushing to California.
They became known as the Forty-Niners.
a. Give your Raised Relief Map or Globe a title. Across the top of the
map or near the North Pole on the Globe, write CALIFORNIA GOLD
RUSH.
b. Turn to pages 7677 of the Atlas. Find New York City and San Francisco.
c. On the Raised Relief Map or Globe, locate New York City. Label it
NEW YORK CITY.
d. West of San Francisco, in the Pacific Ocean, write SAN FRANCISCO .
e. East of San Francisco, in the Sierra Nevada, mark the gold fields with
a mining symbol
.
NYSTROM

179
Name ____________________________________________
Read the journal entries below. Then map the route on your map.
July 4, 18
4
9. Fort L
aramie
You stop
at the fo
rt
more sup
plies. Th to buy
ew
has been
so bump agon ride
y
walk mos
that you
to
has alrea f the way. Chole
ra
dy
the wago killed four people
nt
in
that keep rain. The only th
ing
s you goin
g is GOL
D.
SA
Hall
49. Fort
8
1
,
4
1
t
ies!
Augus
the Rock
s
s
o
r
c
a
e it
You mad r the South Pass e
ve
liz
The trip o tle, you didnt rea
en
was so g re crossing
we
journey is
that you
e
h
t
t
u
B
s.
mountain r oxen. Theyre
ou
hard on y ner and having
hin
getting t ing the wagon.
ull
trouble p
October
4,
fo
1849. Sa
cramento
The last
two mon
ths are a
nightmar
e. Af ter
cr
desert, y
ou spend ossing a
yo
dollar on
a glass o ur last
fw
trail in th
e Sierra N ater. The
e
steep, on
e of your vada is so
o
But you f
xen dies.
in
country. ally reach gold
NYSTROM
3. Many wagon trains left from

Atlas
Raised Relief Map
Independence, Missouri.
Map Marker
a. You began your trip in March. On
your map, above New York City write MARCH.
b. Find the junction of the Kansas and Missouri
Rivers. Label the junction INDEPENDENCE.
c. On map C on page 45 of the Atlas, use your
finger to trace a steamboat route from New York
City to the words Missouri River (Independence).
d. On your Raised Relief Map, draw the same route.
e. Along the route, draw a steamboat
.
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pendence
e
d
In
.
9
84
April 4, 1
on a
ee weeks e it to the
r
h
t
r
e
t
f
A
ak
nd
at, you m
steambo ou buy supplies a is
h
. Y
n train. T
trailhead
o
g
a
w
a
of
ith
sign on w ing you hundreds
es
st
trip is co e wagon train leav
h
T
dollars.
.
w
tomorro
38b
4. The Great Plains are flat but bumpy.

a. On map D on page 49 of the Atlas, use your
finger to trace the Oregon Trail.
b. On your Raised Relief Map, from Independence
northwest to the Platte River, draw a line.
c. Trace the Platte River and North Platte River to
the Rocky Mountains.
d. Above the line, draw a wagon symbol
.
5. It was important to cross the Rocky Mountains in

summer, when the high mountain passes were open.
a. On your map, from the eastern Rockies to the
Great Divide Basin, continue your line.
b. Continue your line northwest to the Snake River.
6. Some travelers tried crossing the Sierra Nevada too

late in the season. They got trapped in the snow.
a. On map D on page 49 of the Atlas, trace the
California Trail to Sacramento.
b. On your Raised Relief Map, from the Snake River
to the Humboldt River, continue your line.
c. Trace the Humboldt River west to the dry lake.
d. From the dry lake over the Sierra Nevada to the
gold fields, continue your line.
e. Above the gold fields, write OCTOBER.
180
Name ____________________________________________
Read the journal entries below. Then map the route on your globe.
May 31, 1
SA
849. Ca
pe Horn
In just a
month yo
u
from bro
iling hot ve gone
t
of
cold. No
one warn reezing
e
d you tha
would be
winter in
t it
South
America!
T
strong h he winds are so
ere
a tough t , your boat is hav
in
ime makin
g it arou g
the cape
nd
.
ma
49. Pana
8
1
,
4
ly
u
J
he
ama for t or so
n
a
P
in
p
gf
You sto
een sailin nd
b
e
v
u
o
Y
ed a
night.
t is spoil The
a
e
m
e
h
t
ese.
long,
e the che ip is the
t
a
s
t
a
r
tr
the
rt of the hing to do
a
p
t
s
e
d
r
ha
ere is not .
h
T
.
m
o
ld
bored
about go
m
a
e
r
d
t
p
exce
fo
August 2
0,
California 1849. Monterey
,
Tomorrow
y
San Fran our boat docks in
cis
You can n co. What a long
trip!
o
water, an longer drink the
d
your food there are bugs in
.
mining fo But soon youll be
r gold.
NYSTROM
3. In 1849 almost 40,000 people traveled

Atlas
Activity Globe
to San Francisco by sea.
Map Marker
CHYou began your trip in March. On your
a.
R
MA
Globe, above New York City, write MARCH.
b. Turn to pages 8081 of the Atlas. Find Rio de
Janeiro in Brazil.
c. On your Globe, locate and label RIO DE
JANEIRO.
d. From New York City to Rio de Janeiro, traveling
in the ocean, draw a line.
e. Along the line, draw a steamboat symbol
.
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o,
de Janeir
io
R
.
9
4
8
April 11, 1
fe
Brazil
nt your li
e
p
s
u
o
y
ago
to
A month a steamer ticket
s
n
savings o Your ticket entitle m
.
to
California y bunk in the bot r
ve
tin
you to a . You finally get o
t
at
of the bo k. Now youre jus
ic
s
being sea
.
plain hot
38c
4. The winds are so fierce and so cold

at Cape Horn
AY
M
that it could take a boat a month to round the cape.
a. On your Globe, at the southern tip of South
America, circle Cape Horn.
b. From Rio de Janeiro to Cape Horn, continue
your line.
5. The boats made stops in Chile and Peru before

Y for Panama.
heading
JUL
a. Turn to pages 8081 of the Atlas. Find Chile,
Peru, and Panama.
b. On your Globe, locate Chile and Peru. Put an X
on the coastline of each of these countries.
c. West of Panama, write PANAMA.
d. Along the coast, from Cape Horn to Chile, Peru,
and Panama, continue your line.
6. Some ship owners promised Ethey

R would reach
B took
M
California in 30 days. Many
six months.
TE
P
E
S
a. On your globe, from
Panama to San Francisco,
continue your line.
b. From San Francisco, it was 150 miles to the gold
fields. The trip took a week by boat and longer
by foot. You arrive in the gold fields two weeks
later. Above the gold fields, write SEPTEMBER.
181
Name ____________________________________________
38d
Atlas
Activity Globe
Raised Relief Map
Map Marker
Pulling It Together
Use the information from the Atlas, your Raised Relief Map and Globe,
and Activity Sheets 38a38c to complete the chart below.
By Land
By Sea
NORTH
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AMERICA
Route
SOUTH
AMERICA
SA
Transportation
Distance
______________ miles
____________ months
Travel Time
____________ months
fo
______________ miles
Problems
Create an advertisement for the method of transportation to California that

you believe is the best. Remember you want to grab the interest of gold
seekers and convince them to choose your method of travel.
NYSTROM

182
Lesson
39
Timeline The United States Expands

Teaching
Make a timeline.
Objectives
Find the unit called The United States Expands.
Materials
Timeline Booklet
(from Lesson 15)
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right.

Make a timeline.
timeline.

The unit we just completed covers the years 1790 to 1860.

SA
Timeline Booklets.
Heres a Tip!


key date.
fo

key words.

1790
1800
1810
1793
Whitney
invents
cotton gin

timeline.
NYSTROM

183
Lesson
39
There are four more key dates on pages 4249 of the Atlas.
timeline.

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Answers
1793
Whitney invents cotton gin.
1803
U.S. purchases Louisiana Territory.
1825
Erie Canal opens.
1845
Texas becomes a state.
1848
Gold discovery in California
fo
SA

following events:
Calculate Time

between the opening of
the Erie Canal and the
California Gold Rush.
NYSTROM

184
Lesson
40
Teaching
Objective
Review what was
United States expansion.
Materials
sheets.
Activity Sheets
40a40b,
Reviewing / The
United States Expands
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Heres a Tip!
Answers
1. d
2. c
4. d
6. a
10. c
7. d
11. a
8. a
12. d
Answers will vary. Students may mention expanding, growing,

Indians, canals, railroads, moving West, gold rushes, immigrants,
new territories, agriculture, mill girls, or pioneers.
fo
9. b
SA
3. a
5. b

review.
NYSTROM

185
Name ____________________________________________
40a

In the last seven lessons, you have learned about the expansion of the
United States. How much do you remember?
1. What was the Trail of Tears?

a. another name for the Oregon Trail
b. the route Mormons took to Utah
c. the Lewis and Clark expedition
d. the removal of the Cherokee to Indian Territory
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??
2. Which of the following methods of transportation was not available to

Forty-Niners heading to California?
a. steamboat
c. airplane
b. covered wagon
d. canal boat
SA
3. Who helped build the Erie Canal?

a. Irish immigrants
c. mill girls
b. tool salesmen
d. the President
4. Which of the following natural features did Merriwether Lewis and

William Clark not explore?
a. Rocky Mountains
c. Great Falls
b. Missouri River
d. Atlantic Ocean
fo
5. Which of the following was true about mill girls?

a. They lived in the Louisiana Territory.
b. They worked in textile factories.
c. They were paid hundreds of dollars a week.
d. They were all adults.
6. What was one reason Americans moved west in the mid-1800s?

a. to hunt for gold
b. to find better factory jobs
c. to retire
d. to build canals
7. The Erie Canal connected the Hudson River with
a. the Great Salt Lake.
c. the Pacific Ocean.
b. the Atlantic Ocean.
d. Lake Erie.
NYSTROM
187
Name ____________________________________________
40b
8. Look at the graph. From 1830 to 1860, what was the largest group
of immigrants to the United States?
a. the Irish
b. the British
British
768,804
c. the Mexicans
d. the Germans
German
9. How many immigrants came from

Germany?
a. 768,804
b. 1,539,900
c. 1,904,940
d. 4,933,912
1,539,900
Irish
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1,904,940
10. Look at the map. What was

the most commonly grown
product in the South?
a. sugar
b. potatoes
c. cotton
d. wheat
Total immigrants: 4,933,912*

*Includes groups not shown.
ted by
(dispu Br.)
U.S. &
Superi
ke
or
La
ME
Lake Michiga
n
ron
rie
OH
IL
Phila
Cincinnati
MD
VA
IC
AT L A N T
N
OCEA
DE
KY
Arkansaw
Terr.
I
CT R ity
rk C
delphia
NJ New Yo
PA
IN
MA
Boston
NY
L. E
MO
VT NH
L. Ontario
Michigan
Terr.
Unorganized
Territory
11. Which crop was grown in

Ohio?
a. corn
b. tobacco
c. wheat
d. rice
Hu
SA
L.
NC
TN
SC
MS
AL
LA
Land Use
1830
Charleston
GA
Manufacturing center
12. In 1830 which area had the

most manufacturing centers?
a. the Southern states
b. the territories
c. west of the Mississippi River
d. the Northern states
New Orleans
fo
(disputed by
U.S. & Mexico)
Farming and Ranching
Florida
Terr.
Gulf of Mexico
Beef
Potatoes
Corn
Rice
Cotton
Sugar
Dairy
Tobacco
Hay
Wheat
Pork
0
0
Wool
200
200
400 miles
400 kilometers
NYSTROM

188
Lesson
Civil War and Change, 1820 to 1900
41
Teaching
Preview the unit.
Objectives


Preview the unit.
maps, graphs, and
pictures.
Materials
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a. Have students turn to pages 5051 of the Atlas. Ask students to

b. Also write How did slavery divide the nation? on the board.
Look at graph A. What percent of the Souths population

were slaves? (34%) List correct student responses on the
board, below the title question.
What percent of the North and Wests population were

slaves? (1%)
Look at map C. In 1857 how many states were slave states?

(15)
How many states were free states? (16)
SA

Activity Sheets
41a41b,
Introducing / Civil War
and Change
Heres a Tip!
review.

Atlas. Your job is to find the answers to them.
Weve already answered the first question as a class. Add the

information to Activity Sheet 41a.
fo
Give students time to complete the activity sheets. You may want
NYSTROM

189
Lesson
41
Answers
Name ____________________________________________
Name ____________________________________________
41a

Atlas
Atlas
Atlas pages 5657
How did railroads change the West?

Railroads brought people, towns, and goods to the West. They also brought
Atlas pages 5051
How did slavery divide the nation?
41b
B Map
cattle and minerals to the East.
While the Souths economy depended on slavery, the North wanted to keep
slavery from spreading.
Texas
In 1869 cattle ranges were mainly in ___________________
and the
A Graph
34
In 1860 ______%
of the Souths population were slaves.
Montana Territory.
ranges
By 1890 railroads helped cattle __________________
spread across most of
1
In contrast, only ______%
of the North and Wests population were slaves.
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The number of slave states and free states were carefully balanced.
C Map
15 slave states. All of them were in the South.

By 1857 there were ______
How did the lives of Indians change in the late 1800s?
free
There were 16 ___________
states. All of them were in the North and West.
As Native Americans were moved onto reservations, they lost their land and
Atlas pages 5859
their way of living.
Atlas pages 5253
Where were early Civil War battles fought?
E Graph
states. The Confederacy won most of those battles.
land
In the 1800s, Indians lost over a million square miles of _______________.
Early battles of the Civil War were fought in both Union and Confederate
adults
Traditionally, most Indian children learned skills from _________________
E Map
in their villages.
Many early Civil War battles were fought near the cities that were the
A Picture
boarding
By 1890 many Indian children were sent away to __________________
capitals
_____________________________
of the Union and the Confederacy.
west
Other early battles were fought _________________
of the Appalachian
Mountains.
D Map
the West.
D Picture
schools.
D Map
Atlas pages 6061
How did a growing population change U.S. industry?
Atlas pages 5455
In the late 1800s, the growing population and new inventions helped
Where were later Civil War battles fought?
industry grow in the United States.
Most of the later battles of the Civil War were fought in Confederate states.
other than farms, compared with just 29 percent seventy years earlier.
Union
of the __________________
and the Confederacy.
March
The Confederate states were split by Shermans ___________________
to
SA
the Sea.
NYSTROM
191
New products were introduced in the late 1800s. Four new factory-made
B Map
devices were:
cameras
____________________________
sewing machines
________________________________
electric lighting
____________________________
typewriters
________________________________
D Map
Write a new caption for photo A on page 54 of the Atlas.
NYSTROM
192
Answers will vary. Students should mention the bombed-out and
burned-out buildings that were the result of war in their captions.
fo
A Graph
60 percent of the labor force worked in factories and places

In 1900 _______
C Map
Later Civil War battles were also fought near cities that were the capitals
Read More
About the Unit

stories about the Civil
War and life in the West
in your class library.
Your students might
enjoy reading the books
listed on the tabbed
divider.
NYSTROM

190
Name ____________________________________________
41a

Atlas
Atlas pages 5051
How did slavery divide the nation?

While the Souths economy depended on slavery, the North wanted to keep
slavery from spreading.
A Graph
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In 1860 ______% of the Souths population were slaves.

In contrast, only ______% of the North and Wests population were slaves.
The number of slave states and free states were carefully balanced.
C Map
By 1857 there were ______ slave states. All of them were in the South.
There were 16 ___________ states. All of them were in the North and West.
Atlas pages 5253
Where were early Civil War battles fought?
Early battles of the Civil War were fought in both Union and Confederate
states. The Confederacy won most of those battles.
SA
E Map
Many early Civil War battles were fought near the cities that were the
_____________________________ of the Union and the Confederacy.
Other early battles were fought _________________ of the Appalachian
D Map
Mountains.
Atlas pages 5455
Where were later Civil War battles fought?
Most of the later battles of the Civil War were fought in Confederate states.
C Map
Later Civil War battles were also fought near cities that were the capitals
fo
of the __________________ and the Confederacy.
The Confederate states were split by Shermans ___________________ to
B Map
the Sea.
NYSTROM

191
Name ____________________________________________
41b
Atlas
Atlas pages 5657
How did railroads change the West?

Railroads brought people, towns, and goods to the West. They also brought
B Map
cattle and minerals to the East.

In 1869 cattle ranges were mainly in ___________________ and the
Montana Territory.
D Map
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By 1890 railroads helped cattle __________________ spread across most of

the West.
Atlas pages 5859
How did the lives of Indians change in the late 1800s?
As Native Americans were moved onto reservations, they lost their land and
their way of living.
E Graph
In the 1800s, Indians lost over a million square miles of _______________.
Traditionally, most Indian children learned skills from _________________
SA
in their villages.
A Picture
By 1890 many Indian children were sent away to __________________

schools.
D Picture
Atlas pages 6061
How did a growing population change U.S. industry?
In the late 1800s, the growing population and new inventions helped
industry grow in the United States.
A Graph
In 1900 _______ percent of the labor force worked in factories and places
fo
other than farms, compared with just 29 percent seventy years earlier.
New products were introduced in the late 1800s. Four new factory-made
devices were:
____________________________
________________________________
____________________________
________________________________
D Map
Write a new caption for photo A on page 54 of the Atlas.
NYSTROM

192
Lesson
A
Closer
Look
42
Teaching
Identify slave and free states.
Objectives
1. Introduce the lesson by locating slave and free states.
a. Explain that the U.S. Congress passed several laws to help
define which states and territories allowed slavery and which
did not.
b. Have students find map C on page 50 of The Nystrom Atlas of
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c. Ask students:
How would you describe the general location of slave

statesnorth or south? (south)
Free states did not allow slavery. Where were the free
states? (north and on the West Coast)

SA
Have students hold up their maps so you can check their labels.
Explain the term Underground Railroad.
Materials

Activity Sheets
42a42d,
Activity Maps
Map Markers
Heres a Tip!
4. Discuss the Underground Railroad.
a. Point out picture D on page 51 of the Atlas. Then ask the

class:
What do you see in this picture? (African-Americans getting

out of a wagon. White people helping them.)
This is a picture of a station on the Underground Railroad.

Does it look like a railroad?
b. Ask a student to read the caption aloud.

c. Then explain to the class:
Abolitionists were people who opposed slavery. Whites, free

blacks, and escaped slaves could all be abolitionists.
fo

Identify slave and free
states.
Explain the term
Underground
Railroad.
Trace a route on the
Underground
Railroad.
In 1831 abolitionists created an Underground Railroad.
The Underground Railroad wasnt a railroad at all. It was a

system of secret paths and hiding places.
Slaves used the Underground Railroad to escape from

plantations in the South to freedom in the North.
Play a recording of the

song Follow the
Drinking Gourd.
Encourage students to
follow the route on a
map while they listen.
Heres Another
Tip!
Draw the Big Dipper and
Little Dipper from
Activity Sheet 42b on
the board.
5. Give the pairs time to complete steps 23 on their activity sheets.
NYSTROM

193
Lesson
42
Trace a route on the Underground Railroad.

6. Help students understand the term Drinking Gourd.
a. Have students find the illustration of the Big Dipper on Activity
Sheet 42b.
b. Explain that the Big Dipper and Little Dipper are constellations or patterns of stars in the sky.
e. Help students see the similarities between the shape of the Big
Dipper and the gourd.
7. Have students map a route on the Underground Railroad.
a. Ask a student to read aloud the first verse of Follow the

Drinking Gourd on Activity Sheet 42b.
b. Then give the pairs time to complete steps 48.
c. Explain to the class that:
SA
Read More
About It
d. Draw a drinking gourd on the

board. Explain that slaves often
drank water out of a hollow gourd.
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c. Trace the outline of the Big Dipper

on the board. Help students see its
ladle shape.
Your students might

enjoy these books about
the Underground
Railroad:
Follow the Drinking
Gourd by Jeanette
Winter
Sweet Clara and the
Freedom Quilt by
Deborah Hopkinson
The route you drew was just one of the routes on the
Underground Railroad.
Travel on the Underground Railroad was long and

dangerous.
Slaves usually had to travel at night on foot and hide during

the day.
The journey north was hundreds of miles long and often

took more than a year.
Give students time to draw their routes on the map and write their
verse to the song.
fo

Answers
3b. at least 200,000 slaves
8a. winter
Measure Distance
Have students use the
scale in the map key of
the Activity Map to
estimate the distance
between Alabama and
British North America.
NYSTROM
Activity Sheet 42d

Map: Check to make sure students have drawn a route from
Alabama to British North America.
Answers will vary. The verse should give some clue about the route
drawn.
194
Name ____________________________________________
42a

A
Closer
Look
Today you are going to use The Nystrom Atlas of Our Countrys History to
learn about the Underground Railroad.
Atlas
Activity Map
Map Marker
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1. While southern states allowed slavery, most northern states did

not. These northern states were known as free states.
a. Give the United States Activity Map a title. Across the top of the
map, write UNDERGROUND RAILROAD.
b. Find map C on page 50 of the Atlas. Locate the 16 free states
c. On your Activity Map, outline the 15 free states in the north. Also
outline California.
d. Across those states, write NO SLAVERY.
e. The remaining states and territories allowed slavery. West of the
Mississippi River, write SLAVERY ALLOWED.
SA
2. Abolitionists helped thousands of slaves escape to freedom. They used

secret paths called the Underground Railroad.
a. Some slaves ran away from their plantations in the South. Most of
them headed north to freedom. On your Activity Map, in the Pacific
Ocean, find the compass rose. With your Map Marker, extend the
arrow north to the top of the map.
b. At the top of the arrow, write NORTH.
c. Even though most northern states did not allow slavery, runaway
slaves were not safe until they reached British North America (now
Canada). On your Activity Map, across the land north of the United
States, write BRITISH NORTH AMERICA.
d. British North America did not allow slavery. In British North
America, write NO SLAVERY.
fo
3. Thousands of slaves lived in Mississippi and Alabama. In fact, many

Underground Railroad routes started in these two states.
a. Look at map E on page 51 of the Atlas. Use your finger to trace
around Mississippi (MS) and Alabama (AL).
b. On this map, each red dot represents 2,000 slaves. Do you think
there are at least 100 dots in Alabama? If so, how many slaves were
there in Alabama? ________________________________________
c. On your Activity Map, around Mississippi and Alabama, draw a
dashed line.
NYSTROM

195
Name ____________________________________________
42b
Polaris
Little Dipper
e
Follow th
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Big Dipper
ourd
rinking G
SA
e:
First vers
back and
s
e
m
o
c
n
su
When the ail calls,
qu
the first
g Gourd. r to
in
k
in
r
D
e
Follow th man is waiting fo
ld
For the o
m,
to freedo ing Gourd.
u
o
y
y
r
r
a
c
the Drink
w
o
ll
o
f
u
If yo
fo
Second v
erse:
The river
bank mak
es a very
road,
good
The dead
trees sho
w you the
way,
Lef t foot
,p
Follow th eg foot, traveling
e Drinking
on,
Gourd.
NYSTROM
4. Many slaves learned about secret

escape routes through folk songs.
One of those songs was Follow
Atlas
Activity Map
the Drinking Gourd.
Map Marker
a. In the song, the Drinking
Gourd is the Big Dipper. The
Big Dipper looks like a ladle
or a gourd that slaves used to drink water. On the
drawing to the left, circle the last two stars in the
cup of the Big Dipper.
b. These two stars point to Polaris, the North Star.
From the cup of the Big Dipper to Polaris, draw
an arrow.
c. Polaris points north. Label your arrow N for
north.
5. Follow the Drinking Gourd gave instructions for

traveling on the Underground Railroad.
a. The first line of this verse told the slaves to leave
in winter. In the winter quails migrate to the
South. On your map, in the Gulf of Mexico, write
LEAVE IN WINTER.
b. The third line refers to an old man. The old man
is Peg Leg Joe, a handyman who moved from
plantation to plantation teaching the song to the
slaves. In the Gulf of Mexico, also write FIND PEG
LEG JOE.
6. The second verse of the song told slaves to follow

the bank of the Tombigbee River.
a. Most slaves lived on plantations. On your Activity
Map, find Alabama. At the mouth of the
Tombigbee River, draw a plantation symbol
.
b. From the plantation symbol north to the source
of the Tombigbee River (in Mississippi), trace the
river with an arrow.
c. The verse said to look for the dead trees marked
with a left foot and a peg foot symbol. This
symbol helped runaway slaves tell the Tombigbee
from other rivers. On the Tombigbee River, in
two places where other rivers flow into it, draw a
left foot and peg foot symbol
.
196
Name ____________________________________________
42c
Third vers
e:
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The river
en
Follow th ds between two h
e Drinking
ills,
Gourd.
Theres a
no
other sid ther river on the
e,
Follow th
e Drinking
Gourd.
7. When the runaway slaves reached

the source of the Tombigbee,
they had to continue traveling
Atlas
Activity Map
north over several miles of hills
Map Marker
until they reached the next river.
a. Just north of the source of the
Tombigbee River, draw hill
symbols
.
b. On the other side of the hills was the Tennessee
River. Underline its name.
c. From the hills to the Ohio River, trace the
Tennessee River with an arrow.
fo
SA
rse:
Fourth ve
er meets
iv
r
ig
b
t
e grea
Where th er,
riv
rd.
the little
king Gou g to
in
r
D
e
h
t
itin
Follow
an is awa ou
m
ld
o
e
h
For t
edom if y
e
r
f
o
t
u
rd.
carry yo
king Gou
in
r
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h
t
follow
NYSTROM
8. It was still winter when the runaway slaves reached

the Ohio River. It was easier to cross the river when
it was frozen.
a. Look at picture D on page 51 of the Atlas. What
season is it? ________________________________
b. On your map, show that slaves crossed the river in
the winter. Along the Ohio River, draw snowflake
symbols
.
9. An Underground Railroad guide called a conductor
would meet the runaway slaves on the north bank of
the Ohio River. The guide would help the slaves
reach freedom.
a. On the map on Activity Sheet 42d, copy the route
from Alabama to the Ohio River. Use your
Activity Map as a guide.
b. Some Underground Railroad routes traveled
through Chicago, IL; Detroit, MI; or Sandusky,
OH. On Activity Sheet 42d, from the Ohio River
to one of these cities, draw an arrow.
c. From these cities, the Underground Railroad
continued on to British North America. On
Activity Sheet 42d, continue your arrow to British
North America.
d. Thousands of slaves found freedom in British
North America. On Activity Sheet 42d, in British
North America, write FREEDOM.

197
Name ____________________________________________
42d
Pulling It Together
Atlas
Activity Map
Map Marker
See step 9 on Activity Sheet 42c for instructions on completing this map.
British
North America
L.Superior
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IA
VT
on
WI
t
L. On
MI
Detroit
Chicago
r
L. E
NH
ari o
NY
R.
OH
MD
DE
VA
KY
e
nn
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T
AR
NJ
WV
o
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TN
RI
PA
Sandusky
SA
MO
MA
CT
ie
IN
IL
ME
L.
Hu
r
L. Michigan
MN
ee
ss
R.
NC
ATLANTIC
SC
AL
fo
LA
gbee R.
mb i
To
MS
OCEAN
GA
FL
Write a new verse to the song Follow the Drinking Gourd. Describe the
route you drew from the Ohio River to freedom in British North America.
NYSTROM

198
Lesson
43
Civil War Battles

Teaching
Gather and record information about Civil War battles.
1. Have students look quickly through pages 5255 of The Nystrom
Atlas of Our Countrys History. Then ask:
What topic do these pages have in common? (They are all

about the Civil War.)
Today youll learn more about battles fought during the war.

Gather and record
information about
Civil War battles.
Look for similarities
among the battles.
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2. Divide the class in half. Hand out Activity Sheet 43a to half of the
students and Activity Sheet 43b to the other half.
Objectives
3. With the class, model how to complete a sample box from the
activity sheet.
a. Begin by drawing the Chickasaw Bayou box (see the margin)

on the board.
b. Have students find a map on pages 5255 that shows the battle
of Chickasaw Bayou. (map D on page 53)
Materials

Activity Sheets
43a43b,
Civil War Battles
colored pencils
c. Have students use the map to answer the following questions.

When did the battle take place? (1862)
Heres a Tip!
Where did the battle take place? (Mississippi)
Who won this battle? (Confederates)
Did the battle take place near the Union capital of

Washington, D.C.? (no) Did it take place near the
Confederate capital of Richmond, Virginia? (no)
To review this lesson,

play the Civil War TicTac-Toe game (see page
200) with the class.
Did this battle take place near the Mississippi River? (yes)
SA
d. As each question is answered, fill in the box on the board.

Have students do the same on their activity sheets.
e. Then explain to students how to complete the information for

that battle.
Color the conflict symbol

. Color it blue (or label it U)
for a Union victory, gray (or C) for a Confederate victory, or
uncolored (or N) if there was no clear victor.
Because the battle did not take place near capitals, those
with Activity Sheet 43a will not circle Near Capitals.
fo
Chickasaw
Bayou
1862
Year ________________
Mississippi
State ________________
Near Mississippi River
Near Capitals
Because the battle did take place near the Mississippi River,
those with Activity Sheet 43b will circle Near Mississippi
River.
4. Give students time to fill in the other boxes on their activity sheet.
You may want students to work in pairs.
NYSTROM

199
Lesson
43
Look for similarities among the battles.

5. There were patterns in where battles were fought or who won
more battles. Have students look for similarities among the
battles.
a. First, ask students to look at the battles in the first row. Have
them try to find a characteristic that all three battles have in
common.
b. Have them write that characteristic on the line beside the row.
c. Also have students look for similarities among battles in the
other two rows and in each column.
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6. Collect and review the activity sheets.
Answers
Activity Sheet 43a
Answers will vary.
Play Civil War

Tic-Tac-Toe
SA

completed Activity
Sheets 43a or 43b to
play a version of tic-tactoe. Call out a category
such as: battle that
occurred in 1862, battle
that occurred in
Tennessee, battle that
occurred near a capital.
Students can cover one
battle that fits that
description with a token
or piece of paper. The
first to cover three
battles in a row horizontally, vertically, or
diagonally wins.
Students may
mention that many
early Civil War
battles took place
near capitals, were
in the northern
Confederacy, or
were won by the
Confederates.
Virginia vs.
Monitor
Appomattox
Harpers Ferry
Virginia or
1865
1862
1862
Year ________________
Year ________________
Year ________________
Near Capitals
__________________
Virginia
Virginia
Virginia
State ________________
State ________________
State ________________
Near Capitals
Near Capitals
Shiloh
Near Capitals
Antietam
Chickasaw
Bayou
1862
__________________
1862
1862
1862
Year ________________
Year ________________
Year ________________
Tennessee
Maryland
Mississippi
State ________________
State ________________
State ________________
Near Capitals
Near Capitals
Fredericksburg
Near Capitals
First Battle of
Bull run
Fort Sumter
Confederate
victory
__________________
1861
1861
1862
Year ________________
Year ________________
Year ________________
Virginia
South Carolina
Virginia
State ________________
State ________________
State ________________
Near Capitals
Near Capitals
Near Capitals
1862
________________
Near Capitals
________________
victory
________________
Confederate
Activity Sheet 43b
Atlanta
Gettysburg
U = Union
victory
C = Confederate
victory
N = No clear
victor
New Orleans
fo
Answers will vary.
Sing Civil War

Songs
Students may
mention that many
later Civil War
battles took place
in the Deep South
or were won by the
Union.
NYSTROM
Union victory
__________________
Pennsylvania State ________________

Georgia
Louisiana
State ________________
State ________________
U
Siege of
Savannah
U
Chattanooga
U
Siege of
Vicksburg
Union victory
__________________
1863
1864
1863
Year ________________
Year ________________
Year ________________
Mississippi
Georgia
Tennessee
State ________________
State ________________
State ________________
Teach your class songs

that were popular during
the Civil War, such as
When Johnny Comes
Marching Home, Battle
Hymn of the Republic,
or Dixieland.
1863
1864
1862
Year ________________
Year ________________
Year ________________
C
Chickamauga
C
Chancellorsville
Chickasaw
Bayou
Confederate
victory
__________________
1863
1863
1862
Year ________________
Year ________________
Year ________________
Virginia
Georgia
Mississippi
State ________________
State ________________
State ________________
Georgia
________________
1863
________________
River
________________
U = Union
victory
C = Confederate
victory
Near Mississippi

200
Name ____________________________________________
43a
Civil War Battles

Use the maps on pages 5255 of The Nystrom Atlas of Our Countrys History
to help you fill in the information below. Then compare the battles in
each row and column to figure out what the battles have in common.
Virginia vs.
Monitor
Appomattox
Atlas
colored pencils
Harpers Ferry
Year ________________ Year ________________ Year ________________
__________________
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State ________________ State ________________ State ________________

Near Capitals
Near Capitals
Near Capitals
Shiloh
Antietam
Chickasaw
Bayou
Year ________________ Year ________________ Year ________________ __________________
SA

Near Capitals
Near Capitals
Near Capitals
Fredericksburg
First Battle of
Bull run
Fort Sumter
Year ________________ Year ________________ Year ________________ __________________

Near Capitals
Near Capitals
________________
________________
________________
fo
Near Capitals
U = Union
victory
C = Confederate
victory
N = No clear
victor
Most of the battles above took place during the first two years of the Civil
War. Use your Atlas and chart to complete the following sentence:
Early in the Civil War, most battles _______________________________.
NYSTROM

201
Name ____________________________________________
43b
Civil War Battles

Use the maps on pages 5255 of The Nystrom Atlas of Our Countrys History
to help you fill in the information below. Then compare the battles in
each row and column to figure out what the battles have in common.
Atlanta
Gettysburg
Atlas
colored pencils
New Orleans
Year ________________ Year ________________ Year ________________
__________________
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Siege of
Savannah
Chattanooga
Siege of
Vicksburg
Year ________________ Year ________________ Year ________________ __________________
SA

Chickamauga
Chancellorsville
Chickasaw
Bayou
Year ________________ Year ________________ Year ________________ __________________

________________
________________
________________
fo
U = Union
victory
C = Confederate
victory
Most of the battles above took place during the last three years of the Civil
War. Use your Atlas and chart to complete the following sentence:
Later in the Civil War, most battles _______________________________.
NYSTROM

202
Lesson
44
Teaching
Trace the route of the transcontinental railroad.
Objectives
1. Describe the location of railroads in 1860.
a. Have students find map E on page 45 of The Nystrom Atlas of
Our Countrys History. Ask students to find the symbol for a
railroad.
b. Then say to the class:
In 1860 where were most of the railroads in the United
States? (in the North and South, east of the Mississippi
River)
How far west did the railroads go? (to the Missouri River, in
eastern Texas)
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Trace the route of the
transcontinental
railroad.
Identify ways
railroads changed the
West.
In 1862 the United States government decided that a

railroad route was needed to connect the East to the
growing West.
SA
a. Explain to your students that they will be using the maps to

map the construction of the first transcontinental railroad.
Materials

Activity Sheets
44a44d,
Transcontinental
Railroad
Raised Relief Maps
Activity Maps
Map Markers
crayons or markers
b. Give the groups time to complete steps 13 on Activity Sheet

44a.
Heres a Tip!
Have students hold up their maps when they are finished.

Check to make sure that Omaha and Sacramento are in the
correct locations.
3. Have the groups complete steps 49 on their activity sheets.
Identify ways railroads changed the West.
Use both the Raised

Relief Map and the
Activity Map to teach
this lesson. In that way,
more students will have
the opportunity to
participate in the
mapping activities.
4. Point out map D on page 57 of the Atlas.
a. Describe how railroads brought cattle ranchers, farmers, and

merchants to the west.
Cattle ranchers were able to sell their cattle in the East if
they could get the animals to the railroads. As railroads
expanded west, so did the ranchers.
Railroad companies offered farmers cheap land if they

would settle near their railroads.
Many towns sprang up along the new railroads. Towns grew

as merchants opened stores. The railroad transported
goods from the East to stores in the West.
fo
b. Give the groups time to complete their activity sheets.
NYSTROM

203
Lesson
44
5. When students have finished their maps, say:
North America was the first continent to have a transcontinental railroad.
Transcontinental means crossing the continent.
Did the Union Pacific/Central Pacific Railroads cross the

continent? (no)
How far did they go? (from Omaha to Sacramento)
How could the railroad claim to be the first transcontinental

railroad? (It joined other railroads that went from Omaha
to the East Coast.)
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a. Have students choose a town along the railroad.
b. Then give students time to complete their activity sheet.

Answers
2b. Missouri River
Measure Miles
9b. Great Plains; Rocky Mountains
SA
Have students use the

mileage scale in the map
key to measure the
length of the first
transcontinental railroad.
Have them compare the
distance covered by the
Union Pacific and the
Central Pacific Railroads.
9a. Sierra Nevada; Great Basin
Activity Sheet 44d
Before and After Pictures: Illustrations will vary. The before

picture should show an untouched, natural landscape. The after
picture should show a railroad, a town, and perhaps a cattle range.
Answers will vary. Students may choose the Central Pacific because
fo
it had to cross the most mountainous terrain. Or students may

choose the Union Pacific because it covered the most distance.
Map Other
Railroads
Have students add other
railroad lines to their
maps. Have them
include the railroads that
crossed the West in
1890.
NYSTROM

204
Name ____________________________________________
44a
Use The Nystrom Atlas of Our Countrys History to learn how railroads
changed the West.
1. In 1860 few railroads extended west of the Mississippi River.
a. Give your United States Activity Map or Raised Relief Map a title.
Across the top of the map, write TRANSCONTINENTAL RAILROAD.
b. Give your map a map key. In the Gulf of Mexico, draw a large box.
c. At the top of the box, write MAP KEY.
Atlas
Raised Relief Map
Activity Map
Map Marker
crayons or markers
SA
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2. In 1862 the U.S. government decided to build a transcontinental

railroad. The railroad would span the continent by linking the East
Coast and West Coast of the United States.
a. Turn to map E on page 45 of the Atlas. Starting in New York City,
with your finger trace the railroad west as far as you can go.
b. Where did you end up?_______________________________________
c. On your Activity Map or Raised Relief Map, mark the spot where the
Missouri River meets the Platte River with a dot .
d. The railroad went as far as Omaha in Nebraska Territory. East of the
dot, write OMAHA.
e. In your map key, write = TOWN.
3. The government decided to build a railroad between Omaha and

Sacramento, California. Sacramento was near gold fields in the Sierra
Nevada and near San Francisco on the Pacific coast.
a. Turn to pages 7677 of the Atlas. Locate Sacramento.
b. On your Activity Map or Raised Relief Map, put a dot at
39N, 122W.
c. West of the dot, write SACRAMENTO.
fo
4. Two railroad companies were hired to build the transcontinental

railroad: the Central Pacific and the Union Pacific.
a. The Central Pacific began its section of the railroad in Sacramento.
Below Sacramento, write and underline CP.
b. The Central Pacific laid tracks heading east. Below CP, draw an
arrow pointing east.
c. The Union Pacific began its section of the railroad in Omaha.
Below Omaha, write and underline UP.
d. The Union Pacific laid tracks heading west. Below UP, draw an
arrow pointing west.
NYSTROM

205
Name ____________________________________________
5. The Central Pacific Railroad began construction in 1863.

a. In your map key, write
= RAILROAD.
b. In the first year of construction, the Central Pacific only laid 31
miles of track. On your map, from Sacramento east, draw a
railroad symbol
about 1/4" long.
c. In the next year, the Central Pacific laid just 19 miles of track.
Extend your railroad symbol 1/8".
d. The Central Pacific Railroad had to lay track over the Sierra Nevada
or tunnel through the mountains. On the Raised Relief Map, feel
the land east of Sacramento.
44b
Atlas
Raised Relief Map
Activity Map
Map Marker
crayons or markers
SA
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6. In 1865 the Central Pacific decided to hire more workers. That same
year, the Union Pacific also began work on the railroad and hired
workers.
= WORKERS.
a. In the map key, write
b. The Central Pacific hired immigrants from China. Below CP, write
CHINESE
.
c. The Central Pacific also hired a few Native Americansboth men
and women. Below CP, add NATIVE AMERICAN .
d. The Union Pacific hired immigrants too. Some workers were
German or Scandinavian, but most were Irish. Below Union Pacific,
write IRISH .
fo
7. The Union Pacific quickly laid track across the Great Plains.
a. The railroad followed the Platte River. On your map, from Omaha
to the junction of the North and South Platte Rivers, trace the Platte
River with a railroad symbol
.
b. On the Raised Relief Map, feel the land between Omaha and the
Rocky Mountains.
c. The Cheyenne and Sioux did not want a railroad running across
their hunting grounds. They destroyed track and attacked railroad
workers. In Nebraska, draw a conflict symbol
.
= CONFLICT.
d. In the map key, add
8. The two railroad companies competed to lay the most track.
a. On map B on page 56 of the Atlas, put one finger on Sacramento
and another finger on Omaha. Move the fingers toward one
another along the Central Pacific and Union Pacific railroad lines
until they meet.
b. On your Activity Map or Raised Relief Map, put a dot just north of
the Great Salt Lake.
c. Continue the Union Pacific line west across the Great Plains and
Rocky Mountains to the dot.
NYSTROM

206
Name ____________________________________________
44c
d. Continue the Central Pacific line east across the Sierra Nevada
and Great Basin to the dot.
e. The two railroads met at Promontory in Utah Territory. The
Union Pacific and Central Pacific were joined with a gold
spike. Mark the dot with a spike .
Atlas
Raised Relief Map
Activity Map
Map Marker
crayons or markers
f. The transcontinental railroad was completed in 1869seven

years ahead of schedule! Above the spike, write 1869.
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9. Railroad workers had to construct the railroads across and through

many natural features. They used shovels, picks, and dynamite to work
their way across rugged plains and through granite mountains.
a. What natural features did the Central Pacific Railroad pass through
between Sacramento and Promontory?
________________________________
________________________________
b. What natural features did the Union Pacific Railroad pass through
between Omaha and Promontory?
________________________________
________________________________
SA
10. Railroads made it easier to transport cattle to market. Soon cattle

ranges spread across the West.
= CATTLE RANGE 1890.
b. Look at map B on page 56 of the Atlas. Use your finger to trace the
cattle ranges in 1869.
c. Now look at map D on page 57. Use your finger to trace the cattle
range in 1890.
d. On your Raised Relief Map or Activity Map, across the West, mark
the 1890 cattle ranges with this symbol
.
fo
11. As railroads were built, new towns were also built to house the railway
workers. Many of these towns remained after construction was finished.
a. In Nebraska, where the North and South Platte Rivers join and
become the Platte, write NORTH PLATTE.
b. In Wyoming, along the railroad at 105W, write CHEYENNE.
c. In Wyoming, just west of Cheyenne, write LARAMIE.
d. In Utah, along the railroad and just east of the Great Salt Lake, write
CORRINE.
e. In California, between Sacramento and the Sierra Nevada, write
COLFAX.
NYSTROM

207
Name ____________________________________________
44d
Pulling It Together
Choose a town along the transcontinental railroad. Use the information from the Atlas, your Activity Map or Raised Relief Map, and
Activity Sheets 44a44c to draw before and after the railroad pictures.
Show the land, the railroad, and the town.
Atlas
Raised Relief Map
Activity Map
Map Marker
crayons or markers
Town:____________________________
SA
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Before the Railroad
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After the Railroad
Which company made the biggest contribution to the transcontinental railroad

the Union Pacific or the Central Pacific? Write a paragraph explaining your choice.
Compare the distance they covered and the natural features they crossed.
NYSTROM

208
Lesson
45
Indians and Buffalo

Teaching
Locate Indian lands and buffalo ranges in 1860.
Objectives
1. Discuss the Plains Indians in the mid-1800s.
a. Have students look at picture A on page 58 of The Nystrom Atlas
of Our Countrys History. Ask the class:
This is a photo of Plains Indians and their home around

1860. What type of home did they live in? (a tepee, tent)
What form of transportation did they use? (horse)
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Locate Indian lands
and buffalo ranges in
1860.
Identify changes in
Indian lifestyles by
1890.
Create a winter count
hide.
Indians of the Plains lived in the area from the Mississippi

River to the Rocky Mountains and from Canada to Mexico.
They were nomads. They moved their villages as they

followed buffalo herds.

3. Have students complete steps 1 and 2 on Activity Sheet 45a.
SA
When they are finished, have students hold up their maps so you
can check on the location of their Indian lands.
Materials

Activity Sheets
45a45d,
Indians and Buffalo
Activity Maps
Map Markers
colored pencils
4. Describe the importance of buffalo to the Plains Indians.
Indians ate roasted buffalo meat and dried buffalo jerky.
They made tools out of buffalo horns and bones.
Indians also used buffalo skins to make clothing, bedding,

and tepees.
5. Give students time to complete step 3 on their activity sheets.
Heres a Tip!
Find images of winter
count hides to show the
class. You may find
them in encyclopedias,
textbooks, or on the
Internet.
Identify changes in Indian lifestyles by 1890.
6. Discuss changes that occurred between 1860 and 1890.
The United States government and white settlers realized

that Indian lands were valuable.
fo
The government started buying up Indian lands and moving

Indians onto reservations.
Many Indians fought to keep their hunting grounds.
Railroads extended across the West. They brought cattle

ranchers and white settlers to the Plains.
White hunters killed thousands of buffalo for sport and for

their hides.
NYSTROM

209
Lesson
45
Create a winter count hide.

8. Describe winter count hides.
Some Plains Indians kept a pictorial record of key events in
their lives.
Every winter, they added a new event to the record.
The event might be a battle, a fire, a famine, a great buffalo

hunt, or an epidemic.
Since an event was added each winter, the record was called
a winter count.
These records were often drawn on an animal hide.
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9. Have students make their own winter count hide.
a. Optional: show students a photo of an authentic Indian winter

count hide.
b. Hand out Activity Sheet 45d. Also draw the hide from the
activity sheet on the board.
Oral History
Indians who knew the

stories of the symbols on
a winter count hide were
called count keepers.
Have students act as
count keepers and tell
the story of their winter
counts to a partner or to
a small group.
d. Give students time to complete their activity sheet.
10. Collect and review Activity Sheets 45a45d. Clean and collect the
materials using your own procedure or one described on page xi.
SA
c. Show students how to add an event to the hide. As a class,

choose a symbol from the Activity Map. Then draw it on the
hide on the board. Also write a short (2- to 5-word)
description of the event below the symbol.
fo
Read More
About It
Your students might

enjoy reading the
following books about
Indians and Indian
boarding schools:
Moki by Grace Jackson
Penney
Home to Medicine
Mountain by Chiori
Santiago
NYSTROM
Answers
1c. Apache, Arapaho, Blackfeet, Cherokee, Cheyenne, Chickasaw,

Choctaw, Comanche, Creek, Crow, Dakota (Sioux), Kiowa,
Modoc, Mojave, Navajo, Nez Perce, Paiute, Shoshone, Spokane,
Ute, Yakima
7e. 1,734,595 square miles

7f. 162,991 square miles
Activity Sheet 45d
Winter Count Hide: Drawings will vary. Make sure students have
drawn symbols or pictures of at least four events and included a
brief description of what each drawing means.
Answers may vary. Students may mention being lonely, missing
their family and friends, having to dress in different clothes, or

having to speak a new language.

210
Name ____________________________________________________
45a
Indians and Buffalo

Use The Nystrom Atlas of Our Countrys History to learn how Indian life on
the Plains changed from 1860 to 1890.
In 1860 roughly 313,000 Indians lived in the United States.
a. Give the United States Activity Map a title. Across the top of the
map, write INDIANS AND BUFFALO.
b. Turn to map B on page 58 of the Atlas. Look for the names of
Indian nations.
c. Name the Indian nations shown on map B. (Two are listed twice.)
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
SA
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1.
Atlas
Activity Map
Map Marker
colored pencils
________________________________
________________________________
________________________________
________________________________
________________________________
fo
2. In 1865 most Indians in the United States lived west of the

Mississippi River.
a. On your Activity Map, in the Gulf of Mexico, draw a
large box. Inside the box, write MAP KEY.
b. In the map key, write = INDIAN LAND AND
RESERVATIONS, 1865.
c. Look at map B on page 58 of the Atlas. In the
map key, find the colors used to show Indian
lands remaining in 1865 and U.S. Indian reservations in 1865.
d. On map B, use your finger to trace these
Indian lands.
e. Now, on your Activity Map, use map B to
help you draw a general outline
around the largest Indian lands with a
dashed line.
NYSTROM

211
Name ____________________________________________
45b
3. Buffalo were important to the Plains Indians. They supplied the

Indians with food, clothing, shelter, and tools.
= BUFFALO.
b. Look at the map key for map B on page 58 of the Atlas. Find
the symbol for buffalo range.
c. On map B, use your finger to trace the buffalo ranges.
d. On your Activity Map, in Montana, North Dakota, South Dakota,
Wyoming, Colorado, Nebraska, Kansas, and Texas, draw buffalo
symbols
.
.
e. East of the Mississippi River, write 186015 MILLION
Atlas
Activity Map
Map Marker
colored pencils
SA
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4. From the 1860s to 1890, many conflicts occurred between Indians and
the United States Army. Some of these conflicts were about land.
= CONFLICT.
b. Look at map B on page 58 of the Atlas. Locate the six
symbols.
c. On your Activity Map, use map B to help you draw a conflict symbol
for each of these conflicts.
d. Now look at map C on page 59 of the Atlas. Locate the nine
symbols.
e. Little Bighorn was the last major Indian victory against the United
LITTLE
States Army. On your Activity Map, label this battle
BIGHORN 1876.
f. Wounded Knee was the last major conflict between Indians and U.S.
troops. This massacre left about 300 Native American men, women,
and children dead. On your Activity Map, label this battle
WOUNDED KNEE 1890.
5. Between 1860 and 1890, several railroads were built across the West.
= RAILROAD.
fo
b. Turn to map B on page 56 of the Atlas. Use your finger to trace the
Union Pacific and Central Pacific Railroad from the East to the West.
c. On your Activity Map, draw the same route, using a railroad symbol
.
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212
Name ____________________________________________
45c
6. Railroads brought cattle ranchers and settlers to Indian land.

= CATTLE RANCHERS.
b. Also write
= SETTLERS.
c. Now, on your map, near the railroad, draw a
symbol.
d. On the Great Plains, draw a
symbol.
Atlas
Activity Map
Map Marker
colored pencils
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7. By 1890 life for Indians on the Plains had changed dramatically.

Government land purchases, battles with the Army and settlers, and the
arrival of railroads, cattle ranchers, and settlers all resulted in the loss of
Indian land. Indians now lived on reservations.
a. In your map key, write _________ = INDIAN LAND, 1890.
b. Look at map C on page 59 of the Atlas. Use your finger to trace the
Indian reservations in 1890.
c. On your Activity Map, outline five of the largest reservations with a
solid line.
d. Find graph E on page 59 of the Atlas. Look at the change in Indian
land.
e. How many square miles of land did Indians have in 1850?
________________________________
f. How many square miles of land did Indians have in 1890?
SA
________________________________
fo
8. By 1890 buffalo were almost extinct.

a. Look at map C on page 59 of your Atlas. Use you finger to trace
what was left of the buffalo ranges in 1890.
b. On your activity map, circle one buffalo symbol near Texas, one
symbol near Colorado, and one symbol near Montana.
c. Cross out any remaining buffalo symbols.
d. On your map, below the label 15 MILLION
, write 1890
ALMOST EXTINCT.
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213
Name ____________________________________________
45d
Indians and Buffalo

Pulling It Together
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Each winter, some Plains Indians selected a major event from the year
and drew it on an animal hide. It was known as a winter count hide.
In the space below, draw your own winter count hide for 18601890. Use the
information from the Atlas, your Activity Map, and Activity Sheets 45a45c to
select at least four events for your hide. On your hide, draw a symbol for
each event and write a short (2- to 5-word) description of it.
Atlas
Activity Map
Map Marker
colored pencils
Look at photo D on page 59 of the Atlas. At boarding schools, Indian

children were forced to change their names, speak in English, and dress and
act like white children. Pretend you are an Indian living at a boarding
school. Write a short letter home describing how you feel about the school.
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214
Lesson
A
Closer
Look
46
Orphan Trains
Teaching
Trace the route of an orphan train from the East to the West.
Objectives
1. Describe orphan trains to the class.
In the mid-1800s, there were approximately 30,000
abandoned children living on the streets of New York City.
Many of the children were orphans with no parents or

family. But some were poor children whose parents could
no longer care for them.
Organizations, such as the Childrens Aid Society and the

New York Foundling Hospital, wanted to help these children
find homes.
In the late 1800s and early 1900s, these organizations helped

about 200,000 children from cities in the East find new
homes in the Midwest and West.
These organizations began organizing orphan trains.

SA
3. Explain to the class that they will look at the experiences of one
orphan.
a. Ask a student to read the first story box on Activity Sheet 46a
aloud.
b. Then, as a class, complete step 1 on the activity sheet.
c. Have students hold up their completed Activity Maps so you

can check the location of New York City.
4. Give the pairs time to read the story boxes and complete steps 25.
Compare life in urban and rural areas.
5. Discuss how life was different in the East and in the West in the
late 1800s.
How would you describe big cities like New York City?
(crowded, tall buildings, lots of people)
Materials

Activity Sheets
46a46d,
Orphan Trains
Activity Maps
Map Markers
Heres an
Interesting Fact
The number of
abandoned children in
New York City was huge.
Some causes were:
Parental death due to
disease, industrial
accidents, or
starvation.
Overpopulation in the
New York area due to
extensive
immigration.
General parental
neglect and
abandonment.
fo

Trace the route of an
orphan train from the
East to the West.
Compare life in urban
and rural areas.
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How would you describe farming communities? (wide-open

spaces, farms, trees, crops, fewer people)
Look at picture C on page 61 of the Atlas. In the late 1800s,

in big cities, poor children your age often worked full-time
in factories, stores, or restaurants. They sold newspapers on
the street. They didnt go to school.
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215
Lesson
46
How do you think life would be different for the New York
City orphans when they moved to farming communities in
the Midwest and West? (They didnt have to work full time.
They went to school. They helped out on the farm.)
6. Have the pairs complete steps 67 on Activity Sheet 46c.

Give them time to complete their activity sheet.
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Answers
3e. Missouri
7a. Elkhart: forest

Kirksville: forest
Oskaloosa: grass
Cawker: grass
Activity Sheet 46d
SA
Letters will vary. Students may mention the long train ride,
brothers or sisters finding homes, not being chosen at several
stops, finding a family, the difference between life in New York City
and life in a small town.
Answers will vary. Students may mention fewer people per square
fo
mile in the Midwest or West, grassland or forest instead of crowded

apartment buildings, going to school, not working full time, living
in a small town or on a farm.
Read More
About It
Your students might

enjoy reading Train to
Somewhere by Eve
Bunting.
NYSTROM

216
Name ____________________________________________
46a

A
Closer
Look
Orphan Trains
Use the The Nystrom Atlas of Our Countrys History to learn about orphan trains
in the late 1800s and early 1900s.
1. In the late 1800s and early 1900s, about 200,000

orphans made the long journey from crowded cities
in the East to new homes out West.
the top of the map, write ORPHAN TRAINS.
b. Most orphan trains started in New York City. New
York City is on the Hudson River near Long
Island. Mark it with a .
c. Also label it NEW YORK CITY.
d. The orphan train in this story had 46 children
riding on it. Below New York City, write and
circle 46.
SA
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City
New York
,
y
a
d
s
e
u
T
the
people at
e
h
t
,
t
you
h
Last nig
ty made u
ie
c
o
S
id
A
yo
Childrens . They also gave
h
t
take a ba ew clothes, and a
,n
a haircut
.
ther
suitcase
little bro
r
u
o
y
,
u
Today yo ther children are
44 o
ion.
Will, and and Central Stat
ce
Gr
going to g a train somepla o
t
kin
Youre ta The Society hopes
le
.
out West ome. Youre a litt
re
ah
sure whe
find you
t
o
n
e
r
u
Yo
ver
nervous.
youve ne ur
d
n
a
,
g
in
o
o
you are g rain before. But y
t
.
been on a r is really excited
the
little bro
Atlas
Activity Map
Map Marker
Friday, Elk
fo
hart
Before yo
u
washed u got off the train,
y
p and pu
t on your ou
clothes.
new
You were
ta
courthou
se where ken to a
all
orphans
sat in a r the
ow
in front o
f a crowd on a stage
of
Some pe
ople cam people.
asked yo
e
u questio up and
ns
even stuc
k his han . One man
d
mouth to
in your
c
didnt like heck your teeth!
You
bein
Lots of o g on that stage.
in Elkhar rphans found hom
t, but no
one want es
you or W
ed
ill.
NYSTROM
2. The Childrens Aid Society and other organizations

thought that New York Citys orphans would find
better homes and loving families in farming communities in the Midwest and West.
a. Turn to map E on page 45 of the Atlas. Use your
finger to trace a railroad from New York City west
to Chicago.
b. Elkhart is near the Indiana-Michigan boundary.
On your Activity Map, near the boundary and
86W, write . Below the dot, write ELKHART.
c. On your map, from New York City to the Mohawk
River, draw a railroad symbol
along the
Hudson River.
d. From the Hudson River to the eastern tip of Lake
Erie, continue drawing your railroad symbol.
e. Along the southern shore of Lake Erie and then
west to Elkhart, continue drawing your railroad
symbol.
f. Only half the children on this train found homes
in Elkhart. Below Elkhart, write and circle 23.

217
Name ____________________________________________
46b
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Kirksville
Monday,
This time
.
t
h
ig
n
d last
You arrive took you to a
ty
e to
the Socie whole town cam
he
church. T hans.
rp
s
see the o e family that run
t
ic
A very n
pent a lo
s
e
r
o
t
s
feed
er.
tle broth
the local
t
li
r
u
o
y
w
ith
of time w d to give him a ne e
on
ide
They dec they only wanted
ut
home. B ried so hard when
ve
lc
child. Wil im away. Youll ha
h
o
they took en further west t
v
e
to travel
home.
w
find a ne
Friday, O
s
fo
kaloosa
You thou
gh
A farmer t you found a fam
and his w
il
ife took y y.
home to
ou
th
and grea eir nice clean hou
tb
se
two days ig farm. But, af t
, it becam
er
e
they didn
t want a clear that
ch
wanted a
slave!! Yo ild. They
u walked
back to t
own and
jo
remaining
in
orphans ed the two
heading
West.
NYSTROM
3. Orphans didnt always find

families in the first town they
visited. So the orphan trains
Atlas
Activity Map
continued west to other small
Map Marker
towns.
a. Turn to map D on page 57 of
trace a railroad from Chicago to Kansas City.
b. On your Activity Map, find 40N, 93W. Label it
. Below the dot, write KIRKSVILLE.
c. From Elkhart to the southern tip of Lake
Michigan, continue the railroad symbol
.
d. From there southwest to Kirksville, draw a
railroad symbol.
e. What state is Kirksville in?_____________________
f. Twelve children, including Will, found homes in
Kirksville. Only 11 were left on the train. Below
Kirksville, write and circle 11.
4. Families were expected to treat the orphans like

their own children. They had to house, feed, and
educate them. But a few people mistreated the
orphans and forced them to work full time.
a. Oskaloosa is near the Kansas River and the
KansasMissouri boundary. On your Activity Map,
find and label it . Below the dot, write
OSKALOOSA.
b. From Kirksville to Oskaloosa, continue the
railroad symbol
.
c. Eight children found homes near Oskaloosa.
Only 3 were left on the train. Below Oskaloosa,
write and circle 3.

218
Name ____________________________________________
46c
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awker
he
Sunday, C
ife were t
w
is
h
d
n
ra
na
Dr. Nelso o stop by the ope y
t
he
last ones e the orphans. T
se
house to hey saw you, they
nt
e.
said whe
re the on ve any
e
w
u
o
y
ha
knew
ns dont hey told
o
ls
e
N
e
Th
. T
their own n room
f
o
n
e
r
d
il
ow
ch
have your o go to
d
u
o
y
u
o
y
lly get t
a
o
in
f
d
u
o
e going t
r
u
and y
o
y
k
in
ou th
school. Y
e.
like it her
5. It was difficult to find homes for

orphans over the age of 14.
Younger children were usually
Atlas
Activity Map
easier to place.
Map Marker
a. Find map D on page 57 of the
Atlas. Use your finger to trace
a railroad from Kansas City
west across Kansas.
b. Cawker is west of Oskaloosa. On your Activity
Map, find 39N, 100W. Label it . Below the
dot, write CAWKER.
c. From Oskaloosa to Cawker, continue your
railroad symbol
.
d. All three children found homes in Cawker. Below
Cawker, write and circle 0.
NYSTROM
6. In 1900 New York City was very crowded. Its

population had doubled in the last 10 years. There
were over 3 million people living in the city.
a. Look at map B for 1900 on page 60 of the Atlas.
Compare the population density in New York City
with Indiana, Missouri, and Kansas.
b. New York City was the largest city in the United
States. On your Activity Map, in New York, write
MANY PEOPLE.
c. Elkhart, Kirksville, Oskaloosa, and Cawker were
much smaller towns. Near Cawker, write
FEW PEOPLE.
7. In New York, many poor people lived in tenements

crowded apartment buildings. There werent
many trees or grassy areas in their neighborhoods.
a. In contrast, farming communities in the Midwest
and West had plenty of open spaces. Look at
your Activity Map. What were the natural regions
near each of these towns?
Elkhart:_____________________________________
Kirksville:___________________________________
Oskaloosa:__________________________________
Cawker:_____________________________________
b. If the area was forest, on your map near the town,
draw a forest symbol .
c. If the area was grass, near the town draw a grass
symbol
.
219
Name ____________________________________________
46d
Orphan Trains
Atlas
Activity Map
Map Marker
Pulling It Together
Imagine that you traveled west on an orphan train. Use information
from the Atlas, your Activity Map, and Activity Sheets 46a46c
to write a letter to a friend describing
your experiences.
fo
SA
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555
555
The lives of orphans changed significantly when they moved from big cities
in the East to farming communities in the Midwest or West. List three ways
life was different for them.
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220
Lesson
47
Timeline Civil War and Change

Teaching
Make a timeline.
Objectives
table of contents. Say to students
Find the unit called Civil War and Change.
right.

Make a timeline.
timeline.
Materials
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Timeline Booklet
(from Lesson 15)

c. Divide the timeline into decades.
The unit we just completed covers the years 1820 to 1900.

SA
Timeline Booklets.
Heres a Tip!

b. Show students how to find that same date. In the space below
the timeline on the board, at the decade marking for 1860,
write 1860.
key date.
fo

key words.

timeline. Tell them to write small because they will add more
1850
1860
1870
1860
Lincoln
becomes
President

timeline.
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221
Lesson
47
timeline.

6. Optional: Have students look over the maps, graphs, and text on
events to their timeline.
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Answers
1860
Abraham Lincoln becomes President.
1861
Confederacy secedes from the Union.
1865
Confederacy surrenders.
1869
First transcontinental railroad opens.
1876
Battle of Little Bighorn
1896
Ford builds his first automobile.
fo
SA

following events:
Calculate Time

between the beginning
and the end of the Civil
War.
NYSTROM

222
Lesson
Reviewing Civil War and Change
48
Teaching
Objective

Civil War and the changes that followed.
Materials
Activity Sheets
48a48b,
Reviewing / Civil War
and Change
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sheets.

Review what was
learned in this unit.
Answers
1. c
2. a
3. c
9. c
6. b
10. b
7. a
11. b
8. d
12. a

review.
Answers will vary. Students may mention abolitionists, slaves and

immigrants, cotton production, war, Plains Indians, buffalo,
railroads, cattle, farms, cities, or factories.
fo
5. d
SA
4. d
Heres a Tip!
NYSTROM

223
Name ____________________________________________
48a
Reviewing Civil War and Change

In the last seven lessons, you have learned about the Civil War and how
the United States changed after the war. How much do you remember?
What was the Underground Railroad?

a. a cattle trail
b. the first transcontinental railroad
c. a system of secret paths and hiding places used by slaves
d. a subway system
??
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1.
2. Which region of the United States did not allow slavery?

a. North
c. East Coast
b. South
d. Western Territories
SA
3. Civil War battles were fought in all of the following locations, except
one. Which one?
a. Georgia
b. near the Union and Confederate capitals
c. Massachusetts
d. near the Mississippi River
4. Who won the Civil War?
a. Confederacy
b. Native Americans
c. Canadians
d. Union
5. What animal did the Plains Indians use for food, shelter, and clothing?
a. squirrel
c. horse
b. cattle
d. buffalo
fo
6. Which two regions of the country did the U.S. government want the
first transcontinental railroad to connect?
a. North and South
c. East and South
b. East and West
d. West and North
7. Which word or phrase describes large cities in the late 1880s?

a. crowded
c. forests
b. farms
d. few people
NYSTROM
225
Name ____________________________________________
48b
8. Look at the graph. How many American troops died during the
Civil War?
a. 116,500
b. 5,000
c. 407,000
World War II
d. 620,000
407,000
9. During which war did the most
American troops die?
a. Vietnam
b. World War II
c. Civil War
d. Revolutionary War
World War I
116,500
Vietnam War
58,000
Korean War
37,000
Revolutionary War
25,700
War with Mexico
13,000
Other wars
9,000
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Civil War
620,000
American War Deaths
Montana
Terr.
MN
Idaho
Terr.
OR
MI
Dakota
Terr.
WI
Wyoming
Territory
Kansas
Colorado
Terr.
CA
Arizona
Terr.
New Mexico
Terr.
Abilene
Pacific
Kansas
City
KS
Sedalia
St. Louis
KY
MO
Public Land
Indian
Country
TN
IN
IL
Tra
i
San Fr
ancisc
Cheyenne
Utah
Terr.
Chicago
IA
NE
Omaha
Union Pa
cific
ed
al
ia
Pacific
tral
Cen
NV
Chisholm Trail
11. Which of the following

was a cow town?
a. Chicago
b. Abilene
c. San Antonio
d. San Francisco
Wash
ingt
Terr. on
Goodn
ight-Lo
ving Trail
SA
10. Look at the map. Which one was

not the name of a
railroad line?
a. Union Pacific
b. Chisholm Trail
c. Kansas Pacific
d. Central Pacific
AK
AL
MS
TX
LA
Railroads
1869
San Antonio
Cattle range
Railroad
Cattle trail
Cow town
fo
12. In 1869, which state

had cattle ranges?
a. Texas
b. Kansas
c. Nebraska
d. California
What was life like in the United States between 1820 and 1900? List ten
words or phrases that describe our country during this time period.
NYSTROM

226
Lesson
Modern America, 1898 to Now
49
Teaching
Preview the unit.
Objectives


Preview the unit.
maps, graphs, and
pictures.
read the title question out loud.
b. Also write How did immigration and war change the
United States? on the board.

Look at graph A. Where did some of the largest immigrant

groups come from? List correct student responses on the
board below the title question.
SA
Materials
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Activity Sheets
49a49b,
Introducing / Modern
America
Heres a Tip!
review.
Look at map D. Who did the United States help defeat in

World War I?

Atlas. Your job is to find the answers to them.

fo
Give students time to complete the activity sheets. You may want
NYSTROM

227
Lesson
49
Answers
Name ____________________________________________
Name ____________________________________________
49a

Atlas
Atlas
Struggles for equal rights took place in many parts of our country. African
American struggles included:
Between 1890 and 1918, immigration and war made the United States more
Greensboro
Lunch counter sit-ins in ______________________________,
North Carolina.
Little Rock
School desegregation conflicts in ___________________________,
Arkansas.
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Mississippi
Voter registration drives in the state of _______________________________.
Russian
________________________________
Austro-Hungarian
____________________________
The population of the United States continues to grow, move, and change.
Central
American troops helped the Allies defeat the ________________
Powers.
South
West
People are moving to the ___________________
and ___________________
Atlas pages 6465
looking for new jobs.
The Allied powers and the Axis powers fought in World War II.
Kingdom
The Allies were led by the United __________________________,
the Soviet
three largest immigrant groups now are:
Mexican
____________________________
Ethiopia, Iran, or others

________________________________
Japan. Two Axis-occupied countries were:
The United States trades, protects, and aids other countries.
Atlas pages 6667
Two of our countrys major trading partners are:
Where did the Cold War turn hot?
In addition to aid from the U.S. government, American
C Map
Communist countries. A number of conflicts occurred, including:
volunteers
________________________
also provide help and relief to other countries.
SA
North
The 1950 invasion of South Korea by Communist ______________
Korea.
The 1962 face-off between Communist Cuba and the anti-Communist
NYSTROM
F Picture
D Map
Look at the photo on page 71. Write a new caption for the photo about the
students at your school.
E Map
NYSTROM
230
Answers will vary. Students may mention new students entering
your school, the languages spoken in your school, or the diversity

(or lack of diversity) in your school.
fo
229
C Map
Canada, Mexico, China, Japan, ________________________________

South Korea, U.K., or Germany
____________________________
The Cold War was a global standoff between Communist and anti-
Communist
______________________
North Vietnam in the 1960s and 1970s.
D Graph
Atlas pages 7273
How does the United States affect other countries?
Any two: Algeria, Libya, French________________________________

West Africa, France, Norway,
____________________________
The invasion of anti-Communist South Vietnam by
Filipino
________________________________
Chinese
____________________________
Germany
The Axis Powers were led by __________________________,
Italy, and
United States
_______________________________
over nuclear missiles.
A Map
Hispanic and Asian immigrants also are changing the population. The
A Map
Union, and the United States. Two other Allied countries were:
Greece, Korea, China, Burma, Philippines, or others
Key Date
300
The population of the country is now over ___________
million.
Who fought in World War II?
Australia, India, Egypt,

____________________________
Atlas pages 7071
How is Americas population changing?
D Map
The United States played a key role in world affairs. In World War I,
Italian
____________________________
B Map
Montgomery
Bus boycotts in __________________________________________,
Alabama.
A Graph
Immigrants came to the United States in large numbers. The three largest
immigrant groups were:
Atlas pages 6869
Where did struggles for equal rights occur?

Atlas pages 6263
How did immigration and war change the United States?
aware of the rest of the world.
49b
Read More
About the Unit

stories about modern
America in your class
books listed on the
tabbed divider.
NYSTROM

228
Name ____________________________________________
49a

Atlas
Atlas pages 6263
How did immigration and war change the United States?

Between 1890 and 1918, immigration and war made the United States more
aware of the rest of the world.
A Graph
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Immigrants came to the United States in large numbers. The three largest
immigrant groups were:
____________________________
________________________________
____________________________
D Map
The United States played a key role in world affairs. In World War I,
American troops helped the Allies defeat the ________________ Powers.
Atlas pages 6465
Who fought in World War II?
SA
The Allied powers and the Axis powers fought in World War II.
The Allies were led by the United __________________________, the Soviet
A Map
Union, and the United States. Two other Allied countries were:
____________________________
________________________________
The Axis Powers were led by __________________________, Italy, and

Japan. Two Axis-occupied countries were:
____________________________
________________________________
Atlas pages 6667
Where did the Cold War turn hot?
fo
The Cold War was a global standoff between Communist and anti-
C Map
Communist countries. A number of conflicts occurred, including:

The 1950 invasion of South Korea by Communist ______________ Korea.
The 1962 face-off between Communist Cuba and the anti-Communist
D Map
_______________________________ over nuclear missiles.

The invasion of anti-Communist South Vietnam by
______________________ North Vietnam in the 1960s and 1970s.
NYSTROM
E Map

229
Name ____________________________________________
49b
Atlas
Atlas pages 6869
Where did struggles for equal rights occur?

Struggles for equal rights took place in many parts of our country. African
American struggles included:
B Map
Bus boycotts in __________________________________________, Alabama.

Lunch counter sit-ins in ______________________________, North Carolina.
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School desegregation conflicts in ___________________________, Arkansas.

Voter registration drives in the state of _______________________________.
Atlas pages 7071
How is Americas population changing?
The population of the United States continues to grow, move, and change.
Key Date
The population of the country is now over ___________ million.
People are moving to the ___________________ and ___________________
SA
looking for new jobs.
A Map
Hispanic and Asian immigrants also are changing the population. The
three largest immigrant groups now are:
____________________________
________________________________
D Graph
____________________________
Atlas pages 7273
How does the United States affect other countries?
The United States trades, protects, and aids other countries.

Two of our countrys major trading partners are:
________________________________
fo
____________________________
C Map
In addition to aid from the U.S. government, American
________________________ also provide help and relief to other countries.
F Picture
Look at the photo on page 71. Write a new caption for the photo about the
students at your school.
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230
Lesson
50

Teaching
Explain why Europeans immigrated to the United States.
1. Introduce the topic of immigration.
a. Write immigration on the board. Have students look up the
definition.
b. Then say:
Immigration means coming to live as a permanent resident
in a country other than your native land.
Do you know anyone who was born in another country who

has immigrated to the United States?
People have been immigrating to the United States for

hundreds of years.
Today well look at a time when the immigration of millions

of people changed the United States.

Explain why Europeans
immigrated to the
United States.
Explain why African
Americans migrated to
the North.
Identify ways
immigration and
migration affected
U.S. cities.
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Objectives
2. Divide the class into seven groups. Hand out Activity Sheets
50a50c, two Activity Maps, and two Map Markers to each group.
a. Have the groups turn one Activity Map to the United States
SA
side and the other map to the World side.
b. As a class, complete step 1 on Activity Sheet 50a.

3. Ask a student to read the first story box aloud.
Materials

Activity Sheets
50a50d,
In Search of a Better
Life
Activity Maps
Map Markers
colored pencils
Then give students time to complete steps 24 on their activity

sheets.
Explain why African Americans migrated to the North.
4. Introduce the topic of African American migration.
a. Write migration on the board. Have students look up the

definition.
In the 1900s African Americans didnt immigrate to the

United States from another country.
However, they did move from one region of the United

States to another.
They moved from farms in the South to cities in the North

and West. This was called the Great Migration.
fo
5. Ask a student to read the story box on Activity Sheet 50c aloud.
Give the groups time to work on steps 56 on their activity sheets.
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231
Lesson
50
6. Then ask the class:
Look at the states you circled. What did they have in

common during the Civil War? (Hint: look at map A on
page 52 of the Atlas.) (They were all part of the
Confederacy. They were slave states.)
Look at the cities African Americans moved to in the early

1900s. What did they have in common during the Civil War?
(They were all part of the Union. Most were in free states.)
Identify ways immigration and migration affected U.S. cities.

7. Point out to the class:
Immigration and migration can change a city.
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People from other countries and other parts of the country

bring new languages, customs, religions, and ideas to a city.
Today youll look at how immigration and migration affected

the population of two cities.
8. Hand out Activity Sheet 50d. Review the directions (see step 7 on
Activity Sheet 50c). If necessary, model how to color the first bar,
as students color along.
Then give students time to complete the activity sheet.
SA
Your students may enjoy

reading the following
books about immigrants:
American Too by Elisa
Bartone
Journey to Ellis Island
by Carol Bierman
Grandfathers Journey
by Allen Say
NYSTROM
Answers
1b.
Italians, Russians, Austro-Hungarians

Population Change
red
African Americans
blue Immigrants yellow Rest of Population
1,000,000
red
blue
800,000
red
Total Population
fo
Read More
About It

blue
600,000
400,000
red
yellow
blue
red
200,000
yellow
blue
yellow
yellow
0
1900
1920
Detroit
1900
1920
Cleveland
Answers will vary. Students may list: roads, schools, houses, stores,
hospitals, sewers, parks, churches, police stations.

232
Name ____________________________________________
50a

Use The Nystrom Atlas of Our Countrys History to find out more about
immigration and migration.
1. In the late 1800s and early

1900s, millions of people
immigrated to the United States. Many of them
came from southern and eastern Europe. Most of
the earlier immigrants had come from northern
and western Europe.
a. Give the United States and World Activity Maps a
title. Across the top of both maps, write IN
SEARCH OF A BETTER LIFE.
b. Look at graph A on page 62 of the Atlas.
Between 1890 to 1918, what were the three
largest immigrant groups?
__________________________________________
__________________________________________
__________________________________________
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Italy
Atlas
Activity Map
Map Marker
colored pencils
fo
SA
My little
villa
My house ge is so crowded
.
is crowde
d too. M
family sh
y
ar
my aunt, es a tiny house w
ith
uncle, an
dg
parents.
I have to randsle
attic with
my two b ep in the
rothers.
Grandpa
s
a
y
s
t
hat there
only abou
we
t 600 pe
ople living re
our villag
ew
in
Now ther hen he was little
.
e are alm
ost 2,00
Grandpa
0
!
ke
many bab eps saying, Too
ies, too m
any bamb
Since our
in
village is
surround i.
by mount
ed
ain
to build m s, there is no pla
ce
ore
Ive decid homes.
In Americ ed to go to Amer
ica
a,
spread o there is room to .
ut.
2. Between 1880 and 1918, more

Italians came to the United States
than any other immigrant group.
Almost 4 million Italians arrived in
America.
a. Look at map D on page 63 of the
Atlas. Use your finger to trace
Italys boundaries.
b. On the World map, on the inset
map of Europe, find Italy. Label
it I.
c. Below Italy, write
OVERCROWDING.
d. On the World Map, also label
Italy with an I.
e. On the United States, write
U.S.
f. From Italy to the United

States, draw an arrow.
g. Above the arrow, write
4 MILLION.
NYSTROM

233
Name ____________________________________________
50b
SA
Russia
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ungary
Austria-H
my family
t
r
o
p
p
u
Is
How can re farm? I barely
and
ac
with a 5- h to feed my wife o
t
ug
grow eno eres nothing lef t y
Th
o bu
children.
. Id like t g.
t
e
k
r
a
m
e
in
sell at th but no one is sell
,
d
more lan
rote that
w
a
ic
r
e
in Am
nt
My cousin States governme y
a
d
f land aw
the Unite
o
s
e
r
c
a
0
160
agine16
is giving
im
u
o
y
n
Ca
is build a
o
d
for free.
o
t
e
ll I hav
ere
acres! A e land and live th
th
home on s. I can do that.
ar
o
for five ye
m going t
I
.
d
n
la
g my
Im sellin
America.
fo
Papa is d
ead! The
c
soldiers
stormed zars
int
village. T
hey set f o our
ire
synagogu
e and des to our
troyed ou
home. Pa
r
pa tried
to stop t
and now
hem,
hes dead
. Im so
scared.
What if t
hey come
for us?
back
Mama to
Tomorrow ld me were leavin
g.
n
away to A ight, were runnin
g
m
my uncle erica. Well live w
ith
in a place
called Ne
York City
.
w
Im glad w
ere going
no czars
in Americ . There are
a. Jews
work in A
can
merica. I
can even
to schoo
g
l in Amer
ica. But o
NYSTROM
3. Nearly 4 million immigrants

from Austria-Hungary came to
the United States.
Atlas
Activity Map
a. Look at map D on page 63 of
Map Marker
colored pencils
trace Austria-Hungarys
boundaries.
b. In the early 1900s, Austria and Hungary were
combined into one country. The country also
included parts of other present-day countries,
such as the Czech Republic, Slovakia, and
Slovenia.
On the World map, on the inset map of Europe,
find the area that was once Austria-Hungary.
Label it AH.
c. Above Austria-Hungary, write LAND SHORTAGE.
d. On the World Map, also label Austria-Hungary
with an AH.
e. From Austria-Hungary to the United States, draw
an arrow. (Avoid the arrow from Italy.)
f. Above the arrow, write 4 MILLION.
4. In the late 1800s and early 1900s, Jews in Russia were

forced to live in certain areas. Many were not
allowed to own land. Some were forbidden from
doing certain kinds of work. The Russian
government began pogroms or the looting, beating,
and killing of Jews. Millions of Jews fled from
Russia. Over 3 million came to the United States.
a. Look at map D on page 63 of the Atlas. Use your
finger to trace Russias boundaries.
b. In the early 1900s, Russia was much larger than it
is today. It included parts of other present-day
countries, such as Poland, Lithuania, and the
Ukraine.
On the World map, on the inset map of Europe,
find Russia. Label it R.
c. In Russia, write POGROMS.
d. On the World Map, also label Russia with an R.
e. From Russia to the United States, draw an arrow.
(Avoid the arrow from Austria-Hungary.)
f. Above the arrow, write 3 MILLION.
234
Name ____________________________________________
50c
5. Between 1915 and 1930, over

500,000 African Americans left the
South. Many were poor farmers.
Atlas
Activity Map
a. On your United States Activity
Map Marker
colored pencils
Map, put a small dot on each of
the following states: Kentucky,
Tenneessee, Virginia, North Carolina, South
Carolina, Georgia, Alabama, Mississippi,
Louisiana, and Arkansas.
b. Now outline that same region.
c. Across those states, write LOST BLACK
POPULATION.
d. Also write FAILED CROPS.
fo
SA
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pi
I
Mississip
very cent d
e
t
n
e
p
s
I
nte
I give up.
eds. I pla
e
s
n
o
t
t
o
had on c red them, weeded
te
y
a
them, w
ose pesk
h
t
n
e
h
t
d
them. An came and ate up
se
ils
hate tho
I
boll weev
.
s
t
n
la
my p
get
acres of
lucky if I
e
b
ll
I
!
les
ugly beet tton out of my
co
use most
o
t
a bale of
e
v
a
h
nd Ill
hat
fields. A
et from t
g
I
y
e
n
o
of the m my rent.
ay
bale to p er yesterday. It
6. African Americans migrated to large cities in the
I saw a fli re are jobs up
North and West. They moved to the cities to find
can
t the
says tha y say men like me
better-paying factory jobs.
re
he
North. T ories. Im not su s
a. On your Activity Map, find and mark each of the
it
ct
work in fa y work is like, but
following cities with a .
tor
what fac etter than share- o
d
b
Los Angeles
Cleveland
got to be think Im going to
I
St. Louis
Philadelphia
cropping. ing north.
d
Chicago
Newark
a
it. Im he
NYSTROM
Detroit
New York City
b. Between Chicago and Cleveland, write FACTORY
JOBS.
c. From the region in the South that lost black
population to each of these cities, draw an arrow.
d. On one of the arrows, write 500,000.
7. During the early 1900s, the population of many

cities in the United States grew.
a. In the legend on Activity Sheet 50d, color the
boxes the following colors:
African Americansred
Immigrantsblue
Rest of Populationyellow
b. On the graphs, use the following colors:
Top section: African Americansred. (Note that
this section is sometimes very small.)
Middle section: Immigrantsblue
Bottom section: Rest of Populationyellow

235
Name ____________________________________________
50d
Atlas
Activity Map
Map Marker
colored pencils
Pulling It Together
Color in the graph below, to see why the cities grew. See step 7 on
Activity Sheet 50c for directions.
Population Change
African Americans
Rest of Population
Immigrants
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1,000,000
600,000
SA
Total Population
800,000
400,000
fo
200,000
1900
1920
Detroit
1900
1920
Cleveland
As immigrants moved to the United States and African Americans moved to

the North and West, cities grew. List five things that cities needed more of
when their populations started growing.
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236
Lesson
51
World War II
Teaching
Identify key Allied and Axis participants in the war.
Objectives
1. Introduce the topic of World War II.
a. Ask the class:
How many of you have heard of World War II?
Do you know where it was fought?
Do you know what countries were involved?
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World War II probably involved more countries than any

other war in history.
Almost 60 countries participated in the war in some way.

Some sent troops. Others sent money.

Identify key Allied and
Axis participants in
the war.
Locate two theaters of
war in World War II.
Look for similarities
among battles in
World War II.
Today youll learn more about the war.
students turn their Activity Maps to the World side.

Activity Sheets
51a51d,
World War II
Activity Globes
Activity Maps
Map Markers
SA
Materials
Ask students to hold up their maps when they are finished, so you
can check the location of their labels.
Locate two theaters of war in World War II.
World War II involved countries from all over the world.
It also was fought on three continents and two oceans.

6. When they are finished, say to students:
World War II was not only fought in two different theaters of

war, it was also fought in a variety of settings in those
theaters.
fo
Battles were fought in deserts in North Africa and in jungles

in Southeast Asia.
They were fought on warm tropical islands and in frozen

northern cities.
Battles were also fought from ships on the seas and from
submarines under the seas.
Many battles were fought in the air too.
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237
Lesson
51
Look for similarities among battles in World War II.

7. Hand out Activity Sheet 51d. Review the instructions for
completing the chart. (See step 8 on Activity Sheet 51c.)
8. Give students time to complete their activity sheets.
Answers
7e. Asia, Australia
5c. Axis powers
9a. May 1945
5d. Allied powers
9b. U.S. atomic bomb attacks
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2f. Europe
El Alamein
Make a
World War II
Timeline
Midway
1942
1944
1942
Year ________________
Year ________________
Year ________________
Allied victory
__________________
Europe
Pacific
Africa
Location ____________
Location ____________
Location ____________
on Axis Territory
SA
Have students plot

World War II battles
from the Atlas on a
timeline.
D-Day
on Axis Territory
on Axis Territory
Hiroshima
Battle of the
Bulge
Iwo
Jima
1945
__________________
1945
1945
19441945
Year ________________
Year ________________
Year ________________
Europe
Pacific
Pacific
Location ____________
Location ____________
Location ____________
on Axis Territory
on Axis Territory
on Axis Territory
Leyte Gulf
Berlin
Bataan
Graph Casualties
fo
More people died in

World War II than in any
other war in history.
Approximately 51 million
people died. About 17
million of them were
soldiers. The rest were
civilians who died of
starvation, disease,
massacres, and other
war-related activities.
Have students make a
graph that shows the
total number of deaths,
the number of military
deaths, and the number
of civilian deaths.
NYSTROM
on Axis Territory
__________________
19411942
1944
1945
Year ________________
Year ________________
Year ________________
Pacific
Pacific
Europe
Location ____________
Location ____________
Location ____________
on Axis Territory
on Axis Territory
on Axis Territory
Allied victory
________________
Europe
________________
Pacific
________________
L = Allied
victory
X = Axis
victory
N = No clear
victor
Answers will vary. Students may argue that it was a world war
because it involved so many countries and was fought on several

continents. Others may argue that it should not be considered a
world war because some countries and continents did not take part
in the war.

238
Name ____________________________________________
51a
World War II
Use The Nystrom Atlas of Our Countrys History to help you find out more
about World War II.
Atlas
Activity Globe
Activity Map
Map Marker
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1. World War II was fought for six long years. By the end of the war,
nearly 60 countries from around the world were involved in the
conflict.
a. Turn to the World side of the Activity Map.
b. Give the Activity Map or Globe a title. Across the top of the map or
near the North Pole on the Globe, write WORLD WAR II.
c. Add a map key to your map or Globe. In Antarctica, draw a large
box.
d. Across the top of the box, write MAP KEY.
SA
2. In 1939 German troops invaded Germanys neighbor Poland. The

United Kingdom and France had promised to help Poland. So they
declared war on Germany.
a. On your Activity Map or Globe, in the Atlantic Ocean, below the
Equator, write 1939 WAR BEGINS.
b. In the next nine months, Germany also invaded Denmark, Norway,
the Netherlands, Belgium, Luxembourg, and France. On map A on
page 64 of the Atlas, use your finger to trace the arrows from
Germany north and west.
c. On map A on page 64, locate the United Kingdom, France, and
Germany.
d. On your Activity Map or Globe, across the British Isles, write U.K. for
United Kingdom.
e. In western Europe, write FRANCE and GERMANY.
f. In 1939 and early 1940, on what
continent was the war being fought? ________________________
fo
3. In 1940 Italy joined the war. It sided with Germany. The two countries
were called the Axis powers.
a. On map A on page 64 of the Atlas, locate Italy.
b. On your map or Globe, in the map key, write AXIS POWERS and
draw a box around it.
c. On your map or Globe, draw a box around GERMANY.
d. In southern Europe, write ITALY and draw a box around it.
NYSTROM

239
Name ____________________________________________
51b
4. Germany started the war as a partner with the Soviet Union.

However, in 1941, German troops invaded the Soviet Union.
a. On map A on page 64, locate the Soviet Union. Also read
callout 2.
b. The Soviet Union switched sides and joined the United
Kingdom and France. They were called the Allied powers. On
your map or Globe, in the map key, write ALLIED POWERS and
circle it.
c. On your Activity Map or Globe, circle U.K. and FRANCE.
d. In eastern Europe, write S.U. for Soviet Union and circle it.
Atlas
Activity Globe
Activity Map
Map Marker
SA
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5. Later in 1941, Japan attacked United States military bases at Pearl

Harbor in Hawaii. The two countries entered World War II.
a. On your map or Globe, below 1939, write 1941 U.S. AND JAPAN
ENTER WAR.
b. Look at map D on page 65. Locate Pearl Harbor.
c. What side did Japan join? __________________________________
d. What side did the United States join? ________________________
e. On your map or Globe, east of the Japanese island of Honshu, write
JAPAN and draw a box around it.
f. On the United States, write U.S. and circle it.
fo
6. By 1942 the war was being fought in two separate regions or theaters.
a. Look at page 65 of the Atlas. Point to the two theaters of war.
b. One theater was in Europe and North Africa. On map C on page
65, use your finger to trace around the box.
c. On your map or Globe, mark the following locations with a dot .
65N, 30W
65N, 60E
20N, 60E
20N, 30W
d. Now, in the same order, connect the four dots.
e. Above the box, write EUROPE.
f. Below the box, write AFRICA.
g. Outline the northern coastline of Africa with a dashed line.
7. The second theater of war was in the Pacific.
a. On map D on page 65 of the Atlas, use your finger to trace around

the box.
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240
Name ____________________________________________
51c
Atlas
Activity Globe
Activity Map
Map Marker
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b. On your Activity Map or Globe, mark the following locations

with a dot .
65N, 90E
65N, 130W
50S, 130W
50S, 90E
c. In the same order, connect the four dots. If you are working on an
Activity Map, you will have to continue your lines on the left side of
the map.
d. At the top of the box, write PACIFIC.
e. What were the two main continents in the Pacific theater?
________________________________
________________________________
f. The United States fought in both theaters of the war. From the
United States, draw an arrow east to Europe. Also draw an arrow
west to the Pacific.
fo
SA
8. Between 1939 and 1945, the Axis and Allied powers fought battles on
land, on the sea, and in the airin Europe, Africa, and the Pacific.
a. Look at maps C and D on pages 65 of the Atlas for information
about each battle.
b. On Activity Sheet 51d, for each battle, color the conflict symbol
.
Color the symbol blue (or label it L) for an Allied victory, red
(or X) for an Axis victory, and uncolored (or N) if there was no clear
victor.
c. Write down the year each battle was fought.
d. Depending on where the battle was fought, next to Location, write
EUROPE, AFRICA, or PACIFIC.
e. If the battle was fought on Axis or Axis-occupied territory, circle on
Axis territory.
f. Now look for similarities among the battles in each row. It might be
a year, a victor, or a location. Write the one thing they all had in
common at the end of the row.
g. In the same way, look for similarities among the battles in each
column.
9. World War II went on for years in both theaters of war.

a. Look at map C on page 65 of the Atlas. When did
Germany surrender, ending the war in Europe?________________
b. War continued in the Pacific. Look at map D. What finally made
Japan surrender? __________________________________________
c. On your map or Globe, below 1941, write 1945 WAR ENDS.
NYSTROM

241
Name ____________________________________________
51d
World War II
Atlas
Activity Globe
Activity Map
Map Marker
Pulling It Together
Use the Atlas, your Activity Map or Globe, and Activity Sheets 51a51c to
complete the chart below. See Activity Sheet 51c for instructions.
D-Day
Midway
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El Alamein
Year ________________ Year ________________ Year ________________
__________________
Location ____________ Location ____________ Location ____________

on Axis Territory
on Axis Territory
on Axis Territory
Battle of the
Bulge
Iwo
Jima
Hiroshima
SA
Year ________________ Year ________________ Year ________________ __________________

on Axis Territory
on Axis Territory
on Axis Territory
Leyte Gulf
Berlin
Bataan
Year ________________ Year ________________ Year ________________ __________________
fo

on Axis Territory
on Axis Territory
on Axis Territory
________________
________________
________________
L = Allied
victory
X = Axis
victory
N = No clear
victor
Do you think World War II should be called a world war? Write a

paragraph explaining your answer. Give at least two reasons.
NYSTROM

242
Lesson
52
Civil Rights
Teaching
Describe the discrimination African Americans experienced.
Objectives
1. Begin this lesson by writing discrimination on the board. Say to
the class:
What does discrimination mean? (to be treated unfairly
because of prejudice)
Let me give you an example of how it might work.
Suppose we have a new principal. At her old school, she

always had problems with Room [say your room number].
When this principal came to our school, she decided to lay

down the law for the students in Room [your number]. So
she made up special rules just for our room.
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Describe the discrimination African
Americans experienced.
Identify key events of
the Civil Rights
Movement.
She said no one in our room can use the restrooms near us.
We have to use the restrooms in [another part of the
school]. However, other classes can use the restroom closest
to their classrooms.
Our room also is not allowed to eat in the school cafeteria.

Instead we have to eat our lunches standing in the hall
even though every other classroom can use the cafeteria.
How would you feel about these rules? Are they fair?
SA
2. Continue by saying:
After the Civil War, African Americans were no longer slaves.

But they were still treated unfairly.
Some states passed laws that forced African Americans to

live in certain neighborhoods.
Other laws prevented African American students from

attending the same schools as white students. Laws also
prevented blacks from eating in certain restaurants and from
riding in the same train cars as whites.
These laws discriminated against African Americans based

on their skin color. They denied African Americans their
rights.

Activity Sheets
52a52d,
Civil Rights
Activity Maps
Map Markers
Heres a Tip!
Read through step 1
ahead of time and
decide how you will fill
in the blanks to give
students a clear example
of what discrimination
might feel like in school.
fo
Materials
NYSTROM

243
Lesson
52
Identify key events of the Civil Rights Movement.

4. Ask a student to read the first story box on Activity Sheet 52a
aloud.
6. Hand out Activity Sheet 52d. Review the directions with students.
7. Give students time to complete the activity sheet.
When students are finished, ask them:
fo
Your students might

enjoy reading the
the Civil Rights
Movement:
Through My Eyes by
Ruby Bridges
The Watsons Go to
Birmingham1963 by
Christopher Paul
Curtis
What did African Americans want from the Civil Rights

Movement? (equality)

Answers
2f. 9
5f. 5
4e. 6
7c. 11
SA
Read More
About It
5. Give the pairs time to complete steps 27 on their activity sheets.
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Then have students complete step 1. Ask them to hold up their

maps so you can check their outlines of the slave states.
Civil Rights Seek and Find
Word Bank
BOYCOTT
LAWS
MARCH
SIT IN
TOPEKA
COURT
KING
PARKS
RUBY
VIOLENCE
VOTE
Write a Letter
Have students write a
letter to the unfair
principal described in
step 1 of the lesson.
Have them explain how
they feel about being
discriminated against.
NYSTROM
What did African Americans want from the Civil Rights Movement?
E ___
Q ___
U ___
A ___
L ___
I ___
T ___
Y
___
Answers will vary. Students many mention a specific ethnic group
or age group and ways they are discriminated against.

244
Name ____________________________________________
52a
Civil Rights
Use The Nystrom Atlas of Our Countrys History to learn more about the struggle
for civil rights.
1950, Th
e South
1. States in the South also required African Americans to

use separate entrances to movie theaters and separate
restrooms. These states were former slave states.
the top of the map, write CIVIL RIGHTS.
b. Add a map key to your Activity Map. In the Gulf
d. Look at map C on page 50 of the Atlas. Use your
finger to outline the slave states in 1857.
e. On your Activity Map, use a Map Marker to draw
a line around these slave states. (Include West
Virginia, which was then part of Virginia.)
f. Just below the northern edge of your outline,
write FORMER SLAVE STATES.
SA
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Separat
e but equ
al,
the law.
We must that is
ea
separate
restaura t in
nts
go to sep
arate sch , we must
ools, and
must eve
nd
we
water fou rink from separa
te
nt
are separ ains! These plac
es
at
anything e, but they are
bu
of ten dir t equal. They are
ty, old, a
nd run do
wn.
Atlas
Activity Map
Map Marker
fo
a
, Louisian
s
n
a
le
r
O
w
ool.
1960, Ne
ay of sch
d
t
s
ir
f
y
id.
sm
Today wa me not to be afra g,
nin
ld
Mama to t there in the mor ple
eo
go
When we e crowd of white p At
.
rg
I saw a la ings and shouting
th
ere
throwing
ht they w Then I
g
u
o
h
t
I
as.
first
Mardi Gr y at me!
g
in
t
a
r
b
cele
ngr
ey were a yself. I like
h
t
d
e
z
li
a
m
re
ss all by
Im in cla d I want to go to
ple
er an
my teach st wish those peo
ju
school. I yelling.
p
would sto
NYSTROM
2.
In 1954 an African American girl from Topeka,

Kansas, went to the Supreme Court to argue for the
right to go to the school in her own neighborhood.
The Supreme Court ruled that public schools all
over the United States had to be desegregated.
a. In the 1950s and 1960s, African Americans used
peaceful methods to win equal rights. They
argued against unfair laws in court. On your
map, west of the slave states, write and underline
PEACEFUL METHODS. Below that, write COURT.
b. Look at photo A on page 68 of the Atlas. Read
the caption.
c. Now look at map B on page 69. Find the schoolhouse symbol in Louisiana.
=
d. On your Activity Map, in the map key, write
SCHOOL CONFLICT.
e. Six-year-old Ruby Bridges attended a newly desegregated school in New Orleans. On your Activity
Map, in Louisiana, draw a
symbol.
f. Look at map B on page 69 again. How many
schoolhouse symbols are there on the map? ____
245
Name ____________________________________________
52b
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ma
ry, Alaba
e
m
o
g
t
n
1955, Mo
us is
t if the b up
a
h
t
s
y
a
ive
The law s
have to g We
s
r
e
id
r
k
ers.
full, blac
white rid
o
t
s
t
a
e
ont of
their s
at the fr ck.
y
a
p
o
t
also have t enter at the ba
rs
bu
ome drive
the bus,
s
,
t
a
h
t
f all
On top o e to us.
ud
laws for
e
s
e
are very r
h
t
h
s
p wit
We put u en Rosa Parks wa
h
up
ut w
years. B r refusing to give
fo
ite
arrested
s to a wh .
u
b
e
h
t
n
o
raw
her seat
e last st
h
t
s
a
w
t
rider, tha to not take the
ork
ed
We decid
walk to w
r
e
h
t
a
r
ed
buses. W an be treated
th
every day
unfairly.
3. For 13 months, the African

Americans of Montgomery
boycotted the city buses. They
Atlas
Activity Map
walked or rode in carpools.
Map Marker
Finally the law was dropped.
Atlas, find the bus symbol
near Montgomery, Alabama.
= BUS BOYCOTT.
c. On the map, in Alabama, draw a
symbol.
d. Boycotts were another way African Americans
tried to change unfair laws. Boycotts are a way to
bring about change by not using a service or not
buying a product. Below PEACEFUL METHODS,
write BOYCOTTS.
SA
1960, Gr
ee
Carolina nsboro, North
fo
A group o
f
fully prot us decided to pea
est a law
cet
couldnt
sit at th hat said we
e lunch c
at the dim
ount
e store.
We met a er
the store
t
a
down at f ter class and sa
the lunch
t
counter
together.
While we
the waitr were at the count
es
er,
orders. W s refused to take
o
h
at us and ite customers yell ur
ed
p
coffee on oured food and h
ot
u
to sit at s. But we continu
the lunch
ed
counter u
the store
ntil
closed.
We will do
class unt it every day af te
r
il the law
is change
d.
4. Eventually, lunch counters and restaurants across the

country were desegregated. African Americans were
able to eat alongside white customers.
a. On map B on page 69 of the Atlas, find the coffee
cup symbol near Greensboro, North Carolina.
= LUNCH COUNTER SIT-IN.
c. On the map, in North Carolina, draw a
symbol.
d. Sit-ins were another way African Americans tried
to change unfair laws. Protesters peacefully
refused to move. Below PEACEFUL METHODS,
write SIT-INS.
e. There were many sit-ins during the Civil Rights
Movement. Look at map B again. How many
coffee cup symbols are there on the map? ______
NYSTROM

246
Name ____________________________________________
52c
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5. Protest marches helped to draw

n, D.C.
o
t
g
in
h
attention to discrimination. The
s
arch
1963, Wa
M
e
h
t
o
t
March on Washington helped
Atlas
nted
r took me
My fathe ton today. We wa
Activity Map
pass the Civil Rights Act of 1964.
g
Map Marker
on Washin thing to help end
a. Look at the key date on page
e
id
m
a
o
s
ther
to do s
68 of the Atlas. Read the
n. My fa 0,000
io
t
a
in
im
0
2
n
discr
a
description.
e more th
there wer e march.
b. On map B on page 69, find the march or rally
th
ak,
people at many people spe
symbol near Washington, D.C.
g
We heard
uther Kin
L
in
t
r
a
c. On your Activity Map, in the map key, write
m
Dr. M
including spoke of his drea
= MARCH.
g
Jr. Dr. Kin day all Americans
e
d. On the map, near Washington, D.C., draw a
that som eated equally and
r
t
symbol.
.
would be
r in peace at
e
h
t
e
g
o
t
e. Marches were another way African Americans and
could live I have a dream th ay
d
,
e
id
n
their supporters tried to change unfair laws.
ill o
He sa
children w will not
le
t
t
li
r
Below PEACEFUL METHODS, write MARCHES.
u
my fo
re they
e
h
w
n
io
t
a
ir
f. There were many marches during the Civil Rights
live in a n y the color of the ir
b
e
h
d
t
e
f
g
o
d
Movement. Look at map B on page 69 again.
t
ju
be
e conten
h
t
y
b
t
u
How many major marches or rally symbols are
skin, b
.
r
e
t
there on the map? ____________
c
chara
SA
1964, Mis
sissippi
fo
Even tho
ug
vote near h we won the righ
tt
ly
laws mad 100 years ago, lo o
ca
e
for us to it almost imposs l
ib
vo
le
to pass a te. We usually ha
ve
reading t
e
poll tax.
Sometim st or pay a
es
fear to ke
ep us aw people use
a
polls. My
y from th
e
b
fire me w oss threatened t
o
he
was goin n he found out th
g to
at I
This sum register to vote!
volunteer mer thousands o
f
s
for a vote came to Mississip
r
p
Some of registration drive i
.
th
mobs. Th em were attacked
ree of th
e volunte by
were mur
ers
de
those kin red. If they can m
ds
ak
I. Im goin of sacrifices, so e
ca
g to regis
ter to vo n
te.
NYSTROM
6. In 1964 Congress passed an amendment to the

Constitution that outlawed poll taxes.
a. On map B on page 69 of the Atlas, find the voter
registration drive symbols in Mississippi
= VOTER DRIVE.
c. On the map, in Mississippi, draw a
symbol.
d. Voter registration drives were another way African
Americans tried to change unfair laws. Below
PEACEFUL METHODS, write VOTER DRIVES.
7. Dr. King and other civil rights leaders encouraged

peaceful protests. However, during some marches
and voter registration drives, protesters were
attacked by police dogs or sprayed with fire hoses.
=
VIOLENCE.
b. On your map, in Mississippi and Alabama, draw

several violence symbols
.
c. Look at map B on page 69 of the Atlas. How
many violence symbols
are on the map?
________
247
Name ____________________________________________
52d
Civil Rights
Atlas
Activity Map
Map Marker
Pulling It Together
Use the Atlas, your Activity Map, and Activity Sheets 52a52c to help
you complete the seek-and-find puzzle below.
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a. In the puzzle, find the words in the Word Bank. They may be
printed forward, backward, up, down, or diagonally.
Civil Rights Seek and Find
Word Bank
BOYCOTT
COURT
KING
LAWS
MARCH
SA
PARKS
RUBY
SIT IN
TOPEKA
VIOLENCE
VOTE
fo
b. Look at the letters that are left. Cross out any Xs or Zs.
c. Print the remaining letters in the blanks below.
What did African Americans want from the Civil Rights Movement?
___ ___ ___ ___ ___ ___ ___ ___
Are any people in the United States treated unfairly today? Write a
paragraph explaining your answer.
NYSTROM

248
Lesson
53
Teaching
Map the birthplaces of our countrys Presidents.
Objectives
1. Introduce the topic of Presidents and their birthplaces.
a. Have students turn to page 88 of The Nystrom Atlas of Our
Countrys History.
b. Say to the class.
The President of our country must be born in the United
States.
Where was our current President born?
Today we will see if there is any pattern in where Presidents

were born.
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Map the birthplaces of
our countrys
Presidents.
Find patterns in the
locations of their
birthplaces.

3. Look at our early Presidents.
a. Have a student read the first story box on Activity Sheet 53a
aloud.
Materials

Activity Sheets
53a53d,
Presidential
Birthplaces
Activity Maps
Map Markers
b. As a class, complete steps 12 on the activity sheet.
SA
Have students hold up their maps, so you can check on the

location of their dots.
c. Tell students that state abbreviations can be found on pages

8283 of the Atlas.
4. Discuss the map. Ask students:
Where were our countrys first six Presidents born? (four in

Virginia, two in Massachusetts)
Were these states part of the original 13 colonies? (yes)
Why do you think California or Texas were not the birthplaces of any of these Presidents? (These werent part of
the United States yet.)
fo
5. Give the pairs time to read the story boxes and complete steps 35
on their activity sheets.
Find patterns in the locations of their birthplaces.
a. Help students complete step 6 and divide their maps into
regions.
b. Have students transfer birthplace information from their maps

to the chart on Activity Sheet 53d.
c. Then give students time to complete Activity Sheet 53d.
NYSTROM

249
Lesson
53
7. Discuss the chart.
Which regions had the most Presidents? (Northeast, South)
Which had the least? (West)
Why do you think so few Presidents came from the South

after the Civil War? (Northerners were in control.
Northerners didnt trust the Southerners.)
Why do you think Presidents didnt come from the Midwest

until 1869? (This was a new region. It took time for state
leaders to become known in the East.)
Ask a few students to read their predictions.
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Answers
2g. Virginia
3g. Virginia
4g. Ohio
Number of Presidential Birthplaces, by U.S. Region
Years
SA
fo
Read More
About It
Your students might

enjoy reading the
presidents:
Ghosts of the White
House by Cheryl
Harness
A Christmas Tree in
the White House by
Gary Hines
NYSTROM
Northeast
South
Midwest
West
50%
50%
0%
0%
37%
39%
23%
1%
28%
31%
32%
9%
19%
36%
23%
22%
17891829
1790 U.S.
Population
18291865
1850 U.S.
Population
18651929
1920 U.S.
Population
1929Now
2000 U.S.
Population
Answers will vary. Students may predict that the next President
will come from the West, since the population in that region is
growing. Or they may predict the South, because the population
in that region is the largest.

250
Name ____________________________________________
53a
Use the The Nystrom Atlas of Our Countrys History to learn more about
where Presidents were born.
1. Our country has had over 40

different Presidents. They were
born in cities and small towns across the United
States.
a. Give the Activity Map a title. Across the top of
the map, write PRESIDENTIAL BIRTHPLACES.
b. Add a map key to your Activity Map. In the Gulf
d. Below that, add PRESIDENTS BIRTH STATES.
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Virgini
a
Atlas
Activity Map
Map Marker
fo
SA
9
1789182
pendence
e
d
in
s
it
ning
g
Af ter win Britain, the youn s
it
at
from Gre tes began to build
a
t
United S ndation. The
fou
e
political
efined th
d
n
io
s.
t
u
Constit
t and law
n
e
m
n
r
e
v
o
of
nations g ribed the duties
c
s
It also de nt.
e
e
the Presid President, Georg
in
Our first
his term
n
a
g
e
b
,
n
o
Washingt ountry grew as
ec
tate
1789. Th came the first s
be
Kentucky Appalachian
he
ere were
h
t
west of t
9
2
8
1
s. By
ion.
Mountain
in the un
s
e
t
a
t
s
24
NYSTROM
2. Many of the men who helped write the Constitution

became Presidents.
a. To review what our country was like from 1789 to
1829, look through pages 3643 of the Atlas.
b. Before there was a United States, there were 13
British colonies. Those colonies became the first
13 states. In the Atlantic Ocean, along the
Atlantic coastline, write 13 COLONIES.
c. In the map key, write = 17891829.
d. Turn to page 88 of the Atlas. Find the birthplace
of George Washington.
e. On your Activity Map, in George Washingtons
birth state, draw a .
f. In the birth states of John Adams, Thomas
Jefferson, James Madison, James Monroe, and
John Quincy Adams, also draw a draw a .
g. In which state were most of our nations first six
Presidents born? ____________________________
t
t
e
s
hu
c
a
s
s
Ma

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Name ____________________________________________
53b
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65
ople
182918
s gave pe of
d
a
o
r
il
a
r
st
nd
Canals a ew territories we s
n
o
tains. A
n
u
access t
o
M
n
lachia
the Appa increased, Native
ve
n
populatio were forced to mo i
p
s
American t of the Mississip
s
e
to land w
d
tates ha
S
d
River.
e
it
n
the U
e
By 1853
way to th of
e
h
t
ll
a
expanded n. The discovery f
o
ea
Pacific Oc ornia sent a wave
alif
gold in C west.
the
s
American of slavery divided
The issue n the Union North
re
Soo
South we
country.
e
t
a
r
e
d
e
f
on
ar.
and the C
the Civil W
in
p
u
t
h
caug
SA
y
k
c
u
t
n
e
K
4. Theodore Teddy Roosevelt was a war hero in the
186519
29
fo
In 1865 t
he Union
w
War and
slavery w on the Civil
as abolis
The war le
hed
f t the So
uth in ru .
While the
ins
R
African A econstruction ga .
ve
m
Native Am ericans some righ
ts
e
lose their ricans continued ,
t
sas th
ey were fo o
to live on
rced
rese
Many Am rvations.
industria ericans migrated
lc
to
west. Mil ities. Others mo
ved
lio
immigran ns of European
ts came
to our
country.
In the ea
rly 1900s
victories
in the Sp , af ter
anishAmerican
War and
W
the Unite
d States orld War I,
w
nized as
a world p as recogower.
NYSTROM
3. In 1861 Abraham Lincoln

became our 16th President.
Shortly after his election, the
Atlas
Activity Map
country was divided by the
Map Marker
Civil War.
a. To review what our country
was like from 1829 to 1865,
look through pages 4455 of the Atlas.
b. In the Atlantic Ocean, write CIVIL WAR.
of Abraham Lincoln.
e. On your Activity Map, in Abraham Lincolns birth
state, draw a .
f. In the birth states of Andrew Jackson, Martin Van
Buren, William Harrison, John Tyler, James Polk,
Zachary Taylor, Millard Fillmore, Franklin Pierce,
and James Buchanan, also draw a .
g. Between 1829 and 1865, in which state were the
most Presidents born? ________________________
Spanish-American War, before becoming President.

a. To review what our country was like from 1865 to
1929, look through pages 5663 of the Atlas.
b. On your Activity Map, in the Pacific Ocean, write
WORLD POWER.
of Theodore Roosevelt.
e. On your Activity Map, in Theodore Roosevelts
f. In the birth states of Andrew Johnson, Ulysses
Grant, Rutherford Hayes, James Garfield, Chester
Arthur, Grover Cleveland,* Benjamin Harrison,
William McKinley, William Taft, Woodrow Wilson,
Warren Harding, and Calvin Coolidge, draw a .
g. Between 1865 and 1923, in which state were the
most Presidents born? ________________________
New
York
Grover Cleveland was President twice.

Only mark his birth state once.

252
Name ____________________________________________
53c
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1929No
in
t crashed and
e
k
r
a
m
k
The stoc le lost their jobs
II
op
1929. Pe vings. World War
a
s
t of the
u
o
their life
y
r
t
n
u
the co
brought
pression.
, and
Great De
s, 1960s ent
0
5
9
1
e
h
fer
In t
ber of dif ality.
m
u
n
a
,
s
1970
for equ
d
le
g
g
u
r
er
t
groups s ch as Martin Luth
u
to
Leaders s ed bring an end
lp
he
King Jr.,
regation.
racial seg cond half of the
es
By the se the United Stat
,
y
r
ar
tu
20th cen rpower. By the ye
e
p
tes had a
a
t
was a su
S
d
e
it
e Un
2006, th of 300 million.
n
populatio
SA
Texas
a
i
n
r
lifo
fo
Ca
Iowa
NYSTROM
5. During the Great Depression and

World War II, Franklin Roosevelt
was President for 12 years.
Atlas
Activity Map
a. To review what our country was
Map Marker
like from 1929 to now, look
through pages 6473 of the Atlas.
b. In the map key, write = 1929NOW.
c. Turn to page 88 of the Atlas. Find the birthplace
of Franklin Roosevelt.
d. On your Activity Map, in Franklin Roosevelts
e. In the birth states of the remaining presidents,
also draw a .
6. As the United States expanded, the number of
regions in the country grew.
a. Look at map A on page 70 of the Atlas. Find the
Northeast, South, Midwest, and West regions.
b. On your Activity Map, use the Atlas to help you
outline each of these regions.
c. Also label each of the regions.
7. Presidents have been born in all four regions.
a. On your Activity Map, count the number of
symbols in each region.
b. On Activity Sheet 53d, record them in the
17891829 row.
c. In the same way, count and record the number of
Presidents from each region during the other
three time periods.
8. As the United States expanded west, so did its
population.
a. Look at map E on page 37 of the Atlas. Find the
percent of the population from the Northeast and
the South.
b. On Activity Sheet 53d, add these percentages to
the 1790 U.S. population line.
c. Look at map C on page 48 of the Atlas to find the
1850 population by region.
d. Use map A on page 70 to find the population by
region in 2000.
e. On Activity Sheet 53d, record these percentages.
253
Name ____________________________________________
53d
Atlas
Activity Map
Map Marker
Pulling It Together
Use the Atlas, your Activity Map, and Activity Sheets 53a53c to
complete this chart. See steps 78 on Activity Sheet 53c for directions.
Number of Presidential Birthplaces, by U.S. Region
17891829
1790 U.S.
Population
1850 U.S.
Population
Midwest
West
0%
0%
32%
9%
SA
18291865
South
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Northeast
Years
18651929
28%
31%
fo
1920 U.S.
Population
1929Now
2000 U.S.
Population
Look at the pattern of Presidential birthplaces. Where do you predict our

nations next President will be born? Write a paragraph explaining why.
NYSTROM

254
Lesson
A
Closer
Look
54
A Place Over Time
Teaching
Identify key events in a places history.
Objectives
1. Introduce the lesson by saying.
The United States has hundreds of interesting cities.
Today were going to look at one of themSt. Louis,

Missouri.
How many of you have been to St. Louis? What was it like?
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Optional: show students photos of modern-day St. Louis. Then

say:

Identify key events in
a places history.
Identify changes in
the United States over
time.
Do you think St. Louis always looked like that?
Today were going to see how St. Louis has changed over the
last 600 years.
2. Locate St. Louis.
a. Have students turn to pages 7677 of The Nystrom Atlas of Our

Countrys History. Ask them to raise their hands when they have
found St. Louis.
SA
b. Have a student come up to the wall map and mark St. Louis
with a large dot .
c. Point out the junction of the Mississippi River and the Missouri
River just north of the city.
Materials

Activity Sheets
54a54b,
A Place Over Time
colored pencils
United States wall
map
Heres a Tip!
Bring in photos of St.
Louis, Missouri, from
different time periods.
3. Hand out Activity Sheets 54a54b to students.
a. Ask a student to read the description below 1492.
b. Help students use their Atlases to find the missing information.

As a class, agree on words to use to fill in the blanks.
4. Give students time to fill in the blanks on their activity sheets.
Identify changes in the United States over time.
Heres Another
Tip!
Draw the picture box
from Activity Sheet 54a
on the board. Or project
the activity sheet on an
overhead projector.
5. On the activity sheets, point out the two boxes. Explain:

Now you need to use your imaginations.
You need to try to picture what St. Louis might have looked
like at a point in history.
Reread each description on the activity sheet. Then choose

one of them.
Look at the Atlas.
Then draw a picture of what you think St. Louis looked like.
fo
NYSTROM

255
Lesson
54
6. Model how to complete a picture box.

a. Ask a class, choose a description from Activity Sheet 54a.
b. Then brainstorm things students might include in this picture.
(Depending on the description, students might include river,
tepees, canoes, trees, trading post, flat boat, people.)
c. Sketch, or ask a student to draw, some of those items on the
picture box on the board.
d. Add the year below the picture.
e. Give students time to complete their activity sheets.
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Look at Other
Cities Over Time
Have students look at

how another place
changed over time. You
might choose your town
or a nearby city.
Answers
Name ____________________________________________
Name ____________________________________________
A
Closer
Look
A Place Over Time
Use The Nystrom Atlas of Our Countrys History to help you fill in the blanks
below. The page numbers give you a clue for where to start.
1820
Atlas page 44, map A
between New Orleans and St. Louis. The river becomes one of the nations
first superhighways.
1821
Atlas page 41, map D
Missouri
St. Louis is located in the new state of ______________________________.
sketches will vary, depending on

the date and event chosen
1861
slave
Even though Missouri is a _____________
state, it remains part of the Union,
Confederacy
instead of joining the ____________________________
during the Civil War.
St. Louis in _____________
1869
1492
Atlas
colored pencils
Mississippi
Steamboats travel up and down the __________________________
River
Atlas
colored pencils
SA
54b
54a
Atlas page 56, map B
Kansas Pacific
The _______________________________
Railroad links St. Louis with Kansas
Atlas page 8, map B
Abilene
and cow towns like ________________________
and Sedalia.
Osage
Centuries before there was a city named St. Louis, the ___________________
Indians make their home near the Mississippi and Missouri Rivers.
1900
1682
metals
____________________
.
French
Europeans claim land in North America. The _________________
claim land
along the Mississippi River. They call the region
1684
St. Louis becomes a major manufacturing center. One thing it produces is
Louisiana
____________________.
Now
Atlas page 71, map C
cities
St. Louis is one of the largest ________________
in the United States.
fo
A French fur trader builds a trading post near the junction of the Mississippi
and Missouri Rivers.
1803
sketches will vary, depending on

the date and event chosen;
they should show change from
the previous sketch
The United States buys land from the French. The land extends from the
Mississippi River to the Rocky Mountains and includes St. Louis. This is
Louisiana
known as the ______________________
Purchase.
St. Louis in ____________

1804
Clark
Lewis and ____________________
begin their famous expedition of the
What do you think St. Louis will look like in 50 years? On a sheet of paper,
draw a picture of the city in the future.
Louisiana Territory in St. Louis.
NYSTROM

257
NYSTROM
258
Illustrations of St. Louis will differ. Students should make some
changes to the modern-day landscape of St. Louis.
NYSTROM

256
Name ____________________________________________
54a

A
Closer
Look
A Place Over Time

Use The Nystrom Atlas of Our Countrys History to help you fill in the blanks
below. The page numbers give you a clue for where to start.
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Atlas
colored pencils
St. Louis in _____________
1492
Atlas page 8, map B
Centuries before there was a city named St. Louis, the ___________________
SA
Indians make their home near the Mississippi and Missouri Rivers.
1682
Europeans claim land in North America. The _________________ claim land

along the Mississippi River. They call the region
1684
____________________.
A French fur trader builds a trading post near the junction of the Mississippi
and Missouri Rivers.
fo
1803
The United States buys land from the French. The land extends from the
Mississippi River to the Rocky Mountains and includes St. Louis. This is
known as the ______________________ Purchase.
1804
Lewis and ____________________ begin their famous expedition of the

Louisiana Territory in St. Louis.
NYSTROM

257
Name ____________________________________________
54b
1820
Atlas
colored pencils
Steamboats travel up and down the __________________________ River

between New Orleans and St. Louis. The river becomes one of the nations
first superhighways.
1821
St. Louis is located in the new state of ______________________________.

1861
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Even though Missouri is a _____________ state, it remains part of the Union,

instead of joining the ____________________________ during the Civil War.
1869
The _______________________________ Railroad links St. Louis with Kansas

and cow towns like ________________________ and Sedalia.
SA
1900
St. Louis becomes a major manufacturing center. One thing it produces is

____________________ .
Now
Atlas page 71, map C
fo
St. Louis is one of the largest ________________ in the United States.
St. Louis in ____________
What do you think St. Louis will look like in 50 years? On a sheet of paper,
draw a picture of the city in the future.
NYSTROM

258
Lesson
55
Timeline Modern America

Teaching
Make a timeline.
Objectives
Find the unit called Modern America.
What years does it cover? (1898 to Now)
Materials
Timeline Booklet
(from Lesson 15)
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a. Write 1898 at the far left side of the board and the current
year at the far right.

Make a timeline.
timeline.

The unit we just completed covers the years 1898 to now.

SA
Timeline Booklets.
Heres a Tip!


key date.
1910
1920
1930
fo

key words.

1917
U.S. enters
World War I

timeline.
NYSTROM

259
Lesson
55
timeline.

6. Optional: have students look over the maps and graphs on pages
6273 and find three more dates. Have them add those events to
their timelines.
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reference and review.
Answers
1917
United States enters World War I.
1941
Japan attacks Pearl Harbor.
1949
NATO begins.
1964
Civil Rights Act passes.
1967
U.S. population reaches 200 million.
2001
Terrorists attack United States.
fo
SA

following events:
Calculate Time
between World War I
and World War II.
NYSTROM

260
Lesson
Reviewing Modern America
56
Teaching
Objective


Review what was
Materials
sheets.
Activity Sheets
56a56b,
Reviewing / Modern
America
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world wars, civil rights, immigration and migration, Presidents, and
change over time.
Heres a Tip!
Answers
1. a
2. d
4. d
9. c
6. d
10. c
7. a
11. c
8. c
12. b
SA
3. b
5. c

review.
Answers will vary. Students may mention involvement in world
fo
wars, civil rights protests, immigrants, growth of cities, or trade.
NYSTROM

261
Name ____________________________________________
56a
Reviewing Modern America

In the last seven lessons, you have learned about the world wars,
immigration, civil rights, Presidents, and change over time. How much
do you remember?
1. What was one reason immigrants came to the United States in the early
1900s?
a. because of a shortage of land
b. because boll weevils destroyed their crops
c. to find a new sea route to the Indies
d. to look for gold
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??
2. World War II was fought in many places. Which was not one of them?
a. Africa
c. Europe
b. the Pacific
d. Antarctica
SA
3. In World War II, which of these countries did the United States fight?
a. Soviet Union
c. Great Britain
b. Japan
d. France
4. African Americans used several peaceful methods to win their rights.
Which method did they not use?
a. lunch counter sit-ins
c. bus boycotts
b. marches
d. spraying with fire hoses
5. Most Presidents were born
a. in a log cabin
b. out West
c. east of the Mississippi River

d. outside the United States
fo
6. Since the 1800s, only one region of the United States has constantly
increased its percent of the population. Which region?
a. North
c. East
b. South
d. West
7. In the St. Louis area, which of the following happened first?

a. Indians lived in the region.
b. The French opened a fur trading post.
c. Lewis and Clark began their expedition.
d. African Americans moved there looking for factory jobs.
NYSTROM
263
Name ____________________________________________
8. Look at the graph. In 1970, what percentage of the senators were

white men?
a. 43%
b. 6%
White
Non-white
White
Men
Men
Women
c. 95%
43%
6%
45%
d. 0%
9. In 1970, which group was most
under-represented?
a. White men
b. Non-white Men
c. White Women
d. Non-white Women
56b
Non-white
Women
6%
U.S. POPULATION
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U.S. SENATE
White
Men
Non-white
Men
White
Women
Non-white
Women
95%
4%
1%
0%
10. Look at the map. Where did the first U.S. combat troops arrive?
a. Hanoi
b. Saigon
c. Da Nang
NORTH
d. Mekong Delta
VIETNAM
11. The North Vietnamese used the
Ho Chi Minh Trail as a supply
route to get to
a. the South China Sea
b. Thailand
c. South Vietnam
d. China
SA
Hanoi
LAOS
Gulf of
To n k i n
C
Ho
South
fo
rai
hT
in
M
Hue
Da Nang
China
Sea
1965 First U.S.

combat troops
arrive.
CAMBODIA
U.S. ground or naval battle
SOUTH
VIETNAM
Saigon
Gulf of Mekong
Thailand Delta
What was life like in the United States

between 1898 and now? List 10 words
or phrases that describe our country
during this time period.
NYSTROM
1954 Demilitarized Zone

(DMZ)
hi
THAILAND
12. Where did U.S. ground battles

take place?
a. North Vietnam
Vietnam War
19641973
b. South Vietnam
c. Gulf of Tonkin
Communist supply route
U.S. air strike
d. China
CHINA

264

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Exploring Where & Why

Hands-on Social Studies Program

Exploring Where & Why

Atlas, Map, and Globe Skills

Using the Atlas

Three Worlds Meet

Introducing Three Worlds Meet

16 Reviewing Three Worlds Meet

ISBN 13: 978-0-7825-1360-8

Civil War and Change

Introducing Colonial America

48 Reviewing Civil War and Change

Introducing A New Nation

24 Reviewing Colonial America

Introducing Civil War and Change

32 Reviewing A New Nation

Introducing Modern America

56 Reviewing Modern America

The United States Expands

Introducing The United States Expands 151

Exploring Where & Why

Our Countrys History

What is Our Countrys History?

Our Countrys History . . .

integrates hands-on and reading materials in

Our Countrys History . . .

reinforces reading, writing, math, critical thinking,

Our Countrys History . . .

builds a solid foundation of knowledge and

What does Our Countrys History d0?

Why a hands-on approach?

Promotes active learning.

Exploring Where & Why

Our Countrys History

RAISED RELIEF MAPS SET OF 6

Our Countrys History

Program correlates with:

49 Student Lessons plus 7 Assessments

For the Teacher

Handy, easy to use:

Three Worlds Meet, 1400 to 1682

The First Americans

Identify six Native American culture groups.

1. Introduce the lesson by saying:

Did you ever stop to think about the first Americansthe

Who were these people? What were their lives like?

Today were going to learn more about them.

Students will be able to:

2. Have students open The Nystrom Atlas of Our Countrys History to

Tips for teaching

The Nystrom Atlas of

4. As a class, complete steps 12 on Activity Sheet 10a.

Americans today buy most of their food.

take turns writing on the

The first Americans couldnt buy food. There were no

However, it does not show every food that a group

Some Indian Nations

Classify information about Native American culture groups.

Many U.S. cities, states,

Ways It Obtained Food

by Connie and Peter Roop

Enlarge a map of the 13 colonies. Mount it on

Across the Wide Dark Sea:

by Jean Van Leeuwen