In azteca, morganthe enlisted the help of the:

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U.S. A N A R R A T I V E H I S T O R Y

Seventh Edit ion

V O L U M E 2 : F R O M 1 8 6 5

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The Way You Once Had to Teach History . . .

McGraw-Hill provides INSIGHT® to help you achieve your course goals. How would your teaching experience change if you could access this information at a glance, either on your computer or tablet device?

1. How are my students performing?

2. How is this particular student performing?

3. How is my section performing?

4. How eff ective are my assignments?

5. How eff ective is this particular assignment?

McGraw-Hill’s Connect Insight® is a fi rst-of- its-kind analytics tool that distills clear answers to these fi ve questions and delivers them to instructors in at-a-glance snapshots.

Connect Insight’s® elegant navigation makes it intuitive and easy-to-use, allowing you to focus on what is important: helping your students succeed.

. . . IS NOW HISTORY!

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U.S.: A Narrative History off ers thirty interactive maps that support geographical as well as historical thinking. These maps appear in both the eBook and Connect History exercises.

For some interactive maps, students click on the boxes in the map legend to see changing boundaries, visualize migration routes, or analyze war battles and election results.

With others, students manipulate a slider to help them better understand change over time.

Interactive maps give students a hands-on understanding of geography.

BR ITI SH CANADA

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ATLANTIC OCEANPACIFIC

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COMANCHE

KIOWA

PAIUTE

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HOPI NAVAJO

MOHAVE

OSAGE

KANSA

PAWNEEARAPAHO

CHEYENNE

ARIKARA

MANDAN SIOUX CROW

SHOSHONE

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BLACKFOOT

CHINOOK

CLATSOP

Chihuahua

St. Louis

New Orleans

New York Philadelphia

Fort Mandan

Fort Bellafontaine

Fort Clatsop

INDIANA TERRITORY

MICH. TERR.

OHIO

KENTUCKY

VIRGINIA

TENNESSEE

NORTH CAROLINA

SOUTH CAROLINA

GEORGIAMISSISSIPPI TERRITORY

MD. DEL.

N.J.

NEW YORK

PENNSYLVANIA

VT. N.H.

MAINE (part of MASS.)

MASS.

R.I. CONN.

LOUISIANA PURCHASE

OREGON COUNTRY (Disputed)

SPANISH POSSESSIONS

TEXAS (claimed by U.S.

1803–1819) SPANISH FLORID A

0 250

1000 km0 500

500 mi

U.S. POPULATION DENSITY PER SQUARE MILE, 1800

Under 2

18–45

2–17

Over 45

BR ITI SH CANADA

MiMM ssissipi pppiR i

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SnSS ake River

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Red River

Arkr ansas River

Gulf of Mexico

ATLANTIC OCEANPACIFIC

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PAIUTE

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HOPI NAVAJO

MOHAVE

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CHEYENNE

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SHOSHONE

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St. Louis

New OOrlearleansNNNNNNN

NNew w YYYoororkNNNNNeNNNNN PhPhiladedelphia

Fort Mandan

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FForrt CCClattssoop

INDIANA TERRITORY

MICH. TERR.

OHIO

KENTUCKYKENTUCKY

VIRGIVIRGINIAINIA

TENNESSEENE

NORTH CAROLINA

SOUTH LI ACAROLINLINAC AAAA

GEORGGIAMISSISSIPPI TERRITORY

DMDD.MDMDMDMDMDDDMDMD DELL..DDDDDDDDD

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)S.))MASS.S.S.)S.)S.)))))

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OREGON COUNTRY (Disputed)

SPANISH POSSESSIONS

TEXAS (claimed by U.S.

1803–1819) SSPAAAAAAAPP NNNNNNISH FLORID A

00 250

1000 km0 500

500 mi

U.S. POPULATION DENSITY PER SQUARE MILE, 1800

Under 2

18–45

2–17

Over 45

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U.S.: A Narrative History is a 21st-century approach to teaching history. Students study smarter with SmartBook.

The fi rst and only adaptive reading experience, SmartBook is changing the way students read and learn.

• As the student engages with SmartBook, questions test his or her understanding. In response to the student’s answers, the reading experience actually adapts to what the student knows or doesn’t know.

• SmartBook highlights the content the student is struggling with, so he or she can focus on reviewing that information.

• By focusing on the content needed to close specifi c knowledge gaps, the student maximizes the effi ciency of his or her study time.

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Critical missions promote critical thinking. What would your students do if they were senators voting on the impeachment of Andrew Johnson?

Or if they were advisers to Harry Truman, helping him decide whether to drop the atomic bomb?

Critical Missions make students feel like active participants in history by immersing them in a series of transformative moments from our past.

As advisers to key historical fi gures, they read and analyze primary sources, interpret maps and timelines, and write recommendations.

As a follow-up activity in each Critical Mission, students learn to think like historians by conducting a retrospective analysis from a contemporary perspective.

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U.S. A N A R R A T I V E H I S T O R Y

Seventh Edit ion James West Davidson

Christine Leigh Heyrman University of Delaware

Brian DeLay University of California, Berkeley

Mark H. Lytle Bard College

Michael B. Stoff University of Texas, Austin

V O L U M E 2 : F R O M 1 8 6 5

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U.S.: A Narrative History AUTHORS

James West Davidson Brian DeLay Christine Leigh Heyrman Mark H. Lytle Michael B. Stoff

SENIOR VICE PRESIDENT, PRODUCTS & MARKETS Kurt L. Strand VICE PRESIDENT, GENERAL MANAGER, PRODUCTS & MARKETS Michael Ryan VICE PRESIDENT, CONTENT DESIGN & DELIVERY Kimberly Meriwether David

MANAGING DIRECTOR Gina Boedeker BRAND MANAGER Laura Wilk

LEAD PRODUCT DEVELOPER Rhona Robbin EXECUTIVE MARKETING MANAGER Stacy Ruel Best

MARKETING MANAGER April Cole DIGITAL PRODUCT ANALYST John Brady

DIRECTOR, CONTENT DESIGN & DELIVERY Terri Schiesl PROGRAM MANAGER Marianne Musni

CONTENT PROJECT MANAGER Christine A. Vaughan CONTENT PROJECT MANAGER Emily Kline

BUYER Laura M. Fuller DESIGN Matt Backhaus

CONTENT LICENSING SPECIALIST, IMAGES Lori Hancock CONTENT LICENSING SPECIALIST, TEXT Beth Thole

COMPOSITOR Laserwords Private Limited TYPEFACE 10/12 UniMath PRINTER R. R. Donnelley

U.S.: A Narrative History, Seventh Edition Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2015 by McGraw-Hill Edu- cation. All rights reserved. Printed in the United States of America. Previous editions © 2012, 2009. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

Some ancillaries, including electronic and print components, may not be available to customers outside the United States.

This book is printed on acid-free paper.

1 2 3 4 5 6 7 8 9 0 DOW/DOW 1 0 9 8 7 6 5 4

ISBN 978-0-07-778042-5 (complete); MHID 0-07-778042-6 (complete)

ISBN 978-0-07-351330-0 (volume 1); MHID 0-07-351330-X (volume 1)

ISBN 978-0-07-778036-4 (volume 2); MHID 0-07-778036-1 (volume 2)

Cover image credits: Miss Ting; Idaho farm; woman weaving; “Our City” lithograph of St. Louis, Janicke and Co. 1859; “Pocahantas Saving the Life of Capt. John Smith,”(detail); “Heart of the Klondike”(detail): The Library of Congress; Caesar Chavez (detail): © Arthur Schatz/Time & Life Pictures/Getty Images; Hopewell Hand: © Heritage Images/Corbis; Freedman’s School: © Bettmann/Corbis; “Mandan Dog Sled,” Karl Bodmer: © Free Library, Phila- delphia/Bridgeman Images; “Tragic Prelude” (detail): © Kansas State Historical Society; “Mrs. Chandler” (detail): Courtesy, National Gallery of Art, Washington, D.C.; Uncle Sam with Banjo: HistoryPicks; View from Space: © NASA/ JSC; Buffalo Hunt: Courtesy, National Gallery of Art, Washington.

All credits appearing on page or at the end of the book are considered to be an extension of the copyright page.

Library of Congress Control Number: 2014943610

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17 Reconstructing the Union 1865–1877 332

18 The New South and the Trans-Mississippi West 1870–1890 351

19 The New Industrial Order 1870–1900 374

20 The Rise of an Urban Order 1870–1900 395

21 The Political System under Strain at Home and Abroad 1877–1900 417

22 The Progressive Era 1890–1920 442

23 The United States and the Collapse of the Old World Order 1901–1920 465

24 The New Era 1920–1929 488

25 The Great Depression and the New Deal 1929–1939 510

26 America’s Rise to Globalism 1927–1945 540

27 Cold War America 1945–1954 568

28 The Suburban Era 1945–1963 588

29 Civil Rights and Uncivil Liberties 1947–1969 611

30 The Vietnam Era 1963–1975 631

31 The Conservative Challenge 1976–1992 656

32 The United States in a Global Community 1989–Present 681

SOME HIGHLIGHTS: DUELING DOCUMENTS is a new feature appearing in half the chapters. Each box showcases two pri- mary sources with contrasting points of view.

HISTORIAN’S TOOLBOX, alternating with Dueling Documents, showcases historical images and arti- facts, asking students to focus on visual evidence and examine material culture. New items in this edition include “A White Man’s View of Custer’s Defeat,” exhibiting a popular lithograph on the subject and discussing its iconography; “Youth in a Jar,” analyzing an advertisement for beauty cream; stills from the 1951 Civil Defense film, “Duck and Cover,” starring Bert the Turtle in atomic attack.