Lesson

How to Read the Table of Contents

The table of contents is your guide to History Alive! The United States Through Industrialism. It lists all the lessons in your text, as well as additional resources, such as Investigating Primary Sources sections, maps, and diagrams.

Each unit begins with a video-based Geography Challenge. Then the Inquiry Project offers an inquiryfocused pathway through the unit.

America Before and After Colonization

unit 2

Unit Opener

Geography Challenge 42

Inquiry Project 44

Lesson 3

Indigenous Peoples of North America 46

How did Indigenous groups adapt to their environment?

Exploring the Social Sciences – Early Mississippian Civilization

Lesson 4

European Colonization in the Americas 66

How did Europeans colonize the Americas?

Investigating Primary Sources – Who Was Christopher Columbus?

Lesson 5

Comparing the English Colonies 88

What were the similarities and differences among the colonies in North America?

Exploring Perspectives – Four Stories from the Colonies

Lesson 6

Life in the Colonies 106

What was life really like in the colonies?

Exploring Biographies – A Great Awakening

Unit Closer

Studying Sources 122

Timeline Challenge 126

Every lesson begins with an essential question to prepare you for inquiry—asking your own questions and proposing supported answers with evidence.

Investigating Primary Sources

sections are focused inquiries where students analyze sources to develop an argument.

Exploring Biographies, Perspectives, Connections

to Today, Literature, and the Social Sciences guide a deeper exploration of the content.

viii

At the end of each unit, explore excerpts of primary and secondary sources in Studying Sources. Then recap the unit visually with a Timeline Challenge.

ONLINE RESOURCES AND VIDEOS www.teachtci.com Watch for this purple box throughout this book. It will guide you to additional online resources.

unit 1

Foundations of History

Unit Opener

Geography Challenge 2

Inquiry Project 4

Lesson 1

Studying History Through Inquiry 6

What is history, and how do we study it?

Lesson 2

Key Themes in History 24

What are the key themes of U.S. history?

Unit Closer

Studying Sources 34

Timeline Challenge 38

America Before and After Colonization

unit 2

Unit Opener

Geography Challenge 42

Inquiry Project 44

Lesson 3

Indigenous Peoples of North America 46

How did Indigenous groups adapt to their environment?

Exploring the Social Sciences – Early Mississippian Civilization

Lesson 4

European Colonization in the Americas 66

How did Europeans colonize the Americas?

Investigating Primary Sources – Who Was Christopher Columbus?

Lesson 5

Comparing the English Colonies 88

What were the similarities and differences among the colonies in North America?

Exploring Perspectives – Four Stories from the Colonies

Lesson 6

Life in the Colonies 106

What was life really like in the colonies?

Exploring Biographies – A Great Awakening

Unit Closer

Studying Sources 122

Timeline Challenge 126

Revolution in the Colonies

unit 3

Unit Opener

Geography Challenge 130

Inquiry Project 132

Lesson 7

Toward Independence 134

Why was there an American Revolution?

Exploring Literature – “I Love the Story of Paul Revere, Whether He Rode or Not”

Lesson 8

The Declaration of Independence 154

What principles of government are expressed in the

Declaration of Independence?

Investigating Primary Sources – How Did Common Sense Create Tension in the Colonies?

Lesson 9

The American Revolution 166

How was the Continental army able to win the war for independence from Great Britain?

Exploring Biographies – George Washington: A Single-minded Leader and a Complicated Man

Unit Closer

Studying Sources 186

Timeline Challenge 190

Forming a New Nation

unit 4

Unit Opener

Geography Challenge 194

Inquiry Project 196

Lesson 10

Creating the Constitution 198

What compromises emerged from the Constitutional

Convention?

Exploring Perspectives – James Madison and the Long, Hot Summer of 1787

Lesson 11

The Constitution 218

How has the Constitution created “a more perfect Union”?

Investigating Primary Sources – How Did State Constitutions Influence the U.S. Constitution?

Lesson 12

The Bill of Rights 236

What freedoms does the Bill of Rights protect and why are they important?

Exploring Connections to Today – What Is Religious Freedom?

Unit Closer

Studying Sources 252

Timeline Challenge 256

Launching the New Republic

unit 5

Unit Opener

Geography Challenge 260

Inquiry Project 262

Lesson 13

Political Developments in the

Early Republic 264

How did the Federalist and Democratic-Republican visions for the United States differ?

Investigating Primary Sources – How Did Conflicts Within Washington’s Cabinet Affect American Politics?

Lesson 14

Foreign Affairs in the Young Nation 284

To what extent should the United States have become involved in world affairs in the early 1800s?

Exploring Biographies – Tecumseh, the Shooting Star

Lesson 15

A Growing Sense of Nationhood 302

What did it mean to be an American in the early 1800s?

Exploring Literature – A New Literature Celebrates a New Nation

Lesson 16

The Rise of Jacksonian Democracy 316

How did President Andrew Jackson impact democracy?

Exploring Perspectives – The Trail Where They Cried

Unit Closer

Studying Sources 332

Timeline Challenge 336

An Expanding Nation

unit 6

Unit Opener

Geography Challenge 340

Inquiry Project 342

Lesson 17

Manifest Destiny and the Growing Nation 344

How justifiable was U.S. expansion in the 1800s?

Investigating Primary Sources – What Inspired Americans to Move West?

Lesson 18

Life in the West 362

What were the motives, hardships, and legacies of the groups that moved west in the 1800s?

Exploring Perspectives – Gold Rush Pioneers

Lesson 19

Mexicano Contributions to the Southwest 382

How have Mexicano contributions influenced life in the

United States?

Exploring Connections to Today – Mexicano Culture Today

Unit Closer

Studying Sources 398

Timeline Challenge 402

Americans in the Mid-1800s

unit 7

Unit Opener

Geography Challenge 406

Inquiry Project 408

Lesson 20

An Era of Reform 410

To what extent did the reform movements of the mid-1800s improve life for Americans?

Investigating Primary Sources – What Were the Priorities for Education in the 19th Century?

Lesson 21

The Worlds of North and South 426

How was life in the North different from life in the South?

Exploring Perspectives – The Mill Girls of Lowell

Lesson 22

African Americans in the Mid-1800s 446

How did African Americans face enslavement and discrimination in the mid-1800s?

Exploring Biographies – Harriet Tubman, Moses of the Underground Railroad

Unit Closer

Studying Sources 466

Timeline Challenge 470

The Union Challenged

unit 8

Unit Opener

Geography Challenge 474

Inquiry Project 476

Lesson 23

A Dividing Nation 478

Which events of the mid-1800s kept the nation together, and which events pulled it apart?

Investigating Primary Sources – How Did Slavery Create Tension Among the States Prior to the Civil War?

Lesson 24

The Civil War 500

What factors and events influenced the outcome of the

Civil War?

Exploring Perspectives – A House Divided

Lesson 25

The Reconstruction Era 522

To what extent did Reconstruction bring Black Americans closer to full citizenship?

Exploring Perspectives – The Long Road to Equal Rights

Unit Closer

Studying Sources 540

Timeline Challenge 544

Migration and Industry

unit 9

Unit Opener

Geography Challenge 548

Inquiry Project 550

Lesson 26

Tensions in the West 552

How did settlers change the West and affect Indigenous groups and their way of life?

Exploring Perspectives – Black Exodus

Lesson 27

The Rise of Industry 572

Did the benefits of industrialization outweigh the costs?

Investigating Primary Sources – How Did Inventors Revolutionize Life in Industrial America?

Lesson 28

The Great Wave of Immigration 594

What was life like for immigrants in the early 1900s?

Exploring Connections to Today – Young Immigrants Today

Unit Closer

Studying Sources 612

Timeline Challenge 616

A Modern Nation Emerges

unit 10

Unit Opener

Geography Challenge 620

Inquiry Project 622

Lesson 29

The Progressive Era 624

How did the progressives improve life in the United States?

Exploring Perspectives – Children at Work

Lesson 30

The United States Becomes a World

Power 644

Should U.S. actions in world affairs around the turn of the 20th century be praised or condemned?

Investigating Primary Sources – How Did the Yellow Press Shape Journalism in the Late 1800s?

Lesson 31

Linking Past to Present 668

What changes since 1914 have shaped how we live today?

Exploring Connections to Today – Questions for the Future

Unit Closer

Studying Sources 682

Timeline Challenge 686 Resources 688

Maps

Migration Routes During the Last Ice Age 48 Indigenous Cultural Regions in North America 50 Indigenous Clothing 50 Indigenous Housing 51 Indigenous Food 51 Exploration of the Americas 71 European Settlements in North and South

America, 1682 81 Colonial America, 1770 92 North America, 1763 138 Outbound routes during battles of Lexington and Concord on April 19, 1775 153 The Triangular Trade 160 Battle of Yorktown 177 Key Battles of the American Revolution 179 The Northwest Territory and the Land

Ordinance Survey Systems, 1785 200 U.S. and European Land Claims in North

America, 1796 287 The Barbary Coast 290 Major Battles in the War of 1812 294 North America, 1820 304 Removal of Indigenous Groups 326 Oregon Country 353 Mexican Cession and Gadsden Purchase 356 U.S. Territorial Acquisition, 1803–1853 357 U.S. Agriculture, 1860 431 U.S. Industrial Cities and Raw Materials, 1860 434 U.S. Railroads, 1860 436 The System of Slavery, 1801–1860 451 The Missouri Compromise, 1820 482 The Compromise of 1850 485 The Kansas-Nebraska Act, 1854 488 Impact of the Dred Scott Decision, 1857 491 The Civil War, 1861–1865 515 Military Reconstruction Districts, 1870 526 Cattle Trails, 1867–1887 563 Indigenous Land Losses, 1850–2010 565 Iron and Steel Production, 1900 577 The Spanish-American War in the

Caribbean, 1898 648 The Spanish-American War in the

Philippines, 1898 650 The Panama Canal Zone, 1914 652 European Alliances in World War I 656

Graphs, Diagrams, and Tables

Planning an Inquiry About Your Community’s

History: A Checklist 15 Massachusetts, New England Colony 93 Rhode Island, New England Colony 94 Connecticut, New England Colony 95 New York, Middle Colony 96 Pennsylvania, Middle Colony 97 Maryland, Southern Colony 98 Virginia, Southern Colony 99 Georgia, Southern Colony 100 Population of U.S. States, 1790 205 Total Population of Southern States, 1790 207 Powers of the Three Branches of Government 222 Constitutional Checks and Balances 226 Amending the Constitution 227 The Federal System 229 The Election of 1800 278 House (5th Congress 1797–1799) 283 Senate (5th Congress 1797–1799) 283 The United States in 1819 480 Immigration to the United States, 1820–2000 597 Rights and Responsibilities of Citizenship 610 Transportation Energy Consumption (Quadrillion BTUs) 673

Selected Primary Source Quotations

William H. McNeill, “Why Study History?,” 1985 9 Arnold Toynbee, on history 9 Maya Angelou, on failures of the past 10 Frederick Jackson Turner, on history for new generations 14 Christopher Columbus, on the Taino people 68 Francisco Vásquez de Coronado, Coronado expedition report to Spain 73 Samuel de Champlain, Voyages of Samuel de Champlain 1604–1610, 1613 76 Lorenzo Pasqualigo, on Cabot’s landing in

Newfoundland, 1497 77 John Smith, on colonizing Jamestown,

The Generall Historie of Virginia,

New England and the Summer Isles, 1624 78 John Smith, on Pocahontas, 1616 79 Roger Williams, on forced worship, 1670 94 Cotton Mather, on Rhode Island 94 Thomas Hooker, on government, 1638 95 James, Duke of York, on elected assemblies, 1676 96

Gabriel Thomas, on prosperity of

Pennsylvania, 1698 George Calvert, on founding principles of Maryland 97

98

Cecil Calvert, on religious tolerance in

Maryland, 1633 98 Olaudah Equiano, on Middle Passage 112 Abigail Adams, on female education, 1817 114 Nathan Cole, on George Whitefield, 1740 118 George Whitefield, on vanity, 1740 120 Jonathan Edwards, on the revival movement, 1742 120 Jonathan Edwards, “Sinners in the Hands of an Angry God,” 1741 121 Charles Townshend, on taxing colonists, 1767 140 Francis Bernard, on Samuel Adams, 1760 140 Charles Townshend, on Lord North 141 King George III, on taxing, 1770 141 Thomas Gage, on attitude of colonists toward British troops, 1770 142 Samuel Adams, on the Boston Massacre, 1770 142 John Adams, on trial of British soldiers, 1773 143 George Hewes, on the Boston Tea Party 144 John Adams, on the Boston Tea Party, 1773 144 King George III, on mastering colonies, 1774 145 Patrick Henry, at Virginia Convention, 1774 146 King George III, on the decision to fight the colonists, 1774 147 John Parker, speech to Lexington troops, 1775 148 Isaac Davis, on readiness of the militia, 1775 148 Hugh Earl Percy, on strength of colonial militia, 1775 148 Warren G. Harding, on “Paul Revere’s Ride” 150 Ray Raphael, on Revere’s ride 153 Patrick Henry, “Give Me Liberty or Give

Me Death,” 1775 155 George Washington, on poor discipline of troops, 1775 157 King George, “A Proclamation for

Suppressing Rebellion and Sedition,” 1775 158 Thomas Paine, Common Sense, 1776 158 Thomas Jefferson, The Declaration of

Independence, 1776 159 Joseph Plumb Martin, A Narrative of a

Revolutionary Soldier, 1830 167 George Washington, on reading the

Declaration to the troops, 1776 170 Thomas Mifflin, on urging Washington to retreat 171

George Washington, on the battle for

New York City, 1778 171 William Howe, on pardoning rebels, 1776 171 Thomas Paine, The Crisis, I, 1776 172 George Washington, on challenges of taking Trenton 172 Joseph Plumb Martin, A Narrative of a Revolutionary Soldier, 1830 174 George Washington, on Americans profiting from the army’s need, 1778 174 Marquis de Lafayette, on the soldiers’ fortitude 175 Marquis de Lafayette, on the leadership of

George Washington 175 George Washington, on the battle at

Monmouth, 1778 175 Nathanael Greene, on strategy in the South 176 Charles Cornwallis, on the war in the

South, 1781 176 Joseph Plumb Martin, A Narrative of a

Revolutionary Soldier, 1830 177 Charles Cornwallis, on the Continental army 178 Joseph Plumb Martin, on the British surrender at Yorktown 178 Lord North, on the end of the war, 1781 180 George Washington, on being asked to lead the Continental army, 1775 182 George Washington, on the sacrifice of soldiers, 1776 182 Joseph Plumb Martin, A Narrative of a

Revolutionary Soldier, 1830 183 George Washington, on Congress’s lack of support for soldiers, 1777 183 George Washington, on homesickness in soldiers, 1776 184 George Washington, on leading the army, 1776 184 George Washington, on soldiers stealing food 184 Thomas Jefferson, on George Washington’s exacting standards 185 James Madison, on the Articles of

Confederation, 1783 199 James Madison, on the weak federal government, 1787 201 Thomas Jefferson, on the delegates to the convention, 1787 203 William Pierce, on James Madison, 1787 203

George Washington, on enforcing secrecy at the convention, 1787 203

Benjamin Franklin, on his contribution to the Constitution, 1787 203 William Paterson, on the New Jersey Plan 205 James Wilson, on the representation debate, 1787 206 Gunning Bedford, on the representation debate, 1787 206 Rufus King, on the representation debate, 1787 206 Gouverneur Morris, on the representation of slaves, 1787 207 Elbridge Gerry, on the representation of slaves, 1787 207 Charles Pinckney, on the executive branch, 1787 209 Benjamin Franklin, on the executive branch, 1787 209 Gouverneur Morris, on the executive branch, 1787 209 Roger Sherman, on electing the executive branch, 1787 209 James Madison, on ratifying the

Constitution, 1787 211 Benjamin Franklin, on ratifying the

Constitution, 1787 211 Benjamin Franklin, on the Constitutional

Convention, 1787 212 James Madison, unwillingness to compromise on the Constitution, 1788 213 James Madison, on writing up notes on the Constitutional Convention 216 Edmund Randolph, suggested form of national government, 1787 216 James Madison, on the delegates’ vote on the Constitution, 1787 217 The U.S. Constitution, 1787 220 George Mason, on need for checks and balances, 1787 226 Thomas Jefferson, on need to amend the Constitution, 1789 227 Thomas Jefferson, on the importance of a bill of rights, 1787 238 Pierce Butler, on Madison’s proposed bill of rights, 1789 238 Thomas Jefferson, on separation of church and state, 1802 239 The Supreme Court, on free expression 240 Thurgood Marshall, on cruel and unusual punishment, 1972 245 Marian Ward, opening prayer at Santa Fe,

Texas, football game, 1999 248 Amanda Bruce, on public prayer 248 Thomas Jefferson, on freedom of religion, 1786 249 George Washington, on assuming the presidency, 1789 265 George Washington, First Inaugural

Address, 1789 266 Views on the French Revolution 267 George Washington, Farewell Address, 1796 268 Alexander Hamilton, on human nature, 1775 269 John Jay, on government 270 Alexander Hamilton, on interpreting the

Constitution 271 Alexander Hamilton, on the French Revolution 271 Thomas Jefferson, on human nature, 1789 272 Thomas Jefferson, on farmers 272 Thomas Jefferson, on the economy 273 John Adams, on reaction to Citizen Genêt, 1813 274 Thomas Jefferson, on Citizen Genêt, 1793 274 John Adams, on partisanship 275 Abigail Adams, on the White House, 1800 276 Thomas Jefferson, on government, 1799 277 William Linn, Serious Considerations on the Election of a President, 1800 277 Oliver Wolcott, on John Adams, 1800 277 Alexander Hamilton, on Thomas

Jefferson, 1800 279 John Adams, on peace with France, 1815 289 Thomas Jefferson, on England and France, 1804 291 Thomas Jefferson, on ease of conquering

Canada, 1812 293 Miguel Hidalgo, “Cry of Dolores,” 1810 295 Simón Bolívar, on liberation 295 Thomas Jefferson, on relations with

Europe, 1823 296 John Quincy Adams, on foreign policy, 1823 296 James Monroe, the Monroe Doctrine, 1823 296 Tecumseh, on Indian connection to earth, 1810 298 William Henry Harrison, on Tecumseh, 1811 298 Tecumseh, on Indian brotherhood, 1811 299 Tecumseh, on refusal to retreat, 1813 301 Alexis de Tocqueville, Democracy in

America, 1835–1840 303

Alexis de Tocqueville, on national pride 305 Daniel Webster, on states’ rights, 1825 306 Thomas Dartmouth Rice,

“Jump Jim Crow,” 1828 310 Sydney Smith, on American culture, 1820 310 Alexis de Tocqueville, on Davey Crockett, 1831 310 Henry Wadsworth Longfellow,

“The Building of the Ship,” 1850 310 Davey Crockett, on himself 310 Washington Irving, “Rip Van Winkle,” 1819 312 James Fenimore Cooper, The Pioneers, 1823 314 Andrew Jackson, as prisoner of war, 1781 318 Charles Dickinson, on Andrew Jackson 318 Daniel Webster, on Jackson’s inauguration, 1829 320 Margaret Bayard Smith, on Andrew

Jackson’s inauguration, 1829 320 Henry A. Wise, on Amos Kendall, 1838 321 Andrew Jackson, on secession, 1832 322 Black Hawk, on fighting the Indian Removal

Act, 1832 325 John G. Burnett, on the Cherokee removal, 1890 328 Martin Davis, on conditions during the

Cherokee removal, 1838 330 Martin Davis, on the Cherokee removals 331 Chad Smith, on the modern Cherokee, 2004 331 John O’Sullivan, on manifest destiny, 1845 345 James Madison, on the Mississippi, 1802 346 Charles Maurice de Talleyrand-Périgord, on the Louisiana Purchase, 1803 347 William Travis, on defending the Alamo, 1836 350 Antonio López de Santa Anna, on the battle of the Alamo, 1836 351 Henry Clay, on Texas annexation, 1844 351 Meriwether Lewis, on crossing the continent, 1806 352 James K. Polk, on the need for war, 1846 353 Antonio López de Santa Anna, on the

Battle of Buena Vista, 1847 355 Horace Greeley, on moving west, 1841 363 Meriwether Lewis, History of the Expedition

Under the Command of Lewis and Clark, 1893 364 Meriwether Lewis, The Journals of

Lewis and Clark, 1905 365 William Clark, The Journals of

Lewis and Clark, 1905 365

Zebulon Pike, on the West, 1810 365

James O. Pattie, The Personal Narrative of

James O. Pattie, of Kentucky, 1905 368 James P. Beckwourth, The Life and Adventures of James P. Beckwourth, 1892 368 Marcus Whitman, on settling Oregon, 1843 369 Narcissa Whitman, Where Wagons Could

Go, 1963 369 Helen Carpenter, on the Oregon Trail, 1857 370 Lavinia Porter, on the Oregon Trail, 1860 370 Mary Ellen Todd, on the journey west 371 Brigham Young, on seeing

Great Salt Lake, 1847 372 James Marshall, on finding gold 374 Walter Colton, on the rush for gold, 1851 374 Luzena Wilson, on scarcity of women, 1881 374 Louise Clappe, The Shirley Letters:

Being Letters Written in 1851–1852 from the California Mines 375 Lai Chun-Chuen, on early welcome of

Chinese, 1855 376 William Shaw, on Chinese restaurants, 1851 376 Rolander Guy McClellen, The Golden

State, 1876 377 Luzena Stanely Wilson, on the decision to move to California, 1881 378 Thomas Kerr, on working conditions in California 379 Alvin Coffey, on working conditions in California 380 Vicente Pérez Rosales, on expectations of finding gold 380 William Heath Davis, on the Californio diet, 1835 389 William Heath Davis, on Californio spirit 392 Judith Baca, “About the Great Wall of

Los Angeles” 394 Francisco Mendoza, on community murals and education 395 Luiz Valdez, on El Teatro Compesino 396 John Patriarca, on Charro Days, 2008 397 Sojourner Truth, on the strength of women, 1851 411 Charles G. Finney, Lectures on Revivals of Religion, 1835 412

Henry David Thoreau, Walden, 1854 413 Dorothea Dix, on treatment of the mentally ill, 1843 414 Horace Mann, Annual Reports on

Education, 1872 415 Philip Bell, on the attitude toward white abolitionists, 1839 416 William Lloyd Garrison, on The Liberator, 1831 416 Frederick Douglass, North Star motto, 1847 417 Angelina Grimke, on women and slaves, 1837 418 Lucy Stone, on women’s rights, 1857 419 Elizabeth Cady Stanton, Declaration of Sentiments, 1848 420 Charlotte Woodward, on rights to her earnings, 1848 420 Lucretia Mott, on demanding the vote, 1848 420 Eli Whitney, on inventing the cotton gin, 1793 430 Cyrus McCormick, on machines in agriculture, 1831 434 John C. Calhoun, on forging a transportation system, 1817 435 Robert Fulton, on the steamboat Clermont, 1807435 Clementine Averill, on choosing to work in the mills, 1850 442 Sally Rice, on working in the mills, 1839 443 Mary Paul, on living at the mills, 1846 444 Harriet H. Robinson, on mill work, 1898 445 Lucy Larcom, on mill work 445 W. E. B. Du Bois, “The Sorrow Songs,” 1903 447 Frederick Douglass, My Bondage and

My Freedom, 1855 448 Observations about free Black people in the North, 1860 449 Frederick Douglass, on searching for a church 449 Robert Fogel, on economics of slavery 450 Sara Grudger, on work as a slave 452 Josiah Henson, Father Henson’s Story of

His Own Life, 1855 453 Frederick Douglass, Narrative of the

Life of Frederick Douglass, 1845 453 Georgia Baker, on the diet of slaves 453 Frederick Douglass, Narrative of the

Life of Frederick Douglass, 1845 454 Frederick Douglass, My Bondage and

My Freedom, 1855 454 Harriet Jacobs, Incidents in the Life of a Slave Girl, 1861 454 Frederick Douglass, Narrative of the Life of

Frederick Douglass, 1845 455 Alonzo Pondley, on slave weddings, 1939 457 Booker T. Washington, Up from Slavery:

An Autobiography, 1919 457 Elijah Marrs, on behavior around Whites, 1885 457 William Webb, on being around Whites, 1873 457 Frederick Douglass, on respect to elders 457 Rachel Cruze, on social events 458 John Cole, on music, 1937 458 Cornelius Garner, on worship, 1937 459 Wash Wilson, on religious meetings 459 James L. Smith, on religious services 459 Frederick Douglass, on slave songs 460 Robert Anderson, on dancing 460 Harriet Tubman, on deciding to escape 462 Harriet Tubman, on crossing to freedom, 1886 463 Joe Bailey, on freedom 465 Harriet Tubman, on success of her work, 1886 465 Abraham Lincoln, on winning the election, 1860 479 Abraham Lincoln, on slavery, 1864 479 Arthur Livermore, on the Tallmadge

Amendment, 1819 481 Thomas Cobb, on the Tallmadge

Amendment, 1820 482 James Tallmadge, on the Tallmadge

Amendment, 1820 482 John Quincy Adams, on the Missouri

Compromise, 1860 483 David Wilmot, Wilmot Proviso, 1846 484 Daniel Webster, on the Compromise of 1850, 1850 485 Reverend Jarmain Loguen, on the

Fugitive Slave Act, 1850 486 Horace Greeley, on the Kansas-Nebraska Act 488 Charles Sumner, on the Kansas-Nebraska

Act, 1856 489 Henry Wadsworth Longfellow, on Charles

Sumner’s speech, 1856 489 Roger Taney, on slavery 490 Abraham Lincoln, on a house divided against itself, 1858 492 John Brown, on consequences of slavery, 1859 493 Abraham Lincoln, First Inaugural

Address, 1861 494 Jefferson Davis, on secession, 1861 503

Bernard Bee, on Thomas “Stonewall”

Jackson, 1861 504

Thomas Jackson, encouragement to troops, 1861 504 M. F. Roberts, on military medical care, 1864 507 J. W. Love, on illness, 1862 507 Abraham Lincoln, on the purpose of the Civil War, 1862 508 Abraham Lincoln, Gettysburg Address, 1863 509 David Porter, on taking Vicksburg, 1863 511 Mary Boykin Chesnut, on Confederate troops, 1863 511 James Henry Gooding, on pay for African

American soldiers, 1863 512 Ulysses S. Grant, on total war, 1864 513 William Tecumseh Sherman, on march through Georgia, 1864 514 Robert E. Lee, on surrender, 1865 515 Ulysses S. Grant, on the end of the war, 1865 516 Oliver Wendell Holmes Jr., on the effect of the Civil War, 1884 516 Abraham Lincoln, “A House Divided

Against Itself,” 1858 518 Robert E. Lee, on decision to join the Confederacy, 1861 519 Frederick Douglass, on fighting for freedom 520 James Madison Bell, “What Shall We Do

With The Contrabands?” 1862 520 George F. Root, “The Battle Cry of

Freedom,” 1862 521 Abraham Lincoln, Second Inaugural

Address, 1865 523 Frederick Douglass, Life and Times of

Frederick Douglass, 1882 524 Lyman Trumbull, on impeachment, 1868 527 American Anti-Slavery Society, on the

Fifteenth Amendment 529 Ben Tillman, on White rule 531 Henry Adams, on White rule 531 Frederick W. M. Holliday, on funding of schools, 1877–78 532 Charleston News and Courier, on segregation 533 John Marshall Harlan, on segregation, 1896 533 Exodusters, on migrating to Kansas, 1879 534 Ernest Green, on integrating Little Rock

Central High 536 Melba Pattillo, on integrating Little Rock

Central High Dwight Eisenhower, on integrating Little

Rock Central High, 1957 Martin Luther King Jr., “I Have a

Dream,” 1963 536

536

538

Martin Luther King Jr., “Give Us the Ballot,

We Will Transform the South,” 1957 538 Joe Smitherman, on the Edmund Pettus

Bridge march 539 Lyndon Johnson, on voting rights legislation, 1965 539 John Lewis, on the Edmund Pettus Bridge march 539 Kipkapalikan, on division of land, 1889 553 Chief Joseph, on avoiding bloodshed, 1879 554 Chief Joseph, surrender speech, 1877 555 Henry Stanley, on dangers of railroad tent cities, 1867 558 J. Ross Browne,

“A Tour Through Arizona,” 1857 560 Philip Sheridan, on killing buffalo, 1875 561 Sitting Bull, on reservations, 1879 565 George Crook, on treatment of Indians, 1879 565 Wolf Necklace, on importance of Black Hills 566 C. P. Hicks, on desire to leave the South, 1879 568 Benjamin Singleton, on the Kansas migration, 1879 569 John Solomon Lewis, on arriving in

Kansas, 1879 570 Williana Hickman, on conditions in

Kansas, 1878 570 Ava Speese Day, on conditions in Kansas 571 Rosey Safron, “The Washington Place

Fire,” 1911 573 William Makepeace Thayer, Marvels of the New West, 1890 575 Mark Twain, on Cornelius Vanderbilt 575 Andrew Carnegie, The Empire of

Business, 1902 576 Thomas Edison, on inventing 577 Alexander Graham Bell, on inventing the telephone, 1876 578 Grover Cleveland, on protecting business interests, 1885 581 Pauline Newman, on working conditions 582

Hamlin Garland, A Son of the Middle

Border, 1917 583

Rose Safran, on failure of union to win safety concessions 584

Rose Schneiderman, on march to demand fire protection 585 Rose Schneiderman, on organizing, 1905 586 Uriah Stephens, on Knights of Labor 586 Rose Schneiderman, on striking, 1905 588 Emma Lazarus, “The New Colossus,” 1883 595 Pascal D’Angelo, Pascal D’Angelo,

Son of Italy, 1924 597 Mary Antin, The Promised Land, 1912 600 Lee Chew, “Biography of a Chinaman,” 1903 602 Pablo Mares, on escaping revolution, 1931 604 Isidro Osorio, on education, 1931 605 John Mitchell, on Asians, 1909 606 Manyang Reath Kher, on becoming a citizen 608 Samuel McClure, My Autobiography, 1914 625 Mary Elizabeth Lease, on Wall Street, 1890 627 John D. Rockefeller, on ambition, 1932 628 Andrew Carnegie, The Gospel of Wealth and Other Timely Essays, 1901 628 Andrew Carnegie, “Popular Illusions

About Trusts,” 1900 628 Andrew Carnegie, The Gospel of Wealth and Other Timely Essays, 1901 629 Andrew Carnegie, on libraries, 1903 629 John D. Rockefeller, on philanthropy, 1889 629 Theodore Roosevelt, on monopolies and government regulation 630 Robert La Follette, La Follette’s Autobiography, 1919 631 Mary Harris Jones, Autobiography of

Mother Jones, 1925 632 Upton Sinclair, on public’s reaction to

The Jungle 633 W. E. B. Du Bois, On Sociology and the

Black Community 634 Ida B. Wells-Barnett, on documenting lynching in the South 635 Ida B. Wells-Barnett, on the fight for suffrage, 1913 635 Laura Cornelius Kellogg, Our Democracy and the American Indian, 1920 636 John Muir, The Wilderness World of John Muir 637 John Muir, Nature Writings, 1869 637 Alice Paul, on an equal rights amendment, 1972639 Lewis Hine, on boys working in mines, 1913 640 John Spargo, on children working, 1906 642 Kid Blink, on striking for better pay, 1899 643 Theodore Roosevelt, on war, 1897 645 Carl Schurz, “Thoughts on American

Imperialism,” 1898 646 William Jennings Bryan, on U.S. power, 1899 646 Henry Cabot Lodge, “Our Blundering Foreign

Policy,” 1895 646 Richard Harding Davis, “The Battle of

San Juan,” 1905 649 Theodore Roosevelt, Autobiography of Theodore

Roosevelt, 1913 650 Emilio Aguinaldo, on American annexation of the Philippines, 1899 651 Carl Schurz, on American annexation of the Philippines, 1899 651 Henry Cabot Lodge, “The Retention of the Philippine Islands,” 1900 651 William McKinley, on the Philippines, 1899 651 Theodore Roosevelt, on the Panama

Canal, 1901 652 Woodrow Wilson, on neutrality, 1914 654 Alan Seeger, on trench warfare, 1914 655 Alan Seeger, Letters and Diary of

Alan Seeger, 1917 655 Woodrow Wilson, on war message to

Congress, 1917 657 Woodrow Wilson, on American war efforts, 1917 659 Henry Ford, My Life and Work, 1908 669 Martin Luther King Jr., “I Have a Dream,” 1963 670 Barack Obama, victory speech, 2008 672 Barack Obama, Inaugural Address, 2009 672 Shirley Chisolm, on getting a seat at the table 672 Rachel Carson, on humans and nature, 1963 678 Norman Borlaug, on Rachel Carson 678 Norman Borlaug, on environmentalists, 1997 680

Political Cartoons

Join, or Die. by Benjamin Franklin 137 The Federal Edifice, 1788 212 The Happy Effects of That Grand System 291 Uncle Sam and the Monroe Doctrine warn

“hands off America” 296 The Tory Mill 321

John C. Calhoun reaches for the crown of despotism General Jackson Slaying the Many

Headed Monster 322

323

“Caesar Imperator!” or, The American

Gladiators. by Punch magazine, 1861 496 Is This a Republican Form of Government? by Thomas Nast 530 The “Strong” Government, 1869–1877;

The “Weak” Government, 1877–1881 531 The Chinese Question, 1871 606 The Grange Awakening the Sleepers 626 Teddy Roosevelt shakes up the trusts 630 Party bosses control the system through handouts 631 Preparing for the Heated Term 646 The Big Stick in the Caribbean Sea 653

Selected Primary Sources: Text

The Log of Christopher Columbus,

Christopher Columbus, 1492 The Devastation of the Indies: A Brief Account,

Bartolomé de Las Casas, 1542 85

87

Olaudah Equiano, The Life of Olaudah

Equiano or Gustavus Vassa, 1789 104 Paul Revere’s Ride, Henry Wadsworth

Longfellow, 1860 152 Common Sense, Thomas Paine, 1776 110 The New-London Gazette, Unknown, 1776 164 The deceiver unmasked,

Rev. Charles Inglis, 1776 165 Constitution of Pennsylvania, 1776 232 Constitution of South Carolina, 1778 233 Constitution of Massachusetts, 1780 234 Constitution of the United States, 1787 235 Letter from Jefferson to Washington,

Thomas Jefferson, 1792 280 Letter from Washington to Hamilton,

George Washington, 1792 281 Letter from Hamilton to Washington,

Alexander Hamilton, 1792 282 Jefferson’s Instructions for Meriwether Lewis,

Thomas Jefferson, 1803 359

Our Country: Its Possible Future and Its

Present Crisis, Josiah Strong, 1885 360 I Will Go West, J.P. Barrett, 1875 361 Improvements in Education,

Joseph Lancaster, 1803 422 Report to the Massachusetts School Board,

Horace Mann, 1848 424 Introduction to the Columbian Orator,

Caleb Bingham, 1817 425 Speech Fragment on Dred Scott Case,

Abraham Lincoln, 1856 498 Secession of Mississippi,

Mississippi Convention, 1861 499 Letter to Thomas Edison,

Mrs. W.C. Lathrop, 1921 591 Excerpt from Incandescent Electric Lightning,

Lewis Howard Latimer, 1890 592 Except from “The New Wizard of the West,”

Pearson’s Magazine, 1899 593 The Mrs. White Mystery from The Sun, 1894 666

Selected Primary Sources: Artifacts and Art

Minoan clay figures 16 Assyrian tablets from Kanesh, Turkey 19 Photo of serpent mound in Ohio 62 Photo of Monks Mound 63 Carved stone frog pipe from Cahokia 64 Handbill advertising Virginia colony 101 Page from The Life of Olaudah Equiano or Gustavus Vassa, 1789 104 Sinners in the Hands of an Angry God by Jonathan Edwards, 1741 121 Sheet music cover for Paul Revere’s Ride 152 Common Sense by Thomas Paine, 1776 158 Painting of Thomas Paine 162 George Washington’s chair 213

War Clubs, likely of the Tecumseh 299 Oil painting titled Westward the Course of Empire Takes Its Way by Emanuel Gottlieb Leutze, 1861 358 Scrapbook page of women reform leaders, late 1800s 410 McGuffey’s Eclectic Reader by William Holmes McGuffey, 1840 423 Recruitment poster for women to work in mills, 1830s 442 Magazine page from

The Lowell Offering, 1840–1845 444 Mill work schedule, 1853 445 Quilt of bible scenes by Harriet Powers, 1886 446 Print titled Effects of the Fugitive Slave Law, by Th. Kaufmann, 1850 497 Photo of a hospital at Fredericksburg, 1864 507 Photo of a Freedmen’s Bureau school in South Carolina 535 Cartoon titled Light Thrown on a Dark Subject from Puck magazine, 1878 590 Cartoon of yellow press by Louis M. Glackens, 1910 664 The New York Tribune front page,

September 1, 1890 665 The New York Evening World front page,

February 10, 1890 665 Page from the New York Journal,

February 17, 1898 667

Studying Sources

Explore – Library and Information

Literacy Skills 34 Primary Source – Presidential Speeches 36 Literature – “May their roads home be on the trail of peace” 122 Primary Source – Indigenous Women 123 Explore – Contact Between Indigenous and European Cultures 125 Primary Source – Patrick Henry’s “Give

Me Liberty or Give Me Death” (1775) 186 Explore – Perspectives on the Revolutionary

Home Front 187 The Articles of Confederation 252 Federalist and Anti-Federalist Writings 254 Primary Source – President George

Washington’s Farewell Address (1796) 332 Primary Source – President James Monroe’s

Monroe Doctrine from His Seventh

Annual Address to Congress (1823) 333 Primary Source – Broken Promises: Treaties with Indigenous Groups 334 Primary Source – Comparing Perspectives on the Mexican-American War 398 Explore – Women and Gender Roles in the Frontier West 400 Primary Source – The Declaration of

Sentiments Adopted by the Women’s

Rights Convention in Seneca Falls,

New York (1848) 466 Primary Source – The Enslaved Community and Family Structure 468 Primary Source – Frederick Douglass’s

Lecture to the Rochester Ladies’

Anti-Slavery Society (1855) 540 Primary Source – Historical Documents of

Lincoln’s Presidency 542 Primary Source – The Gettysburg

Address (1863) 543 Explore – The Indigenous Fight for

Civil Rights 612 Primary Source – Jacob Riis’s How the

Other Half Lives 614 Primary Source –The Chinese Exclusion

Act (1882) 615 Primary Source – Booker T. Washington’s

“The Atlanta Compromise” Speech (1895) 682 Biography – César Chávez: Working for Change 684

Journey Through a TCI Inquiry-Based Unit

Immerse students in history with TCI’s inquiry-based units. Each unit in this program will guide students through the inquiry process, providing opportunities to engage in research projects and to develop arguments around primary sources.

Additionally, each lesson in the unit offers guiding questions that facilitate class discussion and debate, stunning images for students to investigate, and rich written and visual primary sources.

UNIT 4 FORMING A NEW NATION

Follow the steps below to complete a Embedded Action Inquiry during this unit. Use the activities and disciplinary sources to build your knowledge and gather evidence. Then construct an argument that answers the compelling question.

STEP 1

Developing Questions

Compelling Question

What can you do to make the United States a "more perfect Union"?

Staging the Question

Read the Preamble of the Constitution. Discuss as a class: What are the goals of the Constitution? To what extent do you think the United States has fulfilled these goals?

STEP 2

Using Disciplinary Sources to Build Arguments

Supporting Question 1

What problems did the Constitution solve? What problems did it not address?

Lesson: Creating the Constitution

Activity

Experience difficulties under the Articles of Confederation. Then represent the perspectives of various states at the Constitutional Convention. (Classroom Activity)

Sources

Source A: “The Articles of Confederation” (Online Reading – Primary Source) Source B: “Creating the Constitution” (Reading – Sections 2–9) Source C: “The Constitution of the United States” (Reference – Citizenship) Source D: “Federalist and AntiFederalist Writings” (Online Reading – Primary Source)

Formative Task

Write a letter to James Madison describing two ways that the Constitution succeeded in setting up “a more perfect Union.” Then explain two ways that you think it could have been improved.

Lesson: The Constitution

Source E: “The Constitution” Reading – Sections 1–8) Source F: “James Madison and the Long, Hot Summer of 1787” (Reading – Exploring Perspectives)

196 Unit 4

1

Inquiry Project

Each unit includes an inquiry project to guide discovery of the content and tie together the lessons in a meaningful way.

2

Geography Challenge

Video-based Geography Challenges kick off each unit by introducing students to a region and inspiring questions about the region.

3

TCI’s Lessons

Each lesson offers multiple approaches to learning. Whether teachers use the Classroom Activity, Video Activity, or Text with Notes, they’ll cover the same content.

6

Timeline Challenge

Each unit ends with a Timeline Challenge, an activity in which students practice their timeline and cause-and-effect skills to order major events from the unit.

Summative Assessments

Each lesson and unit comes with a TCI-created summative assessment, which fully assesses student mastery of content and skills. The test is ready to take, but teachers can edit and customize the test to meet the needs of their classrooms.

5

Dive Deeper

Each unit includes a variety of print and online resources to go in-depth with primary sources, literature, and high-interest readings directly related to the content.

4

Unit Inquiry Projects

Each unit in History Alive! has an optional Inquiry Project that outlines an inquiry-focused pathway through the unit. Students develop questions, use disciplinary sources to build arguments, communicate their conclusions with evidence, and then take informed action.

Four types of unit-level inquiry are included throughout the program: Structured, Guided, Embedded Action, and Student-Directed.

Each Inquiry Project begins with a compelling question and an activity to set the stage for inquiry.

Carefully sequenced supporting questions provide a roadmap for using sources to build the necessary disciplinary knowledge.

Each supporting question includes a hands-on activity, a list of primary and secondary sources, and a formative task.

UNIT 2 AMERICA BEFORE AND AFTER COLONIZATION

Follow the steps below to complete a Structured Inquiry during this unit. Use the activities and disciplinary sources to build your knowledge and gather evidence. Then construct an argument that answers the compelling question.

STEP 1

Developing Questions

Compelling Question

Did the benefits of European colonization outweigh the costs?

Staging the Question

Look at the maps in the Geography Challenge for this unit. Discuss with a partner: Where do you live now? What different groups of people do you think have lived in your area in the past?

STEP 2

Using Disciplinary Sources to Build Arguments

Supporting Question 1

Who "settled" the Americas?

Lesson: Indigenous Peoples of North America

Activity

Investigate artifacts to explore how the first Americans adapted to their environments. (Classroom Activity)

Sources

Source A: “The First Americans” (Reading – Sections 1–8) Source B: “Indigenous Artifacts” (Placards A–H) Source C: “Early Mississippian Civilization” (Reading – Exploring the Social Sciences)

Formative Task

Explore questions archaeologists asked in order to learn about Indigenous groups in the Americas. Then generate your own historical questions. (Notebook – Exploring the Social Sciences)

Supporting Question 2

Why did people come to the colonies?

Lesson: Comparing the English Colonies

Activity

Compare the similarities and differences among the English colonies in North America. (Classroom Activity)

Sources

Source A: “Researching Your Colony” (Handout B) Source B: “Four Stories from the Colonies” (Reading – Exploring Perspectives)

Formative Task

Interpret an excerpt from the Mayflower Compact. Use what you learned in previous sources to contrast why Separatists and other groups came to the colonies. (Notebook – Exploring Perspectives)

44 Unit 2

Each supporting question is tied to a TCI lesson that students can use to gather additional information. The lesson title is identified here.

STEP 3

Communicating Conclusions with Evidence

STEP 4

Taking Informed Action

UNIT INQUIRY PROJECT

Supporting Question 3

What was life like for people in the colonial era?

Lesson: Life in the Colonies

Activity

Step into the role of journalists and travel through the colonies to investigate eight aspects of colonial life. (Classroom Activity)

Sources

Source A: “Life in the Colonies” (Reading – Sections 1–8) Source B: “Colonial Life Resources” (Placards A–H) Source C: “A Great Awakening” (Reading – Biographies) Source D: “Contact Between Indigenous and European Cultures” (Online Reading – Explore) Source E: “Indigenous Women” (Online Reading – Primary Source)

Formative Task

Write an article discussing the effects of European colonization in the Americas. Make sure to include multiple perspectives.

Summative Task

Argument Construct an argument with evidence that addresses the compelling question: Did the benefits of European colonization outweigh the costs?

Extension Create a visual representation of the benefits and costs of European colonization. Consider creating a poster with a T-chart or a presentation slide with images showing multiple perspectives about colonization.

Taking Informed Action Understand

Research Columbus Day and Indigenous Peoples’ Day. What day are they celebrated on? Why? Consider arguments on both sides. Why might a community celebrate Columbus Day? Why might they celebrate Indigenous Peoples’ Day? Write an argument explaining whether your community should celebrate one or both holidays. Share it with your classmates.

Assess Act

ACTIVITY ONLINE www.teachtci.com Inquiry Project Go online to complete the activities, readings, and tasks. Fill out the corresponding prompts for each step in your print or online notebook.

America Before and After Colonization 45 Citations in parentheses show the specific location in the TCI lesson to find the activity, source, or formative task. Some activities and tasks, particularly in Guided and Embedded Action inquiries, will be independent of the TCI lessons, as they extend the lesson or require research.

Every Inquiry Project culminates in a written argument answering the compelling question. An optional Extension supports differentiation of the summative task.

The Taking Informed Action section provides ways to connect history to today and take action on important issues.

Flexible Lesson Options

Flexibility is key to the development of this program. Teachers can choose any of the approaches for any lesson and know that they’re covering the key content of the chapter.

Classroom Activities develop skills and content knowledge through hands-on learning, meaningful classroom discussion, and more. Every activity begins with a Preview that connects to prior knowledge and closes with a Processing activity to demonstrate understanding of the content.

Video Activities bring key ideas from the text to life in meaningful videos. Then a series of quick activities gauge understanding and provide opportunities to engage with the content.

Reading and Notes are embedded in the first two options but are also robust enough to stand alone. With carefully crafted questions, critical thinking is embedded in every lesson.

Videos, Perspectives, and Primary Sources

Every unit starts with a Geography Challenge video that provides a virtual tour to introduce each region, bringing ideas from the book to life.

Easy-to-use Video Activities provide opportunities to interact with the big ideas of each lesson.

Explore rich online readings that allow students to encounter multiple perspectives, analyze primary sources, connect with literature, explore biographies, and more with carefully crafted text and questions to reflect on the content of each reading.

Primary sources are embedded throughout the program, including photographs, documents, and more.

ONLINE RESOURCES AND VIDEOS

www.teachtci.com

Watch for this purple box throughout this book. It will guide you to additional online resources.

Investigating Primary Sources

Each unit in History Alive! has a four-page Investigating Primary Sources feature that engages and challenges students to analyze a variety of sources. These focused inquiries guide students to answer a compelling question by building an argument supported with evidence. Here are some highlights that show how Investigating Primary Sources engages students’ curiosities.

The title frames an engaging, compelling question that guides the entire piece. Students later build a claim that answers this question. A bold introduction paragraph sets up the compelling question and the sources that students will explore.

Investigating Primary Sources

How Did Inventors Revolutionize Life in Industrial America?

With industrialization during the late 1800s, the lives of Americans changed drastically. With improvements in transportation, people moved faster and further than ever before. Many people went to work in factories and mills where they operated new machines to mass-produce products, such as shoes and automobiles. During this era of growth and development, inventors like Thomas Edison, Lewis Howard Latimer, and Nikola Tesla created many inventions that changed Americans’ lives. You will examine primary sources from this time period and write a claim about how these inventors made an impact on industrial America.

Edison’s inventions with electricity would have financial consequences for the gas companies. In this cartoon, the gas companies are portrayed as men with gas meters for heads. Meters measured how much gas a home used and determined how much to charge the customers.

Thomas Edison was nicknamed the “Wizard of Menlo Park.” During the industrial growth of the late 1800s, he was one of the most famous men in the world. He was a renowned inventor and businessman who acquired over 1,093 patents during his lifetime. (A patent grants legal rights to ownership of a new invention.) Edison’s inventions brought light to darkened streets, music into living rooms, and movies to neighborhood theaters.

Thanks to Thomas Edison, people no longer had to light flames in gas or kerosene lamps in their homes or on street corners. Gas plants sent gas through underground pipes to homes and businesses. As grateful as people were to have gas lamps and stoves, they complained that gas was expensive, foul-smelling, and dangerous. Edison set out to invent cheap incandescent light that would be powered by clean, efficient electricity. He himself threw the switch on America’s first power plant, lighting up a square mile of New York City on September 4, 1882. His team invented everything the system required. When he finally turned the generator on, electricity began to flow to homes, stores, and factories. The age of electricity had begun. Eventually, the practical, incandescent light bulb gained popularity, and gas customers decided to switch to electricity.

590 Lesson 27

Students are invited to observe images of artifacts, portraits, and more to better understand the content. Captions highlight important details of the accompanying image.

After Thomas Edison convinced people to light their homes with electricity, he turned to finding more uses for electrical power. His work eventually led others to create inventions that changed daily life. For example, streetcars powered by electricity carried workers and shoppers along city streets. In homes, electric washing machines replaced the chore of washing clothes by hand with washboards and buckets of water—a task that could take eight hours for a week’s load of laundry. Just think of all the time-saving appliances today that are powered by electricity.

Edison also changed the world of entertainment. His invention of the phonograph brought recorded music into people’s homes. His motion pictures brought both humorous and dramatic movies to neighborhood theaters. These movies would eventually lead to the development of the motion picture industry.

Here is a letter written to Edison by a homemaker named Mrs. W.C. Lathrop in Norton, Kansas. After you read the letter, describe why Lathrop is grateful for Edison’s work. How has her life changed because of his inventions?

Letter to Thomas Edison

Dear Sir,

It is not always the privilege of a woman to thank personally the inventor of articles which make life livable for her sex. I feel that it is my duty as well as privilege to tell you how much we women of the small town are indebted to you . . .

. . . Positively as I hear my wash machine chugging along, down in the laundry, as I write this it does seem as though I am entirely dependent on the fertile brain of one thousand miles away for every pleasure and labor saving device I have. The house is lighted by electricity. I cook on a Westinghouse electric range, wash dishes in an electric dish washer. An electric fan even helps to distribute the heat over part of the house . . . I wash clothes in an electric machine and iron with an electric mangle [pressing machine] and with an electric iron. I clean house with electric cleaners. I rest, take an electric massage and curl my hair with an electric iron. Dress in a gown sewed on a machine run by a motor. Then start the Victrola [record player] and either study Spanish for awhile or listen to [music], forgetting that I’m living in a tiny town of two thousand where nothing much ever happens . . .

Please accept the thanks Mr. Edison of one most truly appreciative woman. I know I am only one of many under the same debt of gratitude . . .

—Mrs. W.C. Lathrop, 1921

The Rise of Industry 591

Each page concludes with a set of supporting questions that help students pursue the main question.

Each section provides well-researched background related to the primary sources and their historical contexts. This content can be used to help support students’ claims.

Lewis Howard Latimer Although Edison was a great innovator, he didn’t work alone. Instead, he assembled a team of inventors, draftsmen, and patent attorneys to identify and expand on promising ideas. One of these men was a Black man named Lewis Howard Latimer.

Latimer’s parents were enslaved people who had escaped to Boston. Abolitionists like Frederick Douglass helped them purchase their freedom. Young Latimer had no formal education, but, after serving in the Civil War, he got a low-paying job at a patent law firm. There, he observed the process of mechanical drawing, which was needed for securing patents. He taught himself the skill, and was promoted to the title of head draftsman by the time he was 20.

Latimer worked with Alexander Graham Bell, creating blueprints that allowed Bell to submit patents for the telephone. In 1881, Latimer addressed the major flaw of Edison’s lightbulb: its filaments would only last about 15 hours before burning out. He improved upon Edison’s work, and patented the use of durable, longer-lasting carbon filaments. In 1884, Latimer began working as a draftsman-engineer and patent expert with the Edison Electric Light Company. Latimer would continue at the company until 1911 when he began working as a patent consultant.

In 1890, with Edison’s encouragement, Latimer published a book called Incandescent Electric Lighting: A Practical Description of the Edison System. Intended for a general reader, it explained in straightforward language how electricity and lightbulbs worked.

Read this excerpt from the beginning of Incandescent Electric Lighting. Here, Latimer describes how large power stations (“central stations”) make it difficult for ordinary people to observe how electricity works. Why do you think someone like Latimer—a Black man with no formal education—wanted to make this knowledge widely available?

Excerpt from Incandescent Electric Lightning

While these central stations cheapen the production of the light, and bring it within reach of those who otherwise could not afford it, it does away with the large number of isolated plants, which formerly afforded the curious an opportunity to inspect the generation, distribution and utilization in light, of this form of energy.

While the opportunities to become informed upon [electric lighting] are rapidly growing less, the electric light as a factor in our civilization, is becoming daily of more importance . . .

592 Lesson 27 Textual primary sources are easily identifiable. Students are challenged and asked to analyze these primary sources, and to use their analysis in a supported claim.

from “The New Wizard of the West,” Pearson’s Magazine, 1899

It will be seen that the object of this plan of Tesla is to do away with coal, wood, or other fuel, in the manufacture of steam. The remainder of his invention calls for the use of this sun-made steam-pressure, as steam-pressure made from coal is at present in use throughout the world . . .

“In this way electricity will be so cheapened,” says Mr. Tesla, “that it will be possible for the poorest factory-owner to use it as a power at a smaller cost than steam . . . And the humblest citizen will profit by the new system of producing electricity; for he can have it in his home to do all his cooking and lighting and heating, and it will be even cheaper for him than coal, wood, or petroleum.”

Nikola Tesla Edison also had a rival: the Serbian inventor Nikola Tesla. Tesla was able to visualize entire inventions without making sketches. In 1884, a 28 year-old Tesla arrived in New York City and took a job with Edison. Edison was using direct current (DC) electricity. The DC system did not convert easily from low to high voltage, and thus could not be run through power lines for long distances. Tesla introduced Edison to the alternating current (AC) system. It used transformers to switch voltage levels. Edison called AC “utterly impractical.” Tesla took his patents to George Westinghouse, a competitor.

Edison set out to discredit both in what became known as the “War of the Currents.” Spreading misinformation about how AC was unsafe, Edison electrocuted animals to prove his point. Still, Westinghouse persisted. In 1893, he was given the contract to light the Chicago World’s Fair, establishing AC as the winner in the “war of the currents.”

Tesla’s ideas didn’t end with AC. He developed the technologies used in neon and fluorescent lights and experimented with X-rays. He also worked with wireless technology, including early demonstrations of the radio. His vision included free energy created by the sun and “visual telegraphy,” an idea similar to today’s video calls.

Read this excerpt from an article on Tesla. Here, Tesla describes plans for using sunlight to create electric power. Why does Tesla think this innovation will be important in the future? What does this tell you about Tesla as an inventor?

Review all the primary sources. Use evidence from these sources to write and support a claim that describes the specific impacts these inventors had on industrial America. As you refer to the sources, mention their strengths and limitations.

The Rise of Industry 593

Every feature ends with an activity that requires students to think critically and answer the compelling question.

Supporting Literacy Through Social Studies

History Alive! has literacy instruction built into the Student Text, Interactive Student Notebook, and Activities. The following key points emphasize integration of literacy in social studies instruction.

Reading

Comprehending Informational Text

Text written at grade-level invites all students to engage with rich, informative content. Online supports include the option to see the main ideas, leveled text online, and meaningful visuals, making the text accessible to all learners.

Vocabulary Development History Alive! scaffolds the learning of social studies and history vocabulary by presenting the words and phrases in context but offering succinct definitions in the margins and glossary. Students record information based on text structure and historical perspective in their Reading Notes.

Analysis of Primary and Secondary Sources

Analysis of both primary and secondary sources takes place throughout lessons, through both written and visual literacy skills.

Writing

Writing from Sources

History Alive! requires students to write for different purposes, including to develop claims that are supported with evidence. In inquiry activities, students are often asked to construct written arguments to persuade others to accept a conclusion or proposal. They construct their claims using precise language and social studies vocabulary.

Toolkits for Skill Building In addition to embedded opportunities to practice writing, skillsbased toolkits are offered online to further develop literacy skills.

Diverse Writing Opportunities History Alive! provides many writing opportunities, including to explain main ideas and justify reasoning. Guided writing exercises allow for writing practice in a variety of formats with clear rubrics and guidelines.

Speaking and Listening

Collaboration

Civil Discourse

Classroom Activities provide opportunities for students to collaborate with clearly defined roles and tasks that allow all students to actively contribute to group projects.

Structured prompts and clear guidelines provide opportunities for active listening and participation in evidence-based discussions.

Considerate Text

History Alive! engages students and helps them read text that is more complex and at a higher level. That’s because our writers wrote it as “considerate text,” which is another way to say that it makes readers want to read it. Considerate text is well written and well organized. Here are some ways TCI’s student text is considerate of all levels of readers.

Short sections, each with an informative title, create an organized structure that helps readers understand and remember the main ideas.

Thoughtfully selected large images illustrate the main ideas and support visual learners.

Academic vocabulary words are bolded in black and presented with a clear context.

Single-column text makes the content easier to read. Paragraphs end at the bottom of the page instead of continuing onto the next page.

4. A Pep Talk and Surprise Victories

By the end of 1776, the British thought the war was just about over. General Howe offered to pardon all rebels who signed a statement promising to “remain in peaceful obedience” to the king. Thousands took him up on his offer.

With morale low and his soldiers threatening to return home, George Washington planned a daring attack on the Hessians at Trenton. Crossing the ice-choked Delaware River at night, he surprised the enemy, overwhelming them completely. The Crisis Washington knew he had to do something—quickly. Gathering his last troops together, he read to them from Thomas Paine’s new pamphlet, The Crisis.

These are the times that try men’s souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands it now, deserves the love and thanks of man and woman.

Next, Washington outlined a daring plan to attack Hessian troops who were camped for the winter in Trenton, New Jersey. Heartened by Thomas Paine’s words, his men did not “shrink from the service of their country.”

Victory in Trenton Late on December 25, 1776, Washington’s army crossed the ice-choked Delaware River in small boats. To ensure that only Patriot soldiers crossed, Washington gave his men a password “Victory or death.”

As the American troops made their way toward Trenton, a driving snow chilled them to the bone, and ice and rocks cut through their worn-out shoes. One officer reported to Washington that the troops’ guns were too wet to fire. “Use the bayonets,” the general replied. “The town must be taken.”

When the Americans reached Trenton, they found the Hessians sleeping off their Christmas feasts. Caught completely by surprise, the mercenaries surrendered, and Washington took 868 prisoners without losing even a single man. A week later, the Americans captured another 300 British troops at Princeton, New Jersey. These defeats convinced Howe that it would take more than capturing New York City and issuing pardons to win the war.

News of Washington’s victories electrified Patriots. “A few days ago they had given up their cause for lost,” wrote an unhappy Loyalist. “Their late successes have turned the scale and they are all liberty mad again.” The game was not yet up.

172 Lesson 9

Section introductions help link the new section to the last section.

5. The Tide Begins to Turn

When the American Revolution began, both sides adopted the same military strategy, or overall plan, for winning the war. That strategy was to defeat the enemy in one big battle.

After barely escaping from his loss in New York, Washington revised his strategy. In the future, he wrote to Congress, he would avoid large battles that might put his army at risk. Instead, the war would be “defensive,” meaning that rather than defeating the British, Washington hoped to tire them out.

A New British Strategy Germain revised the British strategy as well by plotting to divide the rebels by taking control of New York’s Hudson River valley. Because New England provided many men and supplies to the war effort, control of this river valley would allow the British to cut off these vital resources from the rest of the states. This would likely cause the Continental army to collapse.

To carry out this plan, General John Burgoyne (ber-GOIN) left Canada in June 1777 with about 8,000 British soldiers and Indigenous warriors. He planned to move this army south to Albany, New York. There, he would meet up with General Howe, who was supposed to march his army north from New York City.

Problems with Burgoyne’s Plan There were two big problems with Burgoyne’s plan. The first was that what looked like an easy invasion route on a map was anything but easy. The route Burgoyne chose from Canada to Albany took his army through more than 20 miles of tangled wilderness, which forced his army to build bridges, chop down countless trees, and lay out miles of log roads through swamps as it crept toward Albany.

To make matters worse, Burgoyne did not travel lightly. The army was slowed by more than 600 wagons, 30 of which were filled with Burgoyne’s personal baggage. Even in the wilderness, “Gentleman Johnny” Burgoyne sipped champagne with his supper.

The second problem with Burgoyne’s plan was that General Howe had his own ideas about how to win the war. Instead of marching to Albany, Howe headed for the rebels’ capital at Philadelphia, where he hoped to lure Washington into another major battle. Howe also hoped it would be the last one.

Washington, however, refused to risk his army in another big battle and would not fight for Philadelphia. Instead, he played hideand-seek with Howe, attacking here and there and then disappearing into the countryside. strategy an overall plan, such as for winning a war

Catherine Schulyer, a dedicated Patriot, lived near Albany, in the path of British forces advancing toward Saratoga. Schuyler burned the family wheat fields to ensure nothing was left for the British to take. The Black child and woman shown here might be two of the ten people the Schulyers enslaved.

The American Revolution 173 Important new social studies words are in bold and blue type. These words are defined in the margin and in the glossary.

Captions for photos, illustrations, tables, and graphs reinforce the main idea of the section and provide details that guide students’ interpretation of the graphics.

The text is written in a clear and engaging way without figurative language. Each section ends with a conclusion that wraps up the main ideas.

Universal Access

TCI is designed to reach all learners. Here are some resources teachers can use in their classrooms.

Select Reading Level

Play Main Ideas

Show Highlights Add Note

Save Text to Drive Reading Tools

Digital text-to-audio, main ideas, and note-taking tools support reading.

Enrichment Opportunities

Students engage with primary sources, review literature, and study biographies of historical figures.

Visual Discovery

Experiential Exercise Writing for Understanding

Problem Solving Groupwork

Response Group

Social Studies Skill Builder

Multi-Modal Teaching Strategies

Six distinct teaching strategies support comprehension using a variety of skills, allowing all students to actively engage in the content.

Differentiating Instruction

Each lesson comes with modifications for English learners, learners reading and writing below grade level, learners with special education needs, and advanced learners.

Multi-Media Delivery

Content is delivered using a combination of writing, visuals, activities, videos, and games to make content accessible to all learners.

Quicker Coverage and

Deeper Coverage

Pacing can vary from lesson to lesson, and year to year. Suggestions for quicker coverage or deeper coverage are provided for each lesson.