Student Edition
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1 The teacher begins each lesson with a Lesson Presentation preview activity that engages inquiry and sets a foundation for the lesson’s content.
4 The lesson concludes with students demonstrating their knowledge of the lesson’s core ideas and of the inquiry process though a variety of paper and online assessments.
How to Use This Program
2 Guided by the Presentation, students participate in an interactive activity that connects to both the C3 Framework and English Language Arts literacy. In these activities, students use the tools of social studies inquiry: asking questions, using sources and other evidence to develop claims, and conclusions.communicating
3 In their online Student Subscription, students expand their knowledge through reading the Student Text and working through an Interactive Tutorial They then process what they have learned in their online Interactive Student Notebook. Students can also test their knowledge by playing a game-like online Reading Challenge. Alternatively, students can read from the hardcover Student Edition and complete a consumable Interactive Student Notebook.
The components of this program provide the tools needed for a complete learning cycle.
The First Americans 4
Reading Further: A Colonial Cast of Characters
Reading Further: A Great Awakening
How did Europeans explore and establish settlements in the Americas?
Lesson 1
How did the first Americans adapt to their environment?
Lesson 3
What was life really like in the colonies?
HeritageColonialOur unit
Setting the Stage 2
Reading Further: Digging Up the Past Lesson European2 Exploration and Settlement 24
Investigating Primary Sources: Was Christopher Columbus a Hero?
What were the similarities and differences among the colonies in North America?
Life in the Colonies 64
The English Colonies in North America 46
Timeline 80
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Lesson 4
Lesson 6
Toward Independence 86
ColoniesinRevolutionthe unit
Reading Further: “I Love the Story of Paul Revere, Whether He Rode or Not”
Setting the Stage 84
Lesson 7
How was the Continental army able to win the war for independence from Great Britain?
Timeline 138
Reading Further: "George Washington: A Warrior Spirit and a Caring Heart"
Why was there an American Revolution?
Lesson 5
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The American Revolution 118
Investigating Primary Sources: How Did Common Sense Create Tension in the Colonies?
What principles of government are expressed in the Declaration of Independence?
The Declaration of Independence 106
What compromises emerged from the Constitutional Convention? Reading Further: James Madison and the Long, Hot Summer of 1787
The Constitution: A More Perfect Union 164
Setting the Stage 142
NationaFormingNew
What freedoms does the Bill of Rights protect and why are they important? Reading Further: What Is Religious Freedom?
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Timeline 198 unit
How has the Constitution created “a more perfect Union”?
Investigating Primary Sources: How Did State Constitutions Influence the U.S. Constitution?
The Bill of Rights 182
Lesson Creating8 the Constitution 144
Lesson 10
Lesson 9
RepublictheLaunchingNew unit
Reading Tecumseh,Further:theShooting Star
Lesson 12
How well did President Andrew Jackson promote democracy?
To what extent should the United States have become involved in world affairs in the early 1800s?
Lesson Andrew14Jackson and the Growth of American Democracy 256
Lesson Political11Developments in the Early Republic 204
A Growing Sense of Nationhood 242
Reading Further: The Trail Where They Cried
What did it mean to be an American in the early 1800s?
How did the Federalist and Republican visions for the United States differ?
Foreign Affairs in the Young Nation 224
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Lesson 13
Reading Further: A New Literature Celebrates a New Nation
Timeline 272
Investigating Primary Sources: How Did Conflicts Within Washington’s Cabinet Affect American Politics?
Setting the Stage 202
Lesson Manifest15Destiny and the Growing Nation 278
Lesson 16
How justifiable was U.S. expansion in the 1800s? Investigating Primary Sources: What Inspired Americans to Move West?
Life in the West 296
Lesson Mexicano17 Contributions to the Southwest 316
What were the motives, hardships, and legacies of the groups that moved west in the 1800s? Reading Further: Gold Rush Pioneers
How have Mexicano contributions influenced life in the United States? Reading MexicanoFurther:Culture Today Timeline 332
NationExpandingAn unit
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Setting the Stage 276
Timeline 394
The Worlds of North and South 354
How did African Americans face slavery and discrimination in the mid-1800s?
Investigating Primary Sources: What Were the Priorities for Education in the 19th Century?
An Era of Reform 338
How was life in the North different from life in the South?
Mid-1800sinAmericansthe unit 6
Lesson 20
Reading Further: The Mill Girls of Lowell
To what extent did the reform movements of the mid-1800s improve life for Americans?
Setting the Stage 336
Lesson 18
Reading Further: Harriet Tubman, Moses of the Underground Railroad
Lesson 19
African Americans in the Mid-1800s 374
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The Reconstruction Era 444
Investigating Primary Sources: How Did Slavery Create Tension Among the States Prior to the Civil War?
Lesson 23
The Civil War 422
Reading Further: The Long Road to Equal Rights Timeline 462
A Dividing Nation 400
What factors and events influenced the outcome of the Civil War?
Which events of the mid-1800s kept the nation together and which events pulled it apart?
To what extent did Reconstruction bring African Americans closer to full citizenship?
The ChallengedUnion unit
Lesson 22
Setting the Stage 398
Reading Further: Divided House, Divided Families
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Lesson 21
Investigating Primary Sources: What Was Thomas Edison's Impact on Industrial America?
Lesson Tensions24in the West 468
Timeline 528
What was life like for immigrants in the early 1900s?
How did settlers change the West and affect American Indians?
Lesson 26
IndustryandMigration unit
The Rise of Industry 488
Setting the Stage 466
The Great Wave of Immigration 510
Lesson 25
Did the benefits of industrialization outweigh the costs?
Reading Further: Young Immigrants Today
Reading Further: Black Exodus
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Should U.S. actions in world affairs around the turn of the 20th century be praised or condemned?
Lesson 28
The United States Becomes a World Power 552
Did the progressives improve life in the United States?
A
Linking Past to Present 576
EmergesNationModern unit
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Lesson 27
The Progressive Era 534
Lesson 29
Setting the Stage 532
Reading Further: Children at Work
Investigating Primary Sources: How Did the Yellow Press Shape Journalism in the Late 1800s?
What changes since 1914 have shaped how we live today? Reading Further: Questions for the Future Timeline 590 Resources 592
The House of Representatives, 1849 399 The Missouri Compromise, 1820 404
The Election of 1800 218 House (5th Congress 1797-1799) 223 Senate (5th Congress 1797-1799) 223
North American Land Claims, 1796 227 The Barbary Coast 230 Major Battles in the War of 1812 234 North America, 1820 244
Maps
U.S. Territorial Acquisitions, 1803–1853 276 Population Density of the United States, 1860 277 Oregon Country 287 Mexican Cession and Gadsden Purchase 290 U.S. Territorial Acquisition, 1803-1853 291 The Slave Trade in the United States, 1808–1865 336
American Indian Clothing 8 American Indian Housing 9 American Indian Food 9 Exploration of the Americas 29 European Settlements in North and South America, 1682 39
The Compromise of 1850 407 The Kansas-Nebraska Act, 1854 410 Impact of the Dred Scott Decision, 1857 413 The Civil War, 1861–1865 437
Military Reconstruction Districts, 1870 448 Population Density of the United States, 1870 466 Population Density of the United States, 1890 466 Major Railroads in the United States, 1870–1890 467 Cattle Trails, 1867–1887 479 American Indian Land Losses, 1850–2010 481
Graphs, Diagrams, and Tables
Massachusetts, New England Colony 51 Rhode Island, New England Colony 52 Connecticut, New England Colony 53 New York, Middle Colony 54 Pennsylvania, Middle Colony 55 Maryland, Southern Colony 56 Virginia, Southern Colony 57 Georgia, Southern Colony 58 Populations of U.S. States, 1790 151 Total Populations of Southern States, 1790 153 Powers of the Three Branches of Government 168 Constitutional Checks and Balances 172 Amending the Constitution 173 The Federal System 175 U.S. Population, 1790–1840 203
Free and Slave State Populations, 1860 379 The United States in 1819 402 Immigration to the United States, 1820–2000 513 Rights and Responsibilities of Citizenship 526 Reforms in 1900 and 1920 533
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The Indian Removals 266
The United States, 1849 398
Battle of Yorktown 129 Key Battles of the American Revolution 131 Population of the United States, 1790 142 Free Population in the United States, 1790 143 Slavery in the United States, 1790 143 The Northwest Territory and the Land Ordinance Survey System, 1785 146 Growth and Change in the United States, 1789–1839 202
Slave Populations in the Slave States, 1860 337 U.S. Agriculture, 1860 359 U.S. Industrial Cities and Raw Materials, 1860 362 U.S. Railroads, 1860 364 The Slave System, 1801–1860 379
Physical Features of North America 2 North American Land Claims, 1750 3 Migration Routes of the First Americans 6 American Indian Cultural Regions 8
Colonial America, 1770 50 The Triangular Trade 70 The Thirteen Colonies, 1775 84 Population Density of the Thirteen Colonies 85 Loyalist Support in the Thirteen Colonies 85 North America, 1763 90
The Spanish-American War in the Philippines, 1898 558
Iron and Steel Production, 1900 492 U.S. Territorial Expansion, 1867–1903 532 The Spanish-American War in the Caribbean, 1898 556
The Panama Canal Zone, 1914 560 European Alliances in World War I 564
John Smith, The Generall Historie of Virginia, New England and the Summer Isles, 1624 36
Henry Wadsworth Longfellow, “Paul Revere’s Ride,” 1860 103
Warren G. Harding, on “Paul Revere’s Ride” 105 Patrick Henry, “Give Me Liberty or Give Me Death,” 1775 107
Francisco Vásquez de Coronado, The Journey of Coronado 1540–1542 31
John Adams, on nomination of Washington to lead Continental army, 1775 108 Israel Putnam, battle order to troops at Bunker Hill, 1775 108 George Washington, on poor discipline of troops, 1775 109
Samuel de Champlain, Voyages of Samuel de Champlain 1604–1610, 1613 34
John Smith, on Pocahontas, 1616 37 John Rolfe, on conditions in Jamestown, 1616 37 Gottlieb Mittelberger, Gottlieb Mittelberger’s Journey to Pennsylvania in the Year 1750 and Return to Germany in the Year 1754, 1756 47
Benjamin Franklin, Poor Richard’s Almanack 65 Olaudah Equiano, The Life of Olaudah Equiano or Gustavus Vassa, 1789 70
Abigail Adams, on female education, 1817 73 Nathan Cole, on George Whitefield, 1740 76 George Whitefield, on vanity, 1740 78 Jonathan Edwards, on the revival movement, 1742 78
John H. Plumb, Men and Places, 1963 90 Charles Townshend, on taxing colonists, 1767 92 Francis Bernard, on Samuel Adams, 1760 92 Charles Townshend, on Lord North 93 King George III, on taxing, 1770 93
William Emerson, on order imposed by Washington 109 King George, “A Proclamation for Suppressing Rebellion and Sedition,” 1775 110 Thomas Paine, Common Sense, 1776 110
Bernal Diaz del Castillo, The Discovery and Conquest of Mexico 1517–1521 28
Lorenzo Pasqualigo, on Cabot’s landing in Newfoundland, 1497 35
John Adams, on vote for independence, 1776 112 Benjamin Franklin, on signing the Declaration of Independence, 1776 113
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Jonathan Edwards, “Sinners in the Hands of an Angry God,” 1741 79 Isaac Backus, on independence in religion 79 George Washington, on battle, 1754 88 George Washington, on French and Indian War battle, 1755 89
George Calvert, on founding principles of Maryland 56
Cecil Calvert, on religious tolerance in Maryland, 1633 56
Selected Primary Source Quotations
William Bradford, Of Plymouth Plantation, about 1647 60
Benjamin Trumbull, A Complete History of Connecticut, Civil and Ecclesiastical, 1797 71 Benjamin Franklin, on the Great Awakening, 1791 71
Thomas Gage, on attitude of colonists toward British troops, 1770 94 Samuel Adams, on the Boston Massacre, 1770 94 John Adams, on trial of British soldiers, 1773 95 George Hewes, on the Boston Tea Party 96 John Adams, on the Boston Tea Party, 1773 97 King George III, on mastering colonies, 1774 97 Patrick Henry, at Virginia Convention, 1774 98 King George III, on the decision to fight the colonists, 1774 99
John Parker, speech to Lexington troops, 1775 100 Isaac Davis, on readiness of the militia, 1775 100 Hugh Earl Percy, on strength of colonial militia, 1775 100
John Winthrop, “A Model of Christian Charity” discourse, 1630 51
Roger Williams, on forced worship, 1670 52 Cotton Mather, on Rhode Island 52 Thomas Hooker, on government, 1638 53 James, Duke of York, on elected assemblies, 1676 54 Gabriel Thomas, on prosperity of Pennsylvania, 1698 55
Olaudah Equiano, Equiano’s Travels, 1789 62
Christopher Columbus, on voyage to the Caribbean, 1493 26
Benjamin Franklin, on the Constitutional Convention, 1787 158
Joseph Story, on the Third Amendment, 1833 188
James Madison, on ratifying the Constitution, 1787 157
George Washington, on the battle at Monmouth, 1778 127 Nathanael Greene, on strategy in the South 128 Charles Cornwallis, on the war in the South, 1781 128
Benjamin Franklin, on the executive branch, 1787 155
Benjamin Franklin, The Works of Dr. Benjamin Franklin, 1787 157
James Madison, unwillingness to compromise on the Constitution, 1788 159
Joseph Plumb Martin, A Narrative of a Revolutionary Soldier, 1830 126 George Washington, on Americans profiting from the army’s need, 1778 126 Marquis de Lafayette, on the leadership of George Washington 127
James Madison, on writing up notes on the Constitutional Convention 162
Joseph Plumb Martin, A Narrative of a Revolutionary Soldier, 1830 135 George Washington, on Congress’s lack of support for soldiers, 1777 135 George Washington, on homesickness in soldiers, 1776 136 George Washington, on leading the army, 1776 137 George Washington, on the strength and patience of soldiers, 1778 137 James Madison, on the Articles of Confederation, 1783 145 James Madison, on the weak federal government, 1787 147 Thomas Jefferson, on the delegates to the convention, 1787 149 William Pierce, on James Madison, 1787 149 George Washington, on enforcing secrecy at the convention, 1787 149 Benjamin Franklin, on his contribution to the Constitution, 1787 149
Edmund Randolph, suggested form of national government, 1787 162
Amanda Bruce, on public prayer 194
Thomas Jefferson, on need to amend the Constitution, 1789 173
James Wilson, on the representation debate, 1787 152
Thomas Jefferson, on the importance of a bill of rights, 1787 184
Thurgood Marshall, on cruel and unusual punishment, 1972 191
George Mason, on need for checks and balances, 1787 172
Joseph Plumb Martin, A Narrative of a Revolutionary Soldier, 1830 129 Charles Cornwallis, on Continental army 130 Lord North, on the end of the war, 1781 132 A. J. R. Turgot, on the example of the American Revolution 133 George Washington, on being asked to lead the Continental army, 1775 134 George Washington, on the sacrifice of soldiers, 1776 134
James Madison, on the delegates’ vote on the Constitution, 1787 163
Gouverneur Morris, on the executive branch, 1787 155
Pierce Butler, on Madison’s proposed bill of rights, 1789 184
Elbridge Gerry, on the representation of slaves, 1787 153
Gunning Bedford, on the representation debate, 1787 152
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Thomas Jefferson, on separation of church and state, 1802 185
Rufus King, on the representation debate, 1787 152 Gouverneur Morris, on the representation of slaves, 1787 153
Charles Pinckney, on the executive branch, 1787 155
Marian Ward, opening prayer at Santa Fe, Texas, football game, 1999 194
Roger Sherman, on electing the executive branch, 1787 155
George Washington, on reading the Declaration to the troops, 1776 122 Thomas Paine, The Crisis, I, 1776 124 George Washington, on challenges of taking Trenton 124
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Henry Wadsworth Longfellow, “The Building of the Ship,” 1850 250 Davey Crockett, on himself 250 Washington Irving, “Rip Van Winkle,” 1819 252 James Fenimore Cooper, The Pioneers, 1823 255 Andrew Jackson, as prisoner of war, 1781 258 Charles Dickinson, on Andrew Jackson 258 Daniel Webster, on Jackson’s inauguration, 1829 260 Margaret Bayard Smith, on Andrew Jackson’s inauguration, 1829 260 Henry A. Wise, on Amos Kendall, 1838 261 Andrew Jackson, on secession, 1832 262 Black Hawk, on fighting Indian removal, 1832 265 John G. Burnett, on the Indian removal, 1890 268 Martin Davis, on conditions during the Cherokee removal, 1838 271 Chad Smith, on the modern Cherokee, 2004 271 John O’Sullivan, on manifest destiny, 1845 279 James Madison, on the Mississippi, 1802 280 Charles Maurice de Talleyrand-Périgord, on the Louisiana Purchase, 1803 281 William Travis, on defending the Alamo, 1836 284 Antonio López de Santa Anna, on the battle of the Alamo, 1836 285 Henry Clay, on Texas annexation, 1844 285 Meriwether Lewis, on crossing the continent, 1806 286
Sydney Smith, on American culture, 1820 250 Alexis de Tocqueville, on Davey Crockett, 1831 250
Fisher Ames, view of French Revolution 208 George Washington, Farewell Address, 1796 208 Alexander Hamilton, on human nature, 1775 209 John Jay, on government 210 Alexander Hamilton, on the French Revolution 211 Thomas Jefferson, on human nature, 1789 212 Thomas Jefferson, on farmers 212 John Adams, on reaction to Citizen Genêt, 1813 214 Thomas Jefferson, on Citizen Genêt, 1793 214 John Adams, on partisanship 215 Benjamin Bache, on John Adams, 1798 215 Abigail Adams, on the White House, 1800 216 Thomas Jefferson, on government, 1799 217 William Linn, Serious Considerations on the Election of a President, 1800 217 Oliver Wolcott, on John Adams, 1800 217 Alexander Hamilton, on Thomas Jefferson, 1800 219 George Washington, Farewell Address, 1796 226 John Adams, on peace with France, 1815 229 Thomas Jefferson, on England and France, 1804 230 Thomas Jefferson, on ease of conquering Canada, 1812 233
Meriwether Lewis, The Journals of Lewis and Clark, 1905 299
John Quincy Adams, on foreign policy, 1823 236 James Monroe, the Monroe Doctrine, 1823 236 Tecumseh, on Indian connection to earth, 1810 238 William Henry Harrison, on Tecumseh, 1811 238 Tecumseh, on Indian brotherhood, 1811 240 Tecumseh, on refusal to retreat, 1813 241 George Armistead, on the American flag at Fort McHenry, 1813 243 Alexis de Tocqueville, Democracy in America, 1835–1840 245
James O. Pattie, The Personal Narrative of James O. Pattie, of Kentucky, 1905 302 James P. Beckwourth, The Life and Adventures of James P. Beckwourth, 1892 302 Narcissa Whitman, Where Wagons Could Go, 1963 303
James K. Polk, on need for war, 1846 288 Antonio López de Santa Anna, on the Battle of Buena Vista, 1847 289 Horace Greeley, on moving west, 1841 297 Meriwether Lewis, History of the Expedition Under the Command of Lewis and Clark, 1893 298
Miguel Hidalgo, “Cry of Dolores,” 1810 235 Simón Bolívar, on liberation 235 Thomas Jefferson, on relations with Europe, 1823 236
Thomas Jefferson, on freedom of religion, 1786 195 George Washington, on assuming the presidency, 1789 205 George Washington, First Inaugural Address, 1789 206
William Clark, The Journals of Lewis and Clark, 1905 299 Zebulon Pike, on the West, 1810 299 Guadalupe Vallejo, on Mexican settlement of California, 1890 300
Daniel Webster, on states’ rights, 1825 246 Thomas Dartmouth Rice, “Jump Jim Crow,” 1828 249
Horace Mann, Annual Reports on Education, 1872 343
Marcus Whitman, on settling Oregon, 1843 303 Helen Carpenter, on the Oregon Trail, 1857 304 Lavinia Porter, on the Oregon Trail, 1860 304 Mary Ellen Todd, on the journey west 305 Brigham Young, on seeing Great Salt Lake, 1847 306
Philip Bell, on attitude toward white abolitionists, 1839 344
Charles G. Finney, Lectures on Revivals of Religion, 1835 340 David Thoreau, Walden, 1854 341 Dorothea Dix, on treatment of the mentally ill, 1843 342
Luzena Stanely Wilson, on the decision to move to California, 1881 312 Thomas Kerr, on working conditions in California 313 Vicente Pérez Rosales, on expectations of finding gold 314 Alvin Coffey, on working conditions in California 315 Vicente Pérez Rosales, on elections 315 William Heath Davis, Sixty Years in California, 1889 323
Elizabeth Cady Stanton, Declaration of Sentiments, 1848 348 Charlotte Woodward, on rights to her earnings, 1848 348 Lucretia Mott, on demanding the vote, 1848 348 Elizabeth Cady Stanton, on Susan B. Anthony, 1881 349
Eli Whitney, on inventing the cotton gin, 1793 358 John C. Calhoun, on forging a transportation system, 1817 363 Robert Fulton, on the steamboat Clermont 363 William Newnham Blane, Travels Through the United States and Canada, 1828 367 Clementine Averill, on choosing to work in the mills, 1850 370 Sally Rice, on working in the mills, 1839 371 Mary Paul, on living at the mills, 1846 372 Harriet H. Robinson, on mill work, 1898 373 Lucy Larcom, on mill work 373 W. E. B. Du Bois, “The Sorrow Songs,” 1903 375 Frederick Douglass, My Bondage and My Freedom, 1855 376 Sara Grudger, on work as a slave 380 Josiah Henson, Father Henson’s Story of His Own Life, 1855 381
Frederick Douglass, North Star motto, 1847 345 Angelina Grimke, on women and slaves, 1837 346 Lucy Stone, on women’s rights, 1857 347
Frederick Douglass, Narrative of the Life of Frederick Douglass, 1845 381 Georgia Baker, on the diet of slaves 381 Frederick Douglass, Narrative of the Life of Frederick Douglass, 1845 382 Frederick Douglass, My Bondage and My Freedom, 1855 382
William Shaw, on Chinese restaurants, 1851 310 Rolander Guy McClellen, The Golden State, 1876 311
Judith Baca, “About the Great Wall of Los Angeles” 328
Harriet Young, on Great Salt Lake valley 306 James Marshall, on finding gold 308 Walter Colton, on the rush for gold, 1851 308 Luzena Wilson, on scarcity of women, 1881 308 Louise Clappe, The Shirley Letters: Being Letters Written in 1851–1852 from the California Mines 309 Lai Chun-Chuen, on early welcome of Chinese, 1855 310
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Frederick Douglass, Narrative of the Life of Frederick Douglass, 1845 383 Alonzo Pondley, on slave weddings, 1939 385 Booker T. Washington, Up from Slavery: An Autobiography, 1919 385 Elijah Marrs, on behavior around whites, 1885 385 William Webb, on being around whites, 1873 385 Rachel Cruze, on social events 386 John Cole, on music, 1937 386 Cornelius Garner, on worship 387 Wash Wilson, on religious meetings 387 James L. Smith, on religious services 387 Robert Anderson, on dancing 388
Harriet Jacobs, Incidents in the Life of a Slave Girl, 1861 382
Luiz Valdez, on El Teatro Compesino 330 John Patriarca, on Charro Days, 2008 331 Sojourner Truth, on the strength of women, 1851 339
Harriet Tubman, on crossing to freedom, 1886 391
Abraham Lincoln, on the importance of Kentucky 442
Matthew H. Peters, “My Brother and I,” 1893 443 David Davis, on the death of Lincoln’s brother-in-law 443
Thomas Cobb, on the Tallmadge Amendment, 1820 404
John Quincy Adams, on the Missouri Compromise, 1860 405
Thomas Jackson, encouragement to troops, 1861 426
Benjamin Hardin Helm, on decision to join the Confederacy 440
Robert J. Breckenridge, on son’s decision to join the Confederacy, 1861 442 Henry Lane Stone, on his family’s split loyalties, 1862 442
James Tallmadge, on the Tallmadge Amendment, 1820 404
Abraham Lincoln, on a house divided against itself, 1858 414
Abraham Lincoln, on the purpose of the Civil War, 1862 430
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Abraham Lincoln, Gettysburg Address, 1863 431 David Porter, on taking Vicksburg, 1863 433 Mary Boykin Chesnut, on Confederate troops, 1863 433
Harriet Tubman, on deciding to escape 390
Abraham Lincoln, “A House Divided Against Itself,” 1858 440
Bernard Bee, on Thomas “Stonewall” Jackson, 1861 426
James Henry Gooding, on pay for African American soldiers, 1863 434
Abraham Lincoln, on slavery, 1864 401 Arthur Livermore, on the Tallmadge Amendment, 1819 403
M. F. Roberts, on military medical care, 1864 429
John J. Crittenden, on supporting the Union, 1861 442
Abraham Lincoln, Second Inaugural Address, 1865 445
James Campbell, on meeting his brother in battle, 1862 443
Abraham Lincoln, on winning the election, 1860 401
Abraham Lincoln, First Inaugural Address, 1861 416
John Brown, on consequences of slavery, 1859 415
Dwight Eisenhower, on integrating Little Rock Central High, 1957 458
Frederick Douglass, Life and Times of Frederick Douglass, 1882 446 Lyman Trumbull, on impeachment, 1868 449 James G. Blaine, on black congressmen 451 Benjamin Tillman, on white rule, 1909 453 Henry Adams, on white rule 453
Henry Wadsworth Longfellow, on Charles Sumner’s speech, 1856 411
Daniel Webster, on the Compromise of 1850, 1850 407
Horace Greeley, on the Kansas-Nebraska Act 410 Charles Sumner, on the Kansas-Nebraska Act, 1856 411
Harriet Tubman, on success of her work, 1886 393
Stephen Douglas, on neutrality, 1861 423
J. W. Love, on illness, 1862 429
Ulysses S. Grant, on total war, 1864 435 William Tecumseh Sherman, on march through Georgia, 1864 436 Robert E. Lee, on surrender, 1865 437 Ulysses S. Grant, on the end of the war, 1865 438 Oliver Wendell Holmes Jr., on the effect of the Civil War, 1884 438
Robert E. Lee, on decision to join the Confederacy, 1861 441
Jarmain Loguen, on the Fugitive Slave Act, 1850 408
Robert Breckenridge, on joining the Confederacy, 1861 442
Melba Pattillo, on integrating Little Rock Central High 458
Martin Luther King Jr., “I Have a Dream,” 1963 460
Joe Bailey, on freedom 393
Frederick W. M. Holliday, on funding of schools, 1877–78 454
John Marshall Harlan, on segregation, 1896 455 Ernest Green, on integrating Little Rock Central High 458
David Wilmot, Wilmot Proviso, 1846 406
Jefferson Davis, on secession, 1861 425
Roger Taney, on slavery 412
John Solomon Lewis, on arriving in Kansas, 1879 486
John Lewis, on the Edmund Pettus Bridge march 461
William Makepeace Thayer, Marvels of the New West, 1890 491 Andrew Carnegie, The Empire of Business, 1902 492 Thomas Edison, on inventing 493 Alexander Graham Bell, on inventing the telephone, 1876 494
Williana Hickman, on conditions in Kansas, 1878 486
Kipkapalikan, on division of land, 1889 469 Chief Joseph, on avoiding bloodshed, 1879 470 Chief Joseph, surrender speech, 1877 471 Henry Stanley, on dangers of railroad tent cities, 1867 474
Joseph Asch, on the construction of the Asch Building, 1911 498
J. Ross Browne, “A Tour Through Arizona,” 1857 476
Philip Sheridan, on killing buffalo, 1875 477 Sitting Bull, on reservations, 1879 481 George Crook, on treatment of Indians, 1879 481 Wolf Necklace, on importance of Black Hills 482 C. P. Hicks, on desire to leave the South, 1879 484 Benjamin Singleton, on the Kansas migration, 1879 485
Mary Antin, The Promised Land, 1912 516 Lee Chew, “Biography of a Chinaman,” 1903 518 Pablo Mares, on escaping revolution, 1931 520 Isidro Osorio, on education, 1931 521 John Mitchell, on Asians, 1909 522 Samuel McClure, My Autobiography, 1914 535 Mary Elizabeth Lease, on Wall Street, 1890 537 John D. Rockefeller, on ambition, 1932 538 Andrew Carnegie, The Gospel of Wealth and Other Timely Essays, 1901 538 Andrew Carnegie, “Popular Illusions About Trusts,” 1900 538 Andrew Carnegie, The Gospel of Wealth and Other Timely Essays, 1901 539 Andrew Carnegie, on libraries, 1903 539 John D. Rockefeller, on philanthropy, 1889 539 Theodore Roosevelt, on monopolies and government regulation 540 Robert La Follette, La Follette’s Autobiography, 1919 541
Mary Harris Jones, Autobiography of Mother Jones, 1925 542
John Muir, The Wilderness World of John Muir 543 John Muir, Nature Writings, 1869 543 W. E. B. Du Bois, On Sociology and the Black Community 544
Booker T. Washington, on not pursuing social equality, 1895 544
Upton Sinclair, The Jungle, 1906 545 Alice Paul, on an equal rights amendment, 1972 547 Lewis Hine, on boys working in mines, 1913 548 John Spargo, on children working, 1906 550 Kid Blink, on striking for better pay, 1899 551 Theodore Roosevelt, on war, 1897 553 Carl Schurz, “Thoughts on American Imperialism,” 1898 554
Hamlin Garland, A Son of the Middle Border, 1917 499
William Jennings Bryan, on U.S. power, 1899 554 Henry Cabot Lodge, “Our Blundering Foreign Policy,” 1895 554
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Emma Lazarus, “The New Colossus,” 1883 511 Pascal D’Angelo, Pascal D’Angelo, Son of Italy, 1924 513
Pauline Newman, on working conditions 500 Rose Schneiderman, on organizing, 1905 502 Rose Safran, on failure of union to win safety concessions 502 Uriah Stephens, on Knights of Labor 503 Rose Schneiderman, on striking, 1905 504
Ava Speese Day, on conditions in Kansas 487 Rosey Safron, “The Washington Place Fire,” 1911 489
Richard Harding Davis, “The Battle of San Juan,” 1905 557
Theodore Roosevelt, Autobiography of Theodore Roosevelt, 1913 558
Martin Luther King Jr., “Give Us the Ballot, We Will Transform the South,” 1957 460 Joe Smitherman, on the Edmund Pettus Bridge march 461 Lyndon Johnson, on voting rights legislation, 1965 461
The Tory Mill 261 John C. Calhoun reaches for the crown of despotism 262 General Jackson Slaying the Many Headed Monster 263
William McKinley, on the Philippines, 1899 559 Theodore Roosevelt, on the Panama Canal, 1901 560
The Happy Effects of That Grand System 231 Uncle Sam and the Monroe Doctrine warn “hands off America” 236
Alan Seeger, on trench warfare, 1914 563
The Federal Edifice 158 American envoys meet with multiheaded French diplomat 228
The Bosses of the Senate 497
Alan Seeger, Letters and Diary of Alan Seeger, 1917 564
The Grange Awakening the Sleepers 536 Teddy Roosevelt shakes up the trusts 540 Party bosses control the system through handouts 541
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Woodrow Wilson, on war message to Congress, 1917 565
Woodrow Wilson, on neutrality, 1914 562
Martin Luther King Jr., “I Have a Dream,” 1963 578 Barack Obama, victory speech, 2008 580
Barack Obama, Inaugural Address, 2009 580
Political Cartoons
Rachel Carson, on humans and nature, 1963 586 Norman Borlaug, on Rachel Carson 586 Norman Borlaug, on environmentalists, 1997 588
The Chinese Question 522
Preparing for the Heated Term 554
Carl Schurz, on American annexation of the Philippines, 1899 559
Henry Cabot Lodge, “The Retention of the Philippine Islands,” 1900 559
Leslie Morton, on attack on the Lusitania, 1915 564
Henry Ford, My Life and Work, 1908 577
Is This a Republican Form of Government? 452 The “Strong” Government, 1869–1877; The “Weak” Government, 1877–1881 453
Emilio Aguinaldo, on American annexation of the Philippines, 1899 559
Constitution of the United States, 1787 181
Letter from Jefferson to Washington, Thomas Jefferson, 1792 220
IX. All elections ought to be free; and all the inhabitants of this Commonwealth, having such qualifications as they shall establish by their frame of government, have an equal right to elect officers, and to be elected, for public employments.
X. Each individual of the society has a right to be protected by it in the enjoyment of his life, liberty, and property, according to standing laws.
I. All men are born free and equal, and have certain natural, essential, and unalienable rights; among which may be reckoned the right of enjoying and defending their lives and liberties; that of acquiring, possessing, and protecting property; in fine, that of seeking and obtaining their safety and happiness.
Letter from Washington to Hamilton, George Washington, 1792 221
Letter from Hamilton to Washington, Alexander Hamilton, 1792 222
The Log of Christopher Columbus, Christopher Columbus, 1492 43
Jefferson’s Instructions for Meriwether Lewis, Thomas Jefferson, 1803 293
Constitution of Massachusetts, 1780
The New-London Gazette, Unknown, 1776 116 The deceiver unmasked, Rev. Charles Inglis, 1776 117 Constitution of Pennsylvania, 1776 178 Constitution of South Carolina, 1778 179 Constitution of Massachusetts, 1780 180
The Devastation of the Indies: A Brief Account, Bartolomé de Las Casas, 1542 45 Common Sense, Thomas Paine, 1776 115
Our Country: Its Possible Future and Its Present Crisis, Josiah Strong, 1885 294 I Will Go West, J.P. Barrett, 1875 295 Improvements in Education, Joseph Lancaster, 1803 350 Report to the Massachusetts School Board, Horace Mann, 1848 352 Introduction to the Columbian Orator, Caleb Bingham, 1817 353 Speech Fragment on Dred Scott Case, Abraham Lincoln, 1856 420 Secession of Mississippi, Mississippi Convention, 1861 421 Letter to Thomas Edison, Mrs. W.C. Lathrop, 1921 508 Presidential Address to Edison, Calvin Coolidge, 1928 509 The Mrs. White Mystery from The Sun, 1894 574
VII. Government is instituted for the common good; for the protection, safety, prosperity and happiness of the people; and not for the profit, honor, or private interest of any one man, family, or class of men; Therefore the people alone have an incontestible, unalienable, and indefeasible right to institute government; and to reform, alter, or totally change the same, when their protection, safety, prosperity and happiness require it.
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Selected Primary Sources: Text
Photo of the Mormon pioneers coming over Little Mountain, 1847 309
Photo of a hospital at Fredericksburg, 1864 429 Advertisement poster for Thomas Edison’s phonograph, 1899 506
Selected Primary Sources: Artifacts and Art
Cartoon of yellow press by Louis M. Glackens, 1910 572
Quilt of bible scenes by Harriet Powers, 1886 374 Cartoon titled Forcing Slavery Down the Throat of a Freesoiler by J. L. McGee, 1856 418
Print titled Effects of the Fugitive Slave Law, by Th. Kaufmann 1850 419
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Scrapbook page of women reform leaders, late 1800s 339 McGuffey’s Eclectic Reader by William Holmes McGuffey, 1840 351
Cartoon titled Light Thrown on a Dark Subject from Puck magazine, 1878 507
The New York Evening World front page, February 10, 1890 573 Page from the New York Journal
The New York Tribune front page, September 1, 1890 573
Carved stone frog pipe from Cahokia 22 Sinners in the Hands of an Angry God by Jonathan Edwards, 1741 79 Common Sense by Thomas Paine, 1776 110 British cartoon titled The End of Pain, 1793 114 War Clubs, likely of the Tecumseh 239 Oil painting titled Westward the Course of Empire Takes Its Way by Emanuel Gottlieb Leutze, 1861 292
Together, students and teachers create a base for inquiry and research by determining the background and content needed to answer their questions. History Alive! ’s Student Text scaffolds disciplinary concepts in civics, economics, geography, and history throughout each grade.
Dimension Developing1 Questions and Planning Inquiries
The C3 Framework
Dimension Applying2 Disciplinary Concepts and Tools
The four Dimensions identified by the National Council for Social Studies in The College, Career, and Civic Life (C3) Framework for Social Studies State Standards help prepare students to be engaged and thoughtful citizens as they explore social studies using the Inquiry Arc. History Alive! integrates each of these Dimensions.
The inquiry process begins with the use of compelling and supporting questions that are developed by both teachers and students. The story-like Student Text in History Alive! inspires questioning. The Preview activities in each Presentation connect to prior knowledge and encourage students to ask questions and plan inquiries.
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Dimension Communicating4 Conclusions and Taking Informed Action
Dimension Evaluating3 Sources and Using Evidence
Students have the opportunity to build their claims both independently and collaboratively, to receive critiques, and to present their claims in public settings. Both individually and in groups, students of History Alive! construct and critique historical explanations and arguments. Throughout activities, students present their claims in a variety of formats.
Compelling questions call for students to obtain and evaluate evidence from primary and secondary sources to help support their claims. In History Alive!, students pursue research and make evidence-supported claims during class discussions and in their Interactive Student Notebooks.
Investigating Primary Sources
A bold willthecompellingparagraphintroductionsetsupthequestionandsourcesthatstudentsexplore.
This image shows an advertisement for Edison’s phonograph, one of his first and most outstanding inventions. Fascinated with the new technology of the telegraph and telephone, in 1877 Edison began working to improve the voice quality of the telephone. He eventually discovered that he could produce a noise that resembled words by using a needle-like instrument and a tin-foil cylinder. From this work, Edison invented the phonograph, which could record and repro duce voices and sounds.
In 1899, Edison’s phonograph was one of the most fascinating inventions of all time. This advertising poster from that year sends a message about how Edison’s invention would affect American life.
What Was Thomas Edison’s Impact on Industrial America?
Each page concludes with a set of supporting questions that help students pursue the main question. Students are invited to observe images of artifacts, portraits, and more to better understand the content. Captions highlight important details of the accompanying image.
Thanks to Thomas Edison, people no longer had to light flames in gas or kerosene oil lamps in their homes or on street corners. Gas lights had been around since the 1790s, but few people trusted gas flames in their homes until the 1860s. Gas-making plants sent gas through underground pipes to homes and businesses. As grateful as people were to have gas lamps and stoves, there were complaints that gas was expensive, foul-smelling, and dangerous.
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Edison himself threw the switch on America’s first power plant, lighting up a square mile of New York City on September 4, 1882. But the public was not quick to trust Edison’s invention, especially when they heard that horses were getting shocked as they trotted along wet streets above the electrical lines. The hardworking inventor tackled the problems as they came, and he launched an advertising campaign to assure everyone that electricity was safe and convenient. Eventually, the practical, incandescent light bulb gained popularity, and gas customers switched to electricity.
The title frames an engaging, compelling question that guides the entire piece. Students later build a claim that answers this question.
(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.
Switching on the Lights
Each unit in History Alive! has a four-page Investigating Primary Sources feature that engages and challenges students to analyze a variety of sources. Each feature incorporates a set of style and content elements that guides students into building strong arguments supported with evidence. Here are some highlights that show how Investigating Primary Sources engages students’ curiosities.
Investigating Primary Sources
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Thomas Edison was nicknamed the “Wizard of Menlo Park.”
Look at this advertisement poster from 1899 titled “The Edison Concert Phonograph.” What is happening in this concert hall, and what is the written message? How is the audience reacting to the phonograph? What is the phonograph replacing in this scene? According to this adver tisement, what impact might Edison’s invention have on American culture?
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.
Edison’s inventions with electricity would have financial consequences for the gas companies. Shortly after he introduced his practical incandescent light bulb, Puck magazine published 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.
Edison set out to invent inexpensive incandescent light that would be powered by clean, efficient, electricity and would last longer than the few minutes provided by previously invented light bulbs. He succeeded, but it took several decades and some wealthy investors to bring Edison’s electricity to America’s cities. The process required large generators, underground lines of electrical current, and the invention of a variety of electrical accessories, such as fuses, sockets, power meters, lamps, and light bulbs.
Study this political cartoon published in the humorous magazine Puck on October 23, 1878, shortly after Edison invented his light bulb. The artist is showing the possible effect of Edison’s light bulb on the gas companies, which are illustrated as the monsters with gas-meter heads. Read the posters in the monsters’ hands and the caption of the cartoon. How does the artist portray Edison in this cartoon? What does the cartoon suggest that Edison’s light will do to the monsters?
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With industrialization during the late 1800s, the lives of Ameri cans 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 auto mobiles. During this era of growth and development, Thomas Edison created many inventions that changed Americans’ lives. You will examine primary sources from this time period and write a claim about how Edison made an impact on Industrial America.
Review all the primary sources. Use evidence from these sources to write and support a claim that describes the specific impact Edison had on Industrial America. As you refer to the sources, mention their strengths and limitations.
Citizens like Mrs. W.C. Lathrop praised Thomas Edison with fan letters, and he became a worldwide hero who received many awards. Nine countries honored him with prestigious recognition, and many colleges awarded him honorary degrees.
Each section helpThisandrelatedwell-researchedprovidesbackgroundtotheprimarysourcestheirhistoricalcontexts.contentcanbeusedtosupportstudents’claims.
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
the thanks Mr. Edison of one most truly appreciative woman. I know I am only one of many under the same debt of gratitude
Letter to Thomas Edison
The field of electricity will be most closely associated in future years with the name of Edison. It has been asserted somewhere that there is scarcely an electrical process or instrument of to-day which does not reflect in some way changes wrought by his researches
After Thomas Edison succeeded in convincing people to light their homes with electricity, he turned his energy to finding more uses for electrical power. His work eventually led others to create inventions that changed the daily lives for Americans. For example, electric washing and pressing machines replaced the chore of washing clothes by hand with washboards, wooden tubs, and buckets of water carried up from a well—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!
—Calvin Coolidge, 1928
Textual primary sources are easily identifiable. Students are challenged and asked to analyze these primary sources, and use their analysis in a supported claim.
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Every feature ends with an activity that requires students to think critically and answer the compelling question.
Although Edison belongs to the world, the United States takes pride in the thought that his rise from humble beginnings and his unceasing struggle to overcome the obstacles on the road to success well illustrate the spirit of our country. We are happy to share his achievements as our contribution to progress
And then there is the world of entertainment. Edison’s invention of the phonograph brought recorded music into people’s homes. His motion pictures brought both humorous and dramatic movies to neighborhood theaters.
Dear Sir,
Read the excerpts from President Coolidge’s presentation to Thomas Edison. Why does Coolidge call Edison a genius and a wizard? According to Coolidge, why should Americans be grateful to Edison?
Here is a letter written to Edison by a homemaker in Norton, Kansas, Mrs. W.C. Lathrop. After you read the letter, describe why Lathrop is appreciative for Edison’s work. How has her life changed because of his inventions? In what ways does she treat Edison like a celebrity?
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
Presidential Address to Edison
More Inventions to Follow
In his invention of the incandescent lamp and in the perfection of means for developing and distributing electrical energy he literally brought light to the dark places of the earth. Through these and other products of his genius old industrial processes have been revolutionized, new ones developed, and our daily lives have been made easier, our homes pleasanter and more comfortable.
—Mrs. W.C. Lathrop, 1921
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Pleasehappensaccept
In 1928, the U.S. Congress selected him for the Congressional Gold Medal, the nation’s highest award in recognition of service. On October 20, the Secretary of the Treasury Andrew Mellon traveled to Edison’s laboratory in West Orange, New Jersey, to present the award.
The life of Thomas Alva Edison, master of applied science, has been represented as a romance. He has been called a genius, a wizard. While these terms may well be used to describe his great abilities, yet this remarkably modest man has constantly refused to attribute such qualities to himself
President Calvin Coolidge spoke using a radio link from the White House in Washington, D.C. Americans listened to the ceremony while nearly 50 radio stations broadcast the event. An honorary certificate declared: “He illuminated the path of progress by his inventions.”
Each lesson in History Alive! concludes with a Processing task that requires students to demonstrate their understanding of main ideas and core concepts, as a result of carrying out investigations, reading the text, and researching a variety of sources.
History Alive!
History Alive! has literacy instruction built into the Student Text, Interactive Student Notebook, and Lesson Presentations. The following six key points emphasizes integration of literacy and language arts practices. They are particularly important in social studies instruction.
Main Ideas and Details Identifying key ideas and details applies to reading primary and secondary text and the ability to use evidence and to create accurate summaries. Students should also identify the steps in relevant processes.
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.
Craft and Structure Students determine the meaning of social studies vocabulary in context and can describe text structure and point of view.
When students read History Alive! texts online, they have the option to see the main idea of each section highlighted. In the Presentation activities, students carry out inquiries and use their Interactive Student Notebooks to develop supported claims.
Supporting Literacy in History and Social Studies
Integration of Knowledge and Ideas Students should be able to integrate their learning on a topic from observing visuals and from reading the text in primary and secondary sources.
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Key Points in 6–8 Social Studies and History Literacy: Reading
Learning Through Research
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History Alive! provides opportunities for building research skills using print sources and digital sources. In the Presentation activities and Processing assignments, students gather and assess relevant information, and integrate this information with what they learn during hands-on activities to answer the compelling question.
Producing and Publishing Writing Clear, coherent, and routine writing appropriate to its purpose and audience is central throughout the writing standards.
Purposes for Writing Students write supported arguments that use organization, accurate evidence, and counterclaims. They are written in a formal style and include a strong conclusion.
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.
Key Points in 6–8 Social Studies and History Literacy: Writing History Alive!
Short research projects, using a variety of print and digital sources appropriately, should be carried out to answer broad questions that generate more specific questions.
History Alive! provides many writing opportunities, including to explain main ideas and proposals to compelling questions. Students engage in various writing exercises in their Interactive Student Notebooks.
By the end of 1776, the British also 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.
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
Victory in Trenton Late on December 25, 1776, Washington’s army crossed the ice-choked Delaware River in small boats. On the New Jersey shore, Washington gave his men the password for the long nighttime march ahead: “Victory or death.”
When the Americans reached Trenton, they found the Hessians happily 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.
4. A Pep Talk and Surprise Victories
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Considerate Text
History Alive! is both engaging and helps students 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 it is well-written and well-organized. Here are some ways this Student Text is considerate of all levels of readers.
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.”
learners.Shortsections,
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.
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.”
makes it easier to read. Paragraphs end at the bottom of the page instead of continuing onto the next page.
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Academic vocabulary words are bolded in black and presented with a clear context.
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.
Single-columnideas.text
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.
Thoughtfully selected large images illustrate the main ideas and support visual each with an informative title, create an organized structure that help readers understand and remember the main
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.
The Revolution
5. The Tide Begins to Turn
Catherine Schulyer was the wife of Philip Schulyer, a major general in the Continental army and a member of the Continental Congress. Because they lived near Albany, in the path of British forces advancing toward Saratoga Catherine burned the family wheat fields to leave nothing useful for the British.
To carry out this plan, General John Burgoyne (ber-GOIN) left Canada in June 1777 with about 8,000 British soldiers and American Indian 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.
Captions for photos, illustrations, tables, and graphs reinforce the main idea of the section and provide details that guide students’ interpretation of the graphics.
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.
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.
American
social studies words are in bold and blue type. These words are defined in the margin and in the glossary.
strategy an overall plan, such as for winning a war
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.
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After barely escaping from his loss in New York, Washington revised his strategy. In the future, he wrote 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.
Section introductions help link the new section to the last section.
The text is written in clear and engaging way without figurative language. Each section ends with a conclusion that wraps up the main
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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. Since 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, causing the Continental army to collapse.
To make matters worse, Burgoyne didn’t travel light, and the army was slowed by more than 600 wagons, 30 of which were filled with his personal baggage. Even in the wilderness, “Gentleman Johnny” Burgoyne sipped champagne with his supper.