History Alive! The United States Through Industrialism - SE Front Matter

Student Edition

Program Components Student Edition The Student Edition provides a rich knowledge base of concepts, and guides students through their learning.

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Print Lesson Guide

Placards

Print Lesson Guides allow for teachers to prepare for their lesson with ease from anywhere.

Placards are laminated, reusable handouts for lesson activities that engage students in analyzing powerful images, graphs, maps, and primary sources.

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Summative Assessments Formative Assessments Test Builder Tool Toolkits Literature Readings Citizenship Resources

Video content is directly related to the content introduced in the book to reinforce key ideas.

Recursos disponibles en español. v

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.

unit America Before and After Colonization

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?

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

Exploring the Social Sciences – Early Mississippian Civilization

Lesson 4 European Colonization in the Americas How did Europeans colonize the Americas?

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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?

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

Exploring Biographies – A Great Awakening

Unit Closer Studying Sources 122 Timeline Challenge 126

Exploring Biographies, Perspectives, Connections to Today, Literature, and the Social Sciences guide a deeper exploration of the content.

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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. vi

unit Foundations of History

1

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

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unit America Before and After Colonization

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 How did Europeans colonize the Americas?

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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

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unit Revolution in the Colonies

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

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unit Forming a New Nation

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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

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unit Launching the New Republic

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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

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unit An Expanding Nation

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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

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unit Americans in the Mid-1800s

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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

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unit The Union Challenged

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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

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unit Migration and Industry

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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

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unit A Modern Nation Emerges

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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

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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

F O R M I N G A N E W N AT I O N

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

STEP 2

Using Disciplinary Sources to Build Arguments

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Inquiry Project

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Geography Challenge

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?

Supporting Question 1 What problems did the Constitution solve? What problems did it not address?

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

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)

Lesson: The Constitution Source E: “The Constitution” Reading – Sections 1–8)

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.

Source F: “James Madison and the Long, Hot Summer of 1787” (Reading – Exploring Perspectives)

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

196 Unit 4

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.

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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

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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.

4 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.

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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.

UNIT 2

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.

A M E R I C A B E F O R E A N D A F T E R C O LO N I Z AT I O N

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

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)

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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

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.

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?

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)

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Unit 2

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)

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

U N I T I N Q U I RY P RO J E C T

Supporting Question 3 What was life like for people in the colonial era?

Lesson: Life in the Colonies

Activity

Sources

Formative Task

Source A: “Life in the Colonies” (Reading – Sections 1–8)

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

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

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)

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.

Source E: “Indigenous Women” (Online Reading – Primary Source)

STEP 3 Communicating Conclusions with Evidence

STEP 4

Taking Informed Action

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

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?

ACTIVITY ONLINE

Assess Consider arguments on both sides. Why might a community celebrate Columbus Day? Why might they celebrate Indigenous Peoples’ Day?

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

Act Write an argument explaining whether your community should celebrate one or both holidays. Share it with your classmates.

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

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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.

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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.

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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.

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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.

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

Lesson 27

The Rise of Industry

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

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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?

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

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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 . . .

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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.

Lesson 27

The Rise of Industry

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

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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.

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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

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

Civil Discourse

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

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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.

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.

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.

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.

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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.

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

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Paragraphs end at the bottom of the page instead of continuing onto the next page.

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.

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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

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.

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

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.

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

Select Reading Level

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

Visual Discovery

Experiential Exercise

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Problem Solving Groupwork

Writing for Understanding

Response Group

Multi-Modal Teaching Strategies

Social Studies Skill Builder

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.

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Suggestions for quicker coverage or deeper coverage are provided for each lesson.

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