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Illustrators: Gregory Benton, Mark Carolan, Greg Lawhun, Ellen Lindner, Mitch O’Connell, John Pham, Joel Priddy, Brian Ralph, Rob Ullman, and Mark Zingarelli
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with Discovering Our Past: The American Journey to World War I. Any other reproduction, for use or sale, is prohibited without written permission from the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN 0-07-870376-X Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 045 09 08 07 06 05
TABLE OF CONTENTS Letter To The Teacher ........................... v Teaching Strategies .............................. ix Synopses ..................................................... xi UNIT 1 A Changing World CHAPTER 1: Expanding Horizons The Sea of Possibilities ........................1 CHAPTER 2: Road to Independence Liberty’s Stand .....................................7
UNIT 2 Creating a Nation CHAPTER 3: A More Perfect Union The Philadelphia Convention: An ANN Special Report ........................13 CHAPTER 4: The Constitution We the People ......................................19
UNIT 3 Launching the Republic CHAPTER 5: The Federalist Era Washington’s America ..........................25 CHAPTER 6: The Age of Jefferson Election Deadlock: An ANN Special Report ........................27 CHAPTER 7: Foreign Affairs in the Early Republic Gallantly Streaming ..............................33
UNIT 4 The Young Republic CHAPTER 8: The Northeast: Building Industry An Election Carol ..................................35 CHAPTER 9: The South Strangers on a Train .............................43
iii Table of Contents
CHAPTER 10: The Age of Jackson Sequoya and the Cherokee Nation ......51 CHAPTER 11: Manifest Destiny From Sea to Shining Sea! .....................57
UNIT 5 Civil War and Reconstruction CHAPTER 12: Road to Civil War Seeing the light.....................................61 CHAPTER 13: The Civil War The Road to Equality ...........................69 CHAPTER 14: Reconstruction A Small Victory .....................................73
UNIT 6 Reshaping the Nation CHAPTER 15: The Western Frontier Boom & Bust ........................................79 CHAPTER 16: The Growth of Industry the doffer .............................................87 CHAPTER 17: America Enters a New Century Country Mouse, City Mouse.................91 EPILOGUE: Connections to Today The Loss of Innocence .........................99
iv Table of Contents
LETTER TO THE TEACHER USING GRAPHIC NOVELS: Popular Culture and Social Studies Interact Graphic novels represent a significant segment of the literary market for adolescents and young adults. These stories may resemble comic books, but on closer inspection, they often address controversial issues using complex story lines. Some graphic novels that are well-known to Western audiences include Watchmen, which examines how superheroes live in a society that has turned against them; Maus, which uses anthropomorphic characters to tell the story of a Holocaust survivor; From Hell, which presents one explanation for the actions of historical serial killer Jack the Ripper; and Road to Perdition, which was made into a motion picture by the same name.
What Are Graphic Novels? Graphic novels, as they are known in Western countries, are inspired by Japanese manga (comics) and anime (animation). Anime style is most commonly recognizable in its use of large-eyed characters with oversized heads, and it has become increasingly recognized as a distinct art form by Western audiences. Use of the manga genre in Japan is far more widespread than in Western countries and dates back to the early part of the twentieth century. Japanese manga, rendered in black and white and printed on newsprint, are read by children and adults and include many topics, although science fiction mechas (robots) dominate the field. The topics of these works are surprisingly similar to the Western young adult fiction. A large portion of the market is shojo, comic books designed to appeal to girls. A popular shojo character that appears in America is the Sailor Moon series, featuring a resourceful Japanese schoolgirl. Shonen manga is designed primarily for boys and usually consists of action stories. Teachers may recognize shonen manga in Yu-Gi-Oh! and other such cards collected and traded v Letter to the Teacher
by many American youth. Many manga are published in serial form and together can be as many as 750 pages in length. One of the first manga for Western consumption was The Four Immigrants Manga: A Japanese Experience in San Francisco, 1904–1924 (Kiyama, 1999), first published in 1931. It is not in the anime style of today’s novels, but offers a poignant portrayal of the challenges facing Asian immigrants at the time.
Why Do Graphic Novels Appeal to Students? Part of the appeal of graphic novels lies in their “underground” (and therefore forbidden) reputation. Another part of the appeal of manga and anime lies in sophisticated story lines and the development of complex characters (Izawa, 2002). Unlike American comic books that feature a superhero with fixed and exaggerated attributes, many of these Japanese stories include a subtext of universal themes about ethical and moral dilemmas. These gekiga (literary novels) are ambitious in their scope and intricacy and are becoming more available with English translations. Unlike the broad range of genres available in Japan, however, the stream of manga and anime reaching Western shores is not so diverse. The bulk of manga and anime in America is often skewed toward violent and sexually graphic titles (called hentai, or “perverse”), which does not reflect the wide range of quality available. Graphic novels continue to develop and diversify (Frey & Fisher, 2004). More recently, interactive graphic novels told in serial form are appearing on the Internet. Readers have a variety of options when they visit each month to view the next installment, including engaging in role-playing games, creating new characters to interact with those developed by the author, and visiting an extensive catalog for background information. Most of these Web-based graphic novels have decidedly adult content, although users are likely to be the Web-savvy adolescents who know how to find these sites. A unique subset of these graphic novels and manga is a style of writing called fanfiction, where readers create and post their own alternative versions of stories featuring their favorite characters (e.g., Chandler-Olcott & Mahar, 2003).
vi Letter to the Teacher
Why Use Graphic Novels in Social Studies? Graphic novels are amazingly diverse, both in terms of their content and usefulness. For example, Gorman (2002) notes that graphic novels are exactly what teens are looking for—they are motivating, engaging, challenging, and interesting. Schwartz (2002b, 2004) believes that graphic novels are engaging because they allow for teachers to enter the youth culture, and students are encouraged to bring their “out of school” experiences into the classroom. Called “multiple literacies,” the idea is that educators must bridge the gap between students’ school literacy and the ways in which they use reading and writing outside of school. Graphic novels have also been used effectively with students with disabilities, students who struggle with reading, and English learners (e.g., Cary, 2004; Frey & Fisher, 2004; Schwartz, 2002a). One of the theories behind the use of graphic novels for struggling adolescents focuses on the fact that the graphic novel presents complex ideas that are interesting and engaging for adolescents, while reducing the text or reading demands. As a result, all students can thoughtfully discuss the content at hand. As Weiner (2003) noted,
Graphic novels have found their way into the classroom, as teachers are realizing their usefulness as literacy tools. After a study of graphic novels, researchers concluded that the average graphic novel introduced readers to twice as many words as the average children’s book. This realization has reinforced the idea that the comics format is a good way to impart information. (p. 61)
Conclusions While there remains controversy about graphic novels—especially from people who worry that graphic novels will end traditional reading—our experiences with adolescents, as well as a number of current research studies, suggest that graphic novels are an important adjunct in our instruction. Graphic novels are viable options for students with disabilities, struggling readers, and English learners, but they are more powerful than that. Graphic novels are motivating and engaging for all students.
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They allow us to differentiate our instruction and provide universal access to the curriculum. We hope you’ll find the graphic novels in this book useful, as you engage your students in the study of history and social studies. Sincerely, Douglas Fisher & Nancy Frey
Douglas Fisher, Ph.D. Professor San Diego State University
Nancy Frey, Ph.D. Assistant Professor San Diego State University
References Cary, S. (2004) Going graphic: Comics at work in the multilingual classroom. Portsmouth, NH: Heinemann. Chandler-Olcott, K., & Mahar, D. (2003). Adolescents’ anime-inspired “fantictions”: An exploration of multiliteracies. Journal of Adolescent & Adult Literacy, 46, 556–566. Fisher, D., & Frey, N. (2004). Improving adolescent literacy: Strategies at work. Upper Saddle River, NJ: Merrill Education. Frey, N., & Fisher, D. (2004). Using graphic novels, anime, and the Internet in an urban high school. English Journal, 93(3), 19–25. Gorman, M. (2002). What teens want: Thirty graphic novels you can’t live without. School Library Journal, 48(8) 42–47. Izawa, E. (2004). What are manga and anime? Retrieved December 5, 2004 from www.mit.edu:8001/people/ rei/Expl.html Kiyama, H. Y. (1999). The four immigrants manga: A Japanese experience in San Francisco, 1904–1924. Berkeley, CA: Stone Bridge Press. Schwarz, G. (2002a). Graphic books for diverse needs: Engaging reluctant and curious readers. ALAN Review, 30(1), 54–57. Schwarz, G. E. (2002b). Graphic novels for multiple literacies. Journal of Adolescent & Adult Literacy, 46, 262–265. Schwarz, G. E. (2004). Graphic novels: Multiple cultures and multiple literacies. Thinking Classroom, 5(4), 17–24. Weiner, S. (2003). The rise of the graphic novel: Faster than a speeding bullet. New York: Nantier Beall Minoustchine Publishing.
viii Letter to the Teacher
TEACHING STRATEGIES Teaching Strategies for Graphic Novels As we have noted, graphic novels are an excellent adjunct text. While they cannot and should not replace reading or the core, standards-based textbook, they can be effectively used to build students’ background knowledge, to motivate students, to provide a different access route to the content, and to allow students to check and review their work.
Ideas for using graphic novels in the classroom include the following: 1. Previewing Content. In advance of the text reading, you can use a graphic novel as a way to activate background and prior knowledge. For example, you may display a graphic novel on the overhead projector and discuss it with the class. Using a teacher think-aloud, in which you share your thinking about the graphic novel with the class, you might provide students with advance information that they will read later in the book. Alternatively, you may display the graphic novel and invite students, in pairs or groups, to share their thinking with one another. Regardless of the approach, the goal is to activate students’ interest and background knowledge in advance of the reading. 2. Narrative Writing. Ask students to read one of the graphic novels, paying careful attention to the details and imagery used. Then ask each student to write their own summary of the story being told in this novel. Graphic novels without much character dialogue can also be used to encourage students to create their own possible dialogue, based on what they know of the content thus far and what they see in the story line. Not only does this engage students in thinking about the content, it also provides you with some assessment information. Based on the dialogue that the students create, you’ll understand what they already know, what they misunderstand, and what they do not yet know. 3. Summarizing Information. A third possible use for graphic novels involves writing summaries. Like oral retellings of readings, written summaries require that students consider the main ideas in a piece of text and use their own words to recap what they know (Frey, Fisher, & Hernandez, 2003). Students can discuss the graphic novel and the text they’ve read with a small group, and then create their own summaries. Alternatively, students could summarize the text and then create a compare-and-contrast graphic organizer, in which they note the differences between their summary of the text and the way that the author/illustrator of the graphic novel summarized the text (e.g., Fisher & Frey, 2004).
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4. Review. In addition to serving as fodder for written summaries, graphic novels can be used for review of content. While there are many reasons to review content—such as preparing for a test—graphic novels are especially useful for providing students with a review of past chapters. You can use a graphic novel from a previous chapter to review the major events in time or place, so that students can situate the new information they are reading. 5. Analysis. Graphic novels often have a thematic strand that illustrates a specific point about the content being studied. This may take the form of irony, humor, or a more direct and formal approach to a historical event. In the analysis approach, students read the graphic novel from the point of view of trying to understand the main point the author is trying to convey. This approach is particularly useful after students have covered the content in the main textbook. Encouraging students to pose questions about the text will help to uncover the main points. For example: • Why did the author choose this topic? • What does this graphic novel tell me about the people we have studied? Does it relate ideas about their society, culture, religion, government, military, economy, or other aspects? • Is the tone of the story humorous or serious? • Do I like the people being presented? • Does the author portray the characters in a positive or negative way? • What conclusions do these ideas suggest? Have students write a few sentences answering these questions. Then have them summarize what they believe is the main point of the graphic novel. 6. Visualizing. Have your students skim over the chapter you are working on, or just a particular section of that chapter. The student should then pick one person, one event, or one concept from their reading and create their own graphic representation about it. Students could use a comic book style to illustrate their topic. Their work could be funny, sad, serious, or any other tone that they wish. They can use text and dialogue or let the pictures alone tell the story. Another option would be to use other forms of multimedia for their topic. Students could take pictures, make a computer slide-show presentation, make a video, or create a song or some sort of musical piece to represent their topic. These are just some of the many uses of graphic novels. As you introduce them into your class, you may discover more ways to use them to engage your students in a new method of learning while exercising the multiple literacies that your students already possess. We welcome you to the world of learning through graphic novels! Fisher, D., & Frey, N. (2004). Improving adolescent literacy: Strategies at work. Upper Saddle River, NJ: Merrill Education. Frey, N., Fisher, D., & Hernandez, T. (2003). “What’s the gist?” Summary writing for struggling adolescent writers. Voices from the Middle, 11(2), 43–49.
x Teaching Strategies
SYNOPSES Additional Information for the Graphic Novels The following pages contain additional information about each individual graphic novel. You will find summaries, background information, or discussion questions to help you guide your students’ understanding of each graphic novel.
Chapter 1 This graphic novel opens with two sailors loading supplies onto their ship. They are discussing the possibilities of their voyage and disagreeing about what they are getting themselves into. One sailor is looking forward to the riches of Asia, while the other is considering the possibilities that there is something greater awaiting them in the ocean. Only toward the end do we discover that these sailors are sailing with Christopher Columbus on the Santa María. This graphic novel is meant to start the textbook off by postulating the question: “What are the possibilities for America?”
Chapter 2 Each American colony had its own group of part-time militia soldiers. These men were not professional soldiers, but they participated in frequent training sessions, kept up their own equipment, and were ready to gather and fight when needed. Some groups of militia called themselves “minutemen,” because they claimed to be ready to fight on a minute’s notice. In this graphic novel, a colonial soldier has received notice that he is needed in battle, and he is preparing his equipment. In the pages that follow, he explains to his daughter why there is a war and why he must leave her and fight. You might ask the class to consider what they would say to their child if they were in the same situation. Ask: What justifications for the Revolutionary War would you offer?
Chapter 3 The Constitutional Convention was held in Philadelphia in the spring and summer of 1787. The gathering was intended to create a new form of government for the United States, one that would replace the Articles of Confederation. The 55 men who attended agreed to close their doors to the public and keep their deliberations secret. They wished to allow themselves the freedom to debate without allowing the public to sway their decisions. xi Synopses
This graphic novel imagines that modern-day media existed at the time of the Convention. If that was the case, then maintaining secrecy would have been much more difficult. Additionally, in the absence of information, the media speculation about the gathering would have been very interesting. You might ask the students to write a list of questions they would have liked to ask a member of the Convention if they had the opportunity.
Chapter 4 This graphic novel illustrates the drafting of the U.S. Constitution. The purpose of this graphic novel is to familiarize students with some of the important participants, positions, and compromises involved in writing the Constitution. Be sure to point out to your students that while the Constitution was drafted and signed by the delegates in 1787, it was not ratified until 1790. Three delegates—Elbridge Gerry of Massachusetts, and Edmund Randolph and George Mason of Virginia—did not sign the Constitution in 1787. Gerry and Mason specifically did not sign because they wanted to add a bill of rights to the Constitution. Some states were hesitant to ratify the Constitution until they were assured that a bill of rights would be added as amendments. The Bill of Rights would be added to the Constitution in 1791.
Chapter 5 George Washington’s Farewell Address is a popular quotation in American history. In 1796, at the end of his second term in office, Washington spoke about the difficulties that the young nation faced. One of the more enduring points of his speech was his warning against entangling, permanent alliances with foreign nations. This did not mean that Washington did not want to have any contact with other countries. He was in favor of commercial relations but specifically against political connections with foreign nations. Ask students how they think Washington would react to America’s current foreign policy. Do your students agree with Washington’s advice to stay out of foreign affairs? Why or why not?
Chapter 6 The presidential election of 1800 was one of the most dramatic elections in U.S. history. George Washington had been elected twice with no opposition. After he refused to run for a third term, his vice president, John Adams, narrowly defeated Thomas Jefferson. The 1800 election was prolonged due to the original election system defined in the Constitution. As indicated on page 29 of the graphic novel, the Constitution created a system that could end in an electoral tie. In this case, such a tie was given over to the House of Representatives for resolution. Point out to students that the Twelfth Amendment (ratified in 1804) resolved the problem of the 1800 election by ensuring that the Electoral College voters cast separate votes for president and vice president. xii Synopses
This graphic novel pokes fun at the election of 2000 and some other problems associated with the news coverage of elections. For example, the first two pages show the newscaster calling the election too early and then rescinding that call. The final frame on page 31 alludes to future elections in American history. As a class, discuss that while the Constitution was amended to help make the election process go more smoothly, there can still be issues. For example, mention to your students that the election of 2000 was one of four times that the winner of the popular vote did not win the presidency (John Quincy Adams in 1824, Rutherford B. Hayes in 1876, Benjamin Harrison in 1888, and George W. Bush in 2000).
Chapter 7 On the night of September 13–14, 1814, British ships bombarded Fort McHenry in Baltimore, Maryland. During the attack, a young attorney named Francis Scott Key watched in awe at what was transpiring. When the American flag was still flying the next day, he was inspired to write a poem on a scrap of paper. It would become “The Star-Spangled Banner.” Provide students with the words to “The Star-Spangled Banner,” and then lead a class discussion in which students analyze the lyrics, line by line, to determine how the words relate to the attack on Fort McHenry. Ask students to determine the main idea of the song. (The fort had not been captured at night by the British, and the flag still flew over the fort the next day.) Then ask students to give their opinions on whether or not it is a good song to represent the United States as a national anthem. Perhaps students would prefer “God Bless America,” “America the Beautiful,” or some other song to be the national anthem.
Chapter 8 This graphic novel is based on the classic Charles Dickens tale, A Christmas Carol. Instead of being visited by the ghosts of Christmas past, present, and future, Susanna is visited by figures of woman suffrage past, present, and future. Susanna states some of the opinions that many Americans have about the act of voting—that all politicians are the same and that her single vote won’t make a difference. Certainly the 2000 presidential election, decided by a few hundred votes cast in Florida, shows that every vote is important. Susanna realizes after her dream that voting is an important right and responsibility of every citizen. But remember that her initial reason for not voting was that she did not have time to spend going to the voting booth. You may use this idea to begin a classroom discussion by posing the following question: What ideas do you have that would make it easier for people to vote? (Students might suggest that Election Day be declared a national holiday or that employers could give their employees paid time to go to the polls. Other answers will vary.)
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Chapter 9 From the late 1700s through the early and mid-1800s, the North and the South were developing in far different patterns. This graphic novel illustrates those differences in an attempt to help students visualize how the two regions had grown apart leading up to the Civil War. The story is told by having Vitor, a Portuguese investor, weighing the benefits of doing business in the North and in the South. We see a Northerner and a Southerner discussing this with the Portuguese man. Once the Portuguese man leaves, the Northerner and Southerner no longer sit together. This is meant to highlight that as the country approached the Civil War, sectionalism led the Northerner and Southerner to no longer be civil to each other. This novel poses some interesting discussion questions. Ask students why they think the North and the South developed along such different social, industrial, and economic paths. The final shared thought indicates that the two men think that their workforce would have been a deciding factor for Vitor to invest his money. Ask students what they meant by this. (They were referring to slavery.) Ask students why they think Vitor did not ask about slavery. (Answers will vary, but students may conclude that Vitor did not know much about slavery. It is also possible that he knew about slavery but either did not consider it overly important or did not want to address such a touchy issue.)
Chapter 10 The Cherokee were primarily settled in the lower Appalachian chain, from northwestern Georgia up through Tennessee and into North Carolina. During the late eighteenth and early nineteenth centuries, the Cherokee began specific efforts to acculturate to Western culture, to ensure that they were not a threat to the Americans that were settling in and around their native settlements. This graphic novel shows this acculturation effort. Sequoya devised the Cherokee syllabary to serve as the basis for the Cherokee written language. Within three years of its creation, many Cherokee had learned to read and write a language that had only been spoken before. In 1828 Sequoya and a Congregational minister, named Samuel Worcester, had begun printing the Cherokee Phoenix, a bilingual newspaper, at their new settlement in New Echota, Georgia. Along with log buildings, a news press, and other trappings of Western civilization, the Cherokee developed a centralized government modeled after the U.S. states surrounding the Cherokee’s homeland. In 1827 the Cherokee formalized their government, complete with a judicial, legislative, and executive branch. None of these changes helped the Cherokee avoid the resettlement of Native American tribes living in the southeastern United States—the Choctaw, the Chickasaw, the Seminole, and the Creek. During Andrew Jackson’s presidency, these southeastern tribes were forced to move to a newly created Indian Territory (present-day Oklahoma). The Cherokee fought hardest against this effort, taking their arguments to the Supreme Court. Chief Justice John Marshall supported the Cherokee’s individual rights, but President Jackson refused to honor xiv Synopses
the Supreme Court’s ruling. In June 1838 tens of thousands of Cherokee were forced to relocate to the Indian Territory thousands of miles away—an experience the Cherokee call the Trail of Tears.
Chapter 11 This graphic novel illustrates major territorial acquisitions of the United States. These acquisitions were made to fulfill the idea of Manifest Destiny, or that America was meant to stretch its borders from the Atlantic to the Pacific. These individual events illustrate how most of the present-day U.S. boundaries were formed. On the final page of this story, the son asks his father about the people who lived in the land before the United States acquired that territory. To expand their cultural perspectives, have students imagine that they are someone living in an area—such as the land in the present-day United States that used to be held by Mexico—before, during, and after the U.S. obtained that territory. Use this as a catalyst to hold a class discussion about expansionism. Ask: What are the pros and cons of a country expanding its borders? Is expansionism both detrimental and beneficial? Ultimately, is expansionism a positive thing?
Chapter 12 In the years leading up to the Civil War, many Americans risked their lives and broke laws to assist enslaved Africans escaping from Southern bondage. The Underground Railroad, a series of secret paths dotted with safe houses and helpful people, played a key role in helping many people escape enslavement and get themselves or their families out of the South and as far north as Canada. This graphic novel tells the story of a husband and wife, who are just average Americans struggling with the decision to help escaped African Americans on the Underground Railroad. The story shows this couple trying to take on this commitment, while showing the escape efforts of an enslaved worker heading north. The Northern wife wishes to help, while the husband is more reluctant. However, when he is confronted by the brutal reality of one enslaved woman’s experience, he becomes more committed to the effort. The end of the graphic novel shows several ways that people secretly escaped the South—hiding in secret wagon compartments or in cellars and barns, or looking for the symbols and signs (like a lantern in the window) that signaled that a house was a safe haven.
Chapter 13 This graphic novel is a sort of visual time line of events that resulted from the Emancipation Proclamation. Once emancipation from enslavement was announced by Abraham Lincoln in 1863, these other events throughout the history of the United States were possible, if not guaranteed. Each of these events and individual acts of conscience and heroism helped bring the United States xv Synopses
closer to its democratic ideal. These events are crucial in creating a life of social, economic, and individual equality for African Americans in the United States. Point out to students that the Emancipation Proclamation was announced in 1863, but real, meaningful laws and social acceptance of African Americans did not occur until approximately 100 years later. Ask students why it takes so long for such laws to take effect. (Answers will vary. Students should realize that such laws call for huge, sweeping changes in society, which can be difficult to achieve. Discuss the fact that laws must be passed to give citizens a reason to honor actions, but unless society changes to support the laws, the legislation alone is meaningless.)
Chapter 14 This story takes place just after the Supreme Court’s decision in the Heart of Atlanta Motel, Inc. v. United States case. The Court’s decision upheld the Civil Rights Act of 1964, which prohibited racial discrimination. This graphic novel ties into the ratification of the thirteenth, fourteenth, and fifteenth amendments, because those amendments represented the structure and legitimacy of the civil rights movement. While the Court’s decision changed our country, change did not occur overnight. The decision had been made, but enforcement was not yet solid and active. In this graphic novel, a tired African American truck driver is uneasy about going into a southern diner to get coffee and rest. Once he enters the diner, he receives unwelcome glances and verbal abuse. As people start to angrily leave the diner, he remains seated. Through his determination and silent strength, he is able to be served his coffee and earn what he considers a small victory.
Chapter 15 In the later half of the nineteenth century, Americans began serious settlement of the western United States. This region held a great deal of natural resources, such as precious metals, that attracted people hoping to “strike it rich” in unsettled, unexplored territory. This graphic novel tells a typical story of one solitary miner who discovers gold and excitedly tells others of his discovery. To his surprise, when he returns to the location of his discovery, he sees that news of his find has spread much more rapidly than he had anticipated. Other miners have already begun to set up camps and break out their equipment, hoping to stake their own claim on what they hope will be a great deal of wealth. Mining for gold or any precious metal was often more involved than just a single prospector with a pick axe and a pan. Extracting large veins of precious metals in the western mountains involved a great deal of manpower and equipment. When many people came to a single location and stayed for a long period of time, other services grew up alongside their camps. Soon, small, booming mining towns grew up in locations where people were working. Such towns had
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taverns, banks, churches, law enforcement, and other aspects of a settled group of people. Many of these temporary towns did not survive once the ore was gone. When the mines died out, the people often moved on to another mining location. This cycle from boomtown to ghost town occurred in many places across the west during these settlement years.
Chapter 16 In the late 1800s and early 1900s, many American families were very poor. In order to make ends meet, sometimes several members of the family had to find employment—even children. Many children worked in industrial factories. The children’s small hands and small stature allowed them to maneuver more easily in the cramped working areas. This contributed to many accidents in an already unsafe work environment. Ask students if they have ever worked for their parents or a neighbor. How would they compare their work to the work of the doffer in this graphic novel? Tell them that even after child labor laws were passed, children were still working up to 10 hours per day (or more, if their employer ignored the new laws). Ask them if they think they could work that hard to help provide for their families.
Chapter 17 This graphic novel tells the story of a country mouse who chooses to move from his rural home, away from his family, and take a chance to make a new life for himself in the growing city. The central character discovers that city life is different than what he is used to—much more crowded, much more impersonal. The job that he acquires is mostly hard labor, and his living quarters are crowded and full of strangers. He puts a good face on his life in the letters he sends home to his family, along with some of his weekly pay. This experience is typical of what many people faced in the late nineteenth century—whether they were Americans moving within the U.S. or immigrants moving to the U.S. from another country. Many foreign immigrants settled in the growing urban areas, such as New York City, Chicago, Cincinnati, or San Francisco. They struggled to make a life for themselves in the cities, and they also tried to send money home to their families—either to allow them to afford passage to the United States or to make their lives better in their homeland. Ask students to consider what opportunities or difficulties they might experience if they were moving to a growing city during the end of the nineteenth century. What problems might they experience in a young city that they would not experience in more modern times?
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Epilogue Chapter When America entered World War I, there was much excitement on behalf of many of the country’s young men. They had never experienced such a war, and many were eager to enlist. Some believed that this war would be glorious and enlisting was like a rite of passage into their manhood. This graphic novel tells the story of how the expectations of these new soldiers crumbled under the reality and horror of war. This graphic novel acts as a launching point from the end of the previous chapter, toward the rest of American history. The entry into World War I was like a loss of innocence for these soldiers and, to an extent, the country itself. America was stepping on the world stage as a major power, a spot it continues to occupy today. Since this graphic novel has no dialogue in it, have students write their own dialogue and narration boxes to establish a plot that centers on the life of a specific character. Ask your students to have his or her character keep a short journal or write letters back home, explaining their experiences and emotions. Have the students share their journal or letters with the rest of the class.
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chapter 1
Copyright © by The McGraw-Hill Companies, Inc.
Expanding Horizons
1 The Sea of Possibilities
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2 The Sea of Possibilities
3 The Sea of Possibilities
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Copyright © by The McGraw-Hill Companies, Inc.
4 The Sea of Possibilities
5 The Sea of Possibilities
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chapter 2
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Road to Independence
7 Liberty’s Stand
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8 Liberty’s Stand
9 Liberty’s Stand
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Copyright © by The McGraw-Hill Companies, Inc.
10 Liberty’s Stand
11 Liberty’s Stand
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chapter 3
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A More Perfect Union
13 The Philadelphia Convention: An ANN Special Report
IN MAY, 1787 THE FOUNDING FATHERS GATHERED IN PHILADELPHIA TO DEVISE A BETTER FORM OF GOVERNMENT THAN THE ARTICLES OF CONFEDERATION. THEY DECIDED WHILE THEY MET TO KEEP THEIR DELIBERATIONS SECRET, CLOSING THE DOORS OF THE BUILDING WHILE THEY WORKED AND TALKED, TO ENCOURAGE HONEST DISCUSSION AMONGST THE DELEGATES.
THIS IS JONATHAN WILLIAMS, REPORTING FOR THE AMERICAN NEWS NETWORK. IT’S NOW DAY 12 OF THE MYSTERIOUS GATHERING OF NOTABLE PATRIOTS, POLITICIANS AND LAWYERS HERE IN PHILADELPHIA’S INDEPENDENCE HALL...
WE DON’T KNOW EXACTLY WHAT THEY ARE DISCUSSING INSIDE THE CLOSED DOORS OF THE HALL, BUT THERE IS A GREAT DEAL OF SPECULATION ABOUT WHAT IS GOING ON IN THERE.
WE DO KNOW THIS: THERE ARE 55 DELEGATES TAKING PART..
AND IT SEEMS EACH OF OUR 13 STATES HAS REPRESENTAION...
14 The Philadelphia Convention: An ANN Special Report
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WE’LL DISCUSS THE QUESTIONS REGARDING WHAT THIS MEETING IS ACTUALLY ABOUT WITH OUR POLITICAL SCIENCE EXPERT IN A MINUTE, BUT FOR NOW I WANT TO DIRECT YOUR ATTENTION TO THE MAP OF OUR 13 STATES BEHIND ME...
THEY ALSO DID NOT TALK TO THE PRESS OF THE DAY WHILE THEY MET AND DEBATED. BUT WHAT IF THE PRESS OF 1787 WERE MORE LIKE THE PRESS OF TODAY?
THE MEN HAVE BEEN MEETING HERE IN PHILADELPHIA FOR ALMOST 2 WEEKS NOW, BUT THEY HAVE ABSOLUTELY REFUSED TO DISCUSS THE SUBSTANCE OF THEIR DELIBERATIONS...
A LIST OF SOME OF THE BETTER KNOWN ATTENDEES READS LIKE A WHO’S WHO OF AMERICAN REVOLUTION ICONS...
ALEXANDER HAMILTON
BENJAMIN FRANKLIN
...AND EVEN GEORGE WASHINGTON (CERTAINLY THE MOST ILLUSTRIOUS FIGURE IN ATTENDENCE).
JAMES MADISON
WE HAVE BEEN HEARING FROM A NUMBER OF SOURCES REGARDING ONE OF THE MANY POSSIBLE REASONS FOR THIS CONVENTION...
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HOWEVER, ALL HAVE REFUSED TO GIVE US EVEN THE BAREST OUTLINE OF THEIR PURPOSE...
FOR MORE ON THAT, WE SPOKE WITH HARVARD UNIVERSITY PROFESSOR SAMUEL WILLIAMSON...
PROFESSOR, WHAT KIND OF AGENDA DO YOU THINK THESE MEN ARE DISCUSSING INSIDE?
WELL, JONATHON, IT’S ONLY A GUESS, BUT I THINK THEY MAY BE TRYING TO FIND A WAY TO ADDRESS THE PROBLEMS REPRESENTED BY WHAT’S BEEN POPULARLY CALLED “SHAYS’S REBELLION.”
15 The Philadelphia Convention: An ANN Special Report
AS YOU MAY REMEMBER, IT WAS AN UPRISING LED BY MASSACHUESETTS FARMERS THIS PAST JANUARY...
THERE WERE A NUMBER OF REASONS BEHIND THE REBELLION--SOME VALID I’D ARGUE--NOT THE LEAST OF WHICH WAS GENERAL FEELING OF BETRAYAL BY MANY OF THESE MASSACHUSETTS FARMERS TOWARDS THEIR GOVERNMENT...
NOW THE SHAYS’S PROBLEM WAS EVENTUALLY RESOLVED, BUT THE MORE IMPORTANT ISSUE WAS THE GOVERNMENT’S INABILITY TO EFFECTIVELY DEAL WITH THE UPRISING. THERE’S BEEN A GROWING PRESSURE ON THE CONFEDERATION CONGRESS TO DEAL WITH THESE NEW PROBLEMS.
MANY OF THESE MEN FOUGHT IN THE REVOLUTIONARY WAR; THEY RISKED THEIR LIVES FOR A COUNTRY THAT IN MANY CASES HAS FAILED TO PAY THEM FOR THEIR SERVICES. THAT GOVERNMENT, HAS IN FACT, TAXED THEM UNFAIRLY...
SO, GIVEN THE STAR POWER OF WHO IS MEETING INSIDE, I THINK THESE MEN WHO HELPED LEAD THE REVOLUTION MIGHT BE TAKING UP THAT CHALLENGE. THE EXACT SPECIFICS OF WHAT THEY’RE PLANNING IS ANYONE’S GUESS. YES, ALL WE CAN DO IS SPECULATE...
THE REBELLION IN MASSACHUSETTS IS A WARNING, GENTLEMEN.
MR MADISION, ANY FURTHER COMMENTS?
NOT AT THIS TIME.
16 The Philadelphia Convention: An ANN Special Report
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TO GET SOME ANSWERS, WE TRIED EARLIER TODAY TO ASK SOME OF THE DELEGATES TO AT LEAST COMMENT ON SHAYS’S REBELLION, IF THEY WOULD OTHERWISE BE SILENT AS TO THEIR BUSINESS HERE IN PHILADELPHIA...HERE’S WHAT SOME HAD TO SAY:
SHAYS’S REBELLION HAS OPENED OUR EYES, GENTLEMEN, TO THE PROBLEMS OUR YOUNG COUNTRY FACES... WE NEED TO REEVALUATE A NUMBER OF ISSUES RELATING TO GOVERNING AND TO MAKE SURE OUR GOVERNMENT IS ADEQUATE TO THE NEEDS OF THE UNION.
BOLD WORDS FROM THE YOUNGER UPSTART LAWYER, WOULDN’T YOU AGREE, JONATHAN? WE HAVE SOURCES THAT SUGGEST MR HAMILTON ACTUALLY PROPOSED THE CONVENTION IN THE FIRST PLACE!
I AM SHOCKED BEYOND EXPRESSION WHEN I VIEW THE CLOUDS THAT HAVE SPREAD OVER THE BRIGHTEST MORN THAT EVER DAWNED IN ANY COUNTRY...WHAT A TRUMPH FOR THE ADVOCATES OF DESPOTISM, TO FIND THAT WE ARE INCAPABLE OF GOVERNING OURSELVES AND THAT SYSTEMS FOUNDED ON THE BASIS OF EQUAL LIBERTY ARE MERELY IDEALISTIC.
WHEW. QUITE THE OMINIOUS QUOTE FROM GENERAL WASHINGTON, WOULDN’T YOU AGREE? DOES THAT MEAN WE HAVE ANYTHING TO FEAR REGARDING THIS CONVENTION’S OUTCOME, MR WILLIAMSON? HMM. I DON’T THINK SO.
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I PREDICT THESE DELEGATES WILL COME UP WITH SOME BRILLIANT GUIDING PRINCIPLES WHICH CAN BE USED TO MOVE THIS COUNTRY BEYOND THE 19TH CENTURY... WELL, WITH GOOD OLD BENJAMIN FRANKLIN HERE IN ATTENDANCE, HOW COULD THEY GO WRONG? I THINK THESE MEN WILL FIND SOME WAY TO CENTRALIZE AND CONCENTRATE GOVERNMENT POWER WHILE STILL ALLOWING THE PEOPLE A VOICE IN HOW AND WHO WILL GOVERN THEM...THEY SHOULD ALSO FINALIZE SOME SYSTEM BY WHICH ALL THE STATES RETAIN THEIR OWN RELATIVE AUTONOMY.
17 The Philadelphia Convention: An ANN Special Report
MR FRANKLIN, PLEASE...CAN YOU HELP US UNDERSTAND WHAT YOU AND THE OTHER DELEGATES ARE DOING INSIDE?
AS A MATTER OF FACT, EARLIER TODAY WE CAUGHT UP WITH THE RESPECTED INVENTOR, WRITER, AND PATRIOT AS HE WAS EXITING THE STATE HOUSE...
I‘M SORRY YOUNG MAN, BUT I PROMISED THAT I WOULD NOT.
MR FRANKLIN MR FRANKLIN!
I CAN ASSURE YOU THAT WHAT WE ARE DOING IS IN THE ABSOLUTE BEST INTEREST OF THESE UNITED STATES, HER PEOPLE AND HER FUTURE.
ARE YOU, IN FACT, DRAWING UP A NEW FORM OF GOVERNMENT?
WELL, LET’S JUST SAY THAT CHANGES ARE BEING DISCUSSED.
AND WHAT FORM WOULD THIS GOVERNMENT TAKE, SIR?
A REPUBLIC...IF WE CAN KEEP IT.
FOR THE AMERICAN NEWS NETWORK AND ON BEHALF OF MY GUEST, PROFESSOR SAMUEL WILLIAMSON, I’M JONATHAN WILLIAMS. GOOD NIGHT.
18 The Philadelphia Convention: An ANN Special Report
GOOD NIGHT.
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WELL, THERE YOU HAVE IT. THAT’S THE MOST INFORMATION WE HAVE GOTTEN OUT OF ANYONE YET. WE WILL STAY HERE AND SEND YOU ANY MORE BREAKING NEWS AS IT OCCURS.
chapter 4
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The Constitution
19 We the People . . .
THIS IS VERY IMPORTANT BUSINESS HERE "EFORE WE BEGIN DISCUSSING THE #ONSTITUTION IN MORE DETAIL ARE THERE ANY QUESTIONS
/RDER /RDER 'ENTLEMEN
-R &RANKLIN
-R -ADISON COULD YOU TELL US WHERE WE LEFT OFF .ONE HERE -R 7ASHINGTON .OW WHERE WERE WE
4HANK YOU SIR ) MUST URGE THE CONVENTION TO GIVE EACH STATE ONE VOTE IN THE LEGISLATURE )T IS THE ONLY FAIR WAY TO
20 We the People . . .
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#ERTAINLY 7E WERE JUST DISCUSSING THE STRUCTURE OF THE LEGISLA TURE -R 0AT ERSON FROM .EW *ERSEY HAD THE FLOOR
&AIR )mM SORRY BIT I MUST DIS AGREE 7HY SHOULD SOME SMALL STATE LIKE .EW *ERSEY GET THE SAME VOICE AS MY HOME STATE OF 6IRGINIA
7E MUST BASE REPRESENTATION ON POPULATION
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.OW ImM SURE WE CAN FIND A COMMON GROUND 7HAT IF WE WERE TO HAVE A TWO HOUSE ,EGISLA TURE
%VERY STATE SHOULD BE EQUAL IN THE 5NION %DMUND
4HEN WE COULD HAVE A LOWER HOUSE BASED ON POPULATION AND AN UPPER HOUSE THAT GIVES EACH STATE EQUAL REPRE SENTATION 7ILL THAT WORK FOR YOU -R 2ANDOLPH
) MIGHT EVEN CALL IT jGREATk -OVING ALONG LET US DISCUSS THE JUDICIARY
)lM NOT SURE IF ) LIKE THE TERM jLOWER HOUSE k -R SHERMAN BUT ) FIND YOUR COMPROMISE SATISFACTORY
21 We the People . . .
!ND SO YOU SEE CLASS OUR &OUNDING &ATHERS HAD MANY ISSUES TO DISCUSS AT THE CONSTITUTIONAL #ONVENTION 4HEY DID NOT ALWAYS SEE EYE TO EYE SUCH AS THE ISSUE OF THE STRUCTURE OF THE LEGISLATURE BUT COMPROMISE OFTEN FOUND A COMMON GROUND
#AN ANYONE TELL ME WHAT OTHER ISSUES CAUSED DISAGREEMENT AT THE #ONSTITUTIONAL #ONVENTION
22 We the People . . .
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7ASNmT THERE SOME PROBLEM WITH GETTING THE #ONSTITUTION OKAYED BY ALL OF THE STATES
9EAH DIDNmT IT TAKE LIKE A COUPLE OF YEARS FOR IT TO GET RATIFIED
7HY WOULD IT TAKE SO LONG TO GET IT RATIFIED
7ELL GETTING THE #ONSTITUTION APPROVED WAS NOT AN EASY PROCESS .INE OF THE 4HIRTEEN STATES IN THE 5NION HAD TO APPROVE IT !LL THIR TEEN STATES WOULD EVENTUALLY RATIFY THE #ONSTI TUTION BY
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.OW WE ALL KNOW WHO 'EORGE 7ASH INGTON IS BUT CAN ANYONE NAME THE OTHER MEN ON THIS PAINTING
23 We the People . . .
chapter 5
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The Federalist Era
25 Washington’s America
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26 Washington’s America
chapter 6
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The Age of Jefferson
27 Election Deadlock: An ANN Special Report
THE ELECTION OF 1800 WAS THE FIRST TRULY CONTESTED ELECTION IN US HISTORY. THE CANDIDATES INCLUDED THOMAS JEFFERSON, JOHN ADAMS (THE INCUMBENT), AND AARON BURR. IN THESE EARLY DAYS OF THE ELECTORAL COLLEGE SYSTEM, THERE WERENʼT ANY PARTY “TICKETS” WITH A PRESIDENTIAL CANDIDATE AND HIS VICE PRESIDENTIAL CHOICE.
GOOD EVENING, I”M JONATHAN WILLIAMS AND THIS IS THE AMERICAN NEWS NETWORK, WITH BREAKING ELECTION NIGHT COVERAGE. WELL, WE’RE JUST NOW RECIEVING THE FINAL ELECTORAL VOTE TALLIES FROM ALL 16 STATES...
INSTEAD, EVERYONE RAN FOR PRESIDENT, WITH THE WINNER OF ELECTORAL VOTES EARNING THE PRESIDENTIAL OFFICE AND THE RUNNER-UP BEING AWARDED THE VICE PRESIDENCY, EVEN IF THE TWO WERE FROM OPPOSING PARTIES!
AND AGAIN, THIS YEAR’S VOTE LOOKED TO BE A BATTLE BETWEEN THE TWO EMERGING POLITICAL PARTIES IN AMERICAN POLITICS: THE DEMOCRAT-REPUBLICANS AND THE FEDERALISTS...
DEMREP 73
FED 65
SO IT LOOKS LIKE THE DEMOCRAT-REPUBLICANS, REPRESENTED HERE BY THE DARK GREY STATES, HAVE A NARROW EDGE OF JUST 8 ELECTORAL VOTES; BY ALL APPEARANCES, THOMAS JEFFERSON WILL INDEED BE OUR 3RD PRES--WAIT, I’M GETTING ANOTHER UPDATE...
28 Election Deadlock: An ANN Special Report
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OKAY, I’M RECIEVING WORD NOW THAT, WITH 68% OF THE PRECINTS REPORTING, WE CAN PROJECT A WINNER...AND HE’S FROM THE DEMOCRATIC-REPUBLICAN PARTY! IT’S A NARROW VICTORY, APPARENTLY. LET’S HAVE A LOOK AT THE ELECTORAL COLLEGE MAP CHART...
LADIES AND GENTLEMEN, I’M JUST NOW RECIEVING WORD THAT THE 2 DEMOCRATIC-REPUBLICAN CANDIDATES HAVE RECIEVED THE SAME EXACT NUMBER OF VOTES! LOOKS LIKE OUR PROJECTION WAS A BIT PREMATURE!
THOMAS JEFFERSON AND AARON BURR EACH RECIEVED 73 ELECTORAL VOTES. HOW IS THIS POSSIBLE?
WHILE WE AWAIT CONFIRMATION ON THESE NUMBERS, I’M GOING TO ASK OUR POLITICAL SCIENCE EXPERT SAMUEL WILLIAMSON FOR HIS THOUGHTS ON THIS...SAMUEL, WAS THERE ANY INDICATION THIS WAS GOING TO HAPPEN AND, WELL, WHERE DO WE GO FROM HERE?
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FRANKLY JONATHAN, I THINK SOMETHING LIKE THIS WAS BOUND TO OCCUR, GIVEN THE SYSEM CURRENTLY IN PLACE.
OKAY, SO WE HAVE A TIE BETWEEN BURR AND JEFFERSON. WHAT NOW? DO WE RECOUNT THE VOTES? DO WE HAVE CO-PRESIDENTS?
IF I’M NOT MISTAKEN, THE CONSTITUTION HAS A PLAN FOR JUST THIS SCENARIO...BASICALLY THE HOUSE OF REPRESENTATIVES GETS TO VOTE ON THE ULTIMATE OUTCOME.
IN A PROCESS WHERE 2 MEN CAN RUN FOR PRESIDENT IN THE SAME PARTY, AND WITH THE ELECTORATE HAVING 2 VOTES EACH TO SPLIT, IT’S EASY TO SEE HOW THIS COULD HAVE HAPPENED...
HMM. WELL THERE YOU HAVE IT, FOLKS. THE FATE OF THE PRESIDENCY IN THE HANDS OF HOUSE OF REPRESENTATIVES. HOW LONG WILL THE DELIBERATIONS TAKE? WHATEVER HAPPENS, STAY TUNED TO A.N.N. FOR FURTHER DEVELOPMENTS!
29 Election Deadlock: An ANN Special Report
...TODAY MARKS DAY SIX SINCE THE HOUSE OF REPRESENTATITVES FIRST WENT INTO DELIBERATIONS TO DECIDE THE VIRTUAL TIE BETWEEN AARON BURR AND THOMAS JEFERSON. WE’VE RECIEVED WORD THAT A TOTAL OF 35 BALLOTS HAVE BEEN CAST IN THE LAST 5 DAYS, AND STILL WITH NO CLEAR WINNER!
SO SAMUEL, THE QUESTION I HAVE IS THIS: WE BOTH KNOW THAT THE MAJORITY OF THE HOUSE IS MADE UP OF FEDERALISTS, WHO LOATHE JEFFERSON! SO WHY HAVE THEY NOT VOTED HIM OUT OF THIS RACE YET?
IN MY OPINION, THOMAS JEFFERSON IS BY FAR NOT SO DANGEROUS A MAN AS AARON BURR.
WELL, MY GUESS IS THAT OUR OLD FRIEND ALEXANDER HAMILTON IS THE CULPRIT HERE...WE ALL KNOW HAMILTON DOESN’T LIKE JEFFERSON, BUT HE LIKES BURR EVEN LESS!
WE’VE ALSO BEEN HEARING RUMORS THAT JEFFERSON HIMSELF IS ASSURING THE FEDERALIST OPPOSED TO HIM THAT HE WILL NOT FIRE THEM IF HE INDEED IS ELECTED.
IT DOESN’T SOUND GOOD FOR BURR. AND TO TELL YOU THE TRUTH, THIS IS THE KIND OF PARTISAN CONFLICT GEORGE WASHINGTON WARNED ABOUT IN HIS PRESIDENTIAL FAREWELL ADDRESS...
30 Election Deadlock: An ANN Special Report
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I THINK HAMILTON IS WORKING TO INFLUENCE HIS OWN FEDERALIST PARTY TO VOTE AGAINST BURR..WHICH IS JUST PROLONGING THIS PROCESS.
I HAVE ALREADY TOLD YOU OF THE DANGER OF PARTIES IN THE STATE, WITH PARTICULAR REFERENCE TO THE FOUNDING OF THEM ON GEOGRAPHICAL DISCRIMINATIONS...
YES, IT CERTAINLY DID SOUND LIKE A WARNING AGAINST PRECISELY WHAT WE’VE BEEN SEEING HERE THIS PAST WEEK.
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HMM. IT’S SOMETHING THAT COULD DEFINITELY BE DAMAGING TO THE COUNTRY IN THE FUTURE.
THE DOMINATION OF ONE PARTY OVER ANOTHER, SHARPENED BY THE SPIRIT OF REVENGE, NATURAL TO PARTY DISAGREEMENT, WHICH IN DIFFERENT AGES AND COUNTRIES HAS CAUSED THE MOST HORRID PROBLEMS, IS ITSELF A FRIGHTFUL SYSTEM OF GOVERNMENT.
HOLD ON SAMUEL, I’M RECIEVING ANOTHER UPDATE...YES, IT SOUNDS LIKE YOUR PREDICTIONS WERE RIGHT! JEFFERSON HAS WON THE HOUSE OF REPRESENTATIVE’S VOTE, WITH TEN STATES TO BURR’S 4!
YOU HEARD IT HERE FIRST, AMERICA! THOMAS JEFFERSON IS YOUR 3RD PRESIDENT. AND WORD IS CONGRESS WILL CALL FOR A CONSTITUTIONAL AMENDMENT TO PREVENT A PROBLEM LIKE THIS FROM EVER HAPPENING AGAIN...
LET’S HOPE ALL ELECTIONS IN AMERICA’S FUTURE ARE DECISIVE AND FREE OF CONTROVERSY.
31 Election Deadlock: An ANN Special Report
chapter 7
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Foreign Affairs in the Early Republic
33 Gallantly Streaming
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34 Gallantly Streaming
chapter 8
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The Northeast: Building Industry
35 An Election Carol
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36 An Election Carol
37 An Election Carol
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38 An Election Carol
39 An Election Carol
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40 An Election Carol
41 An Election Carol
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chapter 9
The South
43 Strangers on a Train
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44 Strangers on a Train
45 Strangers on a Train
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46 Strangers on a Train
47 Strangers on a Train
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48 Strangers on a Train
49 Strangers on a Train
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chapter 10
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The Age of Jackson
51 Sequoya and the Cherokee Nation
K`jgm_`Ûlj]Yla]kÛoal`Ûl`]ÛLJÛ_gn]jfe]flÛl`]Û:`]jgc]]Û`Y\ÛZ][ge]ÛYÛkgn]j]a_fÛfYlagfÛoal`afÛ >]gj_aYÛ8kÛegj]ÛYf\Ûegj]Û8e]ja[YfÛk]lld]jkÛZ]_YfÛlgÛegn]ÛlgÛf]YjZqÛYj]YkÛl`]Û:`]jgc]]¿kÛdYf\Û oYkÛl`j]Yl]f]\Û@fÛYfÛYll]ehlÛlgÛYnga\ÛZ]af_Ûj]egn]\Û^jgeÛl`]ajÛdYf\Ûl`]Û:`]jgc]]ÛZ]_YfÛYÛ [gf[]fljYl]\Û]^^gjlÛlgÛY\YhlÛl`]ajÛ[mdlmj]ÛlgÛl`YlÛg^ÛeYafklj]YeÛ8e]ja[Y
8Û:`]jgc]]ÛfYe]\ÛJ]imgqYÛ`]dh]\Û Z]_afÛl`akÛhjg[]kkÛZqÛY\Yhlaf_Ûl`]Û :`]jgc]]ÛdYf_mY_]ÛaflgÛYfÛYdh`YZ]l
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52 Sequoya and the Cherokee Nation
DYfqÛo]j]Ûkc]hla[YdÛYlÛ^ajklÛÛÛÛ
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ÛÛÛZmlÛJ]imgqYÛ[gfnaf[]\Û `akÛh]ghd]Ûl`YlÛa^Ûl`]qÛlja]\Û lgÛY\YhlÛl`]ajÛ[mdlmj]ÛlgÛ l`YlÛg^Ûl`]Ûo`al]ÛeYfÛl`]qÛ [gmd\ÛkYn]Ûl`]ajÛdYf\
53 Sequoya and the Cherokee Nation
Jge]ÛkladdÛghhgk]\Û km[`Û[`Yf_]kÛÛÛ
ÛÛÛZmlÛl`]Û:`]jgc]]Û[gflafm]\ lgÛ[`Yf_]Ûl`]ajÛ[geemfalq
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54 Sequoya and the Cherokee Nation
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K`]Û:`]jgc]]Ûogmd\Û]n]flmYddqÛkm]Ûl`]ÛklYl]Ûg^Û>]gj_aYÛafÛgj\]jÛlgÛc]]h l`]ajÛklYlmkÛYkÛYÛkgn]j]a_fÛfYlagfÛK`]qÛlggcÛl`]ajÛ[Yk]ÛlgÛAg`fÛDYjk`Ydd Yf\Ûl`]ÛJmhj]e]Û:gmjlÛYf\Ûogf
Gj]ka\]flÛAY[ckgfÛ`go]n]jÛ`Y\Ûgl`]jÛa\]YkÛÛÛ
Ag`fÛDYjk`YddÛ`YkÛeY\]Û`akÛ\][akagfÛEgoÛd]lÛ`aeÛ]f^gj[]Ûal Û Û Û Û Û Û ¤8f\j]oÛAY[ckgf
55 Sequoya and the Cherokee Nation
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56 Sequoya and the Cherokee Nation
chapter 11
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Manifest Destiny
57 From Sea to Shining Sea!
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58 From Sea to Shining Sea!
59 From Sea to Shining Sea!
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60 From Sea to Shining Sea!
chapter 12
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Road to Civil War
61 Seeing the light.
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62 Seeing the light.
63 Seeing the light.
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64 Seeing the light.
65 Seeing the light.
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66 Seeing the light.
67 Seeing the light.
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chapter 13
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The Civil War
69 The Road to Equality
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70 The Road to Equality
71 The Road to Equality
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72 The Road to Equality
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chapter 14
Reconstruction
73 A Small Victory
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74 A Small Victory
)N A LANDMARK DECISION THE 3UPREME #OURT UPHELD THE #IVIL 2IGHTS !CT OF WITH THEIR RULING IN THE (EART OF !TLANTA -OTEL )NC V 5NITED 3TATES CASE
4HIS RULING CAN POTENTIALLY FINISH THE CYCLE OF HOPE IN OUR COUNTRY (OPES THAT WERE CREATED WITH THE TH TH AND TH !MENDMENTS WERE NEARLY RUINED BY SEGREGATION *IM #ROWE LAWS AND OTHER FORMS OF DISCRIMINATION
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.OW THAT THE #OURT HAS UPHELD THE CIVIL RIGHTS LEGISLATION THOSE HOPES CAN BE REALIZED )T SEEMS THAT WE CAN TRULY BEGIN TO MOVE FORWARD AS A NATION
75 A Small Victory
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76 A Small Victory
77 A Small Victory
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chapter 15
The Western Frontier
79 Boom & Bust
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80 Boom & Bust
81 Boom & Bust
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82 Boom & Bust
83 Boom & Bust
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84 Boom & Bust
85 Boom & Bust
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chapter 16
The Growth of Industry
87 the doffer
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88 the doffer
89 the doffer
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90 the doffer
chapter 17
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America Enters a New Century
91 Country Mouse, City Mouse
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92 Country Mouse, City Mouse
93 Country Mouse, City Mouse
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94 Country Mouse, City Mouse
95 Country Mouse, City Mouse
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96 Country Mouse, City Mouse
97 Country Mouse, City Mouse
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epilogue
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Connections to Today
99 The Loss of Innocence
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100 The Loss of Innocence
101 The Loss of Innocence
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102 The Loss of Innocence
