Jeremiah Beaver

Dr. Wargo
Edu 415
3 October 2022
Resource Collection Project
1. Industrial Revolution

 Trade books

o Sinclair, U. (2022, January 18). The Jungle: The 1906 Uncensored Version.

Independently published.

The Jungle provides a unique look into the effects of industrialization in American cities

like Chicago. It also shows the conditions that many of the immigrant workers were

forced to live in. As a primary source, the book provides a firsthand account of some of

the concerning practices within a newly Industrialized America.

o Griffin, E. (2014, August 26). Liberty’s Dawn: A People’s History of the

Industrial Revolution (Reprint). Yale University Press.

This book is a collection of notes and journals written by the working class during the

period of the industrial revolution. The journals give insight to the more positive aspects

of the revolution and focus more on the cultural impact rather than the economic one.

These individual accounts give us a better understanding of what life was like for the

working citizen.

o Carnegie, A., & Dyke, V. J. C. (2011, March 30). Autobiography of Andrew

Carnegie.
 The autobiography of Andrew Carnegie is the story of the rise of one of America’s

largest business tycoons. Beginning with his immigration from Scotland to America,

Carnegie describes the development of his enterprise and provides lessons on how others

can achieve the same success he did.

o Rosen, W. (2012, March 15). The Most Powerful Idea in the World: A Story of

Steam, Industry, and Invention (Illustrated). University of Chicago Press.

This book focuses on the initial Industrial Revolution, which occurred in Britain, and the

many factors that led to its conception. Rosen claims that the steam engine was what

ignited and drove the revolution and the main reason new inventions were created was the

new capitalist ideology in Britain. Because people could now profit from their inventions

and ideas, they were more motivated to invent and create.

 Websites

o Teacher: https://www.loc.gov/classroom-materials/industrial-revolution-in-the-

united-states/#teachers-guide

This website provides a detailed account of the Industrial Revolution in America and the

individuals who were responsible for it. The website also contains authentic articles and

photos from the time period.

o Student: https://www.investopedia.com/terms/i/industrial-revolution.asp#toc-

what-was-the-industrial-revolution

This website provides a very simple and easy to read account of the industrial revolution.

The text is broken into small chunks with headings so students can easily navigate and
 understand the text. There is also a table of contents that can take students to a specific

part of the article that they are interested in.

 Other Sources

o Reams, P., & Magan, R. (Directors). (2012, October 16). The Men Who Built

America. Stephen David Entertainment.

This recently created tv series by the History channel dives into the lives of some of the

major economic figures within the Industrial Revolution in America, such as Cornelius

Vanderbilt and John D. Rockefeller. It also features modern-day businessmen who have

been very successful and compares the philosophies between the two groups. It offers a

personal look at the lives that these men lived and compares them to modern day figures

so we can analyze the similarities and differences between today’s businessmen and those

of the Industrial Age.

o Interactive Steam Engine, https://www.edumedia-sciences.com/ene/media/642-

steam-engine

This website gives a visual of what the first steam engine, as designed by James Watt,

would have looked like. It also explains how the machine ran and describes the historical

background that was relevant to its creation. This allows students to further understand

and visualize some of the concepts and ideas that were essential to the start of the

Industrial Revolution.

2. Trail of Tears

 Trade books
 o Perdue, Theda (June 24, 2008) The Cherokee Nation and the Trail of Tears

(Penguin Library of American Indian History) Paperback. (n.d.). Penguin Books.

This book analyzes the internal division amongst the Cherokee, and how the defection of

a few led to the removal of them all. It also documents the various backstabbing deals the

American government made with the natives.

o Ehle, J. (1988, October 4). Trail of Tears: The Rise and Fall of the Cherokee

Nation (Reprint). Anchor Books Doubleday.

This book focuses on the political aspect of the Trail of Tears, and the role the United

States government played in removing the native population from the lands East of the

Mississippi to Oklahoma. It gives an account of the legislation and political figures that

led the movement against the Cherokee.

o Birzer, B. J. (2018). In defense of Andrew Jackson. Regnery Publishing.

This book looks at the legacy of Andrew Jackson and uses primary documents from the

time he lived to try and determine his true character. Rather than declare him a racist and

move on, the book gives a neutral historical account that allows the reader to draw their

own conclusion.

o Cornelissen, C. (1999, November 9). Soft Rain: A Story of the Cherokee Trail of

Tears (59714th ed.). Yearling.

This is a historical fiction novel that follows a young girls journey with her family on the

Trail of Tears. It is a story that reflects the Cherokees fierce sense of identity and strength

despite the many hardships they faced.

 Websites

o Teacher: https://www.history.com/topics/native-american-history/trail-of-tears

This website provides lots of details and hyperlinks to information regarding the Trail of

Tears. This would be useful in determining the main points and ideas within the event

and providing supporting material to create a solid lesson.

o Student: https://www.britannica.com/event/Trail-of-Tears

This database source gives a general overview of the event with some of the more

important facts. This is useful because it gives students an idea of the material they will

learn about so they will be able to focus on the details during the lesson.

 Other Sources

https://memory.loc.gov/cgi-bin/ampage?collId=llsl&fileName=004/llsl004.db&re

cNum=458

This is the official Indian Removal Act, which was passed by Congress and allowed for

the relocation of the Cherokees from their native land. The document states all the

different sections of the act and describes it in its entirety. It is useful to see the primary

sources from the time as well as the direct language that the American government used

in its political policies towards the natives.

o https://www.youtube.com/watch?v=SosZ2ZRJymU
 This YouTube video gives a brief overview and summary of the Trail of Tears. This is

beneficial because it is a nice introduction to the topic. It provides interesting facts and

visuals that will allow students to associate information more effectively.

3. Slavery

 Trade books

o Baptist, E. E. (2016, October 25). Half Has Never Been Told (Reprint). Basic

Books.

This book explains how slavery built up the South and played a large role in the

development of capitalism in America. Baptist argues that America’s history of slavery

should not necessarily be shunned but should be studied so that we can understand the

significance slaves played in the development and establishment of the United States.

o Stowe, H. B. (2020, January 8). Uncle Tom’s Cabin by Harriet Beecher Stowe.

Independently published.

Uncle Tom’s Cabin was one of the most influential books of its time and its description

of American slavery remains important to this day. The story of Uncle Tom shed light

upon the horrors of slavery and the tragic end that many of the African slaves faced.

o Northup, S. (2018, November 6). 12 Years a Slave (Edition 2018). CreateSpace

Independent Publishing Platform.

This book documents Solomon Northup’s kidnapping and enslavement, despite being a

free man since birth, and his journey to return home. It paints a picture of despair and
 violence but also emphasizes the resilience of the human spirit and his refusal to accept

bondage.

o Horton, J. O., & Horton, L. E. (2006, February 16). Slavery and the Making of

America. Oxford University Press.

This book gives firsthand accounts, many of which come from slaves, of the nature of

slavery and attempts at freedom. It documents the long struggle that the African people

have been a part of to gain their freedom in America and the world.

 Websites

o Teacher: https://www.history.com/topics/black-history/slavery

Once again, History.com provides a detailed account of slavery that clarifies the main

points. It is a useful tool to gather information for lessons and for reference when

teaching about slavery.

o Student: https://americanhistory.si.edu/changing-america-emancipation-

proclamation-1863-and-march-washington-1963/1863/slavery-america

This website gives a chronological account of slavery in America and the events leading

up to the Emancipation Proclamation. Each passage is short and contains only the main

points, allowing students to grasp the big picture. This is a great resource to use for a

short research assignment.

 Other Sources
 o Beresford, B., Carter, T., Noyce, P., & Van Peebles, M. (Directors). (2016, May

30). Roots [Video]. The Wolper Organization, Will Packer Productions,

Marctoberoff Productions, A+E Productions.

The tv show, Roots, provides a vivid picture of what slavery looked like in the South.

Created by the History channel, the show follows a man named Kunta Kinte and the

many sufferings he experienced during his enslavement. This can be used at the end of a

unit as a reflection video. Students can compare what they see in the show to what they

studied in the lesson and even point out what aspects are missing in the rendition.

o https://www.gpb.org/education/virtual/owens-thomas-house

This is a virtual field trip to a former plantation in the South. This is another visual that

would allow students to independently learn more about the topic and associate

information with images.

4. Imperialism

 Trade books

o Achebe, C. (1994, September 1). Things Fall Apart. Penguin Publishing Group.

This is a fictional novel that describes the effects of imperialism on native populations.

The story’s main character, Okonkwo, is driven to madness by the European settlers who

press their beliefs and customs upon his tribe. The story concludes with Okonkwo

committing suicide, as he cannot adjust to a world in which everything he held dear is

meaningless.
 o Bacevich, A. J. (2002, March 15). American Empire: The Realities and

Consequences of U.S. Diplomacy (Edition Unstated). Harvard University Press.

This book analyzes and critiques the imperialistic nature of the United States that was

evident in policies and actions following World War 2. Striving to remain the sole

superpower of the world, America has resorted to a more militarized political ideology

and often gets physically involved in other countries to protect our legitimacy.

o Tharoor, S. (2018, May 8). Inglorious Empire: what the British did to India

(Reprint). Scribe US.

This book describes the British occupation of India and how, through the colonization of

India, Britain was able to develop and flourish. However, this came at the cost of India,

and the book seeks to expose the atrocities that occurred as the result of foreign extortion.

o Streets-Salter, H. (1997, January 1). Open Veins of Latin America: Five Centuries

of the Pillage of a Continent. Monthly Review Press.

This book traces the imperialism that occurred in Latin America through the various

natural resources that were taken. Commodities such as gold, sugar, and cacao were

desirable by European nations, and Streets-Salter documents the various countries that

got involved and robbed Latin America of its resources.

 Websites

o Teacher: https://www.thoughtco.com/imperialism-definition-4587402

This website describes various forms of imperialism and specifically the types that are

present within United States history. It also describes the political and economic
 reasoning behind imperialism and explains its origins. This information is very useful to a

history teacher because it allows them to connect various examples of imperialism

together during the lesson by introducing and reinforcing the themes behind it.

o Student: https://www.britannica.com/topic/imperialism

This database provides a general overview of what imperialism is, as well as some

examples. Imperialism is most likely a topic that not many students will be familiar with,

so by having students read this article before the lesson, they can come prepared and at

least thinking about what imperialism is.

 Other Sources

o http://historymatters.gmu.edu/d/5478

This article is one of the most infamous works of all time when imperialism is discussed.

The White Man’s Burden characterized modern imperialism and is an essential text for

understanding the mindset and thinking behind the actions of nations that colonize others.

This article is an easy read and a great piece to discuss in class with students.

o https://www.youtube.com/watch?v=eZB6a981lc0

This is a short video that defines imperialism and distinguishes it from other historical

terms like colonization. This can be used as an introduction to the unit and to incorporate

important vocabulary that will be necessary to understand future readings.

5. WWII

 Trade books

o Art, S. (2003b, October 2). The Complete Maus (unknown). PENGUIN.

 This is a graphic novel that describes the Nazi occupation of Europe and the

discrimination of various people groups. By associating certain people groups with

animals, Spiegelman describes the horrors that each suffered at the hands of the Germans

and the effects that it would have in the future.

o Craig, W. (2015, September 29) Enemy at the Gates: The Battle for Stalingrad.

Open Road Media.

Stalingrad is believed by many historians to be the turning point of WWII. In this book,

William Craig gives a detailed account of the Russian resistance at Stalingrad and their

incredible victory over the previously invincible Germans.

o Gratz, A. (2016, October 11). Projekt 1065: A Novel of World War II. Scholastic

Press.

This historical fiction novel follows the life of a young spy who is placed within the Nazi

ranks. In order to remain inconspicuous, he must perform actions typical of a Nazi but

contradictory to his own ideals. The book follows his mission to gain insider knowledge

about the Nazis that will shift the tide of the war.

o Hersey, J. (2019, May 23). Hiroshima. Blurb.

In this book, John Hersey travels to Japan to speak to survivors of the atomic bombings

that occurred at Hiroshima. He documents the stories of 6 individuals and their horrific

tales of destruction and tragedy following the bombing.

 Websites

o Teacher: https://www.history.com/topics/world-war-ii/world-war-ii-history
 This website provides a complete collection of information beginning with the causes for

the war and ending with the legacy and effects of the war. This website provides a good

outline for how to break up a lesson on the war and provides excellent details about the

war.

o Student: https://www.history.com/topics/world-war-ii

This website features lots of pictures and articles that students can access to learn more

about the war. This website is perfect for allowing students to explore and pursue a

particular topic that they are interested in.

 Other Sources

o https://joyofmuseums.com/museums/united-states-of-america/new-orleans/

national-wwii-museum/

This is a virtual field trip to the World War II Museum in New Orleans. It allows the user to both

learn about the war and look at some of the artifacts that were preserved from it. This is a great

activity to use during a lesson to provide visual examples to students and explain the significance

of various objects within the museum.

o Greatest Events of WWII in Colour. (2019). [Video]. Head Gear Films, Metrol

Technology, World Media Rights Productions.

This is a 10-episode series by Netflix that shows footage from the war. The footage was

previously only black and white, but using technology, the original footage of the war has

been colorized. Watching the war in color makes the material much more significant and
impactful to students, who would otherwise feel disconnected watching a documentary in

black and white. It is a perfect way to follow up a lesson on a particular battle or event

because it reinforces the information that students just learned and allows them to make

connections.