"You have a truly revolutionary text here and one that, in parts, is so well written that it may take over the market." - Constance M. McGovern, Frostburg State University "You may have found somewhat of a cure for the 'won't read' disease that, like an epidemic, has spread across our college campuses. Created Equal is a solid thematic history in an informative and interesting narrative. Created Equal is a text that works on many levels...it is a great model for students to emulate." - Gaylen Lewis, Bakersfield College "I congratulate the authors for their willingness to take on such a difficult task, and commend them for their ability to weave so complex a tale." - Melanie Perreault, University of Central Arkansas "I think that the level, language and style of writing is both entertaining and superb...this is an engaging volume..." - Kenneth Adderley, Upper Iowa University "It is a joy to read a text that gives so much attention to the non-Anglo settlers and settlements...Created Equal gives students an excellent introduction to the lives of others." - Gaylen Lewis, Bakersfield College "As we live in a multicultural society, this approach correctly belongs at the center of any textbook. Students will respond very positively to this approach." - Yvonne Johnson, Central Missouri State University "I found the authors' approach and emphasis refreshing. What sets this text apart is that most U.S. history surveys give a nod to class, race and gender. I found the straightforward approach highlighting AmericaA 's common people to be refreshing and told in clear, powerful style." - William A. Pelz, Elgin Community College "I would definitely adopt such a text as my chosen text. The themes are excellent, especially for those like me who have become bored with the traditional views of U.S. history." - Abel A. Bartley, University of Akron "The overall themes A ' multiculturalism, class, international history, and environment A ' are excellent." - Steven D. Reschly, Truman State University "By placing the environment at the center of their discussion, the authors include an important topic that today's students expect to discuss." - Melanie Perreault, University of Central Arkansas "This text addresses many of the questions current students bring into history, such as the role of race, gender, and environmentalism in American history. This text's material would easily lead into discussions of our current societal problems and issues." - Jeremy Johnston, Northwest College "The Table of Contents is one of the most sensible I have seen in any college textbook because of its symmetrical outline of 'parts' each with three chapters...All in all, this book's organization would fit nicely with my two-semester sequence in U.S. history." - Earl Mulderink, Southern Utah University "This chapter 3 is an intriguing story well told...it is well-written, easily understood, sophisticated, and exciting...Kudos to the chapter author." - Constance M. McGovern, Frostburg State University "While all of the chapters capture and hold attention, my favorite is Chapter 4... concision, clarity, and content are essential elements in good writing. 'African Enslavement' is a very good write." - Gaylen Lewis, Bakersfield College "The chapter (11) has a lot of new content I have not seen before. Its coverage is a good blend of geography and multiculturalism with proper attention to the rise of white male democracy and those who felt no benefit from rising democracy. Ending with the dominant symbol Jackson is appropriate, along with a reminder of its inherent contradictions" - Gregory L. Goodwin, Bakersfield College "I think this chapter 13 is the best I've read." - Melanie Perreault, University of Central Arkansas "Students who read this Chapter 14 will come away with a greater appreciation for the complexity of the Civil War and American history in general." - Melanie Perreault, University of Central Arkansas "The overall theme of this chapter 16 is excellent - an increasingly standardized economy and society." - Steven D. Reschly, Truman State University "This chapter 17 includes a great diversity of topics...how these amazingly diverse themes fit together to form a big picture of the era...would be of great benefit to students." - Steven D. Reschly, Truman State University "This chapter 19 best represents the goal of a blended history. Great work on the Harlem Renaissance!" -Tommy L. Bynum, Georgia Perimeter College "A model chapter 21. This chapter is so good, so well written, so intriguing ...The author's use of Stoddard and Fitzgerald, and F. Scott and Zelda, sharecropper woman and Zelda, just to cite a few ...is a delight." - Constance M. McGovern, Frostburg State University "A superb presentation of the materials and themes of this period." - Constance M. McGovern, Frostburg State University "This is the best, most objective treatment I have seen of the 1980s." - Robert C. Pierce, Foothill College "Each of the themes is fully developed and a delight to read. The author easily and smoothly lays out the theme, gives compelling illustrations, is inclusive, makes clear connections, and reflects thoughtfully on historical roots." - Constance M. McGovern, Frostburg State University
From the Back Cover
Want to save time and improve results?
MyHistoryLab is a fun, interactive online resource that gives you everything you need to ace this history course–all in one easy-to-use Web site. Log onto www.MyHistoryLab.com and find a wealth of activities, practice exams & tests, interactive maps, and much more!
Find answers to your concerns…
I’m confused about what primary sources are!
My professor assigned Sinclair’s,The Jungle. That’s $15 I don’t have!
I’d like to get more out of the textbook I’m using.
I’m struggling with this course, but I can’t afford the study guide.
If this text did not come with a MyHistoryLab access code, visit www.myhistorylab.com to purchase a subscription.
--This text refers to the